Introduction: Introduce topic of the lesson, and present slides. -Present slide with word "achievement" and try to elicit definition from student. -Present slide with definition of achievement with question and categories "Can you think of an example of achievement in any of the categories?" -Provide 1 or 2 examples from the listed categories. -"I would say that the discovery of penicillin, which is probably the most common antibiotic, made a huge difference in the world of medicine. -"Can anybody think of any other examples using from the categories?" -Elicit 2 or 3 examples from the students. Potential Problems: Some categories may be to abstract or complex to be quickly accessible to students. Solution: Use achievement categories the students can relate to and easily understand.

Transition: Ok, now we are going to review some vocabulary that you will hear in the audio clip. -Present Jam slides with vocab items. -Attempt to elicit definition of each item before exercise. -"Looking at the definition of 'legwork' what pictures are showing legwork and which are not? Does anybody know what kind of word 'legwork' is?" - "So you have the definition of 'admirable' here and you are going to match the 2 sentence parts together. I will show you (match two items together). Just tell me what letters go together. What type of word is 'admirable'. Where is the primary stress?" - "What type of word is 'technological'. Below the sentences you have 3 different forms of 'technology' and I want you to fill in the blank with the correct form". -Elicit type of word from each student upon answering. -"Can anybody tell me how many syllables 'technological' has?(5). Can anybody tell where the primary stress is?( 3rd syllable). Potential problems: Students may have problem identifying primary stress and pronunciation generally. Solution: Model and drill individually or chorally, time depending.

Transition: "Now we are going to move on to a listening exercise about huge achievements". -Present slide with question and example statements. "Ok, now we will do an example of the task you are going to do. Here are 3 achievements that I will listen to, and then I will determine which one is the most and least impressive. Who wants to read the first statement?" -Elect students students to read statements aloud. If nobody wants to read, read yourself. "I think ' ' is the most impressive achievement and that one the least. So that is what you are going to do, except you will listen to 5 speakers and decide which achievement is the most and least impressive and then we will discuss as a class." -Have students listen to speakers. -OCFB- Present slide with 5 achievements mentioned and discuss with students. "Does anybody care to share which achievement they found the most impressive. How about the least impressive?" -Elicit responses from students.

Transition: "Ok, now we are going to do a more detailed exercise. I will play the audio again and show you." -Play audio clip of first speaker and answer questions. -Send link in chat. -"So you will answer the questions for each of the 5 speakers. I will pause between each speaker to give you time to write. After you listen you will pair up in BOR's for 3 or 4mins and check your answers". -Play audio, pausing 15-20 secs in between each speaker. -Pair students in BOR's(remember to change exit time to 10 secs). -OCFB- Present Google form with answers. Check answers with students. Potential problems: Students may confuse some of the categories such as "basic" scientific advance and "important technology". Solution: Clarify in feedback with examples, time depending.

Transition: "Now we are going to do an exercise in pairs". -Present slide with question(s). -"Who wants to be my partner? Any body?" -Nominate a student if on doesn't volunteer. -Have a brief (1-2mins) discussion referring to the slide questions and the response to the 1st task question. -"Ok so that is what you are going to do in pairs for each of the questions from the previous task. You have about 5 or 6 minutes in BOR's then we will come back together". -Organize BOR's. Observe. -OCFB- Elicit responses from students, time depending from every task item. -Ask if students had any personal ambitions in any of the categories. -DEC-