c






  20 mins
   Upper Intermediate 
c  F/M

 18 -«
 Pictures, text, worksheets 
  Ss/Ss-T/Ss

 Students know all the grammar rules of intermediate level. They have
covered conditionals and wish clause about present situations lastly. 

   
K Time management can be a problem because the teacher needs to focus on a
lot of points.
K Comprehension questions and the concept questions are same, which may be
boring for the students.
K Grouping is a hard issue since I don¶t want to use one of the grouping
techniques because of the time limitation. I also don¶t know the seating
arrangement of the class beforehand to plan it beforehand.


!

ºy the end of the lesson,

1) the students will have covered ³exp ressing regrets about past´
2) the students will have learnt grammar structure of ³wish clause about past ´
"# the students will have produced sentences using the structure 

$
%& 

 3 mins.
 ---
  Ss/Ss-T/Ss
$'    to answer the teacher¶s questions and to share their opinions
with the class (
cwhole class 


‰ To motivate students to get to the topic
‰ To arouse curiosity among students
‰ To set the stage for the reading passage
‰ To make Ss involve in the topic by drawing attention


 
)# The teacher greets the Ss with a smiling face .
*# The teacher asks questions about students¶ own life and about the topic .
"# The teacher collects students¶ ideas about being young, listening to advice
from experienced people.
+# The teacher says I have some good advice from an experienced man .
,# The teacher motivates Ss to read the passage by saying that I am sure you
will like it.
-# Then the teacher sets the stage for reading the text.


.%
 
/


  3 min.
 [orksheets
  T/Ss
$'  Ss read the text 
c[hole class


%To get to the topic/main idea
% To contextualize the grammar rule
- To move into the grammar smoothly
- o practice the reading skill


 
)# The teacher asks some comprehension questions in order to see if Ss
understand the text or not. 
*# The teacher asks ³the man has some regrets about his past life, ha? ³Even if
he knows he can¶t, does he want to change the things in the past? For
example? ´ ³he gives us some advice, ha? [hat are they?´ 
"# The teacher collects the students¶ answers.
+# In order to get the sentences which include grammar topic from the students,
the teacher asks some other questions. 
,# For the first sentence the teacher asks these questions: ³Did he spend much
time with his friends or family when he was young?´ (no) ³Does he feel sorry
now?´ (Yes) ³How do you understand it?´ 
-# For the second sentence the teacher asks these questions: ³Is he good at
remembering the things about his life?´ (no) ³Is he happy abo ut not keeping a
journal?´ (no) ³How do you understand it?´ 
0# The sentences are on the board. 




 




#
c

 2 min.
 ----
 : T/Ss
$'    Ss are asked to focus on the meaning of the sentence which
includes the grammar item. 
c[hole class


% To elicit the grammar point
% To ensure that Ss get the meaning of the grammar point

 
)# The teacher writes the sentence elicited from the text on the board.
*# The sentences are: ³I wish I had spent more time with friends.´ ³I wish I had
kept a journal.´
"# The teacher asks Ss to look at the sentence on the board.
+# The teacher asks such concept questions as ³Did he spend much time with his
friends when he was young?´ (no) ³Did he keep a journal when he was
 young?´ (no) ³Does he want to change the past?´ ³So he is not happy about
his past.´ 
,# The teacher elicits the meaning of the new grammar structure .

#1 

 : 2 min. 
 ----
  T/Ss
$'    The students answer some questions about the form of the
grammar point.
c[hole class 


- To have a look at the are a of the grammar
- To analyze language
- To give students the form of the new structure
- To have students understand the form of the new structure.


 
)# The teacher asks some questions ³How many clauses do you see?´ (2)
³[hich one is the first one and which one is the second one?´ ³ Do you
remember wish clause from the last week?´(yes) ³[hat does it mean?´ ³Is this
second clause something realized in the past?´(No) ³So can we say it is
unreal?´(yes) ³[hat is the tense of this wish part?´(present) ³[hat is the tense
of this second part?´(Past perfect) ³[hy do you think the second part is in the
past participle form?´
*# Ss answer the questions
"# The teacher clarifies the grammar rule.

#1&


 1 min(
 -----
  T/Ss
$'    The students answer some questions about the use of the
grammar point.
c[hole class 


- To help Ss understand the use of the grammar point 
- To show the usage of the structure in daily life, where and when and in which
situations they can use this structure. 


 
)# The teacher asks some questions ³In which situation do we use this form? ´
³[hen do we use wish clause in daily life?´ ³Can we say we use it when we
feel sorry about the things we did or didn¶t in the past?´ ³Can we say we use it
when we want to change the things in the past?´ ³In conclusion can we say we
use wish clause in order to express regret about past?´
*# Ss answer the questions 
"# The teacher clarifies the function of the structure. 

 

.&

!
2

 3 min(
 [orksheets 
 T/Ss-Ss/Ss
$'    Students read the situation and write the rest of the sentences
which start wish he wishes, she wishes«
c [hole class 


- To restrict the language needed and require the use of the target items
- To practice the grammar point
- To have students focus on the accuracy of the structure
- To have students understand the form of the new grammar item better.


 
)# The teacher gives the worksheets and wants the students to complete the
sentences which start with a wish clause.
*# The teacher and ss check them and.


&
3
 &

!
2

 5 min.
 pictures and role cards
  Ss/Ss-T/Ss
$'    Students write a very short dialogue about their pictures
according to their roles and act it out in the class. 
c 6 groups


- To have students produce something by using the new grammar item.
- To have students focus on the fluency of the language .

 
)# The teacher divides the class into 6 groups.
*# The teacher gives a picture and some role cards to each group
"# On the role cards there are just some roles, not the utterances students are
going to say.
+# Each group writes a short dialogue about their picture and according to their
roles.
,# The teacher gives the instruction step by step:
‰ You are going to work in groups,
‰ You are going to write a short dialogue about your picture and
according to your role cards.
‰ Then you are going to act it out.
-# The teacher does the instruction checking here if it is needed.
0# The students start to work with their group friends.
4# [hile they are working, the teacher monitors the class and help students if
they need.
5# [hen they are ready one group a ct it out in the class.
)6#The other students watch and observe their friends.
))#After the game, the teacher and ss talk about itand if needed the teacher
makes some error correction.
 
$
%& 

 1 min.
 : ---
 T/Ss-Ss/Ss
$'  The students tell the teacher what they have learned today 
c[hole class


- To summarize the lesson
- To make it meaningful

 
)#The teacher asks some questions about what they have covered today.
*#The teacher summarizes the lesson with a few sentences.

 
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