• Show the travel route and the photos taken by Conrad as shown on p.93. • Ask students which countries they think the photos are from and whether they think some of the photos could have been taken in Colombia. Elicit answers and opinions from the students on guiding questions and encourage interactions between them: Where was this photo taken? Does this place look similar to Colombia's cities? In what countries could this photo have been taken? • Nominate students to explain the reasons for their answers and interact with their classmates. However, do not spend too much on this introductory part of the lesson. Do you agree/disagree with x student? Why do you think this photo could not have been taken in this country?

• Show students the same photos with the correct countries where they were taken in. Photo 1: Patagonia, Argentina. Photo 2: The Basque country, Spain. Photo 3: Lake Como, Italy. Photo 4: New Delhi, India. Photo 5: Fiji. Photo 6: Petra, Jordan. • Present students with a model postcard written by Conrad as shown in the Student's Book on p.95. This will be the writing model that students will use to identify the structure and language to be used in the final writing task. • Then, project two postcards with missing information, similar to the model text written by Conrad. Give clear instructions for the first activity: Here we have a postcard from Conrad to some of his friends about his vacations to two different countries. Your first task is to fill in the gaps in the text of the two postcards using the vocabulary provided in the word box. Remember that you can only use each word once. You will first have some time to read the text before you start working in pairs to discuss your answers. • Check if students have any questions using ICQs. Ask students who have different levels of English to make sure that there is a collective understanding of the task: What do we have to read first? The postcards. What vocabulary are we going to use? The words in the word box. Is this task done individually or in pairs? In pairs. • Give students one minute to quickly read the text and prepare their answers. Then, when the time is up, divide them into pairs and give them 5 minutes to complete the task. • Go around the class monitoring their language use and jot down common errors, as this can then be mentioned in a brief Delayed Error Correction session at the end of the lesson. • When the time is up, reunite the students and project the answer key on the board. Give students the space to share their answers and raise any questions if they have any doubts. • Provide feedback on the spot if considered appropriate and encourage self and peer correction. Otherwise, make notes on the side to discuss later at the end of the lesson.

• In order to provide and clarify the use of the target language for the upcoming language task, students will complete an exercise to practice new vocabulary and grammar structures that will be useful for their writing task. • Project on the screen one grammar exercise to help students practice the past simple and past perfect in the context of journeys and countries. Make sure to provide this information in a handout, either virtually by uploading it to the school's platform or physically by providing students with a printed copy during the lesson. Give clear instructions for the first language activity: This exercise has a series of sentences that are missing some words. Your task is to find out whether the verbs in brackets should be written in the past simple or past perfect and write them accordingly. Then, you will write two sentences using both the past simple and the past perfect to talk about a country you have visited. You will first have some time to read and analyse the sentences before you start working in pairs. • Check if students have any questions using ICQs. Is this task to practice listening or writing? Writing. Which verb tenses do we have to choose from? Past simple and past perfect. Is this task done individually or in pairs? In pairs. • Give students one minute to quickly read the text and prepare their answers. Then, when the time is up, divide them into pairs and give them 7 minutes to complete the task. • Go around the class monitoring their language use and jot down common errors, as this can then be mentioned in a brief Delayed Error Correction session at the end of the lesson. • When the time is up, reunite the students and encourage them to share their answers. Nominate students if necessary to encourage participation and student interactions. • Provide feedback on the spot if considered appropriate and encourage self and peer correction. Otherwise, make notes on the side to discuss later at the end of the lesson.

• Introduce the writing task using clear instructions. Also, project the model podcast previously shown to give them an idea of what they can do (Student's Book p.95): Now that you are familiar with the structure of a postcard and the grammar of the past simple and past perfect to talk about vacations and other countries, it is your turn to write a postcard of 100 words minimum about a country you have visited; it can be a real or imaginary experience. This task is done individually, but you can discuss with your classmates to help each other during the writing process. I will give you a handout that has useful grammatical structures and vocabulary that you can use to write your postcard. You can use your computer, tablet, or physical paper to write your postcard. Make sure you have your postcard ready – on paper or on the computer – to share with your classmates at the end of the lesson. • Check student's understanding using ICQs and clarify any doubts students may have: You will have 18 minutes to write your postcard and then you will share your work with the rest of the class. Remember that if you have any questions, you can ask your colleagues, but this task is done individually, not in groups. What do we have to do now? Write a postcard Is this activity done in groups or individually? Individually What do you have to write about? About a country we have visited, real or imaginary. • Make a first quick monitoring round to ensure that students have the instructions, the model postcard and vocabulary box. If not, clarify any doubts on the spot. • Then, go aroudn the class and make notes on common mistakes, individual errors, and positive language use. This could be discussed at the end of the lesson during the feedback session. • Do not interrupt students, but if they ask for help, address their doubts and questions on the spot.

• Reunite students and ask them how difficult they felt the activity was: What country did you write about? Was it a difficult or easy task? What are some examples of the vocabulary that you used? • Then, give instructions for the final feedback session as you project the relevant information (checklist) on the screen: Now that your postcards are ready, you will check your classmates' postcards using the following checklist/criterion. • Project the model postcard on the screen and provide feedback: For example, imagine I will grade Guadalupe’s work. I need to see her written postcard and give her feedback using the checklist. Her strengths are: she has used the past simple and past perfect and has varied vocabulary. Her weaknesses are: she writes “you is” and not “you are”; and “I went to holiday” instead of “I went on holiday”. • Once instructions are clear, divide students into pairs. • Monitor students are actually reading each other's work, and focusing on the language and structure of the poscards. • To prevent elevating TTT, encourage peer and self-correction. This will also help to boost students' motivation and autonomy when capable of noticing their own mistakes. • Once the time is up, reunite students and point out 2-3 common errors that you have noticed students committin throughout the lesson. • Closing remarks: This is the end of the lesson. Thank you for coming and for your wonderful participation. See you next lesson.