LESSON PLAN

Textbook: Click On 4, Express Publishing

Teacher: PARASCHIV ELENA

School: Colegiul Naţional “I. Grade: 9th Bilingual

Level: Intermediate

Previous Lesson: Fun and Leisure Activities

New Lesson: Just for the Fun of It! – Expressing wishes and regrets

Type of lesson: Introducing grammar

Time: 50’

Classroom management: student – centered

Type of interaction: T ´ S, S ´ S

Type of activities: whole – class, individual

Skills: speaking, reading, writing, listening

Audio - visual aids: textbook, notebook, board, flashcards, laptop, video projector,

Evaluation: oral, written

Topic: Expressing wishes and regrets

Aims:

� to give students practice in speaking and listening /comprehension skills; � to give students practice in expressing personal wishes or regrets developing

speaking and listening skills: � to encourage students to use English accurately: � to make students feel more positive about using English in short

conversations.

Language functions:

� making wishes and expressing regrets � asking / answering questions related to wishes and regrets using the new grammar

structure � listening and reading for details (scanning)

Subsidiary aims: Students will have to:

Be creative in order to fill in the bubbles Focus on the use of “wish” and “if only” Practice expressing wishes and regrets in different activities Speak English with their classmates – short dialogues making wishes and expressing regrets.

Assumed Knowledge: Students are familiar with:

� Oral commands like: “Please, identify”. � Students are familiar with “wish” in the present.

Anticipated problems: If there are any (e.g. unknown words, difficulty in

understanding, etc.), teacher will clarify them.

Strategies: scanning, dialogue, fill in

Types of activities: whole-class, pair work, individual work;

Materials: laptop, video projector, student’s book, handouts, board, pictures, markers

LESSON STAGES

1. GREETINGS

AIM: to get students ready for the English class by having an informal conversation (greetings, How are you today?, weather, etc.) TIMING: 1’ TYPE OF INTERACTION: T ´ S, S ´ T PROCEDURE: Teacher greets the students and asks them how they are and about the weather. Students respond to informal questions.

2. HOMEWORK CHECK-UP AIM: to check whether students have accomplished their task well. TIMING: 3 minutes TYPE OF INTERACTION: T ´ S, S ´ T PROCEDURE: Teacher asks some questions like:” Have you done your homework?” “Was it difficult?” and then she names some students to read their homework and asks the others to check their answers and correct it if necessary. Students respond individually. Teacher involves as many students as possible. Everybody’s homework is checked.

3.LEAD-IN/ELICITATION Pre-listening and reading activity

AIM: to inform the students about the new topic, the new language related to wishes and regrets TIMING: 3’ TYPE OF INTERACTION: T ´ S, S ´ T PROCEDURE: Teacher writes down some words (vocabulary) related to the next activity preparing students for what is going to follow.

Teacher writes a sentence on the board: I wish I met my favourite singer. Then asks Ss “Is it a wish or a regret?”

Teacher announces the new topic: wishes and regrets. Teacher prepares the students for the next activity and gives clear instructions.

Students write down the new topic of discussion and the words.

4. NEW LESSON PROPER / PRESENTATION

AIMS: x to give students practice in using the new language x to get students involved in mini dialogues x to give students practice in speaking x to make students feel more confident in speaking English

TIMING: 20 ‘ TYPE OF INTERACTION: T ´ S, S ´ S

OBJECTIVES:

x By the end of this activity, Ss will be better able to identify and express wishes and regrets

x By the end of this activity, Ss will be better able to make a difference between a regret/wish about the present and a regret about a past action using “wish” or “if only”

PROCEDURE:

¾ STEP 1: LEAD-IN / ELICITATION Teacher invites students to watch a video and listen to a song of the American singer Taylor Swift in order to identify wishes and regrets.

Teacher checks if the students have understood the task. Students watch the video and listen to the song “I wish I would…” Teacher asks students to identify wishes and regrets. Reading and listening for details – scanning. If necessary, the teacher plays the video again. “Do you need to listen one more time?” “Read the text (Annexe 1) displayed in the video. Identify wishes!” “Identify regrets!”

Teacher encourages students to identify wishes.

The rest of the class and the teacher agree or disagree with the answers.

Whole-class learning

¾ STEP 2: EXPLANATION

To say that we would like something to be different about a present situation

WISH + PAST SIMPLE/ CONTINUOUS

To express a polite regret about something which happened or didn’t happen in the past

WISH + PAST PERFECT

To express a polite imperative, a desire for a situation or person’s behaviour to change

WISH + SUBJECT+WOULD+SHORT INFINITIVE

Note #1: “If only” is used in exactly the same way as wish, but it is more emphatic or more dramatic.

Note #2: We can use were instead of was after wish or if only.

Students write down the newly presented information.

¾ STEP 3: ACCURATE REPRODUCTION Teacher nominates students to repeat the rules and the examples written on the board.

GAME: Stand up if you agree with the statement! Sit down if you disagree!

AIMS:

x to engage students and encourage them to get involved x to listen and make decisions

TIMING: 5’

TYPE OF INTERACTION: T ´ S, S ´ T Teacher shows some flashcards. (Annexe 2) “If you agree with the statement, stand up! If you disagree, sit down!”

I WISH I WERE HAVING LUNCH AT A CHINESE RESTAURANT.

I WISH I WERE SWIMMING IN THE POOL NOW.

IF ONLY I WERE ON A CRUISER ON THE PACIFIC OCEAN.

I WISH I HAD BEEN BORN IN THE USA.

I WISH I HAD A MATH TEST TODAY.

I WISH I WERE TALLER.

I WISH I WERE A V.I.P. IN AMERICA.

IF ONLY I WERE THE SHORTEST PERSON IN MY HIGH SCHOOL.

I WISH I HAD A NOSE AS LONG AS PINOCCHIO’S.

5. ACCURATE REPRODUCTION

PRACTISING NEW LANGUAGE

Practice writing, speaking and making decisions

AIMS: x to give students controlled practice in the form of the new language; x to get students involved in mini-dialogues.

TIMING: 12’ TYPE OF INTERACTION: T ´ S, S´ S

PROCEDURE: GAME: THE THREE WISHES Type of activity: whole-class, information search Function practiced: expressing wishes Exponent:

I wish I could ….. I wish I had ….. I wish I was …….

Lexical areas: personal characteristics, talents and abilities, possessions Essential vocabulary: as required by students PROCEDURE: Teacher has already photocopied and cut up the “granting cards” (Annexe 3) so that there is one for each student in the class. Then teacher has put them in a bag. Teacher hands each student a slip of paper and asks them to write three wishes on it, as follows in Annexe 4. Then teacher asks students to fold it up and keep it in a pocket. Then teacher passes round the bag and asks each student to take one granting card, telling them that the card gives them magic powers to grant any wish to do with the subject. There is only one snag: they can’t grant their three wishes. The object of the game is to find people to grant their three wishes.

Students write the three wishes on a slip of paper, fold it up, keep it in their pockets. Then they move round the class, telling people their wishes until they

find someone who can grant them. When they have had all their wishes granted, they can sit down. A demonstration is usually more efficient than a long explanation. Teacher demonstrates how to play the game. Teacher’s roles: organizer, prompter, participant 6. FEEDBACK AIM:

x to consolidate the usage of wish/if only x to practice writing about regretful situations using “wish” or “if only” x to evaluate students’ ability to express wishes and regrets

TIMING: 5’ TYPE OF INTERACTION: T ´ S, S´ T Teacher’s role: organizer, prompter Individual learning

PROCEDURE:

The teacher sticks some pictures on the board and asks the students to think of what the people could be saying expressing wishes and regrets. (Annexe 5)

Students fill in the bubbles.

Students perform the required task individually. The answers are checked with the whole class. Students use their imagination and provide possible answers, which are written in the empty bubbles by the students.

ACTIVITY 7: HOMEWORK ASSIGNMENT

AIM: x to assign students’ homework.

TIMING: 1’ TYPE OF INTERACTION: T ´ S

PROCEDURE: Teacher assigns students’ homework:

“For the next time you have to read the short story called “ A Lump of Gold” (Annexe 6) and write down three wishes and regrets related to the given story.

Do exercise 18/page 139 (textbook)

8. EVALUATING AND DISMISSING THE CLASS

Teacher praises and grades the students who have done well in the class and dismisses them “Goodbye!”

TIMING: 1’

Students listen to the teacher and greet back “Goodbye!”

I Wish You Would – Song Lyrics Taylor Swift

I wish you would come back Wish I'd never hung up the phone like I did I wish you knew that I'd never forget you as long as I'd live

And I wish you were right here, right now, it’s all good I wish you would. I wish we could go back And remember what we were fighting for. And I wish you knew that I miss you too much to be mad anymore And I wish you were right here, right now, it’s all good I wish you would.

Annexe 1

I WISH I WERE HAVING LUNCH AT A CHINESE RESTAURANT.

I WISH I WERE SWIMMING IN THE POOL NOW.

IF ONLY I WERE ON A CRUISER ON THE PACIFIC OCEAN.

I WISH I HAD BEEN BORN IN THE USA.

I WISH I HAD A MATH TEST TODAY.

I WISH I WERE TALLER.

WISH I WERE FATTER.

I WISH I WERE A V.I.P. IN AMERICA.

IF ONLY I WERE THE SHORTEST PERSON IN MY HIGH SCHOOL.

I WISH I HAD A NOSE AS LONG AS PINOCCHIO’S.

Annexe 2

Granting cards

You have the power to grant any wishes to do with LOVE

You have the power to grant any wishes to do with MONEY

You have the power to grant any wishes to do with WORK

You have the power to grant any wishes to do with TALENTS AND ABILITIES

You have the power to grant any wishes to do with POSSESSIONS

You have the power to grant any wishes to do with TRAVEL

You have the power to grant any wishes to do with TIME

You have the power to grant any wishes to do with APPEARANCE

You have the power to grant any wishes to do with PERSONALITY

You have the power to grant any wishes to do with FAME

Annexe 3

I wish I could …. I wish I had ….. I wish I was ….. I wish I could …. I wish I had ….. I wish I was ….. I wish I could …. I wish I had ….. I wish I was ….. I wish I could …. I wish I had ….. I wish I was ….. I wish I could …. I wish I had ….. I wish I was …..

Annexe 4

I don’t live on a sunny island. I didn’t study hard so I failed my finals. I lost my wallet. I forgot to pay the bill. I want to buy a new bike. I broke my arm. I want to go to Scotland to visit old castles. I broke my dad’s camera. I missed the start of the game. Man in prison. Man sleeping in the street.

Annexe 5

Story Once upon a time there was a very rich man named

Peter that had never spent any of his money. He was scared that someone would steal it. He pretended to be poor and wore dirty old clothes. People laughed at him, but he didn’t care. He only cared about his money.

One day, he bought a big lump of gold. He hid it in a hole by a tree. Every night, he went to the hole to look at his treasure. He sat and he looked. ‘No one will ever find my gold!’ he whispered.

But one night, a thief saw Peter looking at his gold. And when Peter went home, the thief picked up the lump of gold, slipped it into his bag and ran away!

The next day, Peter went to look at his gold, but it wasn’t there. It had disappeared! Peter cried and cried! He cried so loud that a wise old man heard him. He came to help. Peter told him the sad tale of the stolen lump of gold. ‘Don’t worry,’ he said. ‘Get a big stone and put it in the hole by the tree.’

‘What?’ said Peter. ‘Why?’

‘What did you do with your lump of gold?’

‘I sat and looked at it every day,’ said Peter.

‘Exactly,’ said the wise old man. ‘You can do exactly the same with a stone.’

Peter listened, thought for a moment and then said, ‘Yes, you’re right. I’ve been very silly. I don’t need a lump of gold to be happy!’

Annexe 6