should have' & shouldn't have for criticising past actions
Upper-intermediate adult class level


No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of Should have & shouldn't have + Past participle in the context of list of scenarios of people discussing the mistakes in the past

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a Conversation in the context of discussing regrets


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

Tell your class about a personal regret and give them the story of a past event. Have them analyze your story for issues like how you may have felt during the event compared to how you feel now. Have them ask questions like what did you do after the event? Do you still feel badly? What did you do to resolve your regret?

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

Put SS in pairs, provide them with worksheets. have SS discuss the the mistakes in the past(worksheet#1) in pairs. Tell them to find the mistakes and write them down; then they go to the second part of the worksheet and match what was the right thing to do in the WS1 for each action.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

- Clarify (CQs) the meaning of "should have/shouldn’t have" using sentences from ex.2 - Elicit how to form sentences with should (not) have and write the form on the board : subject+ should have/shouldn’t have + past participle. ( use ex.1 sentences as an example) - Point out the correct pronunciation of the should have/ ʃəd hæv and shouldn’t have/ʃʊdnt hæv, and. should've - /ʃʊdəv/, where "uhv" is a schwa sound followed by a V sound. In fast or informal speech, the V sound will be elided (omitted), and the result will sound like “should-a" - Drill the pronunciation

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Students now play the card game. Divide the class into “A” s and “B”s. One student from “A” takes the card from the pile and tells the group “B” about their problem.The students from “B” forms a response using should have or shouldn’t have. Then student from “B”’s turn to take a card from the pile and tell a student from “A” about it. The game ends when all cards have been used.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

Deal with the result of the task and provide whole class feedback on use of the target language

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