T shows an envelope to students and elicits answers from the class. Then says it is an envelope, writes the word "envelope" on the board. Teacher asks what do we put in it? supports the question with body language and introduces the word letter, writes it on the board and says maybe love letter and shows a love letter which has short writing and hearts on. T. makes a joke here. Then, T shows pictures of letters and envelopes on the screen and repeats the words "letter and envelope". T asks what do we write on an envelope, elicits the answers like address, postcode/zipcode and acts as if sticking a stamp on it and introduces the word "stamp" too.

T. says Sshh now, and addresses a student e.g. Nazlı "look", draws a picture of an envelope on the board and asks "What is it?", draws a letter in it and asks to another student what it is, writes an address on and asks, draws a stamp and asks, writes a postcode and asks. Elicits answers from the Sts one by one.

T shows Sts the pictures of the envelopes and copies the first onto the board, elicits the name and address and then elicits and circles the postcode. T asks Sts work in pairs and do the same. T. monitors them let them check it together as pairs.

Sts listen and correct the postcodes, teacher monitors them if the students have difficulty in finding the correct answers, If so, T plays the recording again. Then T asks them to check the answers in pairs. Before grouping them as pairs, T changes the students' places and asks them to check the answers together.

T. asks about postcodes in Turkey and gets students to give a few examples. Teacher gives a few minutes to Sts to read and answer the questions individually. T. repositions the Sts and asks them to check with their partners. T. monitors them while checking. If there is no problem T. moves on, If there is a problem corrects it on the board with the WC.

T. elicits What questions from Ss by showing the answers. T. says e.g. "Paul Jackson is an answer, then What's the question?" and elicits all the answers from Sts. T. gives the cards with variety of addresses, names, post codes and phone numbers. T. gives the cards to the Sts. T. puts the cards face down on the tables and says you are A, you are B. A picks a card, reads what is on the card and B gives the question and they swop. T. plays it with a student as an example, then gets the Sts to play the game in pairs.

T. draws Sts attention to the "useful phrases". T writes "name, address, postcode and phone number on the board; elicits and drills the question forms (What's your name? etc). Then writes "spell" and "repeat" on the board. T elicits and drills the questions (Can you spell that?etc). T. puts the students in pairs to ask and answer questions, T. divides them as A and B. A has the information on p.99 and B. has the info on p. 100. Sts ask and answer questions and complete the information on p. 9. T. checks spelling and notes the answers.

If students make any errors on the previous stage, T. gives feedback and correct their errors by writing on the board.