Derek Whitefield Derek Whitefield

Teaching Practice 8 (TP8)
Upper-intermediate level


In this, my final lesson of the CELTA, I'll be presenting grammar "IF ONLY/WISH" in the context of environmentalism and environmental challenges. Having a dearth of suitable and interesting material in the various books of upper-intermediate, we'll be using a series of homemade material and teaching approaches go convey the point of the grammar and we're hoping that the students will learn a lot and enjoy their final lesson with me.


Abc Handout
Abc script slips
Abc environmental summit dialogue
Abc dialogue q and a

Main Aims

  • To provide clarification and practice of 'wish' and 'if only' in both past and present forms in the context of the environment and environmentalism in particular.

Subsidiary Aims

  • To provide accuracy speaking practice in both open class warm up and in groups of threes in the context of a dialogue about environmentalism, and later in pair work as we discuss man-made problems in the environment and finally practice in fluency as we discuss the personal problems and regrets we have using 'wish' and 'if only'


Warm up open class activity (5-8 minutes) • To become familiar with 'wish' and 'if only' by trying to find a matching partner in class

Students are given slips of paper with sentences from a dialogue on them. There are 12 total slips, so ideally having 12 people would be nice, but we'll adjust it if there aren't enough. By reading their slip to each person they meet aloud, students will try to find the person in class who has the correct sentence that logically suits their own. One sentence will contain 'wish' or if only' and the corresponding one will have a sentence that relates to it. After everyone has found their partner, they'll read out their sentences and determine in which the order that the sentences would be in a conversation. Then I'll ask the students what we 're going to be talking about this lesson, as hinted in the activity, and what the context or dialogue will be about. What do you think this grammar lesson is about? Who's speaking in these sentences?

Dialogue for introducing grammar (4-5 minutes) • To read the dialogue that contains the sentences from the previous activity to see how they fit into a real conversation

Students will be handed a dialogue with a professor and two students who are attending an environmental summit at the university. In groups of three, students will read the dialogue to each other and notice the grammar wish/if only that it contains. They'll read it a couple of times to each other, changing the character each time. I'll tell them to underline the grammar parts in the dialogues.

Comprehension sheet (7-10 minutes) • To make sure students have understood both the grammar from the dialgoue and any thing that might be inferred in the conversation

Every student will get a handout with questions about the dialogue and, in pairs, they will answer the questions about what the sentences mean. After they have finished the worksheet as a pair, they will be asked to join up with another pair to check with confer with their answers. I will monitor the groups for the correct answers to make sure they've understand. If they made mistakes, I'll write examples on the board to illustrate the grammar point better.

Identifying problems and summarize wishes about them (10-12 minutes) • To practice speaking about the topic and writing sentences for accuracy of grammar

Before giving the students a handout in pairs, I'll instruct them to discuss first, with their partner, what the problem in each picture is. Then, after they have identified the problem, they'll write a sentence using wish/if only that relates to each picture. Once we're done, I'll get each group to choose one that they think is a good sentence. They'll read it and we'll choose as a class which picture (1,2,3,4, or 5) the sentence is referring to.

Speaking for fluency in target language (10-12 minutes) • To give students a chance to use the learned garmmar wish/if only in general conversation with other students in a variety of topics.

Students will be given instructions to start up conversations among themselves on a variety of topics. I'll write a few on the board. education relationships weather plans possessions regrets...and talk about them briefly. I'll give an example of one now and in the past I'll tell the students now to make 3 circles of desks Students will go to different parts of the class (3 different conversation circles) talking to each other on various and I'll monitor, keeping the groups rotating and keeping the topics changing.

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