• The class listens to some nature sounds to get them in the right mood. In so doing, their schemata can be activated and then they stand a good chance of generating some ideas. • Then the SS pair up and try to talk about where the sounds come from. • I will show them photos of a city and countryside to choose between so that they fully understand the meaning of the word countryside.

• Soon afterwards, a number of pictures appear on the board for them to see. The same pictures will appear on other walls so that others could get the chance to stand up, see the and talk about the pictures. I also pre-teach 'horse riding and cottage' before the SS get on with the letter. I might get some of the students to give me a hand with the task of sticking the photos on the wall. • The SS will be given around 1 minute to think about the connection between the pictures and the message. • Once I have got the feedback, I will ask them to focus on the message and figure out who wrote it • Then I present the text-massage to the class and then tell them there two messages. Of course one of them is a letter. The letter is hidden under the chairs.

• I signal the message that they should look for the letter and find it by looking around. They will start a search and of course, there will be a flutter while they are searching for the letter. The letter is hidden under the chairs for them to find. • The SS embark upon the reading task and then answer a number of gist questions e.g. ' who wrote the letter?', ' who read it?' ' who has got a horse?' and ' who like riding?' • The questions will be boarded and the SS get into groups of 3 or 4 to discuss their answers. • I will get the feedback in a way that my attention will not be taken from the class to one certain section of the classroom.

• The SS go over the text and answer some T/F questions. • They check their answers in pairs and I get the feedback. To get the feedback we use green for T answers and red for the false ones.

• The students form new groups of 3 and try to work out the answers to the questions. I will ask them to stand up and share their ideas together. • The activity begins with my modelling with the whole class not to cause one particular student to feel embarrassed.

• I will observe the SS while they are talking together. There will be some error correction in the form of delayed correction, which is face-saving for students. • I will board the sentences or perhaps words and avoid mentioning who made the mistakes. Of course, I will start with some praise and then we will focus on the right pronunciation. • I will invite students to voice their opinion. I ask them to write a letter.