Dreams & Reality Grammar
Upper Intermediate level
To provide clarification, review and practice of wishes and regrets in the context of memoirs and personal examples
To provide process and product writing practice of a wishes and regrets structures in the context of wishes and regrets in the past
Procedure (44-59 minutes)
Tell them they are going to see a few pictures of me and decide what they think I'm feeling in those pictures. Elicit TL
1) Write a memoir (/ˈmɛmwɑː/)on the board " We loved but time wasn't our friend". Ask Ss what they think it means elicit the word memoir and its meaning. (A memoir is an account of someone's experiences written by that person, esp the experiences of someone who has taken part in important political and military events) Memoirs from Reality Check will be stuck around the class. 2) Tell Ss they will get up and look around the class at some memoirs of real people and match the correct memoirs with the six sentences in ex 1. 3) Check answers in pairs if there is confusion. 4) Give them answer key. 5) Get feedback
1) Ask Ss: What do you think is common in all of the above sentences? Elicit the word: Regrets All of the above people are regretting something that didn't happen/happened in the past.
a) Tell Ss they are going to look how the regrets in ex 1 are formed b) Get them to work in pairs and figure out the structure for each. c) Monitor and check for errors. d) Give them answer key and ask them if there's any confusion.
Ask CCQs for each regret for to clarify meaning of each regret: 1) I wish I had grown a bit more. Do you think he is tall or short? (Short) How does he feel about it? (depressed) Can he change this? (No, it's the past) 2) If only I had found somebody to share my life with. Is his life loveless? (Yes) How does he feel? (He feels alone) Can he change it ? ( He can't change the past but can find someone maybe in the present/future; it's never too late to find love) 3) I should have done something with my life. Does he feel useless? (Yes) Would he feel better if he had accomplished something? (Yes) Can he do something about it now? (Possibly not) 4) It's a pity I wasted my youth. Is he old now? (Yes) Did he do something useful when he was younger? (No) How does he feel about it ? ( He feels bad about it) 5) I don't regret getting an education, but I wish it hadn't cost so much? Did he spend too much money on studies? (Yes) How does he feel about it? ( He's upset/feels bad that it was expensive) Can he change it now (No it happened in the past) 6) My biggest regret is that I didn't marry the person I really loved. Did he marry someone he loved? (No) How does he feel about it? (He's sad he didn't marry out of love) Can he change it? (No he's already married someone he doesn't love) Show stress on: 1) wish 2) found 3) done 4) wasted 5) getting, hadn't 6) biggest Show connected speech of I'd (/aɪd/), should've (/ʃʊdəv/ SHOULD-uhv), if only (fonly), it's a pity (sapity) (PRON drilling) 2) Compare alternate usage of I wish (i.e. a wish about the present/future) using the example of the cake picture One picture shows I wish I could eat cake Second picture shows I wish I hadn't eaten cake last night Write the two sentences I wish I could eat cake I wish I hadn't eaten cake last night When: It's about the present When: It's happened in the past What: I don't have cake What: I ate cake last night How do I feel: I'm wishing I can have cake How do I feel: I feel guilty/bad about it I wish that she could come tomorrow with cake When: It's about the future What: she cant come tomorrow with cake How do I feel: I'm upset she can't bring cake Negative: hadn't, didnot If only I hadn't started smoking I wish I hadn't eaten cake It's a pity I did not buy cake Can we say regrets like questions: For e.g. Can we say Is it a pity I didn't wash my face? (No) Do I regret buying you an expensive present (No) Do I wish I hadn't eaten cake last night? (No)
1) Ss complete the gap-fill ex 3 and check with partner. 2) Give them answer key
1) Ss in pairs look at the two pictures and come up with speech bubbles (at least two sentences) for each using the structures in ex 1. Tell them to be imaginative and funny. 2) Monitor and check they have used TL accurately. 3) Tell some students to come up and draw their speech bubbles on board 3) Do some delayed hot/ error correction if need be.