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

Qbi1vorpqbo6lsx3hwfa answer key Scan-read Answer Key
Abc W/B
Abc glue, stamps, and pictures
O4irnxqdqvapvktbdds3 worksheet Worksheet
Opywu1nlqurkimyz9ejg postcard empty template Postcard Template for Ss
Nz0apy0lqhomahe3stn5 postcard model inside Postcard (Reading Model)
Yg6tkqx6scmrhlc4qnyb postcard design paris Postcard (outer cover design)
Abc W/B
Abc W/B
Abc W/B
Abc W/B
Abc W/B

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!

Web site designed by: Nikue