Nazym's lesson plan,Wishes(grammar)
To provide clarification and practice of wishes in the context of day to day life
To provide accuracy speaking practice in a conversation in the context of wishes
Procedure (41-58 minutes)
Play Nina Simone "I Wish I Knew How It Would Feel To Be Free" Ask students these questions: "What does she want?" "What does she wish for?" "What is the song about?"
Give students handout 1 and have them read the sentences first, each sentence is missing information. Once students have read the sentences have them listen to the audio and fill in the blanks in the sentences. If necessary play the audio twice. Have students check their answers in pairs and then have students shout out the missing words. (the answers) -- give them an example of this before continuing to the answers.
Give hand out 2 to students and instruct them to fold the page for each section before reading the two sentences first before continuing with the exercises. Give students 6-7 minutes to complete this task, once finished they will check in their tables for results and then have open class feedback. After this, instruct them to unfold and do the second exercise. Once they have finished they can check in their pairs and then have a brief open class feedback to discuss results. Once students have done this they will do the last activity (form) and once they have finished this they can check in pairs before having an open class feedback for this.T
Write these on the white board: 1. "I wish we had a dishwasher." 2. "I wish you were coming to the match with me." Work with the marker sentences individually, elicit the meaning and form from both sentences. Ask CCQ's to elicit, such as: "Do they have a dishwasher?" No. (1) "Does she want a dishwasher?" Yes. (1) "Is she going to get one?" We don't know/maybe/not right now (1) "Is the speaker going to the match?" Yes. (2) "Have they gone to the match yet?" No. (2) "When will they go to the match?" In the future. (2) "Is she going with him to the match?" No. (2) Once you have elicited the meaning from each sentence you can move onto the form. Ask questions like these: "What is important in this sentence?" Underline 'wish' and 'had' in sentence 1 and 'wish' and 'were coming' in sentence 2. Elicit the tense of 'had' and 'were coming' from the students. "What tense is this?" Past simple (1), past continuous (2) Drilling: Back drill the sentences to create fluency in students. Have fun with this and play around with it. Mention the stress in both sentences before drilling.
Have students do the second exercise on handout 1. They must change the sentences into the wish form. Once students have done this have them check in pairs before giving them the answer key.
Give one card to each student.Tell ss that sentences 1-3 on their cards are things they wish for. Point out that the pictures on the cards are wishes other students have. Give students a few more minutes to think of good reasons for their wishes. Encourage students to use second conditionals if possible, e.g. "If I had a boat,I'd sail around the world". Students move around the room telling each other their wishes and their reasons If a students has a picture on his/her card that corresponds to the other student's wish, tears off the appopriate picture from his/her card and gives it to the student. Teach the phrase "Your wish is granted " before students begin. Finally, ask the students to tell the class any wishes that haven't been granted and if other students can help.
While students are doing the freer practice, make sure you walk around and check their conversations to find some errors used in the target language. Note these down and once the activity has finished write one or two on the board and elicit the mistakes and corrections from the student, revising the form and meaning in the process.