Name: Catherine Date: 14/08/20 Length of lesson: 45 minutes Level: Pre-Intermediate

Aim: To enable sts to understand and use the structures should’ve / shouldn’t have / could’ve and would’ve + v3 in order to talk about situations in the past

Secondary aim(s): Ss will get practice speaking about various situations in the past using the TL
Ss will develop their reading skills in test one

Personal aims: To improve my use of CCQs to check meaning in a student way

To make my lesson more student-centred by using more pair and group
To manage time so that learners have time for freer communicative practice and then for content and linguistic feedback

Context: talking about a crime in the past

How context will be set: By reviewing the story of my dad’s experience in Barcelona which featured in my last lesson.

Materials:
The students do not have the books. Any materials from the books that you intend to use must be photocopied and referenced with authors, title, publisher,
page, year.
Self-made materials – test 1 - the story of my dad with sentences to be ticked
- Controlled practice – gap fill task
- Prompts for freer practice – 12 situation cards with the target language
-
Overall tutor comments on lesson plan:
Language Analysis Sheet
Language item and
meaning
How meaning will be initially conveyed Form Analysis or Phonology
How meaning will be subsequently checked
Target language will be introduced in test 1.
Students tick the sentences which apply to my
father’s story

You shouldn’t have taken

your wallet with you
You took your wallet with
you, and I don’t think it was
a good idea.
(Used here to criticise
someone’s action in the
past.)
CCQs
Did he take his wallet with him? (yes) Subject + modal verb (should) + You shouldn’t have taken your
Did I think it was a good idea? (no) not + have + past participle wallet with you
Am I giving him advice before or after he was (negative)
robbed? (after) Show linking on board between
Can I change this situation? (no) should/shouldn’t + have
(connected speech). Draw
attention to weak form of have
(/əv/)Show stress above
Shouldn’t + taken + wallet

You could have carried just

a little money in your
pocket
You didn’t carry just a little
money with you, but it was
possible for you to do this.
CCQs
Did he carry just a little money in his pocket? (no)
Was it possible for him to do this? (yes)
Can I change the situation? (no)
Subject + modal verb (could) +
have + past participle
You could have carried just a
little money in your pocket
Show linking on board between
could/couldn’t + have. Draw
attention to weak form of have
(/əv/). Show stress above could
+ carried + little money
They would have taken
your mobile if they had
seen it
They didn’t see your
mobile, so they didn’t take
it.
CCQs
Is this sentence talking about the past or the
future? (past)
Did they take him mobile? (no)
Did they see his mobile? (no)
Can I change this situation? (no)
Subject + modal verb (would) +
have + past participle
They would have taken your
mobile if they had seen it
Show linking on board between
would/wouldn’t + have. Draw
attention to weak form of have
(/əv/). Show stress above
Would + taken + mobile

Note: Should/could and would

don’t change for third person or
plural.
Sentence 3 is an example of the
third conditional.
Anticipated problems with language: Solutions:
Meaning: Meaning:

 Students are familiar with should to talk about present or future but they  The context is clearly set in the past – this should make it clear.
will not be familiar with its use in the past.
 Students may recognize the negative form (shouldn’t) and think he didn’t  This will be addressed in the CCQs
take his wallet

Form: Form:

 Students may not know some past participles.  I will monitor carefully and provide them if required.

 Students may mistake this structure for present perfect (it isn’t as in  I will refer students back to the structure on the board - Subject + modal
present perfect the third person takes “has” instead of “have”). verb (should/could/would) + have + past participle.

 Students may think the “have” is “of” as a result of the weak form when it  I will elicit have in the form focus and mark it clearly on the board.
is spoken naturally.

Pronunciation: Pronunciation:

 Students will struggle to produce such a long chunk when drilling.  I will drill the stressed words from the chunk first and then when students
are more confident drill the complete chunk.

 Students may stress the “have” (not a huge issue but recognising the weak  I will provide a demo and then drill the phrase, drawing attention to the
form will help them to understand native speakers). weak form and connected speech with finger highlighting
Anticipated problems with receptive skills
 Students will read the text slowly and word by word
 The text includes the word warn which some students may not know and
may block understanding of the text
Anticipated problems with tasks and learners:
 The tests today have more than one possible answer
 This language point is likely to be difficult for the students – I expect that
there will be numerous errors in test one.
 Students may not use the target language correctly in controlled practice
 Freer practice task is potentially confusing – we have not done a task like
this before
 Students may not use the target language correctly in freer practice
Solutions:
 I will set a clear reading task and give students a time limit
 I will attempt to elicit this word from a stronger student during my lead in
and check meaning
Solutions:
 Mention this in the initial set up and check learners’ understanding with an
ICQ
 We will go through the answer to number one in feedback and then I will
put the students back into pairs to re-check the remaining answers to test
one.
 Monitor very closely guiding students where necessary (trying to elicit with
questions where possible) and referring them back to the board work if
there are any problems relating to form.
 I will set up the task with a short demonstration showing how the T/L can
be used
 Careful monitoring, being ready to correct repeated errors and conducting
delayed error correction where time allows
Stage name Stage Aim: Timing & Procedure: Tutor Comments
Why? Interaction (What will be done? What will you say?)
pattern
(When Who?)
Lead-In To generate 5 mins Re-cap on the story about my father from our last lesson. I will try to
interest, build elicit as many details from the students to keep them involved. Elicit
confidence & set T–S- T key info – (what, where, who?) to remind students of ther situation
context for the in preparation for test one.
lesson.
I will elicit and check understanding of the word warn

Test One To test how 7 mins ‘Chest’ handout. Ask Ss to read the text and tick the sentences which
much the Ss T are true for the story
know about the T-S
Meaning of the Check instructions:
TL So what will you do first? (read the text)
And what do you do with the questions after? (choose which
To allow sts S responses are possible)
opportunities to Is more than one answer possible?
peer teach Monitor!!! reassure students who are struggling and refer them
back to the text if necessary.
SS
Pairwork: tell sts to check their answers in pairs – encourage peer
teaching where I see that students have differing answers
Clarification To provide 15 mins Check Ss answers only of No 1 and check through concept checking
answers to the T-S questions (see LA sheet)
first test (OCFB)
and focus on Show answers on OHT so Ss have a written record of the correct
meaning. answers.

To allow sts a SS Ss work in pairs and decide if they want to change their answers to
further chance to Nos 2 and 3. T monitors and helps with TL.
peer teach /
work out TS Answers on OHP again and clear up any Ss’ doubts by using my CCQs
meaning for (see LA sheet again)
themselves

to provide
 further feedback
and to take
opportunities to
help sts with
Meaning

Focus on Form
sts are given
opportunity to
work out the SS T starts to analyse the first correct answer on the OHP and then the
Form for Ss complete in pairs. Monitor.
themselves- then
provide TS Ask Ss for the answers and reveal the answers on OHP so Ss all have a
clarification written record.

Focus on
Pronunciation

To provide SS Ask Ss to turn over their handouts and elicit the correct sentences.
accurate models of Model and drill pronunciation, chorally and individual. Focus on
how the TL is linking of ‘would/could/should have’ and the weak form in the ‘have’
pronounced give (see LA sheet)
sts practice with
some of the key
features TS Ask Ss where the stress is in the complete sentences. Mark on the
board and show the linking. Elicit the stress pattern
Controlled Practice to see if Ss are 8 mins Chest h/o, give instructions and ask Ss to work individually. Students
more confident TS work individually to complete the sentences using either would have,
with the TL now- could have or should have.
the practice tests Monitor guiding where appropriate.
both Meaning
and Form SS Have sts check in pairs (PW)

re-clarify any TS Nominate Ss to give the answers and clear up doubts. Correct on
aspects on M, F pronunciation too, but remember it’s tricky so accept ‘better than
and P before.
that sts have
struggled with
Freer Practice To give sts freer 10 mins Put card situations on board with Ss’ help. Give example / demo and then
speaking practice T ask Ss to take a card and speak to their classmates about the situation on
of TL. their card.

To assess their TS Check instructions:

What language will you use when you are talking?
ability with the
Do you have to remember the information you find?
T/L in a freer
context Ss to talk to different classmates. Monitor and note interesting
SS language/mistakes for delayed feedback – put these sentences on the
To provide board.
delayed
correction Students return to their seats and discuss with a partner the most
SS interesting information they found out. Monitor for the most interesting
TS content and nominate those people in feedback

In pairs students discuss the language on the board. Nominate to draw

SS
attention to good language and correct any errors
TS