New lesson plan: wish and hope grammar lesson

Noe Roa

wish and hope grammar lesson - upper-intermediate level

wish and hope grammar lesson
upper-intermediate level

Materials

Audio track

B/out rooms

G-form

G-Slides

G-Sheets

Audio track

B/out rooms

G-form

G-Slides

G-Sheets

Main Aims

To provide clarification and practice of the use of wish and hope in the context of regret and things that annoy us

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of things that annoy us
To provide specific information listening practice using a text about wishes and hopes in the context of family conversations

Procedure (38-43 minutes)

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

Activity: The students will answer the question: If you could change anything about your life, what do you wish was different? Instructions: T sends Ss into B/out rooms to discuss for 2 minutes. Time management: Asking the question (1min) Ss discuss (2mins) = Total 3mins

Text work (9-10 minutes) • To provide context for the target language through a text or situation

Activity: Ss will be given a chance to read the questions they will later have to fill out. Ss will then listen to the audio once as they fill out the gaps. They will think of the answer individually and share their answers in groups. Ss will comeback for OCFB led by T. Time management: Showing questions (1min) Play audio track (3mins) Ss answer individually (1min) Ss share in groups (2mins) OCFB (3mins) = Total 10mins

Language Clarification (10-11 minutes) • To clarify the meaning, form and pronunciation of the target language

Activity: Elicit MFPA for 3 grammar concepts that will appear in the track: 'wish+past forms' 'wish+would+bare infinitive' 'hope+bareinfinitive'. Ss will be asked CCQs to check meaning understanding. CCQs: When I say 'I wish things were different,' am I expressing regret? Yes. Can I use 'wish' and 'hope' interchangeably? No. If I say 'I wish you'd listen to me' do I sound annoyed? Yes. Time management: Eliciting meaning (2min) Match words (2mins) Form (3mins) Pronunciation (2mins) next slide CCQs (2min) = Total 10-11 mins

Controlled Practice (8-9 minutes) • To concept check and prepare students for more meaningful practice

Activity: T will ask students to open a G-sheet to complete 8 fill-the-gap exercises for CP. Key Instructions: T asks: - Open this G-spreadsheet from the link sent through the chatbox. I will now assign a color to each of you. You'll have 3 minutes to complete this task individually, then you will have 2 mins to share your answers in pairs. ICQs: How long to complete the task? 3 mins How long to share? 2 mins Time management: Explain activity (1min) CP individually (3mins) Share (2mins) OCFB (2mins) = Total 8 mins

Free Practice (9-10 minutes) • To provide students with free practice of the target language

Activity: Let's chat! The T will provide the instructions for an FP conversation in groups. Then they'll come back for an OCFB. Key Instructions: Now, you will have the chance to practice in groups. First please think of 3-5 things that really annoy you like the ones on the slides. Then you will have some time to talk in groups of three about those things. You'll have 5 minutes for this activity ICQs: How long to complete the task? 5 mins Time management: Explain activity (1min) FP in groups (5mins) OCFB (1mins) = Total 8 mins Ss will receive praise for good use of language and feedback on a few mistakes. The learners will be given a chance to reformulate sentences/words/phrases they would have said differently.