Wishes and regrets
Upper intermediate level
Description
Materials
Main Aims

By the end of the lesson, students will have learnt different grammatical structures to express wishes and regrets using the target language
Subsidiary Aims

To encouage student's fluency and writing skills through the use of the presented target language
Procedure (3547 minutes)
The teacher welcomes his students to class. The teacher proceeds by giving students a handout containing the lyrics of a song that students will listen to '' Wish you were here by Pink Flyod''. The teacher will draws student's attention to the title's song after handing in the lyrics and get quick feedback. The teacher gives instructions to students that they have to underlines expressions related to wishes as they listen. To make the second tast easier for the students, the teacher writes the title of the song on the white board and elicits answers about usage so that students know that, this particular wish is connected to the present. The teacher gets quick feedback and gives instructions about the next activity.
The teacher gives instructions about the next activity, the teacher gives students a handout with the first activity, students have to match wishes and regrests about the past with the correspending memoirs in the list the teacher will give to students. Students are given 6 wishes while there are 15 memoirs, students only choose the right memoirs out of 15 and match them with their wishes and regrets. Students will work individually, the teacher sets a time limit and when it is over, the teacher asks students to peer chekc their answers and get whole class feedback and moves on to the next stage '' Teach''.
Based on the feedback from the first phase. The teacher writes a sentence on the whiteboard from the examples in the exercise. The teacher asks some CCQs to further clarify the meaning of the '' past wishes'' Are they possible to realize?. So as to make sure the meaning is clarified, the teacher elicits the form and models then get students to drill after him then elicit more examples from the students. The teacher asks the following question: What about wishes in the present? The teacher refers back to the song's title I wish you were here which was displayed before and elicits the meaning. In order to elicit ''if only'' the teacher asks students whether they wish to be somewhere else instead of the class and have them complete the example with a present wish.
The teacher gives instructions about the next activity and pairs up students. Students will be asked to provide the form or structure of the regrets in bold in the previous activity, the first example is already done. The teacher sets a time limit, when students are done. The teacher gives written feedback and moves to the next activity. The teacher gives instructions about the next activity, the teacher groups students into groups of 3 by giving them special names, the teacher gives students 12 strips of papers that they would have to put together to form 6 complete sentences. The teacher sets a time limit; when time is over, students are given written feedback and check the answers of their mates while looking at their feedback. Students go back to their seats then the teacher gives instructions about the next activity
The teacher pairs up students and gives instructions, the teacher gives students a sheet contraining different situation of some characters. Students will have to talk in pairs and write the wishes they think match the pictures. When time is over, the teacher asks students to stand up and mingle in the classroom and share their speech bubbles with the rest of the class while the teacher is taking notes for some delayed error correction