james james

Writing Lesson
Lower Intermediate level


In this lesson, students will learn practice writing a postcard to a friend. To prepare them to do so, we will cover basic parts of a postcard as well as useful vocabulary related to travel that one might include in a postcard.


Main Aims

  • To provide product writing practice of a postcard to a friend in the context of travel

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of postcards
  • To provide gist reading practice using a text about their favorite places in the context of travelling to costa rica


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

I will ask students to discuss in pairs for 1 minute. Sharing what they know about their cities and what their most important attractions are. We will use google slides for this. Questions on slides: How well do you know your city? What are the most important attractions? Interaction: PW, OCFB

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

Students will read a postcard created by me and then answer a question. Namely, students are asked to organize which places the person who wrote the postcard liked the most. We will use google forms for them to answer the question. Namely: Rank James' favorite places in Costa Rica from Most Favorite to Least Favorite. 1. Favorite: Manuel Antonio, then: San José, Least Favorite: Arenal Volcano 2. Favorite: San José, Then: Manuel Antonio, Least Favorite: Arenal Volcano 3. Favorite: Manuel Antonio, Then: Arenal Volcano, Least Favorite: San José Interaction: Individual, PW (in chat), OCFB We will then do a pairing exercise, where students match the part of the postcard to it's description. It will be projected on the slides and students answer in chat, checking their answers with their pairs, and quick OCFB before moving on.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

We will cover Meaning, Form and Appropriacy for 6 items from the postcard. Namely: Hey Sweetie! I caught a bus to some of the hot springs. I went at my own pace. I paid a visit to the arenal volcano. I’m dying to get home. I’m really enjoying myself I will use CCQs for some of the expressions when pertinent: Hey Sweetie CCQ: does this mean he's writing his partner? yes Caught a bus CCQ: Is this the same as taking the bus? Yes Does this mean he phisically had to catch or stop the bus? No I went at my own pace CCQ: Was he in a hurry? No I paid a visit CCQ: Does this mean he paid for something? No. Is it the same as visiting? Yes I'm dying to get home CCQ: Does he want to go back home? Yes. Does he really want to? We will then look at form and what parts of the language is fixed by first having students see if they can Identify what parts can change. Visual cues and suggestions will be provided if they can't come up with it themselves. We will go over each phrase 1 by one using slides. Finally, Appropriacy will be covered by looking at all the phrases together and having students identify which two are particularly informal. Students will then be asked to come up with a formal alternative but if they have difficulty with this there will be another slide with a multiple choice question asking them to choose a more formal version out of three options. Namely: Hey Sweetie! a) Dear Sarah, b) Hey Mrs. Jones! c) Dear Mrs. Jones, I’m dying to get home. a) I really want to get home b) I’m looking forward to getting home c) I just wanna get home Interaction: T-S, favoring elicitation when possible.

Productive Task(s) (15-17 minutes) • To provide an opportunity to practice target productive skills

Students are asked to write a postcard to the teacher, following these instructions: Now write your own postcard: Address it to me! Imagine I’m your friend. Include all the parts (Address, Stamp, Greeting, Closing, Body, Date) Imagine you are a tourist in your city, tell me about what you did during your trip. Suggestions for useful language are also kept up on the slide. Students will write on a slides presentation which I share with them.

Feedback and Error Correction (6-8 minutes) • To provide feedback on students' production and use of language

I will do a brief moment of content feedback. Then, I will assign every student a postcard to check using a form provided. Then, I will split them up into breakout rooms in pairs, so they may discuss and give each other feedback.They will check and discuss their peers postcards. If there is time left, we will do DEC with material that I identify in their writing that could be improved. Interaction: T-S, Individual, PW, OCFB

Web site designed by: Nikue