The context is built by displaying a birthday themed picture on the screen. The teacher may want to play birthday music as an effort to create a similar feeling in the ss. T displays a birthday themed picture on the PPT screen and students "Imagine you're going to a birthday party. what would you offer as a birthday gift for your friend?". Consequently, T tries to engage ss and prompts them to share their ideas in pairs then he tries to elicit one word answer from each of the ss.

Before teaching the conversation, teacher must elicit and teach the word " birthday present" /ˈbɜːθ deɪ -prezənt/ by MPF order. Students listen to Tanya and Simon (Wife and husband) whi choose a birthday present for their friend, Tom. First, Ss listen in order to anwer "what do they want to buy". Then, Ss listen and fill in the blanks yourself. ICQ: "Will you answer with your friend? No alone In the last phase, teacher gives WC feedback orally.

Teacher tries to elicit the intended expression that is going to be taught. "What shall we get/buy/give him/her?" "Let's get/buy/give him sth." T attempts to elicit these forms by referring to characters of previous exercise i.e. "

Teacher retells the story and tries to ellicit "Shall we get/buy/give him a ...?". "Tanya and Simon want to give a present." "Tanya wants to know Simon's idea" "So what does she ask?".... one of the ss should say "Shall we get/buy/give him a ...?" T writes the expression on the board. and starts to ask the CCQs. "Do we know want to buy?" "Are we sure?" "Is it needed/necessary/obligation/must?" Its pronunciation is drilled by choral backward repetitions Finally, whole expression appears on the board and the teacher explains its part of speech. The teacher must practice the intonation and stress pattern of these sentences by playing the audio again and asking them to repeat. these sentences must be on the board. "What shall we get him for his birthday?" /w'ʌt ʃəl wɪ ɡ'et fɔr hɪz b'ɜːθdeɪ/ Teacher elicits answer of this question by reminding ss Simon's response and elicits its meaning. let's get/buy/give him a DVD. Teacher gives pronunciation drill through backward repetitions. /'lets g'et him a b'ʊk/ Then explains that let's is shortened form of let us by pointing with fingers. Teacher at last tries to elicit how to accept or refuse a suggestion politoly. That's a good idea ✓ ✓ I'm not sure ✓ 50 50 No, I don't think so. X X

Teacher ask ss to complete the blanks in the worksheet that is adapted from their workbook. T set 4 minutes for this task. Subsequently, Ss check their answers in pairs, and T may ask volunteers to read their answers.

Teacher gives student's the HO on which they are supposed write the names of typical birthday presents. There are for blank spaces on each piece of paper. Then the T divides ss in groups of four. Teacher models giving a gift dialogue with two of the students. T it's Fatma's birthday. What shall we get him? S1 let's get her a perfume. T that a good idea. T happy birthday Fatma. This is for you. S2 Oh Thank's it's lovely. The following sentences must be on the board. It's ......... birthday. What shall we get/buy/give him/her? That's a good idea/I'm not sure/ No, I don't think so. Happy birthday....... This is for you. Oh, Thanks. It's great/lovely.