Advanced B: Unit 1.2 – I’ve always been good at Teacher: Teacher: David Estrella I.

Main Aim: By the end of this class students will be able to use the present perfect simple and ´progressive
Secondary Aim: By the end of this class students will be able to react to talk about things you’re good at describe and evaluate skills.

Time STAGE PROCEDURE AIM MATERIALS

7:35 – 7:48 Warmer Group work To put Ss into the context Books
Learners move freely around the room, asking each other the questions on exercise of the lesson Markers
1.
Ss try to talk to at least five or six other learners in the class.
Then they sit down and, in pairs/groups, tell each other what they can remember
about the other people in the class.
T goes round giving help where necessary with vocabulry and pronunciation.
As a whole class Ss share answers.
T writes answers on the board.

7:48 – 7:55 Pre-listening Pair work To get into the context
To introduce the listening, briefly look at the pictures A–C in turn. of the listening exercise
Find out how much experience learners have of each activity, how easy they
(would) fnd it, and why.
For example, for Picture A, ask: Has anyone ever been sailing? Are you
good at it? Would you like to try it? What skills would
you need to be a good sailor?
As a whole class ask learners for their answers.

7:55 – 8:01 Listening for gist Individual work To practice listening skills Laptop
Play recording 1.2. Learners listen and do the matching, then answer the question Audio selection 1.2
for all three speakers as a class. Board
Play the recording twice. Markers
Learner compare their answers with a partner.
As a whole class check the answers.
Praise the good work.
1 Darya C Cian A Hyun-Ae B
2 Darya: both
Cian: life outside work
Hyun-Ae: both

8:01 – 8:10 Listening for Pair work To practice listening skills Laptop
details Learners read through 1–6 and tell each other what they can remember about Audio selection 1.2
each point. Board
T plays recording 1.2 again. Markers
Learners listen to check and complete their answers.
Ss check their answers in pairs.
T asks answers to selected learners.
T writes the answers on the board.
1 When she was a child
2 When shopping and in her work as a civil engineer
3 His university and his country
4 A couple of hours
5 Moving from place to place made her skilled at
meeting new people.
6 Running a social club for the elderly

8:10 – 8:20 Post-listening Groups of three To practice speaking
Learners discuss the question on exercise 3. skills
T goes round giving help where necessary.
Ask a few pairs/groups to share their opinions with the whole class

8:20 – 8:40 Grammar Whole class To learn a new grammar Books
Learners read sentences 1–5 and then match them with descriptions a–e in the box point Projector
below. PPT presentation
Draw learners’ attention to the rule that verbs describing states are generally not
used in progressive forms.
Ss compare their answers with a partner.
a2b3c1d5e4
Individual work
Learners complete the profile using the verbs in brackets in the present perfect
simple or progressive.
In pairs students compare their answers. Then go through the answers as a class,
asking learners to explain them, referring to the four categories in the grammar box.
1 ’ve always been (c: ‘be’ is a stative verb, so we use the simple rather than the
progressive.)
2 ’ve been doing (e: We could use the simple, but the progressive sounds more
natural.)
3 ’ve completed (a)
4 ’ve won (a)
5 ’ve been advertising (e: We could use the simple, but the progressive sounds more
natural.)
6 ’ve given up (b)
7 ’ve become (b)
8 ’ve been experimenting (d)

8:40 – 8:48 Controlled Ask learners to write their paragraphs on a sheet of paper, each with a different To practice the newly Books
Practice number – make sure they don’t write their name on it. learned grammar Board
Collect in the papers and stick them up on the walls of the room. Learners walk Markers
around the room, read all the paragraphs, guess who wrote each one, and
note down their guesses. Finally, elicit learners’ guesses for each paragraph (Who do
you think wrote number 4?) and check (Could the writer of number 4 put their hand
up?).
Ask learners to write their paragraphs on a sheet of paper and write their name at
the bottom. Collect in the papers and read them aloud one by one to the class,
encouraging learners to guess who wrote each one.
As a follow-up to either alternative, return the paragraphs to their writers. In pairs /
groups, learners read each other’s paragraphs and ask questions to fnd out as many
details as they can (similar to 6a). Then do 6b.
8:48 – 9:00 Speaking Groups of three To practice speaking
Learners put away their writing from 5b and tell each other about things they’re skills using present perfect
good at and what they’ve done. simple and continuous
Encourage learners to ask each other questions to find out as many details as they
can.
Demonstrate by having a more confident learner tell the class about the things they
are good at.
Ask questions and prompt other learners to ask questions.
Put learners into new pairs/groups.
Learners report what they found out about the people in their previous pair/group in
a.

9:00 – 9:25 Pronunciation As a whole class To practice speaking
Books closed. Write on the board: be good with numbers. Ask: Which words would skills using the correct
you usually stress? (good, numbers) pronunciation
Underline the stresses on the board: be good with numbers. Ask: Why do we stress
these words? (Because they carry the main meaning of the expression.)
In pairs
Books open. Learners look at the other expressions in 1 and mark the stresses. They
focus on the highlighted expressions only.
Language note
The focus here is confined to the highlighted words in the expressions to keep the
activity manageable and relatively straightforward. If you wish to look at whole
expressions, note that:
• be (even though it’s a ‘full’ verb, not an auxiliary, in these expressions) is not usually
stressed, and is often said as /bI/;
• have in these expressions (as a full verb) would usually be stressed;
• other words carrying stress would be nouns and adjectives like plenty, lot, people,
feelings, able.
Play recording 1.3. Learners listen while looking at the script on p. 141 to check their
answers.
1 be strong, have plenty of endurance, be physically fit, have good eyesight, have a
good sense of balance, have quick reflexes
2 be good with numbers, be able to think logically, be focused, have a lot of self-
discipline, have plenty of imagination, be well organised
3 be a good listener, be an effective communicator, have the ability to
compromise, be able to delegate, be able to manage groups, be sensitive to
people’s feelings