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GRAMMAR
GRAMMAR CLASSES
Regrets, I’ve had a few…
Posted on September 24, 2018
Image credit: marvel.com
This a lesson plan for B2+ students to teach language of regret. It uses a clip from The Amazing Spiderman and
texts about historic regrettable decisions. Download the teacher’s notes and student handout below:
Regrets teachers notes
Regrets student handout
Lead-in
Show students a picture of Spiderman and ask them: Why did Peter Parker decide to become Spiderman? They
will probably say “because he was bitten by a radioactive spider”, but that’s not why, that’s how. Show them the
video clip: Uncle Ben’s Death until 2:25:
https://www.youtube.com/watch?v=Qp5m4g7pZ9s
So he became Spiderman because it was his responsibility to stop innocent people like Uncle Ben from getting
hurt. Ask students these questions:
1. What happened?
2. How does Peter Parker feel?
3. What could have been different?
Check students’ answers, they will probably try to express Peter’s regret at not saving Uncle Ben. Give out the
hand-out and draw their attention to the language of regret at the top.
Language of Regret
Look at the example sentences, what are the formulas for each structure?
Peter regrets
not stopping
the robber.
He
should have done
Uncle Ben
shouldn’t have tried
to pick up the gun.
If Peter
had stopped
the guy, he
wouldn’t have killed
Uncle Ben.
If Uncle Ben
hadn’t tried
to pick up the gun, the guy
wouldn’t have
shot him.
Historical Regrets
Read the texts about regrettable events from the past and make sentences using the structures.
Lance Armstrong
Lance Armstrong took performance enhancing drugs before
winning seven Tour de France titles. A whistle-blower revealed
information about his doping to the press but he denied it for
years. Eventually the evidence was too much and he confessed to
his crimes live on Oprah Winfrey’s chat show.
Decca Records & The Beatles
In 1962, Dick Rowe, an executive at Decca Records, thought
guitar groups were falling out of favour. On New Year’s Day that
year, The Beatles auditioned to be signed to the record label.
Rowe rejected their audition and decided not to sign them. The
Beatles went on to become the biggest selling band in history.
Napoleon
In 1812 Napoleon invaded Russia with his grand army of 680,000
soldiers. Instead of fighting the French, the Russian army
retreated further into Russia burning the farms and supplies as
they went. After winning some minor victories the French were
forced to retreat because of the freezing Russian winter. Only
27,000 soldiers from the original army survived.
Possible Answers:
1. Lance Armstrong regrets taking banned substances. He shouldn’t have taken performance enhancing
drugs. If he hadn’t taken the drugs, he wouldn’t have won 7 titles.
2. Dick Rowe regrets not signing the Beatles. He should have signed them. If he had signed them, he would
have been rich.
3. Napoleon regretted invading Russia. He shouldn’t have invaded Russia in winter. If he hadn’t invaded
Russia, he might have conquered the whole of Europe.
My Biggest Regret
Students might be reticent to discuss this topic, if so try to encourage them to talk about a friend or family
member’s regrets, often a bit of distance can help students open up and express themselves. It could also help if
you shared some of your regrets with the class first.
Do you have any regrets? What about your family and friends?
Have you ever had an accident that was your fault? What happened?
If you could relive any part of your life, what would you change?
How would your life be different?
GRAMMAR CLASSES
Narrative Tenses: Where were you when…?
Posted on September 24, 2018
Image credit:
www.biography.com
This is a lesson plan designed to help students practice past narrative tenses. The topic is remembering where
you were when big events happened. Download the teacher’s notes and student handout below:
Where were you when student handout
Where were you when Teachers notes
Lead-in
Show image of MJ. Sts in pairs: Where were you when you heard that Michael Jackson had died? T makes note of
language sts use: use of narrative tenses, errors etc.
Dictogloss
Procedure:
1.
Ask sts: How did Michael Jackson die? (aim: to preteach “take an overdose”)
2.
Tell sts you are going to tell them someone’s story of them finding out MJ had died. Tell them that after you’ve
finished you want them to make a note of key words or phrases from the story. While you are reading they
should just focus on listening and not write anything.
3.
Read the text at a normal speed pausing at punctuation in a natural way.
4.
Give sts 30 secs to write down key words, then compare and share with a partner.
5.
Tell sts that you’re going to read the text again and you want them to write down any more key words and
phrases they hear.
6.
Now instruct sts to try to recreate the text in pairs, tell them not to worry if their version is different.
I was at a festival when I heard that Michael Jackson had died. It was about 3 in the morning and we were sitting
in one of the big tents listening to music, drinking and chatting. Suddenly we overheard a guy sitting next to us
saying that Michael Jackson had taken an overdose and had died. We thought it couldn’t possibly be true and
carried on as before, but then the DJ played
Beat it
by Michael Jackson, then
Billy Jean
and then more and more
of his songs, we all looked at each other, everyone in the tent realised that it must be true and we all stood up
and danced.
Guided Questions:
1. There are three different past tenses in the text, can you identify them?
2. Which tense do we use to give a description of a scenario or scene at a specific time?
3. Which tense do we use to say that an action happened before another action?
4. Which tense do we use to describe short actions often in sequence?
5. How do we form the past continuous? Subject + __________ + ___________
6. How do we form the past perfect? Subject + __________ + ___________
7. This is a contracted sentence: “Michael Jackson’d taken an overdose.” What is the complete version?
7.
Project/hand out the original text and ask sts to compare their version to it. They MUSTN’T CHANGE their
version but just make a note of the differences.
8.
In open class go over some of the differences, do their versions still make sense? Are their versions
grammatically correct?
9.
Have sts complete the guided questions. Clear up any doubts in open class.
10.
Give out the gapped text about 9/11 and have sts complete it in pairs.
11.
Check their answers using the complete text.
The Day the Towers Came Down.
I was at school when I
______(hear)
that terrorists
__________(attack)
the World Trade Centre. I
_________ (stand)
outside the school gates
________ (wait)
for the school bus and
________(chat)
to my friends when suddenly one of
the teachers
__________(run)
out of the school and
________(tell)
us that something terrible
____________(happen)
in
New York. Two planes
_________(crash)
into the twin towers in New York, when I
_________(get)
home I
__________(watch)
the towers collapse on the news with my parents. I’ll never forget where I was that day.
I was at school when I
heard
that terrorists had
attacked
the World Trade Centre. I
was standing
outside the
school gates
waiting
for the school bus and
chatting
to my friends when suddenly one of the teachers
ran
out of
the school and
told
us that something terrible
had happened/was happening
in New York. Two planes
had
crashed
into the twin towers in New York, when I
got
home I
watched
the towers collapse on the news with
my parents. I’ll never forget where I was that day.
12.
Show sts the pictures of important world events, have them choose one and write a short text about what they
were doing when they heard about the news.
13.
Have sts read out their texts and share their own experiences in open class.
EXAM PREPARATION CLASS
,
GRAMMAR CLASSES
Would Rather/Would Sooner
Posted on May 13, 2016
Image credit:
www.foodnavigator-usa.com
Follow me on twitter
@RobbioDobbio
This is a grammar activity designed for C1 students. Students learn how to express preference using “would
rather” and “would sooner” then put them to use in a roleplay. Download the powerpoint, handout and key
below:
Would rather
– powerpoint
Would Rather worksheet
– handout and key
Procedure
Use the powerpoint to present the rules, it is designed in a test, teach, test structure. Make sure that students
copy down the rules and several examples then have them complete the worksheet and finally put the
structures to use in a fun role-play. Students will role play being a married couple having a very civilised
argument. Once they have finished have them feedback in open class: “Can the marriage be saved? Or is it on
the rocks?” My teenage CAE students found it absolutely hilarious and used the structures in very creative
ways.
Handout
Complete the sentences with the correct form of the verb in brackets:
1. I would rather ____________ a light salad than a steak for dinner. (have)
2. I would rather he ________________his dirty cups all over the house. (not leave)
3. Venice was nice but I’d sooner __________________ to Paris. (go)
4. He’s quite antisocial he’d just as soon ____________ video games all weekend than go to a bar. (play)
5. I wanted to give the present to granny! I’d rather you _______________ for me to arrive before you gave it to

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