-Set the context by presenting a picture of a present to Ss and asking them questions about it to elicit the lesson's topic from them: - What is this? When do we usually receive presents/ gifts? What do we say when we receive presents/ gifts? If people forgot to say thank you, will you be hurt? What do people send to say thank you? Postcard, note and email. -Set the gist task: make the students read to know what is each person saying thank you for? Give clear instructions and ask ICQs (Are you going to read quickly or slowly? What are you looking for? Are you working alone or in groups?). Demonstrate the first one them. Let the students check their answers together and then give feedback. - Set a more specific task (fill in the gaps). Let Ss work together to complete the missing parts in each example, demonstrate the first one with them, give them time to do the task then do it with them.

- Ask Ss: Are thank you cards, notes and emails formal, informal or both? - Ask Ss each on his own to to go through the four examples again and underline expressions used to say thank you. Demonstrate the first one with them. Ask them to check their answers in pairs then do it with them. - Set the following task: Ask Ss to work in pairs and read the expressions and decide which of them is used to say thank you. Give feedback. -Set the following task: Ask Ss each on his own to choose the right stage from the box in order to know how to write a thank you note. Give clear examples. Demonstrate the first one with them. Ask ICQs: (Are you going to work alone or in pairs? You are going to name the stage. Where are the stages?). Ask Ss to check their answers together and give feedback.

-Set the productive task: Ask Ss, each on his own, to use the expressions and stages given to write a thank you note to someone who bought you a present or invited you to lunch. Demonstrate it with them. Monitor the activity. Give feedback and correct errors.

-Set the context by showing Ss pictures of a toothbrush, an alarm clock and a mobile phone and try to elicit the topic (What is this? Do we use it everyday? What do we use it for? - Showing Ss examples of everyday objects (scissors, ring, comb, purse and saucepan), elicit, check understanding, drill and write on the board. -Scissors: What is it? What is it made of?What is it used for? Does it have handles? Is it sharp? Is it a noun or adjective? Singular or plural. Drill then write on the board. -Ring: What is it? What is it made of? Is it valuable? Is it a noun or adjective? - Comb: What is it? What is it made of? What is it used for? Is it soft or hard? Is it a noun or a verb? -Saucepan: What is made of? What is it used for? It has a..... and a...... -purse: What is it? What is it made of? What is it used for? Is it a noun or adjective? -Ask Ss about the names of objects on p 85. Ask each one to choose and object and try to take notes on its description then describe it to their friend using adjectives and tell them what is the object chosen used for.