Armagan Armagan

I wish... (Grammar)
Intermediate level


In this lesson students will learn two wish forms, wishing for things in terms of state, for example "I wish I had a dishwasher" and wishing for things where the process has yet to end, for example "I wish you were coming with me."


Abc Nina Simone - I Wish I Knew How It Would Feel To Be Free (song)

Main Aims

  • To provide clarification and practice of wishes in the context of day to day life

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of wishes
  • To provide specific information listening practice using a text about wishes in the context of day to day life


Warmer/lead in (2-3 minutes) • To lead the students into the context of the lesson

Play Nina Simone "I Wish I Knew How It Would Feel To Be Free" Ask students these questions: "What does she want?" "What does she wish for?" "What is the song about?"

Setting the context (4-7 minutes) • To introduce the target language in context.

Give students handout 1 and have them read the sentences first, each sentence is missing information. Once students have read the sentences have them listen to the audio and fill in the blanks in the sentences. If necessary play the audio twice. Have students check their answers in pairs and then have students shout out the missing words. (the answers) -- give them an example of this before continuing to the answers.

Guided discovery (11-13 minutes) • To introduce the students to the meaning, form and function of the target language

Give hand out 2 to students and instruct them to fold the page for each section before reading the two sentences first before continuing with the exercises. Give students 6-7 minutes to complete this task, once finished they will check in their tables for results and then have open class feedback. After this, instruct them to unfold and do the second exercise. Once they have finished they can check in their pairs and then have a brief open class feedback to discuss results. Once students have done this they will do the last activity (form) and once they have finished this they can check in pairs before having an open class feedback for this.

Marker sentence to elicit meaning and form (6-8 minutes) • To check students understanding of the learned language

Write these on the white board: 1. "I wish we had a dishwasher." 2. "I wish you were coming to the match with me." Work with the marker sentences individually, elicit the meaning and form from both sentences. Ask CCQ's to elicit, such as: "Do they have a dishwasher?" No. (1) "Does she want a dishwasher?" Yes. (1) "Is she going to get one?" We don't know/maybe/not right now (1) "Is the speaker going to the match?" Yes. (2) "Have they gone to the match yet?" No. (2) "When will they go to the match?" In the future. (2) "Is she going with him to the match?" No. (2) Once you have elicited the meaning from each sentence you can move onto the form. Ask questions like these: "What is important in this sentence?" Underline 'wish' and 'had' in sentence 1 and 'wish' and 'were coming' in sentence 2. Elicit the tense of 'had' and 'were coming' from the students. "What tense is this?" Past simple (1), past continuous (2) Drilling: Back drill the sentences to create fluency in students. Have fun with this and play around with it. Mention the stress in both sentences before drilling.

Controlled practice (6-8 minutes) • To have students use to target language in a controlled practice

Have students do the second exercise on handout 1. They must change the sentences into the wish form. Once students have done this have them check in pairs before giving them the answer key.

Free practice (6-12 minutes) • Students will produce the target language

Tell students to think of something they wish for and to write it down on a piece of paper using the forms learned today. Instead of writing the wish form they will write the information (similar to the controlled activity sentences). Once they have done this tell them to fold it up and put it into the box you'll be bringing around. Shake the box up and tell students to pick a piece of paper and read it without showing anyone, if they receive their original sentence they must change it for another one. Once everyone has a piece of paper they must read the sentence on it and think about who it could belong to, once they have done this students must get up and try to find who their sentence belongs to by asking students questions about them in relation to it using the target langauge. For example, if students had "I have too much washing up to do," on their paper then they must go around and ask people "Do you wish you had a dishwasher?" Once students think they have found who they think their sentence belongs to they sit back down and note down the name of the person. Once everyone has sat down the teacher will nominate students to read the sentence and guess who it belongs to and why they think it belongs to them, if they get it right then move on, if they get two/three guesses wrong then the person who it belonged to speaks up and says it was their wish. ICQ's: "What are you writing on the paper?" A sentence. "Are you going to show anyone?" No. "If you pick you own sentence from the box, what do you do?" Change it. "Once you think you have found who the sentence belongs do, what do you do?" Sit down.

Delayed error correction (3-5 minutes) • To revise the form for students who have made errors during the free practice

While students are doing the freer practice, make sure you walk around and check their conversations to find some errors used in the target language. Note these down and once the activity has finished write one or two on the board and elicit the mistakes and corrections from the student, revising the form and meaning in the process.

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