Cem Cem

Writing: Wishes
Intermediate level


In this lesson, ss will be focusing on how to talk about their wishes. The skill they will be using is writing.


No materials added to this plan yet.

Main Aims

  • The main aim of this lesson is to provide ss with the opportunity to practice their writing skills in the context of wishes.

Subsidiary Aims

  • A sub aim of this lesson is to familiarise ss with the use of 'to wish'.


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

1) Write 3 sentences on the board to do with wishes but with different forms of 'be'. Tell them to refer to Reza's lesson. 2) I wish I could.... 3) I wish I was .... 4) I wish I didn't 5) Ss write their answers down in 1 min 6) Ask some ss what they wrote 7) Drill 'wish'.

Pre-teaching upcoming vocab/phrases in tasks (blocking) (3-5 minutes) • To avoid confusion for when ss begin the activities

1) STUCK - give example. I am at an airport but all flights have been cancelled. I cannot go home. On board 'I am ....... at the airport'. 2) GO BACK IN TIME - Hold up picture from medieval times. Ask if this is from before. 'How can I get there?' It is impossible because I would have to '.... ..... ..... .....'. 3) TRAFFIC JAM - Hold up a picture of severe traffic and try to elicit. If they say traffic but nothing else, write on board 'traffic .....'.

Useful Language (activity 6) (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

1) Chest HO - tell ss they need to write sentences with 'wish' for the sentences given in the activity. Go through first example. (3 mins) 2) Monitor 3) ss check in pairs (ICQ) 4) Check as class - ask one by one and write on the board, using red for important words.

Exposure (7-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

1) Give ss the letter I prepared. Tell them to read it for 3 minutes. (ICQs) 2) Now, tell them to circle/underline the different uses of 'wish' (could, was, wasn't, didn't). 3) CCQs of letter to gauge understanding of the uses of 'wish' - (a) did I enjoy eating on the island? (b) did I have friends to talk to on the island? (c) did I go back in time to Istanbul? 4) Tell ss they can keep hold of the model text to use when writing themselves.

Productive Task and Preparation (15-18 minutes) • To provide an opportunity to practice target productive skills

1) Chest handout I prepared and walk them through it. Once they know what is expected of them, tell them to plan for 3/4 minutes. They can look at the model text and the guidance on the handout to formulate their ideas - give HO - make sure they are writing words/phrases rather than sentences - monitor. 2) Perhaps ask ss before the task is set whether they have decided a context or whether they need additional ideas. 3) 10 mins - ss write - make sure to monitor and pay close attention to those who have not written much. 4) When time is up, stick the texts around the walls (like Kayvan) and invite the ss to observe them for a bit before asking them who they think wrote the letters.

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

1) Ask ss which letter was the most scary/which one they liked the most. Tell ss to discuss for 2 minutes among themselves. If there is time left, I will use this opportunity to quickly look at the texts and circle any errors (to allow for a more productive error feedback session). 2) Make sure to give feedback on any grammar mistakes, spelling mistakes, vocabulary use and/or pronunciation mistakes if they made any.

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