Show Ss different pictures - one by one - ask Ss to describe the pictures. Ask Ss what kind of problems they can see in each picture. Try to elicit the TL by leading the discussion to the point where the Ss need to use specific vocabulary.

Tell the Ss that they are going to read 2 articles about the pictures they see. Put the Ss into 2 groups and ask them to predict the story they are going to read. Take w\c FB. Instruct them to read the text quickly and compare the main idea of the text to what they have predicted. Give one article to group A and another one to group B. Give them time to read on their own and then discuss their ideas with their peers. Ask groups to introduce a short summary for the story they have read to another group. Compare their predictions to the text. Ask the Ss what kind of problems we can also have at home.

Divide the Ss in two teams using a ball and positive-negative adjective technique. Ask the Ss to line up in two columns(positive and negative adjectives) in front of the WB. Stick the pictures which represent TL to the WB. Put two piles of cards with TL in front of each line. Elicit the instruction for WB racing. Do the race. Focus on the vocabulary they have got wrong.

Ask CCQs about the target language to check their understanding of the meaning. - Do you need to change the batteries if they are flat? (Yes) - If your pipe's burst, do you call a doctor or a plumber? (A plumber) - When the bathroom 's flooded, are there things floating in the water? Elicit the full form of \'s\ contraction used with TL.Ask the students to work it out with their partners. Ask two people come to the board and write full forms. Drill the pronunciation of TL.

Make the Ss work in small groups to continue the sentences using TL. Encourage them to talk about each situation. Take w\c FB.

Put the students in two groups. Give each group a set of cards with the TL. Elicit the instruction for chain story-telling. Monitor, make some notes, correct the mistakes.