T writes “Unusual Achievements” on the WB and tells a personal goal and asks Sts these questions: My goal is to sail in the Seven Seas. If I sail on my own, would it be something usual or unusual? To engage students with the topic T asks: Have you had any unusual achievements in your life?

Pre-teach essential vocabulary: T sticks pictures and the words on the WB. T asks Sts to find the word that best goes with the picture. T asks: Supergran: Is this woman an old lady? (yes) What do you think she’s doing? (dancing) Is this something extraordinary? (Yes) Prodigy: Is this person a painter? (No, a musician) Who is he? (Mozart) Was he talented at the age of 5? (Yes) Prestigious: Have you heard of these universities? In which one would you prefer obtaining a degree? Why? Juggler: Has this man thrown some objects up in the air? Has he let those objects fall? (No – he repeatedly throws and catches) T sticks the words, drills and then clears the WB. T shows five photos of the people that Sts will read about. T asks Sts to match the titles of the articles with the photos. Then T asks if Sts can guess what these people have achieved.

Gist reading: T tells Sts that they have 30 seconds to answer the questions set for reading for gist (scanning) practice. T gives the question papers first and asks Sts to have a look at them. T asks ICQs: How many seconds will you have to find the information? (30) Will you read slowly or fast? (fast) Do I expect you to understand everything in detail? (No) Do I want you to locate a specific piece of information? (Yes) T gives each student one article about one person in mixed order. Sts individually scan the text for specific information in 30 seconds. Sts check their answers in pairs (A's, B's, etc)

T asks Sts to sit together according to the letter of the texts they have. Because C and A texts are relatively shorter than others, T asks A and C to work together. T asks Sts to read in detail and put the cut up texts in order. T then asks groups / pairs (depending on the size) to summarise each person’s achievement.

T projects Activity 4 on the WB and quickly clarifies the meaning of the vocabulary highlighted in the book. T projects Activity 5 on the WB and wants Sts to think about part A. She then models Part B with a student and instructs the class to do the same with their pairs. After giving instructions, T delivers the HO and monitors. (If time) T draws a vertical line on the WB and writes 1: the most impressive at the top and 5: the least worthwhile at the bottom of the line. T divides the class into groups of 3 of 4 depending on the size and instructs Sts to put the achievements in order. Then to generate a further discussion, T asks “Which one of these would you like to do yourself?”