At the beginning of the lesson, students complete some statements about themselves. The statements refer to regrets. They also briefly discuss some questions about regrets.

Before watching the video, students look at a list of regrets and decide whether they are more common among kids and teens or adults. At this point the teacher should encourage students to use gerund after the verb regret when expressing regrets (e.g. Kids regret getting into fights.). Then, students watch two parts of the video (about two minutes altogether) and compare their answers with those from the video. After the video, students read six statements and decide to what extent they agree with them using a provided scale. The statements refer to regrets.

In this part of the lesson students use guided discovery to learn different ways of expressing regrets. The structures include I wish…, If only…, I should have…, I regret… Then, they do a controlled practice activity. They need to paraphrase regrets using words in brackets and making any other necessary changes.

Students check their answers

Students look at six different responses to regrets and complete them with words provided in a box. The responses include: Don’t be so hard on yourself., I feel you on this one., Why don’t you try and pull yourself together?, etc. Students also need to match the responses to the regrets from the previous task.

Students engage in a role-play where they are given a situation with someone going on a trip without having prepared their luggage the day before, not sleeping early, not preparing their travel documents and eventually missing their flight. One student will be the person missing their flight and the second is their friend advising them on what they should have done to have avoided that situation.