Rustam Rustam

TP 8
Upper-Intermediate level


In this lesson students will practice using construction "I wish..." to express annoayance (I wish you wouldn't smoke) and present regrets (I wish I were taller). The context is the things which annoy us in our daily lives. Students will have semi-controlled and freer speaking practice for accuracy and fluency.


Abc Copies of the textbook
Abc Gap-fill handout
Abc Teacher's notes

Main Aims

  • To provide review and practice of the construction "I wish" in the context of expressing annoyance and present regrets

Subsidiary Aims

  • To provide semi-controlled and freer accuracy and fluency speaking practice in a conversation, group work in the context of expressing annoyance and present regrets


Warmer/Lead-in (5-8 minutes) • To set the context and engage students

Tell the students two or three things that make you feel annoyed, e.g. "My neighbours play music very loudly every time I go to bed, they start quarrelling every weekend etc" Ask the students "How do I feel about this" to elicit the adjective "annoyed". Give the students out the copies of the textbook to choose three pet hates. In feedback, agree on three most common irritants and record them on the board.

Review and Clarification (8-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Elicit that "I wish ..." construction is used when we want something to stop happening because we are annoyed about it or would like to be different in the present. Set one example on the board (e.g. "My best friend smokes a lot. I wish he wouldn't smoke") Get students convert the three previous sentences (pet wishes) into "wish" constructions. Provide any necessary clarification of meaning, form or pronunciation of the TL.

Controlled practice (5-7 minutes) • To provide students with a controlled written practice of the target language

Students fill in the gaps with the right form of the verb. Pair check the answers. Give out the answer key for the students to confirm. Clarify any necessary points.

Semi-Controlled practice (5-8 minutes) • To provide students with semi-controlled speaking practice for accuracy

Give students copies of the HOs with 5 circles. Students write in the circles using the prompts given on the HOs. Once they have done so, the students swap the sheets with their partners and explain what s/he has written. In feedback, the students report in class one interesting thing they've heard from their partner.

Productive Task (10-14 minutes) • To provide freer writing and speaking practice for accuracy and fluency using the target language

Tell students that they are going to play a game. Divide the group into two teams. Both teams are shown the same photo (e.g. an annoyed manager at an office) for 2 minutes before it is replaced by a different photo for the next 2 minutes. The game continues until three photos have been shown. Each time a photo is shown, the teams need to come up with the maximum number of sentences using "Wish" construction to say what the person in the photo is annoyed about or wishes to be changed. Instruct the students to write in the first person singular: "I wish my boss would stop giving me so much work to do" The team that has the most number of correct sentences wins.

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