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
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:
- What happened?
- How does Peter Parker feel?
- 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.
Read the texts about regrettable events from the past and make sentences using the structures.
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.
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.
- 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.
- Dick Rowe regrets not signing the Beatles. He should have signed them. If he had signed them, he would have been rich.
- 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?
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
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.
- Ask sts: How did Michael Jackson die? (aim: to preteach “take an overdose”)
- 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.
- Read the text at a normal speed pausing at punctuation in a natural way.
- Give sts 30 secs to write down key words, then compare and share with a partner.
- 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.
- 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.
- There are three different past tenses in the text, can you identify them?
- Which tense do we use to give a description of a scenario or scene at a specific time?
- Which tense do we use to say that an action happened before another action?
- Which tense do we use to describe short actions often in sequence?
- How do we form the past continuous? Subject + __________ + ___________
- How do we form the past perfect? Subject + __________ + ___________
- This is a contracted sentence: “Michael Jackson’d taken an overdose.” What is the complete version?
- 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.
- In open class go over some of the differences, do their versions still make sense? Are their versions grammatically correct?
- Have sts complete the guided questions. Clear up any doubts in open class.
- Give out the gapped text about 9/11 and have sts complete it in pairs.
- 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.
- 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.
- Have sts read out their texts and share their own experiences in open class.
Fantastic opportunity for CELTA/Cert TESOL qualified teachers in Bydgoszcz in Poland. Follow the link below for details:
Just stumbled upon this great Classroom Management blog by Michael Linsin, full of great tips for dealing with troublesome classes and students.
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Episode 9 of the podcast is all about travelling, do you like to travel light? Have you got the travel bug? We spoke to two people who definitely have, Jon and Ania from hitchhikershandbook.com; they came on the show to tell us about their various adventures. We also spoke to people about their weird and wonderful travel experiences as well as our vocabulary section “5 Ways to Say.” Below you’ll find the timings of the episode in case you want to skip ahead or use specific parts in class:
Tim and Katy travel stories – 0 -13.30
Main Interview – John and Ania – 13.30 – 30.00
5 Ways to say – travel vocab – 30.10 – 35.00
Vox pops – Shay – 35.20 – 40.30
Outro – 40.35 – End
Enjoy! We appreciate any comments or feedback, let us know in the comments here or on Twitter or Facebook.
Check out Jon and Ania’s blog below: