Mansoureh Vahedahmadian Mansoureh Vahedahmadian

Mansooreh5
Upper intermediate level

Description

In this lesson, the students will learn how to talk about their present or past regrets using the grammar "wish". They will read some short comments through which they will be able to discover the rules applied to this grammar. They will also do some controlled practice as well as semi-controlled practice to make sure they have no difficulty understanding the grammar. They will also listen to some people talking about their regrets. By the end of the lesson, they will be able to talk about their own regrets on a wide range of topics.

Materials

Abc Grammar Bank 5B, page 141, English File Upper-intermediate Book
Abc Listening & Speaking part a, page 51, English File Upper-intermediate Book
Abc Grammar (wish + past simple or past perfect), page 51, English File Upper-intermediate Book
Abc Listening & Speaking part b, page 51, English File Upper-intermediate Book
Abc Two photos from google (www.google.com)
Abc A piece of paper including some questions about regrets

Main Aims

  • To teach the students how to talk about their regrets related to past or present using "wish"

Subsidiary Aims

  • To provide clarification and practice
  • To provide gist and specific information of the listening
  • To help the students gain accuracy when talking about regrets

Procedure

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

At the beginning of the class, I will show them a photo trying to elicit the proverb ' Don't cry over spilled milk'. By doing this I can achieve two main purposes, one preteaching the abovementioned proverb, and the other engaging the students in the topic of the lesson which is on regrets.

Exposure (5-6 minutes) • To provide context for the target language through a text or situation

The students will read four short comments of some people talking about their regrets. Then they will share ideas with their partners on whether they agree with any of those people. Then they will tell the class what they think.

Highlighting (3-4 minutes) • To draw students' attention to the target language

After sharing ideas, I will ask them to read the comments again and highlight the six sentences starting with 'wish'. At this stage the students are supposed to discover the form of the verbs used after 'wish' and identify which ones are in relation to present and which ones are about past. Then they will go to the board and write the sentences in the appropriate column referring to present or past.

Clarification (5-6 minutes) • To clarify the meaning, form and pronunciation of the target language

At this stage, again I will ask them which set of sentences are about present and which ones are about past. I will clarify the meaning by asking some concept checking questions such as 'are the people happy'? and 'Do they like to go back to past'? I will clarify the form of the sentences they have just written on the board. Then I will also give them some repetition drills to make sure they have no diffuculty uttering longer chunks.

Controlled Practice (3-4 minutes) • To concept check and prepare students for more meaningful practice

I will direct the students to grammar bank questions and ask them to answer them. Then they will check the answers with their partners. After that, some volunteers will go to the board and write the answers.

Semi-Controlled Practice (pre-listening) (4-5 minutes) • To concept check further and prepare students for freer practice as well as the listening

I will ask them to write four sentences stating with "I wish' about themselves. Two of the sentences should be about present and two of them should be about past. Then they will exchange papers with their partners. I will ask them to tell the class about their partners.

While-Listening#1 (5-6 minutes) • To provide students with less challenging gist and specific information listening task

At this stage the students will listen to five people talking about their regrets. Then they will match the speakers with the regrets. Then they will check the answers with their partners. Then a volunteer will go to the board and write the answers.

While-Listening#2 (5-6 minutes) • To provide students with more challenging detailed listening task

I will play the audio again and ask the students to answer the next five questions. Then they will check with their partners and finally we will discuss the answers with the class.

Freer practice (5-6 minutes) • To provide students with freer practice of the target language

At this stage I will give them some pieces of paper with some questions about regrets on a range of topics. The students will be asked to talk with their partners about them. Then I will ask them to tell the class about their partners.

Web site designed by: Nikue