Lesson Objectives: • Identify the structure and purpose of a postcard. • Recognize informal language features. • Write a short, engaging postcard using key phrases. Lesson Procedure 1. Lead-in (5 min) – Contextualizing the Lesson • Show students a picture of a travel destination. • Create a scenario where they imagine going back in time, making postcards relevant. • Elicit when and why people send postcards. • Briefly explain their purpose. • Use CCQs to check understanding: • Do we send postcards to strangers or to family and friends? (Family and friends) • Are postcards usually long or short? (Short) • Do we use formal or informal language in a postcard? (Informal)

2. Sample Analysis (15 min) a) Layout Analysis (7 min) • Show a sample postcard. • Have students identify and color-code different sections on Google Slides: 1. Greeting (e.g., Hi Emmanuel!) 2. Main Message 3. Closing (e.g., See you soon! Love, Maria.) • Go over the answers together so they see the correct layout. • Ask CCQs to reinforce understanding: • Where do we say who the postcard is for? (At the beginning – greeting) • Where do we describe what we are doing? (In the main message) • Where do we say goodbye? (At the end – closing) b) Language Analysis (8 min) • Ask students CCQs to explore informal language features. • Encourage participation and spontaneous answers. • Clarify doubts with follow-up questions. CCQs for Whole-Class Discussion 1. Identifying Informal Language • Is the language in a postcard formal or informal? (Informal) • Why is it informal? (Because it is written for friends or family, and it has a friendly tone.) • Would you use the same language in a business email? (No, because business emails are formal.) 2. Contractions • Which sentence sounds more natural in a postcard? a) I am having a great time in London. b) I’m having a great time in London! (b) • Why do we use contractions like “I’m” instead of “I am”? (Because they make the text sound more natural and friendly.) 3. Exclamation Marks • Which sentence sounds more exciting? a) The food is great. b) The food is great! (b) • Why do we use exclamation marks in postcards? (To show excitement, emotions, and enthusiasm.) • Can we use too many exclamation marks? (No, too many can make the text look exaggerated.) 4. Simple and Friendly Tone • Which sentence sounds more natural in a postcard? a) I am currently residing in London and experiencing cold weather. b) It’s so cold here! I miss the sunshine! (b) • Why do we use a simple and friendly tone? (Because postcards are personal messages, not formal reports.) 5. Common Phrases • Which of these phrases would you find in a postcard? a) Having a great time in London! b) I am writing to inform you about my travels. c) Wish you were here! d) The purpose of this letter is to describe my experience. • Why do we use short, common phrases? (Because postcards are meant to be quick and easy to read.)

3. Writing Task (15 min) • Create a Google Slides template for students to write their own postcards. • Provide this prompt: • Imagine you are studying abroad in your dream country. Write a postcard to a family member or friend. Tell them about your experience, what you love, and what you miss about home. Student Writing Checklist: Students should include: 1. Choosing a Destination • Ask: If you could study abroad anywhere, where would you go? • Have them pick a country and think about: • The city they are living in. • The culture, food, and weather. • What they have been doing there. 2. Writing the Postcard • A greeting, main message, and closing. • Informal and friendly language. • At least two key phrases. • Clear and engaging content.

4. Feedback (10 min) – Peer Review • Pair students for peer feedback. • Provide a checklist for reviewing a classmate’s postcard: • Does it have a greeting, main message, and closing? • Is the language informal and friendly? • Are there at least two key phrases? • Is the postcard clear and easy to understand? • Students write positive comments and suggestions. • The teacher checks each postcard and highlights mistakes with DEC. 5. Wrap-up (1 min) – Whole-Class Reflection Use CCQs to reinforce key takeaways: • Do we write long, detailed sentences in a postcard? (No, we write short, simple sentences.) • Do we use complex vocabulary? (No, we use simple and friendly words.) • Do we write formally like in an email? (No, postcards are informal.)