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TP7 - Wishes and regrets
Upper-intermediate level


In this lesson, SS will get introduced to the topic of wishes and regrets listening to a famous song by Pink Floyd and focusing on a piece of the lyrics to understand its purpose. I will take advantage of the song's title "(I) wish you were here" to drive SS in a grammar demonstration focused on how to express wishes for the present time and regrets for the past. Referring to some memoirs, SS will practice the TL by matching every six-word sentence with a regret and then focusing on its form with a fill-in the blanks practice. As a last funny activity, SS will be divided in two big groups and called to fill in some speech bubbles with regrets to be guessed by some pictures. Each group will then stick their cards on the board and compare the others' regrets guessed. An eventual error correction will close the lesson.


Abc Global Upper-intermediate coursebook

Main Aims

  • By the end of the lesson, SS will have learnt how to express wishes and regrets through different grammatical forms

Subsidiary Aims

  • By the end of the lesson SS will have practiced their productive skill of writing in controlled and freer activity using the TL (wishes and regrets)
  • By the end of the lesson, SS will have practiced their receptive skill of reading in the short form of the memoir


Warmer/Lead-in (2-3 minutes) • To get SS interested and familiar with a context

I will welcome the SS back to class after a break with "Wish you were here" by Pink Floyd. I will give them a HO with the lyrics, but we will focus only on the refrain that I underlined on the paper. I will ask them what do they think is the meaning/purpose of the song. It would be actually easy to discover, since it's in the title!

Grammar demonstration (5-10 minutes) • To elicit some grammar rules from the SS and let them focus on these

And it's exactly from the song's title that our grammar demonstration will start. I will write the sentence on the board (I) wish you were here and I will ask SS whether this wish is referred to the present or to the past time (see Language Anaysis). I will then ask them to give other examples of wishes. In order to elicit "If only..." I will write the beginning of the sentence on the board and ask them whether they are ok in class or they would like to be somewhere else in that moment. I will then ask them about "wishes in the past": how are they called? Are they still possible to realize? In this way I will elicit the word "regrets", and ask SS to give me some examples. After this brainstorming, I will go on with the six ways to express regrets and give them a rules HO.

Grammar practice #1 - Reading for gist (5-10 minutes) • To let the SS practice the new grammar acquired

I will now ask quickly to SS what a memoir is, briefly giving them an explanation of this writing style before to give the text to be read. The text has 15 six-word memoir. Only some of them need to be matched with 6 regrets given by a HO. SS will work individually then check their answers in pairs. The following feedback will be a WC discussion.

Grammar practice #2 (3-5 minutes) • To let SS practice the new grammar acquired

SS will get a second HO, this time they will work in pairs. Each SS will get a colour between red and green which will be useful also for the last grouping activity. Looking at the previous regrets they will write down the structure used in each one. FB will come from an answers key.

Grammar practice #3 (3-5 minutes) • To let SS practice the new grammar acquired

Pairs will be swapped in order that two reds will work together as well as two greens. They will get 12 halves in order to create 6 complete sentences. One half has a situation, the other half as a regret. SS will check their answers with an answers key.

Freer grammar practice - Speech bubbles game (5-10 minutes) • To let SS practice the new grammar acquired in a freer production

SS will now be gathered in two big groups according to their colours. Each group will receive a group of cards with a picture and an empty speech bubble that they have to fill in with a regret. Once they finish, SS will stick the cards on the board in order to look at each others speech bubbles in a mingling activity.

Delayed error correction (3-5 minutes) • To check eventual errors in the TL practice

Taking advantage of the speech bubbles on the board I will eventually have a delayed error correction.

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