T asks students if they have ever tried to do something but failed." T gives one example from her life (personalisation) and asks students their ideas/ experiences. T shows the title of the reading text and guess the second part of the saying. T elicits answers.

T asks students to read the text and complete the blanks with appropriate phrases. page 44 1c. Students pair check their answers. T elicits answers from the class.

T does language analysis on the board. T clarifies meaning, form and pronunciation. T asks concept questions and elicits answers.

Students complete the exercise 4a and 4b on workbook page 32. Students pair check before the whole class feedback session. T elicits answers and gives feedback.

T gives the What's the... handout to the student and in pairs, they ask the question to each other and writes down the answers. T monitors and praise good language use. T also make notes of any pronunciation mistakes and clarifies it later on the board or on the spot. T asks the students to share any interesting or different answers from the activity. T elicits answers and gives feedback.

T regroups the students so they sit in different places with different people. Students think about any skill or experience they have tried to learn but failed to do so and their reasons. Students also comment on how they felt about the situation. Students can take notes. Then students share their experiences with people in their new groups and comment on each others' stories. T monitors and at the end, gives feedback. At the end, T opens up a motivational song. ICQs after giving instructions: What are we talking about? (any skills that you've tried to learn but failed) Do we talk about our feelings as well? (yes) What do we use for expressing our feelings about ourselves or situations? (adjectives)