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Teaching Plan 3A
B2 level


Main Aims

  • To provide practice of should have and shouldn't have in the context of regrets of past actions.

Subsidiary Aims

  • To provide fluency in the context of regrets of past actions.


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

Begin the lesson with a quick exercise where students will be asked to name three mistakes they remember the politicians making in the text provided from the previous section of the lesson. They will work individually for two minutes, noting down the answers if they want to. Following this, the students will work in pairs for another minute to check and discuss their answers and ideas, gaining error correction and/or a different perspective on them. To follow up, whole class feedback will follow to provide students with an idea of what other students answers were, and will be asked as a class if they all agree whether the actions of the politicians involved were bad ideas which they regret.

Knowledge Test (8-10 minutes) • To gauge students' prior knowledge of the target language

To begin this task, teacher will show students the handout, emphasising that it is a gap fill exercise, using elicitation to get students' comprehension of the task they will have to complete. Working individually, students will have two minutes to fill in the blanks provided with either should or shouldn't. Once the two minutes is up, students will work in pairs to check their answers - they will have two minutes to check their answers and discuss why they chose the answers they did. Teacher will monitor discussions. Once the two minutes of error checking is up, students will listen to the recording provided to gain clarification of their choices. Once the recording is over, students will have another minute; working in pairs again to see if they could get the correct answers from the recording. Once this minute is up, teacher will project the gap fill exercise on the board and will offer students a pen to come up and write the correct answers in the blanks. This will offer the students some whole class feedback, where we can discuss as a class any errors or clarification needed.

Teaching (10-12 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

The teacher will project on the whiteboard the grammar structure of should have and shouldn't have, using a brief outline of the forms to show the difference. Teacher will then elicit from the students the structure needed to show clarity in how should have and shouldn't have are used to express regret and criticism in the past tense, while using CCQs to establish an understanding of the past tense forms with the students. Teacher will also provide examples of the present tense forms of should have and shouldn't have, which are you should and you shouldn't; using CCQs and elicitation from the students to show and clarify the differences between the past and present forms and uses. Teacher will have further examples prepared, just in case some more clarity in another context is needed.

Controlled Practice (5-8 minutes) • Check students' use of the target language again and compare with the first test

Teacher will provide students with a handout with 8 questions on, with answers being either A or B. Students will then have three minutes to work alone and answer the questions. Once the two minutes is over, students will have another two minutes to work in pairs to discuss their choices and correct errors. The teacher will monitor the students throughout all four minutes, providing explanations of any terms or words the students might not understand. One the error checking and discussion time is up, The teacher will project the questions onto the board, asking students, either voluntarily or choosing them at random to answer a question or two. Once the students have chosen their answers on the board, the teacher will elicit whether students agree or disagree with the answers, discussing why they do or don't agree.

Semi-Controlled Practice (8-10 minutes) • To give the students semi-controlled practice in what they have learned.

Teacher will explain that they have made a few small mistakes in their life, providing references as to what they did and why they felt regret about it. Teacher will then ask students to work in pairs, giving them 4 minutes to discuss 2 small mistakes they have each made in their life. They will discuss what actions they did and why they felt regret for their actions. Once the four minutes is up, the teacher will use WCFB to ask students if anybody would like to share their stories of their actions, regrets and what they feel towards these actions, discussing with the students how they have used should have and/or shouldn't have.

Free practice (6-10 minutes) • To provide students with free practice of the target language

Teacher will explain to students that they will have 4 minutes to choose one of their mistakes and explaining it in more detail to their partner. Teacher will explain that the students have to try and make it as interesting or as funny as possible, encouraging them to use some of the vocabulary the teacher will project on the whiteboard. Teacher will also ask for the students to provide any vocabulary they can think of relating to regret. Once the pairs have constructed their stories and/or anecdotes, WCFB will be used to gain the students' stories, providing clarification on whether they used the forms of should have and shouldn't have correctly.

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