Yolanda Argumanis Yolanda Argumanis

Writing session
Upper-Intermediate level


In this lesson, students practice their writing skills in the form of a postcard.


Abc PowerPoint slides
Abc Text-analysis task
Abc Writing task

Main Aims

  • To provide product writing practice of a postcard in the context of telling a friend about their holidays abroad.

Subsidiary Aims

  • To provide gist reading practice using a text about holiday experiences in the context of writing a postcard to a friend.
  • To provide clarification of language used for writing a postcard in the context of narrating a holiday experience to a friend.


Lead-in (5 minutes) • To set lesson context and engage students

1. Show a picture of touristic attractions from different countries and elicit their names and the country they are from. 2. Ask students if they have ever travelled outside of their country on holiday. If so, where did they go? If not, where would they like to go? OCF. 3. Show the students a drawn picture of Machu Picchu and ask them what they think they would see if they flipped it. Show a picture of a postcard and elicit what it is.

Exposure (5 minutes) • To provide a model of production expected in coming tasks through reading

1. Tell the students that they will read Sam's postcard and have to answer the questions in the slide: - Which country is he visiting? (Australia) - What is “xx”? (Kisses) - Which activity would you like to do? 2. Show the text and give them 3 minutes to read it. Sam's postcard: Hi Kati, How are you? I’m having a wonderful time! It’s my last day in Sydney and I wish I could stay longer. I’ve been to the Blue Mountains and saw kangaroos for the first time. They are bigger than I expected! I’ve also had dinner on a cruise. I didn’t think much of the food, but the décor was classy. I’ve also been to the Sydney Aquarium. It was lovely, but a bit too crowded. Yesterday I went on a wine-tasting tour in Hunter Valley and found out they have some of the best wineries in the world. I’m taking a couple of bottles home so I can give you one as soon as I see you. I want to do a cultural activity, so I’m going to see The Phantom of the Opera at the Sydney Opera House. Wish you were here! Love, Sam xx Katia Vega Mariscal Castillo Avenue Lima L15029 Peru 3. The students check their answers in BORs, then share their answers in OCF.

Text Analysis and Useful Language (8-10 minutes) • To analyse the structure of the text and clarify useful language for coming productive tasks

1. Tell the students that they will now focus on analysing the structure of the text and studying some of the expressions for writing a postcard. 2. Explain that they will work together in groups for 5 minutes to answer 5 questions. 1. Match the parts of a postcard to the right numbers. - Greeting - Body - Closing - Sender's name - Stamp - Receiver's name and address 2. Was the text formal or informal? What do you think their relationship is? (Informal. Probably friends or family.) Do they refer to a present or future time? (a future time) 3. Match the expression that: • shows he dislikes something - "I didn’t think much of the food." (M) • explains how he feels about the holiday - "I’m having a wonderful time!" (B) • introduces the place - "It's my last day in Sydney." (B) • shows he misses her - "Wish you were here!" (E) 4. Do these expressions go at the beginning, middle or end of the body? 5. Which of these tenses did he use? - present simple (x) - present continuous (x) - past simple (x) - past continuous - present perfect (x) - past perfect - future with going to (x) 4. Share the exercise and send the students to BORs. 5. OCF. Focus on Meaning, Form and Appropriacy.

Writing Task (12-15 minutes) • To provide an opportunity to practice target productive skills

Let's write a postcard! 1. Tell the students to imagine they are on holiday in a different country and they have to write a postcard to a friend in 120-150 words. Give them 12 minutes. Useful expressions: - I’m having a _____ time. - It's my ______ day in ______. - I didn’t think much of _____. - Wish you were here. 2. Check instructions and share the Jamboard file where they can do the activity. Monitor closely and note down some of the students' mistakes.

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

1. Show students a checklist of accomplishments and ask them to take a picture. 2. Give them four minutes to read and check one of their classmate's postcard. 3. Some students give feedback on their classmate's texts. 4. Show students some of the sentences with mistakes noted down during the monitoring phase. 5. Elicit the correct syntax/lexis. Students correct their own mistakes.

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