Students are shown a postcard and are asked what they think it is. The teacher elicits as many answers as possible and takes notes on the board. The teacher points out the picture and the stamp and asks where the postcard comes from – it comes from Paris. Who sent the postcard? – Kate. Who received the postcard? – José.

Students read and identify the different parts of the short postcard. The teacher points out sections from it by using the toolbar and elicits the answers accordingly. Answers: 1. Greeting - start your postcard 2. Body - explain your experience (add two ideas) 3. Closing - end your postcard 4. Address - street's name and/or number 5. Sender's name 6. Stamp (small picture showing that you have paid for the postcard to be sent).

Meaning – students identify/highlight formulaic language used in the short postcard and sort it into different categories on BookWidgets (see materials attached): - Introducing the postcard: Dear (name), Hi (name), Hey (name), Hello (name) - Describing things: it is really wonderful; the weather is great; it is fresh all day; it is so fun; the food is not so good; it is ok; people from Paris are friendly and fun, too. - Saying activities you do: I always go walking in the morning or in the afternoon; I always eat croissants in the morning. - Closing the postcard: lots of love; talk soon; stay well; stay tuned. Appropriacy – students identify whether the language used in the postcard is informal or formal. The formulaic language used is informal – the teacher will highlight that postcards are casual and also known as informal letters sent to someone you already know, e.g., a family member or a friend. Form – students identify the structures (adjectives) used after fixed expressions to describe or give their opinions about an event/situation: Marker sentences to be used: - It is really wonderful. - The weather is great. - The food is not so good. The fixed expressions to be highlighted (functional exponents) are as follows: - It is - The weather - The food The teacher will elicit what part of speech is used after and will match the adjectives accordingly. Using adjectives as descriptive language and adverbs, such as 'really' and 'so', as emphasizers will be pointed out.

Students use the sample previously shown to brainstorm ideas and write their own short postcard based on an imaginary trip. Students are given a layout and use it to write the postcard on a Google Slide (see materials attached). The teacher will monitor each slide to offer help if need be. They layout is as follows: Dear _____, How are you? ___________. First, ____________. _______________. __________. __________. _____.

Students use an online checklist previously provided (see materials attached) so as to give their peers some feedback on their postcards accordingly. The teacher will model the task, and they will then be allocated to Breakout Rooms to share their findings. The checklist will be as follows: The postcard includes: - Greeting at the beginning of the postcard - Body (minimum two ideas) - Closing at the end of the postcard - Address (full name, street address, country) - Sender's name at the end of the postcard - (extra) Stamp at the top of the postcard The teacher will take notes on important and relevant comments and on both the use of the target language and structure. In an open class fashion, the teacher will then provide students with some feedback for better insight.