Adriana Quezada Adriana Quezada

Teaching practice 8
Upper Intermediate level


Main Aims

  • To introduce and provide practice of writing a 75-word postcard in the context of Holidays.

Subsidiary Aims

  • To provide review of Present Continuous and adjectives in the context of holidays


Lead-in (3-5 minutes) • To set lesson context and engage students in the topic.

T shows slide 1 and asks students to think of their favorite city. T instructs students to use a sticky note to write a short description of a place they would like to visit. They do not need to write their names. Students will read their classmates' descriptions and they will try to guess whose description is each one. Students will answer if the description is theirs or not.

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

T will show students an example of her own. T will nominate a student to read aloud. T asks some questions to check understanding: -Who is the postcard to? -Where is the postcard sent from? -Who is sending the postcard? -What are they doing? Students will identify and label the parts of a postcard.

Language Analysis (5-7 minutes) • To clarify the meaning, form and pronunciation of the task language

T asks students to identify words that describe from the postcard. Students notice adjectives. T covers meaning, form and pronunciation for adjectives to describe an experience/place as a whole class. A grammar point: Present Continuous is covered through meaning, form and pronunciation individually. Google Form Students get in pairs to check their answers. T leads OCFB.

Writing Task (10-15 minutes) • To provide an opportunity to practice target productive skills

T instructs: Now it's your turn. 1. Choose one slide and write your name. 2. Imagine you are in the city you described at the beginning of the lesson. 3. Write a postcard to your friend or family. Describe the city and explain what you are doing. Use the example to help you. (75 words min) 3. Get in pairs to check your peer's postcard by using a checklist.

DEC and Feedback (3-5 minutes) • To allow students to report on how they did the task and how it went

T checks one postcard using the checklist. T leads DEC Students share their findings and comments on the task.

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