Greetings T will mention that this is the last time she is teaching them and that she wishes she had more classes with those nice people.

T will want the students to close their eyes and ask ‘ What do you want to do now? or Where do you want to be now instead of in the classroom?' Teacher’s aim is to prepare students for the lesson by providing them to think about their wishes for now because the subject is interested with wishes for now. Meanwhile, T will put the related slide on the board. Ss will write their wishes on the board.

T will draw the students' attention tthe sentences they will have written before analysing the meaning, form and sentence stress in this structure. 'Wish' sentences will be introduced using the slide.

Meaning: Using CCQs I wish I had a nose. Does it have a nose? No Does it want to have a nose? Yes Does it want to have a nose now? Yes ------> so it refers to present time Do you think it will have a nose in the future? Probably not. T will lead students to find out why we use past simple to talk about present. Ss will work in groups. Form: wish + simple past Phonology: Sentence stress (Drilling) . . I wish I had more time. Ss will focus on their sentences in the previous stage and correct them.

T will introduce 'Find someone who...' HO. Ss will mingle and complete the form. Then, ss will write a sentence about each of the classmates on the board. Ss will give feedback.

T will introduce and model the task for the students. Ss will role play in pairs. T will monitor and give feedback to the class to make them ready for the freer paractice.

Genie grants you a wish! Ss will see Genie on the board. Each group member will write a wish. Ss will negotiate In groups and each group will choose one wish to be granted. While negotiating, they have to give reasons and convince each other. Then, students will write the outcome on the board. ( In case of having enough time ) Now the groups have to negotiate and choose a wish.