The lesson starts with a question. Teacher asks "What comes to your mind when I say gift?" in order to brainstorm ideas. After getting a brief feedback, she asks "Do you like gifts?" "Do you like buying gifts?" and gets a brief feedback.

T uses a realia and shows a pair of sunglasses to ss and tells that last year she recieved this as a gift from a friend. Then T asks ss to discuss about today's topic in pairs for a minute. Instruction Check Question: "Are you going to talk with your partner?" (Yes) After getting feedback, T introduces today's topic and writes thank you letter on the board.

T explains ss that she wrote a thank you letter to her friend for the gift she received. Concept Check Questions: "Can you write thank you letter for birthdays?" (No) "Can I write thank you letter if you send me a gift?" (Yes) Then she asks ss to read the example thank you letter quickly and discuss what else they can write for the colourful parts in pairs; then T hands out the model text(h/out1) and gives 5 minutes. After ss finish, get feedback and provide alternative phrases that they can use for colourful parts. E.g. Thanks a lot for the sunglasses. I always love your gifts. I'm looking forward to meet you soon. I wish you the best/Take care

T asks students to form two groups (In this stage of the lesson, it is important to match the stronger students with weaker ones, because they can do peer teaching while interacting in groups). Then ask them to discuss how/whom to write a thank you letter in groups for 2 minutes. ICQ: "Will you work as a group?" (Yes) Get feedback after they finish. Then, hand out a piece of paper to each student and ask them to name a gift that they want to give to their friends. Collect the papers, swap between groups and hand out. Ask ss to read the gifts. Then tell ss that "You have a gift from your friend, what do need to do?" (We/I need to write a thank you letter).

T asks ss to write their own thank you letter individually. Instruction Check Question: "Will you write with your partner?" (No, alone) Then she hands out h/out2 and gives 9 minutes for ss to write. Meanwhile, T monitors ss for possible errors to be corrected in the feedback and error correction stage of the lesson. When ss finish, tell them to swap the letters with their partners. Then, each ss will read the letters to the group, others listen and comment. Meanwhile, monitor ss and take notes of the mistakes/errors.

Write the sentences that contain mistakes on the board and ask ss "What is wrong with this sentence?" or "Do you think this sentence is true?" and get feedback. Then provide correct usage of the target language by showing on the board. Correct the errors and finish the lesson.