Integrating Grammar in a Short Project Presentation.

In this capstone lesson you bring together grammar from the whole course in one practical task. You plan a small project or achievement from your work, studies or personal life and prepare to present it. First you study a model where a speaker explains a project: they describe the context, outline the plan, report what actually happened and reflect on results and lessons. You notice how tenses, modals, conditionals, passives, noun phrases and linking words all work together. You then plan your own short presentation and choose key grammar patterns that will help you sound clear and confident. After practising your talk, you create a brief written summary email or report using similar language. Finally, you review your personal grammar profile from Lesson 1, update your main strengths and weak points and design a realistic plan for future practice. You finish the course with a concrete sense of progress and next steps.

1. Listening to a model project presentation.

To start this final lesson, I would like you to step into a realistic meeting room. Imagine you are at work or university and you have been asked to give a short update on a project you led. In real life, this can feel stressful because you need to be clear, organised and accurate, all at the same time. In this lesson, you will practise exactly that, using grammar from the whole course. First, you are going to listen to a model presentation from a speaker called Sara. She talks about a small project she ran to improve the welcome day for new international students at her university. While you listen, do not worry about every word. Focus on the big picture: How does she organise her talk? What sections can you hear? When does she talk about the background, the plan, what actually happened, the results and the lessons? After you listen, you will answer some questions so we can check your understanding. Later, you will plan and write your own project presentation, using similar grammar patterns and useful phrases.

The final challenge: presenting a real project.

In this capstone lesson, you bring together grammar from the whole course in one practical situation: a short project presentation. Imagine you are speaking to your manager, your tutor or a small group of colleagues. You have 3–4 minutes to explain a project you were involved in.

A clear project presentation usually answers these questions:

• Background: What was the context? What problem or opportunity did you see?
• Aim: What was the goal of the project?
• Plan and actions: What did you decide to do? What steps did you take?
• Results: What happened in the end? What changed?
• Lessons and next steps: What did you learn? What would you do differently next time?

To see how this works, read the transcript of Sara's talk. She is presenting a small project from her university.

Model presentation: Sara talks about her project.

> In this short presentation I will talk about a project I led last year at my university. The aim of the project was to improve the welcome day for new international students.

>

> First I will explain the background. When I started my master's degree, I realised that many new students were confused on their first day. They were not sure where to go, and some of them missed important information. Our international office was doing its best, but the event was not very interactive.

>

> We decided to organise a new one-day orientation workshop. We wanted to make it more practical and friendly. Over two months we planned the programme, booked rooms and invited current students to act as mentors. We also created a short online survey so we could collect feedback afterwards.

>

> One major challenge was time. We were doing this project while we were preparing for our own exams, so we had to coordinate everything very carefully. At one point we almost cancelled a session, but in the end we managed to find an extra mentor.

>

> The results show that the changes were successful. Ninety per cent of participants said the workshop helped them feel more confident. Several students who attended later became mentors themselves.

>

> If we did this again, we would include more online information for students who cannot travel. The main lesson I have learnt is that small improvements in communication can make a big difference. Thank you for listening. I would be happy to answer any questions.

As you can see, Sara uses clear structure and a range of tenses, modals, conditionals and linking phrases. You will look more closely at this in the next block. For now, focus on the content and the general organisation.

In the activity below, you will listen to Sara's talk and then answer some comprehension questions in full sentences.

Practice & Feedback

Listen carefully to Sara's presentation in the audio. You can also look back at the transcript on the screen if you need support, but try to understand as much as possible from the listening first.

Then answer these questions in full sentences:

1. What was the main aim of Sara's project?
2. What two key steps did her team take to organise the new orientation workshop?
3. What was one major challenge they faced, and how did they solve it?
4. What was one important result or lesson from the project?

Write your answers in 4 separate sentences or a short paragraph. Use your own words as much as possible. It is fine to borrow useful phrases such as 'The aim of the project was to' or 'The main lesson she learnt is that', but do not copy long parts of the text.

After you write, you will get feedback on whether you understood the main points clearly and how natural your sentences sound.

2. Noticing grammar choices in the model.

You have now listened to Sara's presentation and thought about the content. In this part, we are going to zoom in on how she uses grammar to keep her story clear and professional. Remember, the aim of this lesson is not to learn a brand new tense. Instead, you want to see how different grammar areas from earlier lessons work together inside one short talk. Listen again, in your head, to the structure of her talk. She starts with an introduction, then gives background in the past, then explains the plan and actions, then reports the results, and finally reflects with a conditional. To do this, she mixes past tenses, present simple, modals like had to and would, and linking expressions such as first, at one point, in the end and as a result. On the screen, you will see some key sentences from her talk, grouped by function. Read them slowly and notice which verbs, which linking words and which patterns she chose. Then, in the activity, you will imitate some of these patterns to talk about your own or an imaginary project. This is an important step towards building your own integrated presentation.

How Sara organises her grammar.

Now let us take a closer look at how Sara uses grammar to guide her listener through the project.

1. Clear opening and aim.

Sara uses simple, direct language to start and to state her goal:

• In this short presentation I will talk about a project I led last year at my university.
• The aim of the project was to improve the welcome day for new international students.

She combines:

• a future form with will to signpost the presentation;
• a past simple verb (led) to locate the project in time;
• a clear noun phrase after the aim of the project was to.

You can reuse this exact pattern for your own talk: In this short presentation I will talk about… and The aim of the project was to….

2. Background and actions with past tenses and linking.

For background and actions, she uses past tenses plus linking words:

• When I started my master's degree, I realised that many new students were confused.
• We decided to organise a new one-day orientation workshop.
• Over two months we planned the programme, booked rooms and invited current students to act as mentors.

Notice the sequence of past simple verbs (decided, planned, booked, invited) and the time expressions (when I started, over two months).

She also links ideas clearly:

• First I will explain the background.
• At one point we almost cancelled a session, but in the end we managed to find an extra mentor.

3. Results, conditionals and lessons.

To report results, she uses present simple with data and a present perfect for personal learning:

• The results show that the changes were successful.
• Ninety per cent of participants said the workshop helped them feel more confident.
• The main lesson I have learnt is that small improvements in communication can make a big difference.

To reflect on future improvements, she uses a second conditional:

• If we did this again, we would include more online information for students who cannot travel.

This pattern is very useful in project presentations when you talk about what you would change next time.

In the activity below, you will read a short adapted version of the talk and then write four new sentences about your own or an imaginary project, using some of these patterns.

Practice & Feedback

Read the short text in the resource box. It contains a slightly shorter version of Sara's presentation with some key patterns highlighted. Take a moment to notice how she talks about the aim, a challenge, the result and what she would do differently.

Then write four sentences about your own project (real or imaginary), following these models:

1. Start with the aim: The aim of the project was to…
2. Describe one challenge: One major challenge was…
3. Explain a result or consequence: As a result, we had to… or The results show that…
4. Say what you would change: If we did this again, we would…

You can write the four sentences as separate lines or as one short paragraph. Try to adapt the patterns to your situation and add specific details. Focus on the grammar choices, not on writing something long or perfect.

After you submit, you will get feedback on how accurately you used the patterns and how you could improve them.

3. Planning your own project presentation.

You have now seen how a clear project story can be built using familiar grammar: past tenses for what happened, present tenses for results, and conditionals for lessons and future changes. It is time to move from the model to your own project. The project does not need to be huge. It could be something from work, like improving a small process, helping to train a new colleague or finishing a report on time. It could be from your studies, such as organising a study group or completing a research assignment. It could even be from your personal life, for example planning a trip or running a small event. In this block, you are not writing full sentences yet. Instead, you are going to plan the structure of your presentation so that later the language can sit on a strong base. On the screen, you will see a planning template with five sections: background, aim, plan and actions, results, and lessons or next steps. Under each heading there are guiding questions and example sentence starters. In the activity, you will use this template to write a short outline of your own talk in bullet points. Focus on being clear and complete. You can already start choosing useful phrases like 'The aim of the project was to' or 'One major challenge was', but do not worry if the grammar is not perfect yet. You will refine the language when you write the full script in the next block.

Choose your project or achievement.

Before you can present something, you need to decide what it is. Choose one concrete project or achievement from your work, studies or personal life. Some ideas:

• organising an event (online or in person);
• improving a small process at work or at home;
• completing a piece of coursework or a team assignment;
• creating a new product, blog, video or resource;
• managing a budget or fundraising activity.

If you cannot think of a real example, invent a realistic one. The grammar practice will still be useful.

Planning template for your presentation.

Use these five sections to plan your talk. Under each heading, you can write short notes, not full sentences.

Background

• Where and when did this happen?
• Who was involved?
• What problem or opportunity did you notice?
• Example starters: Last year at my company…, During my second semester…, In my local community…

Aim of the project

• What did you want to achieve?
• Why was it important?
• Example starter: The aim of the project was to…

Plan and actions

• What did you decide to do?
• What were the main steps?
• Which people or tools did you use?
• Example starters: We decided to…, Over three weeks we…, First we… then we…

Results

• What happened in the end?
• Did you meet the aim?
• Is there any data, feedback or concrete evidence?
• Example starters: In the end we managed to…, The results show that…, Most participants said that…

Lessons and next steps

• What went well?
• What would you change if you did it again?
• What do you plan to do next?
• Example starters: If we did this again, we would…, The main lesson I have learnt is that…, In my opinion, the project was…

You will use this outline as the skeleton of your spoken presentation and your written summary email later in the lesson.

Grammar checklist for planning.

As you write notes, keep these grammar goals in mind:

• past simple for completed actions (organised, decided, finished);
• present simple for general results or facts (the results show that…);
• present perfect for personal learning (I have learnt, we have improved…);
• modals and conditionals for advice and reflection (we had to…, we would…);
• linking phrases to order ideas (first, then, at that point, in the end, as a result).

You do not need to use all of these in your notes, but think about where they might fit in your final talk.

Practice & Feedback

Use the planning template on the screen to create a clear outline for your own project presentation.

Write your answer as 8–10 bullet points. You do not need to write full sentences, but your notes should be detailed enough that future-you will remember what to say.

Try to include at least one point for each section:

• Background (where, when, who, what problem or opportunity);
• Aim of the project;
• Plan and main actions (2–3 bullets are useful here);
• Results (include any feedback, numbers or specific outcomes if possible);
• Lessons and next steps.

You can begin some bullets with phrases such as:

• The aim of the project was to…
• One major challenge was…
• In the end we managed to…
• If we did this again, we would…

After you submit, you will receive feedback on whether your outline is complete, clear and logically organised, plus a few suggestions to make it easier to turn into a full script.

4. Writing your full presentation script.

You now have a clear outline of your project. The next step is to turn those notes into a full presentation script. Writing a script may feel a bit artificial, but it is a very useful way to practise integrating different grammar areas in one coherent text. When you write your script, imagine that you are really speaking to your audience. Use signposting phrases to guide them, just as Sara did. Phrases like 'In this short presentation I will talk about…', 'First I will explain…', 'At that point we realised that…', 'As a result, we had to…', and 'In the end we managed to…' make your talk much easier to follow. This is also a chance to recycle grammar from across the course: past simple and past continuous for the story, present perfect for learning and change, modal verbs such as could, had to and would, passives like 'the data were collected' and linking expressions such as 'however', 'on the other hand' and 'because of this'. On the screen, you will see a model script based on Sara's presentation, divided into sections. Use it as inspiration, but do not copy it. In the activity, you will write your own script of around 10 to 14 sentences. Later, you could record yourself performing it.

Model script structure.

Below is a slightly expanded script based on Sara's talk. Notice how each part of the project has its own section.

1. Opening and aim

In this short presentation I will talk about a project I led last year at my university. The aim of the project was to improve the welcome day for new international students and help them feel more confident on their first day.

2. Background

When I started my master's degree, I realised that many new students were confused during the existing welcome event. They were not sure where to go, and some of them missed important information. Our international office was already working very hard, but the programme was not very interactive, so students did not have many chances to ask questions.

3. Plan and actions

We decided to organise a new one-day orientation workshop. We wanted to make it more practical and friendly, so we invited current students to act as mentors. Over two months we planned the programme, booked rooms and created simple information stands. We also designed a short online survey so that feedback could be collected easily after the event.

4. Challenges

One major challenge was time. We were doing this project while we were preparing for our own exams, so we had to coordinate everything very carefully. At one point we almost cancelled a session because a mentor was ill. However, in the end we managed to find an extra mentor from another department.

5. Results and data

The results show that the changes were successful. Around ninety per cent of participants said the workshop helped them feel more confident. Several students who attended later became mentors themselves, which suggests that they felt more connected to the university community.

6. Lessons and closing

If we did this again, we would include more online information for students who cannot travel. The main lesson I have learnt is that small improvements in communication can make a big difference for new students. In my opinion, the project was a success, and it gave me useful experience in planning events. Thank you for listening. I would be happy to answer any questions.

Mini rubric for your script.

When you write your own script, aim for:

• Clear structure: opening, background, plan, challenges, results, lessons, closing.
• Varied grammar: past tenses, present simple, maybe present perfect, some modal verbs, possibly a conditional and a passive.
• Good linking: signposting (first, then, in the end), contrast (however, but) and result (as a result, because of this).
• Natural tone: polite and confident, not too informal and not too academic.

You do not need to be perfect. Focus on making your story easy to follow and on reusing useful patterns.

Practice & Feedback

Use your outline from the previous block and the model script on the screen to write the full script of your own project presentation.

Write 10–14 sentences (around 150–200 words). Try to include these parts, in order:

1. Opening and aim of the project;
2. Background and context;
3. Plan and main actions;
4. One or two challenges;
5. Results, including any data or feedback if possible;
6. One or two lessons and a short closing.

Reuse useful phrases from the chunk bank and the model, for example:

• In this short presentation I will talk about…
• The aim of the project was to…
• One major challenge was…
• As a result, we had to…
• In the end we managed to…
• If we did this again, we would…
• The main lesson I have learnt is that…

After you submit, you will receive feedback on your structure, your grammar choices and some suggestions to make the script sound even more natural and confident.

5. Writing a follow-up summary email.

In many professional and academic situations, a presentation is not the end of the story. After you speak, you often need to send a short follow-up email or report to the people who attended, or to someone who could not be there. This written summary is a great chance to reuse the grammar and structure from your talk, but in a slightly more formal and compact way. In an email, you usually avoid long storytelling. Instead, you focus on the main points: the aim, the key actions, the most important results and the lessons or next steps. You can also use more passives and longer noun phrases to sound professional, for example 'the workshop was attended by fifty participants' or 'the main outcome of the project was a more efficient booking process'. On the screen, you will see a model email that Sara could send after her presentation. Notice how the tone is polite but direct, and how she uses linking words such as 'first of all', 'in addition' and 'as a result' to connect her ideas. In the activity, you will imagine that you have just given your presentation and now you are writing a follow-up email to your manager, tutor or client. This will help you practise shifting from spoken to written communication while keeping your grammar under control.

Model follow-up email based on the project.

Subject: Summary of international students orientation project

Dear Professor Green,

I hope you are well. As requested, I am writing to summarise the recent project on improving the welcome day for new international students.

The aim of the project was to make the orientation programme more practical and to help new students feel more confident on their first day. First of all, we redesigned the schedule so that there was more time for questions and small-group discussions. In addition, current students were invited to act as mentors, and clear signs were prepared to guide participants around the campus.

The workshop was attended by fifty-two students from twelve countries. The results show that the changes were successful. According to the online survey, around ninety per cent of participants agreed that the event helped them understand the university better. Several students also commented that the mentor system made them feel more welcome.

If we run this project again, we would like to add more online information for students who cannot travel. The main lesson we have learnt is that small improvements in communication can have a strong impact on students' first impressions.

Thank you again for your support. Please let me know if you have any questions or would like more detailed data.

Best regards,

Sara Khan

From presentation to email: what changes?.

Compared with the spoken presentation, notice that:

• The greeting and closing are more formal (Dear…, Best regards,).
• There are more passives: The workshop was attended by….
• Noun phrases are a bit longer: the recent project on improving the welcome day for new international students.
• Linking phrases like first of all, in addition, as a result and according to help the text flow.

You will now write a similar email about your own project.

Practice & Feedback

Imagine you have just given your project presentation to your manager, tutor or team. Now you want to send them a follow-up summary email.

Write an email of 120–180 words with:

• a short subject line;
• an appropriate greeting;
• 2–3 short paragraphs: aim and main actions, key results, lessons or next steps;
• a polite closing.

Try to:

• reuse some useful phrases from the model, such as I am writing to summarise, The aim of the project was to, The results show that, If we do this again, we would;
• include at least one passive sentence, for example The workshop was attended by… or The report will be shared with…;
• use at least two linking expressions (for example, first of all, in addition, as a result, because of this).

You can adapt the level of formality depending on your context, but aim for a professional tone. After you submit, you will receive feedback on the structure, the grammar and how well the email works as a clear follow-up.

6. Reflecting on your grammar and next steps.

You have now completed a big journey in this lesson, and in the whole course. You have listened to a model project presentation, noticed the grammar patterns, planned your own project, written a full script and created a follow-up email. This is exactly the kind of integrated task that shows your real level. In the very first lesson of this course, you thought about your grammar strengths and weak points in everyday emails and chats. Now it is time to update that personal grammar profile. Reflection is not just a nice extra. It is one of the best ways to keep improving after the course ends. On the screen, you will see an example chat between a learner and their teacher about progress. Notice how the learner mentions specific grammar areas, not just general feelings, and how the teacher responds with encouragement and concrete suggestions. In the final activity, you will imagine that you are messaging your English teacher or tutor. You will briefly describe your project, mention two grammar areas you feel more confident about now, two areas you still find difficult, and a simple plan for the next three months. This will help you finish the course with a clear sense of direction and realistic next steps.

Looking back and looking forward.

You have just integrated many grammar points in a realistic project task. This is a good moment to step back and ask:

• What can I do more confidently now?
• What still causes problems for me?
• How will I keep improving after this course?

Example chat with a teacher.

> Learner: Hi, thanks again for the course. I have just finished my project presentation about our new booking system.

>

> Teacher: Well done! How did you feel about your grammar in the presentation and the email?

>

> Learner: I felt much more confident with past tenses. I could clearly explain what we did and when. I also used linking words like 'first of all', 'however' and 'as a result', which helped my structure.

>

> Teacher: That sounds great. And what is still difficult?

>

> Learner: I still make mistakes with articles, especially a, an and the in longer noun phrases. I also find conditionals hard when I speak quickly.

>

> Teacher: Those are common challenges. What is your plan for the next few months?

>

> Learner: I want to keep an error log. When I write emails at work, I will check for articles and conditionals before sending. I am also going to record myself once a week explaining a short project update.

>

> Teacher: Excellent. That is a very realistic plan. If you keep doing that, you will continue to improve.

Ideas for your own grammar goals.

Think about the different areas you have practised in this course:

• tenses for past, present and future;
• modal verbs for requests, obligation, possibility and advice;
• conditionals for talking about consequences and imaginary situations;
• passives and verb patterns for processes and reports;
• linking words and reference phrases for clear emails and essays;
• punctuation, sentence boundaries and editing strategies.

Choose two things you are proud of and two things you want to improve. Then think of one or two specific strategies you can follow for the next three months, such as:

• checking your emails with a short grammar checklist before sending;
• recording a weekly one-minute update about your work or studies;
• rewriting one paragraph per week from your real life in better English;
• keeping an error log and reviewing it once a month.

In the final activity, you will share this reflection in a short chat-style message.

Practice & Feedback

Imagine you are sending messages to your English teacher or tutor at the end of this course.

Write 3–5 short chat-style messages (each one on a new line) where you:

1. Say which project you presented in this lesson (just one sentence is fine).
2. Mention two grammar areas you feel more confident about now (for example, linking words, past tenses, polite requests, conditionals, passives).
3. Mention two grammar areas that are still difficult for you.
4. Describe one or two concrete plans for the next three months (for example, checking articles in every email, recording yourself once a week, doing short grammar exercises on conditionals, keeping an error log).

Write in a friendly, natural tone, as if you are using WhatsApp or Teams with a teacher you know. You can use phrases like:

• 'I feel more confident using…',
• 'I still struggle with…',
• 'My plan is to…',
• 'Over the next few months I am going to…'.

After you send your messages, you will receive a reply in the role of your teacher: they will respond to your ideas, give you some encouragement and suggest one or two extra strategies, as well as correcting any important language issues.