**Introduction:**

This is an activity to introduce and practise idioms related to success and failure. Students first answer some questions in pairs or small groups, divide the expressions into two categories, complete the questions in Exercise 3 with the missing idioms, and then answer the questions in pairs or small groups.

I would start this class with a story, something you initially struggled with and that you managed to turn into a great success. To create interest, first introduce the problem and then ask students to predict in pairs how you managed to overcome it. This way you will give students an opportunity to see you in a different light, someone more approachable and able to share your challenges and difficulties.Â

My personal favourite for this type of class and the type of topic is the story of when I went to a bilingual secondary school at the age of 15 with no English to speak of. ZERO. I was in the bottom of my class. I worked my socks off for two years to get to the level of the other students. When I finally did, the momentum, my sheer determination and drive, together with my passion for English was already so strong that I became of one the best students in my class, graduated from an English university and years later became an English teacher, who the English themselves confuse with a native speaker from Ireland âș Impossible is nothing.

Side note: This post feels special to me and the time of its publication is not an accident. After working in a language school in the north of Madrid for a decade, yes a decade, I have decided to take the leap and go freelance. I am feeling a mixture of excitement, fear, and uncertainty but underpinning all this there is an unshakable belief that I have made the right decision. I loved working in the same school for such a long time, it gave me an amazing opportunity to work with wonderful students for years and years and a chance to get to know them really well. However, the time has come to leave my comfort zone and to take on a new challenge.

P.S. I have also made a *Taking the leap* conversation board game that I used with one of my students who recently created her own company. Well done! Feel free to download it and use it if it is appropriate for your students.Â

P.S. I donât really believe in failure myself. You either win or you learn. Here comes a book that inspired me in many ways.

John Maxwell âSometimes you win, sometimes you learnâ.

**Level:**Â B2

**Time:**Â 50 minutes

**Objectives:**

- To introduce idioms related to success and failure.
- To answer questions about success and failure.
- To divide the idioms into two categories: one associated with success and one with failure.
- To complete questions with the missing idioms and then answer the questions in small groups or pairs.

**Materials:**

- Taking the leapÂ Worksheet, one per student.
- Taking the leap board gameÂ board game, one per student/ small group.

**Procedure:**

- Hand out a copy ofÂ Taking the leap Worksheet and ask students to discuss the questions in Exercise 1. Elicit some answers when they are finished.
- Ask the students to divide the expressions into two categories: success and failure. The students could first work individually and then compare with their partners, but once they get into groups or pairs they must agree on the answers. It encourages discussions and forces students to engage and defend their answers rather than mindlessly/distractedly do the task before moving on to the next one.Â
- Check together as a class and ask students to try and come up with precise definitions of each expression. Help with the ones students were unable to figure out themselves.Â
- When the students have finished, ask them to complete the questions in Exercise 2 with the missing idioms. I usually ask students to fold the paper in half at this stage to try and encourage them to do it from memory which makes the task more challenging.
- When they have finished, ask them to go back to Exercise 1 and self / peer correct before you check as a class.
- Next, students answer the questions in pairs or small groups and give examples.

**Fast finishers:**

- Ask students to think of some inspiring stories they have read or heard about and write a short summary, using the expressions learnt, of how the character in their story overcame the challenges they faced.

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Actions speak louder than words

Ups and downs

All rise please

Beauty is in the eye of the beholder

Half full or half empty?

P.S. Thank you Alex, Stu, Nat, Adam, Penny, Lorna and Kompacho for your support and encouragement.

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