Mohamad Baghdadi Mohamad Baghdadi

Intermediate level


In this lesson, students learn about ‘patterns after wish’ through a guided-discovery activity based on a song. The lesson starts with a song activity followed by mini feedback to check the meaning, form, and pronunciation. Then a controlled-practice exercise will be done followed by feedback. If time allows, a semi-free exercise will be conducted. Finally, students will do a free-practice speaking activity in which they will be using patterns after wish when talking about their wishes in the present or future and things they wish they would change.


Abc How I wish - Song
Abc Controlled-practice
Abc Freer practice

Main Aims

  • To provide clarification of Patterns after wish in the context of A song.

Subsidiary Aims

  • To provide accuracy speaking practice in a Conversation in the context of Wishes


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T will show the Ss a photo having 3 pictures along with some comments to set the context and engage them.

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

Ss will listen to a song while working on a worksheet related.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Ss will fill in the gaps while listening to the song. Then they will continue with a guided-discovery activity noticing the highlighted target language.

Clarification (5-7 minutes) • To clarify the meaning, form and pronunciation of the target language

T will write a sentence from a song on the board analyzing it in terms of meaning, form, and pronunciation. T will write another sentence on the board clarifying the above-mentioned points. T will write two similar sentences on the board and ask Ss to guess the difference. T will stress the fact that 'hope' doesn't mean' wish'. The first is used when something is possible to happen in the future while the second is for something impossible or unlikely to happen or change.

Controlled Practice (5-8 minutes) • To concept check and prepare students for more meaningful practice

T will hand out controlled-practice worksheets to Ss. Ss will do them in pairs. T will hold feedback.

Semi-Controlled Practice (3-5 minutes) • To concept check further and prepare students for free practice

T will ask students to choose two of the topics in the box in exercise 10a and write a sentence about each using wish. Ss will share their sentences with their peers. T will remotely monitor them if they have any errors.

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

If time allows, T will put Ss in groups of 3, and gives instructions on how to play the board game. Ss will take turns using 'wish' in a sentence related to the prompt given. T will remotely monitor without interfering unless they need help. T will give feedback if Ss made some slips or mistakes.

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