T.will present a scenario via a cartoon format. The fictional character is a cat who has a problem.......he wants to catch mice but the latter are too fast for him. He is frustrated. The mouse, of course, is delighted. What to do?...He devises a plan to catch the mice. How will his plan go? Elicit 'frustrated', 'pleased', 'success or failure?'

T. continues to the next stage of the 'cat story'. T. provides Ss with pictures and asks questions to elicit words and phrases. Qs Where? Why? How much?What? etc. T/L: '$200', 'spent' ,'cost ' ,'tests' , 'production', 'target', 'deadline' DRILLING - Pronunciation/ Stress 1) He had a problem. 2) He spent $200 3) He ran /did tests 4) He slowed down/speeded up production 5) He didn't meet his deadline 6) He ran into a problem 7) He didn't achieve his targets 8) It cost $200 9) It was a failure

T divides class into groups or pairs depending on S. numbers Hands out W/S Matching Exercise Ss are asked to complete sentences by forming verb-noun collocations. *****5 minutes to complete. WC check Check Q: Which sentences describe successes and which describe failures?

T. divides W/B into 5 columns. T then hands out different sentences to Ss. T tells Ss they need to place the sentences under the correct heading. Q. Which ones are about.....? ****T. models the first sentence *****Allow 7 mins to complete task (pairs/groups depending on class numbers) WC Check

Provide students with Role Cards. Each R/C will detail a name and situational problem/falure/mistake. Tell Ss that they will be working in pairs. One person will ask Qs (using Qs from previous class task) and the other will describe what happened and answer the colleague's questions. Ss then swap. ****************T. models an example using a R/C T. advises a 10 mins limit and asks Ss to stand up and role play as if at a party ******Whilst Ss mingle, T checks for errors/corrections. At end of activity, T can write down any correct phrase or error that seems to stand out in the activity.