- Students are assigned to watch a video to motivate them - CCQs - ask some concept questions about video: Is he talking about an specific person? (no) Can it be true for everyone? (yes) is he talking about negative issues? (no) Does he have a positive message for everyone? (yes) - Elicit topic from students - Let students to talk with each other to entitle the video in pairs - Feedback - ask students to share in group what they entitle the video and compare with other groups.

- Students are assigned to come front of class and choose one of the text that new words have been underlined the best. - Students will be asked why they chosen one, in order to elicit and model the language. - Feedback - students will share with class the reason of choosing the right text.

- Producing the language with eliciting the new vocabulary. - Teacher drill the target language and marking the stress and pronunciation. - Teacher makes mind map by putting problems and solutions in the middle and new words around to find association between. - Identify the word type by eliciting from students.

- Teacher give handouts to students and give a clear instruction. - work in pairs and try to match the best answer. - Peer checking - ask students to change their seats to check each other's answer. - Feedback - ask students to talk to class about right answers

- Teacher instructs students to work in pairs and choose a problem in Ex.3a. - Students are given a list of four problems. - students will be assigned to choose one problem and write about it - it's optional to make story funny, sad or awkward. - Feedback - teacher monitor and give feedback what they need to write or give some corrections if it is needed.

- Finally, students are asked to write the story of a problem together using at least 5 phrases from Ex.1. - Get students to read the story as a group. - Ask groups whose story they like the most. - Elicit and model the language by asking why you like the story the most.