Asli Asli

Wish & if only
B1 level


In this lesson the students will be introduced to wish/if only in the context of one's past regrets. They will read a poem about an old man's thoughts of his life and do an exercise about his past regrets. They will be provided with a controlled practice in which they will choose the correct form for present wishes and past regrets, and rewrite the facts. In the second exercise they will be given three photos and will be asked to write sentences using wish/if only about each photo. At the end of the lesson, they will be provided with a freer exercise, in which they have to write a letter to their younger selves.


Abc Letter
Abc Exercise 3
Abc Exercise 2
Abc Exercise 1
Abc Reading

Main Aims

  • By the end of the lesson the students will have a better understanding of using wish/if only for expressing past regrets

Subsidiary Aims

  • By the end of the lesson the students will have had written practices using wish/if only, and be better able to express their regrets about past experiences.


Lead in (4-5 minutes) • To generate interest in the topic of wishes and past regrets

T shows Ss a photo of an old man with a sad face, looking at an album. CCQ; 'What's he doing?','Can you guess what he's thinking of?'Is he lonely?','Is he sad?Why?' T focuses on his relationship with his wife next. CCQ; 'Do you think they were happy?','Was their relationship perfect?'. T shows Ss the speech bubble and elicits 'past actions/facts'.'Would he like to change these facts?', 'Is he able to change them?'and try to elicit 'regret'.

Reading task (3-4 minutes) • To practice reading for a gist and contextualise the target language

T instructs Ss to read the text and answer two questions. They have 2 minutes to read and do the task. ICQ 'Do you have to understand each word?'T gives Ss a text about an old man expressing his regrets. FB WC by having some Ss answer the questions and CCQ referring to the second question; 'Did he do these things?','Does he feel regret?'

Highlighting target language (5-6 minutes) • To highlight the target language so that learners are focused on it

T gives Ss exercise 1, in which they have to complete the sentences about the old man's regrets. T has Ss who finish earlier to come to WB and write the answer. Write the model sentences taken from the exercise.

Clarifying target language (6-7 minutes) • To cover meaning, form and pronunciation

T elicits the facts (i.e:'I wasn't adventurous') by using model sentences and write the facts next to the sentences. CCQ about wish and if only; 'Do I regret it now?' Show the feeling of regret is more in 'if only'. Move on to form; highlight the facts and the tenses. Use fingers to show the linking and drill.

Controlled practice (5-6 minutes) • To provide Ss with an exercise focused on using the language accurately

Instruct Ss to rewrite the facts using the correct form. Give HO.Monitor Ss to observe errors. Ss check in pairs. FB from WC; they read their answers.

Semi-controlled practice (8-10 minutes) • To provide written practice focused on using the language accurately

T shows Ss three photos. Instruction; Ss have to think about what the photo is about and use wish/if only to fill the speech bubbles (write 3 sentences). T monitors Ss to observe errors. When they finish, ask them to share their sentences with one another and choose the most interesting one. Write some of their responses on the board and correct errors.

Freer exercise (9-10 minutes) • To provide freer written practice and use the language productively

T explains the context; the Ss are going to write a letter to their younger selves about past regrets.ICQ; 'Which form will you use?', 'Do you have to start each sentence with I wish/if only?'Monitor and note down errors. If there is time left, ask for some students to read their sentences in class.

Error correction (2-3 minutes) • To provide delayed feedback

Write some mistakes the Ss made during the last activity on WB. Ask if there is something wrong with them and what is wrong. Correct the sentences.

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