Ehsan Taebi Ehsan Taebi

Writing a Postcard
Elementary (A2) level

Description

In this lesson students read a postcard sent to the teacher and answer some questions while reading it. They then do a pair/group work activity to find out about their partner(s) last holiday. They then use the model to write a postcard to someone. They will also have to stick stamps and add photos. Students put up their postcards on the walls and others read and peer-correct if necessary. The lesson could end with a language feedback. A real real-world task!

Materials

Abc W/B
Abc glue, stamps, and pictures

Main Aims

  • To provide Ss with product writing practice of a postcard in the context of travel

Subsidiary Aims

  • To provide review of past verbs and descriptive adjectives in the context of travel
  • To provide Ss with gist and scan reading practice using a postcard in the context of travel
  • To provide Ss with fluency speaking practice in a conversation in the context of holidays and travel
  • To provide Ss with controlled accuracy speaking practice through asking and answering about the last holiday

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Show Ss the envelope. Say: 'I received it today. There isn't name on it. What is it? Who posted it?' Put Ss in pairs to guess and predict. Give 30 seconds. w/c FB: Elicit one or two ideas. Take the postcard out and elicit the word 'postcard' Give the answer: ' My sister from Paris!'

Exposure - Initial Reading task (3-4 minutes) • To provide a model of production expected in coming tasks through reading for gist

Give out the postcards. Write the gist questions on w/b. 'a. She liked her trip. b.She didn't like her trip.'Say: 'Read the postcard. Tick the correct answer on the whiteboard.' DEMO. GESTURE Give two minutes. Ss read and tick the correct sentence. Peer-check w/c FB: Ss check their answers with w/b

Exposure - Reading task 2 (3-5 minutes) • To provide a model of production expected in coming tasks through scanning

Give out the handouts. Say 'Read again. Are the sentences true or false? Tick.' Do the ICQs: 'Are you going to read or speak? read. / Are you going to work alone? Yes / What are you going to do? check true or flase.' DEMO. Do the first with the whole class as an example. Give 3 minutes. EARLY FINISHER'S TASK: Ask: What is my address?' Ss peer-check w/c FB: Give the answer key to three Ss. Say: 'They have the answers. Aks them.' DEMO the activity yourself. Ask a couple of pairs to do the second. Others check their answers with them by asking questions. Encourage asking questions.

Useful Language and Controlled Speaking (5-7 minutes) • To highlight and clarify useful language for coming productive tasks and provide Ss with fluency practice as well as brainstorm ideas for the writing task

Ask Ss: 'Take your handouts. Stand up. Come here. Stand face to face in two lines. Remember your last trip/holiday. Ask and answer questions. Here are the questions. Here are the vocabulary.' DEMO with a stronger S. 'Where did you travel? S: I travelled to Spain. T: How was the weather? S: It was rainy.' Ask Ss to DEMO two by two before setting the task officially. Set two minutes. Clap for changing roles. FLEXISTAGE: Change partners and do the task again. Clarify MFP for useful vocabulary if asked for. T monitors. w/c FB: ask one or two individuals to answer the questions.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills in the context of writing a postcard

Give out the postcard templates and other materials (i.e. glue, stamps, pictures) Set the task clearly. Say: 'Now look at my postcard and write YOUR postcard here. Write to me or a friend. Start with 'Dear ...' First Write. Then take a stamp and a photo and MAKE a postcard.' Do the ICQs. Are you going to speak or write? write / alone or together? alone / What are you writing? a postcard. / How much time do you have? fifteen minutes.' T monitors. Give immediate FB when crucial. Reach out to those needing help. PLAY GENTLE MUSIC WHILE THEY ARE ON TASK.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

content FB: Ss put up their postcards on the walls. Others read in pairs and ask and answer questions. Say: 'in pairs go and read each postcard. Ask and answer questions. Ask 'where did they travel? How was the weather? etc.' DEMO with at least two Ss (stronger and weaker) Peer-check: Ss choose a different postcard and underline wrong sentences (focusing on past simple only) with a PENCIL! Demo on the w/b with one good example and one bad example. T monitors and takes notes. FLEXISTAGE: Ask Ss to go over postcards again. Can they find any other error? Say: Read again. Are there more bad language/words? Can you find them? Underline.' DEMO on w/b. Language FB: Write some common errors on the w/b. reformulate and elicit correct answers from Ss.

FLEXISTAGE: PROJECT WORK • to provide Ss with more practice of the TL through writing in the context of a postcard outside the classroom

Ask Ss to email you their postcards if they are going on a trip at the weekend or take a photo of Istanbul and make a postcard with it to give you the next session so you could take it with you back home as a gift!

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