Romeo Hernández Romeo Hernández

TP4 LP_Romeo Hernández
Upper Intermediate level


In this lesson, students learn about the Modal verbs (3): WOULD HAVE, COULD HAVE and SHOULD HAVE through guided discovery based on a reading text about the wealthy leaving their inheritance. The lesson starts with a descussion about three stories about wealthy individuals. This is followed by reading to identify TL. Finally, there is some controlled practice through sentence reformulation and free practice via a final role-play speaking activity.


Abc Sample Sentences Slide
Abc Sample Answers Slide
Abc Slide With MFP
Abc Questions
Abc Reading Material
Abc Situations Screen shot

Main Aims

  • To provide clarification and practice of would have, could have, should have in the context of leaving an inheritance.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of leaving an inheritance.


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

I will ask my students to imagine a potential situation where they were to leave an inheritance. If you had a large fortune, who would you leave it to? Why?

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

I will ask my students to read the text and tell me about the different examples of people who left an inheritance with the following questions: 1. The story about Leaona Helmsley is different from the others because… 2. The stories about Bill Gates and Anita Roddick are similar because … 3. The stories about Bill Gates and Anita Roddick are different because ... The students will work individually and then we will move to open class discussion.

Highlighting (3-5 minutes) • To draw students' attention to the target language

I will ask my students to identify the three situations that contain the TL. Identify and write down the three situations with: SHOULD HAVE, COULD HAVE & WOULD HAVE in the text. In this activity, the students will be reading for specific information.

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

MEANING I will ask the students some CCQs in order for students to identify the meaning. When are these sentences referring to? -past situations COULD HAVE: Was it possible? Did it happen? When did it happen? SHOULD HAVE: Did people criticise her? Was it about something she did now or in the past? WOULD HAVE: Were people asked for their reaction? Is this a real or imagined situation? Is it a situation in the present? FORM I will ask my students to identify the different components in the structure. Subject + __________ + ___________ + complement Contraction: Subject + ______'____ + _________ + complement This will be done with each individual structure. PRONUNCIATION a. sentence stress I will read the sentences out loud and will ask the students to identify which words I am stressing. I will ask the students to drill.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

I will ask students to choose the correct options to complete the sentences. 1. It's your fault. You _____________ (should/would,tell) him we were going to be late. 2. I ___________ (could/should, stay) longer, but I __________ (would/should, miss) the last bus. 3. I ____________ (could/should, buy) bread but I didn't know we needed it. 4. Amanda _____________ (would/could, finish) the work, but she felt ill and had to go home.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

I will ask my students to write about these situations: Something that you .. . • should have done last week • did recently that you shouldn't have done • would have done last weekend if you'd had time • could do well when you were a child • could have done yesterday, but didn't • bought recently that you shouldn't have DEC - I could have went to visit my grandmother.

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