This class is going to start by building a good rapport with the students so they feel motivated and expectant to get involved in class. The teacher is going to start with the following question: What are the advantages and disadvantages of borrowing money from parents? Based on this question, they are going to share their point of view and exchange information. each other.

The teacher is going to share a Google Forms activity with the students via chat so they will be able to see the task to perform. The teacher will explain to the learners the way they have to answer and submit the activity, which is about the following: Q. What does Briony want? A. some money (£250) Q. Why does she want it? A. She owes her flatmate £100, and her rent’s due. Q. Does she get exactly what she wants? A. No, she doesn’t. She gets £150. The teacher is going to ask students any possible questions or doubts.

The teacher is going to screen-share on Google Forms the text once again and will ask the students to draw attention to the target language and highlight the sentences in the audio script that contain "wish." Learners are going to identify words related to "wish.” For example, I wish I knew where she was. I wish I had a job. I wish it weren't raining. I just wish we could get a recording contract. I wish you'd stop talking about that accident. I really wish you were coming to the gig. For CCQ (Concept Checking Questions), the teacher is going to explain the reason why we say "were" after a third person, which is about a subjunctive mood that is used to express hypothetical or imaginary situations.

To start with the clarification stage, the teacher is going to explain the use of "use" and the contexts in which it can be used to express feelings and situations. Then, the teacher is going to explain the grammar used to clarify doubts. The teacher is also going to ask learners to match different kinds of examples with possible purposes or feelings as follows. We often use "I wish..." to talk about imaginary situations in the present or the future. This is often used to talk about the opposite of what is true or real: I wish I had my own car. (I don't have my own car, but I would like to). • We use "wish" + Past Simple to make wishes about states: I wish I knew where she was. • We use wish + Past Continuous to make wishes about actions in progress now or to refer to a future event: I really wish you were coming to the gig. (The gig is in the future. I wish it weren't raining. (It's raining now. • We use wish + could + infinitive to make wishes about abilities or possibilities: I just wish we could get a recording contract. • We use wish + would + infinitive to make wishes about things that other people, organizations, etc. do that we would like to change. This is often used to show annoyance or impatience about things that are outside our control: I wish you'd stop talking about that accident. • We can't use wish + would + infinitive to talk about ourselves: I wish I had a job. Not (I wish I would have a job). In the meaning stage, the teacher is going to ask learners to draw conclusions about the use of "wish" and its purpose. The pupils are going to talk to each other about the meaning of "wish," and then the teacher is going to give the corresponding feedback. After this. The teacher is going to share through a Google Form slide the meaning of it, as well as the use and context to achieve it. The following is the definition of "wish." We often use "I wish..." to talk about imaginary situations in the present or the future. This is often used to talk about the opposite of what is true or real: I wish I had my own car. (I don't have my own car, but I would like to). For the pronunciation stage, the teacher is going to play a short audio about the topic in context, and learners are going to identify the word or words stressed. They are going to highlight the words with the strongest stress in the sentence. The teacher is going to play the audio twice, so the learners will be able to identify the words. For example. 1. I wish we had a better drummer ◯ ◯ ◯ ◯ ◯ ◯ ◯ 2. I wish someone from the music business would come and listen to us ◯ ◯ ◯ ◯ ◯ ◯ ◯ ◯ ◯ ◯ ◯ ◯

In this stage of the class, the students are going to complete the sentences by using "wish"; they need to be careful and remember the different grammatical uses for the exercises given. They will be able to review their notes and answer the sentences that are the following. I wish we _______ (have) a better drummer. I wish someone from the music business _____ _______ (come) and listen to us. I wish we ______ ______ (not rehearse) this evening. I'm tired. I wish ______ _____ __ (not have to) work at the restaurant. We wish we (find) a cheaper place to live. The teacher is going to assess their performance and use CCQ to clarify doubts learners might have.

After practicing and participating in class, the students are going to discuss and interact with each other about hypothetical or imaginary situations in their lives. They are supposed to use "wish" to express themselves. Some of the topics can be the following: Discuss with your peers about wishes for your life now or in the future. Example: I wish I lived closer to my family. I wish my next-door neighbor wouldn’t park his car in front of my house. Once students finish their conversation. The teacher is going to have OCFB and DEC.