- T welcomes Ss to class - T shares their screen and shows the 1st slide of the Google Slide presentation. - T introduces the lead-in activity: "For our first activity, we are going to listen to some songs and try to figure out what they are singing about. While listening to these songs, think about these questions: 1) What is each song about? 2) What do the songs have in common? 3) Are they singing about the past, present, or future?” - T transitions to the next slide and plays snippet of the 1st song. Afterwards, T asks: “What do you think that song was about?” (her boyfriend cheated, and she is saying he made the wrong choice) - T transitions to the next slide and plays snippet of the 2nd song. Afterwards, T repeats the question: “What do you think that song was about?” (the singer thinks her and her ex-boyfriend were supposed to end up together, but they did not) - T transitions to the next slide and plays snippet of the 3rd song. Afterwards, T repeats the question: “What do you think that song was about?” (he did not share his feelings while he was dating his ex-girlfriend, and he wishes he had) - T asks comparative question: “What do these songs have in common?” (heartbreak; regret) - T asks timeframe question: “Are they singing about the past, present, or future?” (past)

- T transitions to the 3rd slide of the Google Slide presentation, featuring the gist text activity - T explains instructions: “Now we are going to read. You will have 30 seconds to quickly read the conversation and summarize the main idea." (Jenny’s regrets about her past relationship) - T ICQs: “Are we reading for the general idea or specific information?” (general idea) - T times and announces once time has elapsed - T asks student(s) to give answer; if incorrect, asks other student(s) until correct answer is shared

- T transitions to the next slide and introduces the topic (past modals): “Today, we will be talking about a very important grammar topic: past modals. There are three main modals we will discuss today – would have, could have, and should have – and all of them are for actions that were possible in the past but not anymore.” - T transitions to the next slide which shows the dialogue and new instructions. T explains: “Now you will have two minutes to read the dialogue again and identify the three past modals.” - T ICQs: “Are we reading for detail, or are we reading to identify past modals?” (past modals) - T times and announces once time has elapsed. - T asks student(s) to give answer; if incorrect, asks other student(s) until correct answer is shared. - T transitions to next slide which shows the answer key and asks if there are any questions.

- T transitions to the next slide, which shows the three past modals highlighted and bolded. There is also a Google Form link for the MAFP activity. - T opens the Google Form link and gives instructions on how to answer the questions: "Now we are going to learn more about the meaning and form of past modals. You will work in pairs, and I will give you three minutes to do this. I am sending the link in the chat, please let me know if you are able to open it." https://forms.gle/3BFnCgtWhj9KVVWL7 - T times and announces once time has elapsed. T goes over answers. - T CCQs: “Are past modals for actions that actually happened, or actions that didn’t happen?” (didn’t happen) - T CCQs: “Do we use ‘could have’ for something that is possible in the present?” (no, past) - T CCQs: “Can you give an example of a situation where someone ‘could have’ done something but didn't?” - T CCQs: “How is ‘should have’ different than the other past modals?” (obligation or necessity) - T transitions to the next slide of the Google Slide presentation for form and pronunciation practice. T elicits form responses and models/drills pronunciation.

- T transitions to the next slide of the Google Slide presentation, featuring the controlled practice activity. T explains instructions: "For each of these sentences, you need to choose the correct past modal and fill in the blank with the correct form (it could be negative or interrogative). You will work in pairs, and I will give you three minutes to complete this." - T chooses strong student to model first one, then pairs students up. T times and announces once time has elapsed. T goes over answers.

- T transitions to next slide of the Google Slide presentation, featuring the freer practice activity. T explains the instructions: "For this activity, I want you to practice using the past modals we learned in a role play activity. I am going to put you in pairs, and you are going to spin this wheel for a scenario. Then you are going to act it out. So for example, let's say the scenario was a student meeting with their teacher about a failed test. How would we act that out?” T models with strong S. “You will have 5 minutes to do this. Please spend time on each scenario, not just one sentence answers. Once you have spent some time on a scenario, you can move on to another one and complete as many as you get to.” - T ICQs: “Are you only doing one scenario, or as many as you can?” - T sends students to breakout rooms and monitors activity. Once time elapses, T brings everyone back and asks students to share. - T provides DEC, focusing on past modals. - T reviews the topic of the day (past modals), thanks students, and ends class.