Display a picture of a birthday present/birthday party on Google Jamboard. Ask learners: Whose birthday is it? What presents can you see? What present can you give a friend for their birthday? Give learners one minute to write one present they would like to give a friend on the Jamboard. Ask 2–3 learners to share their ideas. ICQs Are you writing a present or a birthday message? → A present. Do you need to write many ideas? → No, one idea. Anticipated problem / solution Problem: Some learners may not know the vocabulary for presents. Solution: Provide 3–4 visual examples such as a book, a bike, a mobile phone, a DVD.

Tell learners: Sophie and Marcus want to buy a birthday present for Liam. Display this short conversation: Sophie: It's Liam's birthday next week. What shall we get him? Marcus: Why don't we get him a laptop? Sophie: No, I don't think so. Marcus: How about a new mobile? Sophie: Maybe. But his mobile is only a year old. Marcus: I know! What about a new bike? Sophie: Yes, that's a good idea! The dialogue is adapted from the coursebook context and target language. Gist task Ask: What are Sophie and Marcus talking about? A. Liam's birthday party B. Liam's birthday present C. Liam's new school Learners choose the answer individually. Then: Compare your answer with your partner. Conduct OCFB. Answer B. Liam's birthday present. ICQs Are you looking for all the suggestions? → No. Are you choosing A, B or C? → Yes. Do you compare your answer with your partner? → Yes.

Display the dialogue again and highlight the target expressions. A. Meaning 1. What shall we get him? Ask: Sophie wants to buy a present for Liam. Does she have an idea already? → No. Does she want Marcus to suggest an idea? → Yes. Establish: What shall we get him? = Asking for a suggestion/idea. 2. Why don't we get him a laptop? CCQs: Is Marcus giving an idea? → Yes. Does Marcus want to buy a laptop? → Yes. Is he asking why they don't already have a laptop? → No. Establish: Why don't we + verb...? = Making a suggestion. 3. What about a new bike? CCQs: Is Marcus suggesting a bike? → Yes. Is he asking Sophie a question about bicycles in general? → No. Establish: What about + noun? = Making a suggestion. 4. Let's get a new bike. CCQs: Is Marcus suggesting a bike? → Yes. Does he want to buy it? → Yes. Establish: Let's + verb = Making a suggestion. B. Responding to suggestions Display: That's a good idea. Maybe. I don't think so. Ask learners to match each expression with its meaning: Expression: That's a good idea. Maybe. I don't think so. Meaning: I like the suggestion. I'm not sure. I don't like/agree with the suggestion. CCQs That's a good idea. Does the person like the suggestion? → Yes. Maybe. Is the person sure? → No. I don't think so. Does the person agree with the suggestion? → No. C. Form Display the following: Asking for a suggestion What shall we + ______? → What shall we get him? Suggesting Why don't we + ______? → Why don't we get him a laptop? What about + ______? → What about a new bike? Let's + ______. → Let's get a new bike. Highlight that: Why don't we + base verb Let's + base verb What about + noun Important anticipated error ❌ Why don't we getting him a laptop? ✅ Why don't we get him a laptop? ❌ What about get a bike? ✅ What about a bike? For this elementary group, avoid introducing too many additional grammatical rules. D. Pronunciation Model and drill the following: What shall we get him? Why don't we get him a laptop? What about a new bike? Let's get a new bike. That's a good idea. Focus on sentence stress and natural rhythm, rather than lengthy phonological explanation. Example: WHY don't we GET him a LAPtop? Drill: Teacher models. Whole class repeats. Individual learners repeat where necessary. Appropriacy Briefly establish that these expressions are friendly, everyday ways of making suggestions, especially when talking with friends.

Learners complete the questions individually. Learners compare their answers in pairs. Conduct OCFB. Ask learners to explain or identify the correct structure when appropriate. Suggested Google Form 1. Complete the sentence: What shall we _____ him for his birthday? A. get B. getting C. gets Answer: A 2. Choose the correct sentence: A. Why don't we get him a book? B. Why don't we getting him a book? C. Why don't we to get him a book? Answer: A 3. Complete: What _____ a new bike? A. about B. shall C. don't Answer: A 4. Choose the correct suggestion: A. Let's get him a DVD. B. Let's getting him a DVD. C. Let's to get him a DVD. Answer: A 5. Your friend says: "Why don't we get her a book?" You like the idea. A. Maybe. B. That's a good idea. C. I don't think so. Answer: B 6. Your friend says: "Let's get him a laptop." You don't like the idea. A. That's a good idea. B. Maybe. C. I don't think so. ICQs Do you work alone first? → Yes. Do you check with your partner after? → Yes. Do you need to write full sentences? → No.

Situation Tell learners: Your friend's birthday is next week. You and your partner need to choose a present. Give each pair/group a different person and some possible presents. Example Card 1 It's Anna's birthday. She likes: books music films Possible presents: a book headphones a DVD a bike Example Card 2 It's Tom's birthday. He likes: sports computers music Possible presents: a football a laptop headphones a book Task Learners discuss the options and choose ONE present. They should use the target language: What shall we get him/her? Why don't we get him/her...? What about...? Let's get him/her...? And respond: That's a good idea. Maybe. I don't think so. Example interaction A: What shall we get Tom? B: Why don't we get him a football? A: Maybe. B: What about a laptop? A: I don't think so. It's very expensive. B: What about headphones? A: That's a good idea! B: Great! Let's get him headphones. ICQs Before sending learners to breakout rooms: Are you choosing one present or many presents? → One. Do you need to make suggestions? → Yes. Do you need to respond to your partner? → Yes. Do you need to use the expressions on the screen? → Yes. Do you work alone? → No, with a partner/group. Monitoring While learners are in breakout rooms: Monitor without interrupting. Note good examples of language. Note 2–3 common errors related to the target language. Do not correct every error while learners are speaking. Pay particular attention to: Why don't we + base verb What about + noun Let's + base verb appropriate responses.

Bring learners back from breakout rooms. A. Content Feedback Ask: What present did you choose? Why? Take 2–3 answers. Then ask: Did everyone agree? This allows you to briefly revisit the communicative outcome. B. Delayed Error Correction Write 2–3 examples on the screen without identifying the learners. Example 1 ❌ Why don't we getting him a book? Ask: Is this correct? Learners correct: ✅ Why don't we get him a book? Example 2 ❌ What about get him a DVD? → What about a DVD? Example 3 ❌ Let's getting him a bike. → Let's get him a bike. Then praise successful language: I heard some excellent suggestions today. For example: “What about a new bike?” Ask: Who said that? Final quick check Ask learners: Which expression can you use to ask for a suggestion? → What shall we get...? Which expression can you use to reject a suggestion politely? → I don't think so.