Jessa Jessa

Reading postcards
CLB 4 level


Second in the series of Interacting with Others - Simple Personal Social Messages (CLB 4). Students will be interacting with postcards with focus on reading comprehension with a writing communicative task.


Main Aims

  • Developing the students ability to interact with others through simple personal social messages.

Subsidiary Aims

  • Improve their ability to read for gist and read for detail.
  • Improve their ability to identify the sender/receiver and if a response is required.
  • Improve their ability to indicate the tone of the message.


Engaging Prior Knowledge (5-8 minutes) • Look over the apology card from last weeks lesson

Ask what did we learn last class? Key answers to look for: Reading for gist and detail (Apology card, Kevin broke Ben’s knee while playing hockey). Sender/receiver (Kevin, Ben). Tone of the message (apologizing).

Learning Goals (3-5 minutes) • Students are aware of expectations

1. Identify the type of simple personal message (apology, quick updates, invitation…etc.). 2. Reading for gist vs detail. 3. Identify sender/receiver. 4. Is a response required?. 5. What is the tone of the message?

Warm-up (5-10 minutes) • Discussion on postcards

What are postcards? What do postcards look like where you are from? Why do we send postcards? What do we write on postcards?

Controlled Practice (15-20 minutes) • Postcard and true/false questions

Students will be given a handout of questions to answer (Appendix IV) while reading the postcard (Appendix III). This handout includes both listening for gist and listening for detail questions. Students will also be asked to give a brief summary of the text and later with the class what they think the gist of the text is.

Controlled Practice Discussion (10-12 minutes) • What is the gist? and taking up the handout

Students will be given the opportunity to share with a partner what they believe the gist of the postcard is. In pairs, students will formulate an answer to share with the class. Students will be provided feedback on their summaries. It is important for learners to note their summary should not list everything said in the text. Their summary should also not be longer than the text itself. Reviewing what a good summary entails. Then the handout will be taken up as a class. Students will share their answers and for those who got the wrong answer, we will discuss what possible errors we made while reading and how to improve.

Free Practice (20-25 minutes) • To provide students with free practice of the target language

Students will be given the same postcard but with sentences taken out. Students will fill in the blanks with what they believe could also be said. At the beginning of the next class, students will be asked to share what they wrote. Students will be given instructions to remain consistent with theme and tone (Postcard from Australia, quick update, positive tone). Through this activity, you can assess the student’s ability to comprehend forms of personal social messages and tone by producing 2-3 sentences that would fit the blank space in the postcard. Students will be given the remainder of the class to work on the activity. Any work not done in class will be for homework and will be discussed next class.

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