Shuaibu Umar Doggi Shuaibu Umar Doggi

Structures after wish/If only
B2 level


In this lessons, T will show SS things that annoy us in our daily lives (e.g sister borrowing clothes without asking) and regrets we have about the present and the past. T provides the context for SS to learn to use "i wish/if only"...


Main Aims

  • To provide clarification and practice of Structures after wish in the context of ''it drives me mad''

Subsidiary Aims

  • To provide fluency speaking practice in a i wish/if only in the context of ''it drives me mad''


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T leads in with a power point presentation about bad habits/events such as ''waiting for the buss to arrive'', ''noisy neighbors'', ''bad shop attendants'', ''talking while eating'', 'spitting on the road''. T uses all examples to highlight the full sentence like ''it really annoys me when people spit on the road, its so annoying when the neighbors make noise, it drives me mad when people talk while eating.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T provides SS with a twitter thread where people tweeted about things that annoy them. T gives SS time to read and instructs SS to tick the things that annoy them too. SS will then choose their top three and compare with their partners using the expressions it really annoys me when... its so annoying when... it drives me mad when.... T gets some feedback about which is the most annoying.

Clarification (10-14 minutes) • To clarify the meaning, form and pronunciation of the target language

T then presents SS with a HO 1 that shows sentences on how to use wish+ would/wouldn't. T instructs SS not to focus on the sample sentences. T then clarifies the meaning of wish which is; a verb expresses a desire for a situation that doesn't exist now. T then clarifies when and how to use “wish” + would + infinitive to express dissatisfaction with the present situation.(refer to language analysis) such as; T writes the sample sentences on the WB and shows the form of the sentences and the rules to apply when talking about something that keeps happening again and again or something you wish could stop happening. T highlights to SS the fact that wish+would/wouldn't is only used to talk about things we would like other people/or things to do or not to do. such as; i wish i would have more money. this will be done by CCQs. T then plays the audio file and instructs SS to listen to the sentence rhythm. T instructs SS to repeat the sentences to practice getting the rhythm right. T marks the stress patterns on the WB. T then moves to the second point which is using wish+past simple or past perfect. T writes four sentences on the WB and instructs SS to highlight the differences. T then clarifies by using CCqs to elicit the meaning of the sentences and when to use it, wish + past simple to talk about things we would like to be different in the present/future but which is impossible or unlikely. sentences are; i wish i was ten years younger(unreal----impossible to change---simple past) i wish i could understand what they're talking about. (real----unlikely to change---simple past T provides the form for these sentences. wish+ past perfect to talk about things that happened or didn't happen in the past and which you now regret. sentences are; i wish i hadn't bought those shoes(regret---past perfect) i wish you'd told me the truth (regret---past perfect) T asks SS to differentiate between "i wish'' and "if only" T tells SS that they're the same and can be replaced and used anytime. T shows the difference with the sentences on the WB. such as; If only i was taller If only i could understand what they're talking about.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

After the clarification stage, T instructs SS to answer the questions on HO 1. This is a controlled practice so T tells SS to write sentences with i wish...would/wouldn't. T instructs SS to work individually for about 4 minutes to answer the questions. Afterwards, T instructs them to compare their answers with a partner and T writes the answers on the WB. T corrects any inconsistent answer and discuss why.

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

T then provides the last HO 2. this task is for Ss to complete the cloze with the appropriate verb. Again T instructs SS to work individually and answer the questions. SS have about 4 minutes to complete the task and afterwards share their answers with a partner. T provides the answer key on the WB and get some feedback.

Free Practice (5-7 minutes) • To provide students with free practice of the target language

T instructs SS to individually think of three more things whihc annoy them in heur daily life. eg at home, school/work, in the street, driving, on public transportation etc and write a tweet similar to the ones we saw earlier. Then T instructs SS to work in small groups and compare their tweets. Do they have similar tweets and which one is more annoying.

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