Wish; I hope...; It's time...
Upper-Intermediate level

Description

In this lesson, students will learn about the differences between wish clauses through guided discovery based on a listening text about a conversation between Briony and her father. After the listening activity, the grammar is clarified and students are provided a controlled practice before they start their language practice lesson.

Materials

Abc Google images
Abc Phone Conversation
Abc Handout 3 (Model sentences and CCQs)
Abc Handout 2 (True or False)
Abc Handout 1 (Matching Exercise)
Abc Listening Track

Main Aims

  • To provide clarification of wish; I hope...; It's time... in the context of family members who talk about their wishes about current situations and future arrangements.

Subsidiary Aims

  • To provide specific information and gist listening practice using a text about dealing with money in the context of family members who talk about their wishes about current situations and future arrangements.

Procedure

Lead-in/ Building context (5-8 minutes) • to set context and engage students with a matching activity containing vocabulary related to money

T projects visuals on WB. (1min) SS Talk in pairs. T gives students HO to match ( 2min) Match A with B. Find the opposites. T projects boxes on WB. T nominates students. (1min) What are the advantages and disadvantages of borrowing money from a bank? Discuss for 1 minute.

Listening task (10-12 minutes) • to provide awareness of wishes for present and possibilities as student do listening for gist and listening for details information.

Project Briony and her father on WB What are they talking about? (2minutes) 3a Listen for gist (3minutes) Answer questions. What does Briony want? ( She wants some money) Why does she want it? ( She owes her flatmate 100 pounds and her rent's due.) Does she get exactly what she wants? ( No She doesn't. She gets 150 pounds. ) Give students time to read sentences 3b HANDOUT (1min) then play the audio again. SS answer as they listen. (3min) 1) Briony wants her father to stop talking about the car accident. (T) 2) She's put petrol in the car. (F)(She hasn't put petrol in the car) 3) Briony thinks that her band is getting more popular. (T) 4) Briony's mother wouldn't approve of her husband lending Briony the money.(T) 5) Briony's father has just had dinner.(F)(He hasn't had dinner, yet.) 6) He's expecting his wife to come home any minute.(F)(He doesn't know where she is)

Highlighting target language (3-5 minutes) • to highlight target language by use of eliciting or an underlining acitivity.

1) Try to elicit target language and write on WB How do they express their feelings? Did you notice specific structures to express feelings and thoughts? Is there regret or do they want something to change now? Underline these sentences. What are these sentences about? 2) or project the dialogue on WB. Ask students to underline target language. ( 2-5 min)

Clarifying target language (15 minutes) • To clarify the target language through a guided discovery

Project all model sentences and CCQs on WB. I wish I had my own car. Wish+S+PastSimple Do I have my own car? (No.) Would I like it if I had my own car? (Yes) Is this wish about present or past? (Present) Is it about a state or activity? (State) I wish you were coming to the gig. Wish+S+PastContinuous Is the gig in the future? (Yes) Are you coming to the gig? (No) Would she like it if you were coming to the gig? Is this wish about past or future?(A future event) I wish we could get a recording contract. Wish+S+could Can she get a recording contract? Is it possible? (Yes, Why not?) Is it easy? (It’s not easy, but still possible.) Would she like it if they could get a recording contract? (Yes) Is this wish about possibilities in present or a past event? (Possibilities) I wish you’d stop talking about that accident. Will he stop talking? (No, he will keep talking about it) Is she happy with his talking? (No) Does she want him to stop? (Yes) But does she really think that he will stop?(No) Is this wish about past or future?(Future) I hope she comes home. Do you want her to come home? (Yes) Do you think this is a real possibility or imaginary? (Real possibility) I wish she’d come home. Is she home? (No) Do you want her to come home? (Yes) Do you really think that she will come? (No, not really.) Is this about future? (yes) Is this real possibility or imaginary? (Imaginary) It’s time you learnt how to cook for yourself, dad. Does he know how to cook? (No) Is she happy with this situation? (No) Would she feel better if he learnt how to cook for himself? (Yes) It’s time to go. Is it about past, present or future? (Present) Should we wait or go now? (go now)

Feedback (5-8 minutes) • to provide feedback before students move on to language practice lesson

matching activity for the usage. We use wish+S+Past simple to make wishes about states. We use wish+S+PastContinuous to make wishes about actions in progress now or to refer to a future event We use wish+S+could+infinitive to make wishes about abilities or possibilities We use wish+S+would+ infinitive to make wishes about thing other people do that we would like to change. We use it's about time+Past Simple to say that we are annoyed that something hasn't happened, yet We use it's about time+To infinitve to say that something should happen now.

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