Level Domain Benchmark Content Theme
2 Access to Information Pupils identify different text types and use this knowledge as needed. Colours and Clothing


Unit Name Sending a Greeting Card
Task Name Cards for Various Occasions
Number of Lessons in Task 1 lessons
Language Level 2
Desired Task Outcome Pupils will recognize the differences between cards for various occasions. They will understand how to read an email card.
Task Description Pupils will be presented with a list of different occasions and cards that congratulate the characters of the story on these occasions. One of the email cards will be analysed. Pupils will have to answer questions that will help them understand the structure of the greeting card.

Task Stages

Task Stages Learning, Teaching and Assessment Principles
Pre-task: The teacher can discuss in class the importance of maintaining good social relations with other children and people in general.

The teacher may also create the awareness among pupils that people share their special occasions with their friends and loved ones. Pupils may be encouraged to give examples from their own lives. (Examples: birthdays, births, weddings, holidays, etc...)

Teachers should scaffold this activity by making sure that the pupils know the words connected to sending email greeting cards:
Here are some of the key words:
To send, a sender, to receive, a recipient, an address, a date, congratulations, good luck, occasion

Finally, the teacher can introduce the idea of sending email greeting cards on such occasions. The teacher should point out the difference between personalizing and sending an email greeting card and writing a conventional letter. The choice of the email card itself is part of the message the sender wishes to convey.
  • Teachers activate and build on pupils' background knowledge.

  • Teachers encourage pupils to use English outside the classroom.
Pupils will see various email cards and a list of occasions. They have to read the cards and match them to the occasions.
  • Pupils have opportunities to learn by doing.
  • Pupils use the language as a means for gaining information in other areas.
Pupils will be presented with one email card which will be analysed by asking "wh" questions about the sender, the occasion, the date, etc.
For example, "Who sent the card?", "Who received the card?", "What is Aladdin's email address?"
  • Pupils are encouraged to experiment with their growing control of the language and are not afraid to make errors.
  • Teachers encourage the development of a positive self-image by providing success-oriented tasks and positive feedback.
  • Teachers create a supportive environment, one that allows pupils to take risks, to make errors and experiment with the language.

Teacher's Guide links:

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