T asks students to stand up and stand in a circle at the front. T says, I love music - I listen to it all the time - whenever I am happy or sad, upset or angry, I listen to music. T asks student next to her: Do you like music? Tell me your favourite song. Whisper. Activity will go around the circle. T will ask: what are songs usually about? What have we been talking about today? (Difficult decision/dilemmas). Today will listen to a song. These are words/phrases taken from the song, I want you to talk in pairs, what do you think they mean. T will provide students with the HO. T will give students three mins at the most, and then take WC feedback T will concept checking understanding: Out of reach. Is this something close or something far? Can I reach this ceiling from here - or is it out of reach? Swept away. Does this mean falling in love? (yes) Is it fast or slow? (fast) Am I in control of how I feel? (No). Bruised? when I’m bruised, does it hurt or feel good? (hurt) T will conduct drill, then present words on the WB and ask students to sit down

T will ask student to discuss in groups what they believe to be the topic of the song will be based on the vocabulary and phrases just looked at. T will take WC feedback.

Before playing just two verses of the song, T will ask students to listen to see if they had guessed the subject of the song correctly. If not, what is the song about?

T will provide students with a gap fill exercise of the song's lyrics and ask that they read through and think about what they think will go in the gaps. T will give students two minutes to do this. T will then tell students to listen to the song and fill in the gaps. T will play once and monitor the students progress to determine whether to play the listening exercise again.

T will say: Even though the singer is very sad, there are two sentences in the lyrics which show she still has hope. T will ask students to find and underline these sentences. T will ask student to pair check and then take WC feedback.

T will set up a speaking activity relating to the dilemma presented in the song and providing an opportunity for the students to activate the grammar they encountered in an earlier TP (should have, could have, would have). T will separate students into green and blues. T will tell students that greens are singers and blues are the person she was singing to. Green and blues stand and make pairs. Now I want you to talk. Singers - tell your boyfriend: what could he have done better; what should he have done. What should he have not done. Boyfriends, I want you to answer, what should she have done, what shouldn't you have done. Swap colours with your partner and find new partner.