- T shows a photos of her family and her friends. - T asks students to discuss the pictures in pairs using the adjectives. - T tries to elicit the adjectives they have learned in previous lesson by pointing to the people and gesturing. - The students are involved in answering the questions.

- The students are given a a letter from a new friend from another country. - T asks the students to answer some of the comprehensive questions in a limited time. Comprehensive questions: What is Marriam like? - T asks some CCQs to make sure they are on the tasks. 1. Do we read the letter to answer the question?Yes 3. How much time do you have to read the letter? 4 min - T will monitor the students while they are reading the text.

-T writes an example to show the form on the whiteboard and gets the students to help her to find the form. -T get the students to underline the form in the letter. -T have students make groups of four. They are supposed to play a game. - The students in each group choose a student. Then, they must write 4 sentences about his/her appearance. In the end, one of the members in each group read the description. The other groups guess who is the person.

-T put the students into four different groups. -T gives each member of a group a different picture. -T asks each member of a group to write a letter about the picture to one of his friends using the prompt of the text they are given in the first stage. -T monitors and helps the students if it is needed. -T asks the students to put their letter next to the picture and swap them with the other members of the group. Then, they read the letter. If their is a problem they will underline it. -In the end, the students are asked to get back their letter to correct their mistakes(self correction).

-T writes an example of a good language + some mistakes and puts in the whiteboard. -T puts students in pairs to correct the mistakes and. -T helps them if needed.