Teacher will ask students to talk about 1x recent activity they´ve done in their hometown. This is done to engage students and to make them think about their hometown while picquing their interest. Teacher then informs the students that they will be writing a postcard to their penfriend in the UK who has never visited them.

Teacher will show students a model postcard and use guided discovery to allow students to identify the parts of the postcard this will give them a checklist for their own writing ("Does it have an introduction? Does it have an ending? What goes in the middle? What goes on the right side? Are postcards usually shorter or longer than letters?") Criteria checklist and CCQs used to allow students to discover the criteria are as follows: Introduction: "Should we include the name of the person we're writing to?" Yes Greeting: "Should I start the letter by talking about myself or by asking about the other person?" The other person Body: "What goes in the body of the postcard?" Activities, current events, exciting news. Closing paragraph: "Do I talk about myself or the other person?" The other person. Signature: "What are ways to end the postcard?" (Best, much love, see yuou soon etc.) "Does the way I sign the paragraph depend on whom I'm writing to?" Yes

This stage will be covered through Google slides. There will be a combination of individual and group work. Meaning: Making use of potential challenging language from the exposure stage. 1) "The beaches are gorgeous." CCQ: Are the beaches amazing? Yes. Is "gorgeous" stronger or weaker than "nice"? Stronger. 2) "I´m loving the food, especially the fish tacos." CCQ: Am I stressing which kind of food I´m liking the most? Yes. Am I currently finding this dish particularly tasty? Yes. 3) "Hopefully you´ll have the chance to visit me soon." CCQ: Am I giving an instruction? No. Am I expressing a wish? Yes. 4) "I wish you were here taking in the sun with me." CCQ: Expressing a desire? Yes. Does "taking in the sun" mean to sunbathe? Yes. Form: Google forms activity whereby students are required to fill in the blank with the correct grammar structure/ form. Focussing on present, present continuous and past tenses. This should provide them with a refresher on tenses. CCQ: "I´m loving the food, especially the fish tacos." >Timeline (Past-present-future) Appriopriacy (register): "The beaches are gorgeous." "I´m loving the food, especially the fish tacos." "Hopefully you´ll have the chance to visit me soon." "I wish you were here taking in the sun with me." CCQ: Are these formal or informal sentences? Informal. Do we use them in writing only? No - writing & speech. Is this type of language appropriate when communicating to friends & family? Yes.

A) 10 mins. Students are instructed to write their own postcards on Google documents. Instruction: "You are writing a postcard to your penfriend in the UK. They have never visited your hometown. You must persuade them to visit you. Following, this you´ll peer review it. Word count: 50x" ICQs: Are you writing to a friend? Yes. Have they visited your hometown? No. What does your postcard need to include a greeting? Yes Teacher monitors activity and provides assistance to students who may need it. B) 5 mins. Students are divided into breakout rooms and instructed to take turns sharing their screen with their partner and provide feedback using the checklist (provided by teacher) and their own notes from the exposure stage. Teacher monitors the breakout rooms (vocabulary/ grammar issues, eliciting..)

Teacher uses the remaining time to perform error correction and feedback, praising good use of language and noting where criteria was met/not met. DEC via jamboard. >Eliciting from students.