T shows some pics to the Ss about the things she likes to have . T explains about her favorites and desires. T asks "what would you like to have?" T put Ss into pairs and give them 2 minutes to talk T monitors the Ss to give FB T asks for a class report from one pair.

T sticks some pics on the board and explains that these are my favorites . T gives Ss time to look at the pics and say if they know them. T says these are the things she would like to have and the things that she wishes to be changed.

T tries to explains Ss how wish sentences can be used to express desires or annoyance . T helps Ss to understand different functions of wish sentences by comparing them with each other . T uses 2nd conditional to tell Ss how they are similar with each other.

T says her desires using Tl (I wish I had a pet cat . / I wish it would stop raining in Rasht.) T elicit the meaning and by CCQs clarify the meaning . T covers the form using CCQs. T drills the sentences (choral and solo) T corrects Ss errors in drilling T shows the sentences on the board and works on parts of speech of the words and the form of the target language and works on pronunciation

T gives Ss the chance of reading situations on pages 50 in solo T monitors and help if needed. Ss check together in pairs. T monitors to FB

T gives Ss some questions based on page 50. T asks them "suppose you don't like your job . how do you wish" ?or ask them to express their annoyance when see their classmate chew gums in class .

T gives the Ss extra questions at the end of the book page 141 and give them enough time to do them . T put Ss into small groups and ask them to share their ideas with each other . T monitors the Ss in the class and help if they need . T note down any errors or good use of target language . T asks groups to give a report