Silvia Rojas Silvia Rojas

Pre Intermediate level


In this lesson, the SS will write a postcard to a friend. This is a relevant lesson for practising writing skills. This will be meaningful for them because communicating with friends and family during holidays is very frequent. This will also be useful because, even if they use a different format, SS will be exposed to the relevant parts for delivering an efficient and complete message.


Main Aims

  • To introduce and provide practice of writing a (short) postcard to a friend

Subsidiary Aims

  • To provide gist and detailed reading practice using a postcard about Maria's last holiday
  • To provide clarification and practice of language used for writing a postcard in the context of holiday


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T shares screen (Lead-in) T instructs: "For our first activity: Speak with your classmates about: Where did you go for your last holiday? and Do you usually communicate with your family or friends while you're away? You'll have 2 minutes in BreakOut Rooms.The link is in the chatbox." T shares link. T creates BreakOut rooms. Sets timer (2 minutes) T monitors. T nominates 1 SS to speak about what was discussed in his/her BreakOut room.

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

T shares screen (Is Maria having fun?). T instructs: Ok, now, read this text and get a general idea of it. Focus on: What type of text is this? Where is MarĂ­a and is she having fun? The link is in the chatbox. You'll have 90 seconds. T checks understanding: So, do we have to read or write? (Read) T instructs: Now please, check your answers with your classmates via private chat. T tells SS who are they working with. T instructs: You'll only have 30 seconds. T conducts OCFB. T explains: "Now, identify the parts of the postcard. Match the names of the parts with the correct number. For example, number one what is it: the body, signature, closing, date or greeting? T lets SS answer (date). T instructs: You have 90 seconds to do this for the rest of the numbers and please do it in your notebooks. The link is in the chatbox" T instructs: Please share your answers with your same classmates via private chat. You'll have only 30 seconds. T conducts OCFB.

Useful Language (3-4 minutes) • To highlight and clarify useful language for coming productive tasks

T instructs: Now, you'll have 2 minutes to answer the following 3 questions with your peers in BreakOut Rooms. T reads the questions (Are postcards formal or informal? Long or short? What is the purpose of the following phrases? T checks understanding: So, are we working individually or in groups? (in groups) T creates BreakOut rooms. Sets timer (2 minutes) T monitors. T conducts OCFB. T explains: The link is the chatbox.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

T instructs: Now, imagine you're on holiday. Write a postcard to a friend describing your trip: Where are you? What are you doing? What have you done? What will you do? Don't forget the parts of the postcard. You'll have 18 minutes to write individually in the slide that has your name. The link is in the chatbox. T checks understanding: So, are we writing or speaking? (Writing) Individually or in groups? (individually) T monitors.

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

T explains: Now, you'll have to read one of your classmate's postcard. T explains who's reading what. T continues: You'll have to give feedback to your peer. Use this checklist (T shares screen) to check if... (reads checklist points). You have 2 minutes. The checklist link is in the chatbox. T instructs: Now, you'll speak to your peer in BreakOut rooms to discuss your feedback. You'll have 4 minutes. T creates BreakOut Rooms.Sets timer (4 minutes) T monitors. T conducts OCFB by nominating 1-2 SS to share what their peers wrote (to whom did they write, where are they).

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