Yohanna Guerra Yohanna Guerra

Upper Intermediate level


In this lesson, students learn the grammar structure I wish/If only + Present perfect through guided discovery based on a reading text about regrets. This is followed by students roleplaying a conversation. Finally, there is Clarification where MFP is explained, some controlled practice by rewriting sentences with similar meanings, finally, there is a freer practice where students use the TL and express their own regrets in pairs.


Abc Grammar Lesson Material

Main Aims

  • To provide practice of I wish/if only + present perfect in the context of regrets.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of regrets in life.


Lead in (5-6 minutes) • To engage learners and activate their previous knowledge of topic area

T introduces the lesson with the title: Regrets T explains what the topic is and asks the students to watch the pictures and think of what regrets the character might have. T invites learners to talk about Andrew's choices in BR. T displays answers T invites students to read the conversation silently T invites learners to roleplay the conversation in pairs and discovers another Andrew's regret. T underlines the answer while learners read. T provides answers. INSTRUCTIONS Greet everybody Ask: Is there something you would like to change about the past? say: These are Andrew's choices, Look at the pictures, do you think he regrets something? Say: Please discuss your thoughts about one of Andrew's situations in BR. Say: This text is about another Andrew's choice. take 2 minutes to read, please? Call for two learners to read. Underline TL

Clarification (7-10 minutes) • To practice and clarify the MFP of i wish/if only+past perfect

T asks Ss to think of how do we express regrets. T read the TL T explains meanings T performs CCQ's T explains the structure I wish/if only + past participle T clarifies the use of past perfect T performs appropriacy T performs pronuntiation INSTRUCTIONS ASk: How do we express regrets. Read the TL ASk: • I wish/if only I hadn’t had to visit my uncle CCQ: Did I chose to visit my uncle or was I forced by someone? (I chose to go) Am I happy with my decision or do I regret it? (I regret it) Is this a regret or a wish? (A regret) • I wish/if only you hadn’t told me CCQ: Did I chose to hear or was I forced? (I was forced) Can I do something to change it? (no) Is this a regret or a wish? (a wish) Say: we express our regrets or wishes by using I wish/if only + past participle ASk: Ho do we write past PArticiple: Expect students to say S+HAD+ VERB IN PARTICIPLE + O ASk: is this formal, neutral or informal Expect students to say neutral HIghlight: HADN'T HAD and practice drill Ask if anybody has questions

Controlled Practice (5-10 minutes) • To provide controlled practice about the topic of the lesson.

T introduces the Controlled practice T invite learners to rewrite sentences using "I wish/If only + past perfect" but keeping the meaning. T provides a link to google slides to do the task. T shows the answers INSTRUCTIONS Say: Let's express some regrets now. Ask: Rewrite these sentences but keep the same meaning Demo the task say: Please join to Google slides and complete the task. say: compare your answers to mine.

Freer Activity (5-10 minutes) • To practice the aim of the lesson in a freer activity

T ask learners to discuss if there is something they would like to change from the past. T asks to think of funny things T gives her own example T invites students to discuss their answers in BR. T invite a few students to share their thoughts. INSTRUCTIONS Ask: What about you? Ask: Is there something you would like to change from the past? say: think of something funny. Demo with your personal answer (After BR) Ask, two students to share their stories.

Feedback and DEC (3-5 minutes) • To correct some errors during class and consolidate the aim of the lesson

T asks if anybody has questions. T clarifies some errors found during the tasks. T asks learners to see the picture and asks who regrets the most (The girl in green, the friend in purple, or the waiter) T writes the answer and uses the TL again to consolidate the lesson. INSTRUCTIONS Say: Do you have questions? Clarify if there are some errors say: In the picture, who do you think regrets the most? say THE WAITER! Write: He wishes he hadn't gone to work that day!

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