Leopooldo Leopooldo

Upper intermediate level


By the end of the lesson, students will have had practice in writing a postcard in the context of holidays.


Main Aims

  • To provide writing practice of a postcard in the context of holidays

Subsidiary Aims

  • To provide will have learnt the basic structure of a postcard


Warmer/Lead-in (3-5 minutes) • To set lesson context for the writing and engage students

The students will see 2 postcard pictures in the slides as well as the following questions: Have you ever received or sent a postcard? How do you write a postcard? What can you identify from the pictures? Students will discuss the questions in BoR together as the group is too small. Just in case the group has more students this time, they will be split into 2 groups. INSTRUCTION FOR THE STUDENTS: -You have 3 minutes -Read the questions and discuss them together ICQs What do you have to do?

Pre-writing (12-15 minutes) • Give the students a model text and ensure they notice the typical structure, stylistic and linguistic devices ot he model text.

The students will read a model text of what I expect them to write later. Instructions: -You have 1 minute to read the following text The postcard model text reads as follow (the original one is on the slides): Dear Grandma, I´m on holiday in London. There are lots of things to see and do! On Monday we saw Big Ben. On Tuesday we went to the London Eye. On Wednesday we saw Tower Bridge. On Thursday we went on a big red bus. On Friday we went to the park. On Saturday we saw Buckingham Palace, but we didn´t see the Queen! Today is Sunday-it´s time to go home! See you soon! Love Lucy xx Mrs. Jones 24 New Street Cardiff CF1 4SC CCQs What is it about? Who is writing to whom? Then the students will see a postcard and will discuss in a group (BoR) the parts they can identify from the postcard then, they´ll be elicited to find the real components and names together. Instructions: -Okay gays, 3 minutes to discuss/identify the parts/sections that make up the postcard -BoR Once they have done this they will be elicited with the following questions in order to discover the parts of the postcard and its meaning. -What is the function of this part, what is it for? -Can you guys guess the name of this section? (greeting) -What about this part, what is the main use of it? (message) -Whose name goes here? -Can you guess the name for this section of the postcard? (sender´s name) -Whose name & address goes here? (recipient´s name & address) -What is this? -What is it for? (stamp) After the questions, they will solve a matching pairs exercise regarding the main topic which is the parts of the postcard. CCQ´s How many parts make up the postcard? What particular language structures did you notice from the text? Is the language used formal or informal? Then I will select three students and I will ask them to give me some examples of the informal language they think they can use in a postcard; this way, I will elicit the linguistic and stylistic devices from them without setting up the answers in the slides, thus, their learning is going to be much more meaningful as they will discover it by themselves. CCQ´s (here we are also going to complement their key vocabulary and grammar concepts as I am going to share them some extra examples after they finish answering the CCQ´s) Can we use contractions when writing a postcard? John Doe. please give an informal greeting example What tenses do you think we can use in a postcard? For what purpose? Complementary vocabulary (here we are using a picture which is going to help us with this as well) Then the students are going to work on a quick exercise to check their understanding of this stage. https://learnenglishteens.britishcouncil.org/skills/writing/elementary-a2-writing/postcard-new-york CCQ´s What tense do you use for saying what you have done? When do we use "going to"?

Writing task (12-15 minutes) • Students are going to write their own postcard applying what they´ve learned.

Instructions: -12 minutes to write your own postcard -The sections of the postcard must be clearly identified -Use your corresponding jamboard slide to write your postcard. CCQ´s What do you have to do? What do you have to include in your postcard? Students are going to have in the chatbox the postcard sections and they will also have a postcard example in the current slide so they can use it as a reference when working on their own. I will let them work so any correction will be made withing the chatbox in order to avoid active interruptions.

Follow-up, Feedback and Error Correction (7-10 minutes) • To provide feedback on students' production and use of language

Follow-up I will choose 1-2 random postcards which I will share and they are going to correct in BoR together and feedback to each other. Instructions: -5 minutes. -You will correct together 1-2 postcards in BoR. CCQ´s What do you have to do? How long? Feedback After monitoring them on the last activity, I will correct the main mistakes I´ve identified during the lesson as well as giving them a quick review of what they´ve learned.

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