Lilia Lilia

TP8 Lilia
Upper Intermidate level


In this class, students will learn grammar related to wished and regrets referring to the present and to the past.


No materials added to this plan yet.

Main Aims

  • To provide clarification and practice of wishes and regrets in the context of daily life

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a role play in the context of daily life


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

- T will share the screen with Ss (1 min) - T will show a Google Slide with the following question: What is something about yourself that you wish you could change? - T asks: 1. Okay, guys so do you have to discuss on breakout rooms or by private message? 2. Is it a speaking or a writing activity? - Ss discuss in breakout rooms (2 mins) - T monitors breakout rooms - T nominates 2 students to give their answers (1-2 min)

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

- T shares the screen to show the activity to the Ss - T explains the activity: Ss drag the image with the sentence that matches the description. - T shows students how to work on the document. T does the first exercise with them - T sets time (1-2 mins) - T asks ICQ: 1. Guys do you have 3 or 2 minutes? 2. So do you have to move the picture or fill in the blank? - T sends the Google Slide's link - Ss work on the task - Feedback: T nominates Ss to give the correct answers (2 mins)

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

- T shares screen Form and Meaning: - T tells students that they have to work on groups of two to work on the exercises. - Exercise 1: Put the sentence where it belongs on the timeline. Put it on the past if the sentence is referring to the past and put it on the present if the sentence is referring to the present. - Exercise 2: Based on four sentences Ss have to discover the structure of "I wish and If only" - T work on the first part of each exercise with the students - Ss are sent to breakout rooms to work on the exercise (4 minutes) - Ss come back from breakout rooms to discuss answers with the teacher - T elicits pronunciation from Ss

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

- T will share her screen with students (1 min) - T will explain to students that they have to: Use the past/ past perfect and I wish/ If only, to complete what the speaker says. - T makes the first exercise with them. - T sets time ( 3 minutes) - T asks: 1. Guys, do you have to write the correct answer or is it a multiple-choice exercise? 2. Do you have 3 or 5 minutes to work on this exercise? - T sends link - Ss work on the exercise - Ss work on breakout rooms to discuss their answers with a partner (2 min) - Feedback: T nominates students to give the answers to her (2 min)

Free Practice (8-10 minutes) • To provide students with free practice of the target language

- T shares screen with students - T explains that they are going to be sent to breakout rooms to be part of a role play. - Student A will only have regrets about the present, while students B will only have regrets about the past. They have to have a conversation using the TL and then, they will switch roles. - T gives Scaffolding time to let them tink what they will say. (1 min) - Ss work on breakout rooms (4 minutes) - T nominates Ss to give their answers (1 min) - T conducts Feedback and DEC (3 min)

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