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Handout 3 (Your achievements)- Intermediate Level, B2 level
Intermediate, B2 level level


In this lesson, Ss will focus on talking about their achievements and experiences using the present prefect tense. Through showing some pictures, the teacher intends to ask Ss to give as many ideas as they can about the pictures. By applying simple and clear instructions, the teacher asks the students to listen to 3 interviews about people talking about their achievements and then the teacher gives them the handout (task before text). Next, the present perfect tense is highlighted by eliciting, a guiding task, drilling, and giving feedback. After that the teacher clarifies the meaning of present perfect tense (2 of its functions), time expressions used in this tense, as well as controlled practice of pronunciation and form. Then students are instructed to work in groups and do the exercises. Next, they are asked to speak about their own achievements and experiences first in their groups and then some students will express their ideas in the form of interviewee and an interviewer in groups.


Main Aims

  • Presenting a new grammatical concept (present perfect tense) through elicitation; drilling; and working on meaning, forms, and pronunciation is the main purpose of this lesson.

Subsidiary Aims

  • The learners are required to listen to the interviews about each person's achievements (receptive skill. listening) as well as having the chance to express their ideas about their own achievements through applying the newly-learnt grammatical concept (receptive skill, reading).


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Some pictures are shown to the Ss using a video projector. They are required to give as many ideas as they can about the pictures.

Listening for gist (5-8 minutes) • To provide context for the target language through a text or situation

Ss listen to the interviews in ex1, and answer what the people in the picture are most proud of. Then they are asked to read the questions individually and talk with their peer to check their answers. As a feedback, the teacher asks Ss and writes the answers on the board.

Speaking (5-7 minutes) • To draw students' attention to the target language

Ss are asked to talk about similar experiences and express their opinions about how easy or difficult it was to learn to do these activities in pairs.

Clarification of language (12-15 minutes) • To clarify the meaning, form and pronunciation of the target language

The teacher draws 4 timelines on the board to show and clarify different time expressions used in present perfect tense. In this section, the form is introduced focusing on the position of time expressions as well as the structure (form) of the present perfect tense, the meaning is clarified and also the pronunciation (the word stress in sentences) is worked on. The teacher gives simple and clear instructions to the Ss to do ex 4, & 5. Then, Ss are required to to work in pairs and do ex 4 & 5 (feedback, in the form of pair check) . Then, the teacher asks about the correct answers and writes them down on the board (feedback and error correction).

Game-like activity (Teacher-made) (3-4 minutes) • To concept check and prepare students for more meaningful practice

The teacher gives Ss clear and simple instructions stating that they are required to work in groups of 3 and put the words in the proper position to make sentences. The group who finishes first will yell out "mango". Actually, the purpose is to make them involved in a communicative activity with a higher degree of motivation and autonomy. As a feedback, one member of each group reads the correct answer loudly.

Freer- practice (speaking) (5-8 minutes) • To concept check further and prepare students for free practice

The teacher gives each student a number and then according to their numbers they make groups with their peers who are the same numbers. The teacher writes down 2 questions on the board. Through giving clear and simple instructions asks one student in each group to play the role of an interviewer and the two others as interviewees to answer the questions. As a technique of giving feedback, the teacher asks the interviewer in each group to come in front of the class and report what his/her peers expressed. (After giving instructions, CCQs should be done)

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