Hakan Seçkin Hakan Seçkin

Real Lives
Intermediate (B1-B1+) level


In this lesson, students review the present perfect tense and present simple tense structures through guided discovery based on a listening text about the lives of celebrities. The lesson starts with a discussion about personal achievements. this is followed by the discussion about the celebrities and their achievements. Finally, there is some controlled practice through two option sentence completion task and free practice via a popular drinking game called "Never have I ever" or "Ten fingers".


Abc Hand-out
Abc Never have I ever cards.
Abc Listening text (Cutting Edge Int. 4.1/4.2)

Main Aims

  • To provide review and clarification of the simple past tense & present perfect tense in the context of personal achievements

Subsidiary Aims

  • To provide scan reading practice using a text about celebrities in the context of personal achievements


Warmer (2-3 minutes) • To set lesson context and engage students

- T shows the photos of celebrities (Shakira, Kate Middleton, Winston Churchill, Brad Pitt). - T gives slips of paper with fun facts about celebrities. - Ss try to guess which statement is related to which celebrity.

Lead-in (2-3 minutes) • The aim is to set the lesson context and integrate the ss through a discussion about their own lives.

- T tells ss to look at the activity 1. - Ss first think about then share their personal achievements with their pairs (i.e. appeared on TV, won a competition, passed an important exam...)

Exposure (5-6 minutes) • To provide context for the target language through a text or situation

- T tells Ss to look at the activity 2. Ss first look at the question in 2a. Possible answers: Kate Middleton - Duchess of Cambridge Barack Obama - Politician / 44th president of the US Shakira - Singer / Song writer Churchill - Politician Brad Pitt - Actor - Then Ss try match the celebrities with the achievements listed on the activity 2b. - T plays the audio and Ss check their answers.

Highlighting (2-3 minutes) • To draw students' attention to the target language

- T tells students to look at the activity 3. - T plays the audio again and Ss listen to the recording and circle the correct options as they listen.

Clarification (9-10 minutes) • To clarify the meaning, form and pronunciation of the target language

- T tells Ss to look at the Grammar section. - T asks, "How do we form the Present perfect simple?" - T elicits the form of the Present Perfect tense. {S + have + V3} - T tells Ss to look at the first sentence of the activity 3. "Obama has published several books. In 2008, he wore a book for his two daughters." [Did he write some books at some time in his life?] [Yes] [Do we know when he wrote them?] [No] [Is he still alive?] [Yes] [So, is this experience still with him in the present?] [Yes] [What do we say when he is no longer alive?] [He wrote...] - T tells Ss to look at the fourth sentence in the activity 3. "Brad Pitt has been interested in architecture since he was young and he has designed a restaurant and an apartment building" [Did he design some buildings in his life?] [Yes] [Do we know when he designed these buildings?] [Is he still alive?] [Yes] [Is he still interested in architecture?] [Yes] [Is there a chance for him to add another design in his portfolio?] [Yes] - Then, T tells Ss to look at the grammar part section B. Ss chooses the appropriate tense structure for the given statements. - After completing section B, T asks Ss which statements go with which tense structure. Which of the time phrases refer to a specific point of time and which of the time phrases refer to a period of time starting from the past into the present.

Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

- T tells Ss to look at the activity 4a - T plays the recording and Ss match the conversations with their descriptions. - Then, Ss check their answers with their pairs. - Then, the Ss complete the gaps in the activity 4b with the present perfect tense structure.

Free Practice (14-15 minutes) • To provide students with free practice of the target language

- T tells Ss to pair up. - T distributes a cup for each S, and pours ice tea. - T distributes a set of "Never have I ever..." cards for each pair. - One by one Ss pick a card and read the statement aloud. Then, if they have done such a thing, they drink. - If one of the Ss drink, they briefly talk about what happened and why.

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