LESSON PLAN

SCHOOL: Grigore Hagiu Secondary School, Târgu Bujor.

SUBJECT: English Language
LEVEL OF STUDENTS: Upper- Intermediate
CLASS: 8 th
TOPIC OF LESSON: Dreams and worries. Conditionals-wishes.
DATE: 02.03.2015
NUMBER OF STUDENTS: 21
TIME: 50 min.
TYPE OF LESSON: Communication of new knowledge.
TEACHER: Boboc Irina

TIMETABLE FIT

The students have previously discussed about type 3 conditional, talking about past
conditions.

AIMS :

A1→ To develop Ss’ speaking skill by involving them in variuous topic discussion based upon
familair themes and subjects;
A2→ To introduce the uses of complaining about present and past situations having the same
subject or different ones;
A3→ To give further practice in complaining about present and past situations having the same
subject or different ones;
A4→ To develop Ss’ writing skills by involving them in pair-work activities;

ASSUMPTIONS :

The students have previously discussed about type 3 conditional, talking about past
conditions. Also, they already discussed about the difference between if only and I wish and they
know to express past condtitions.

ANTICIPATED PROBLEMS :

The students might find it difficult to make the difference between expressing regrets
about a present situation we want to be different, in which case the students have to use if/ wish
+ past simple or past continuous and regrets about something happened or didn’t happend in the
past, in which case they have to use wish/ if only + past perfect.
AIDS :

Handouts, workbook, textbook.

STRATEGIES :

Discussion, braistorming, skimming, scanning, blank and clue, matching elements, information
transfer, modified grammar cloze, adding elemets.

TYPE OF INTERACTION :

Individual, frontal, in pairs.

SKILLS:

Speaking, writing, reading.

NR. PROCEDURE| TIMING CLASS ACTIVITY CLASS MATERIALS CLASS
CRT OBSERVATION
ORGANISATION
AIMS TYPE OF SKILL
INTERACTION PRACTICE
1. PERSONALIZATION: The T. asks the Ss. if they ever worry or if they are happy
4’ absolutely all the time. The T. asks a few students what Whole class Speaking Whole class
A1 worries them. Individual observation
Then, the Ss. open their books. They are asked to read the Frontal
instructions from the first exercise. The T. carries out a class
survey to find out what worries people the most.
2. GUIDE TO MEANING: The Ss. are asked to read the diary entries from the second Individual
10’ exercise. The, they have to match the entries with the Frontal Reading Whole class
A1 pictures. Then, the Ss. are asked to make a list with each T-S Speaking observation
girls’ worries while the T. writes on the board the names S-T Writing
Ariadne and Aurora.

3. HIGHLIGHT THE FORM: The. T. writes on the board There are wars. The T. elicits
10’ Ariadne’s feelings about that and the fact that she cannot do
A2 so much things about that. So T. elicits the fact I wish there
weren’t any cars. The T. highlights and elicits the fact that
the meaning is that of present tense, even if the form is past.
Also, the T. tells to the Ss. The fact that wish and if only are Individual Speaking Whole class
used interchangeably , if only conveys more strongly the idea Frontal Writing observation
that the desired situation does not exists. T-S
Also, the T. elicits the fact that would is used to talk about S-T
desired changes in people’s behaviour or habits. Also, wish
and would should have different subjects. We never say I
wish I would, He wishes he would.
Wish + inanimate subject+ would is used to express the
speaker’s lack of hope or disappointment. E.g. I wish it
would stop raining (It’s unlikely to stop snowing, but I wish
it would).
4. INITIAL PRACTICE: The T. hands to the Ss. a handout. The Ss. are asked to solve
5’ the first exercise. They have to match the captions 1-6 to the Individual Writing Whole class
A3 pictures A-F, then to rewrite the statements as wishes. Frontal Speaking observation
The, the Ss. have to solve the second exercise from handout. T-S
They have to use the bold type in the sentences and to write S-T
wishes as in the example.
5. SECONDARY The Ss. are asked to solve the third exercise from handout.
PRACTICE: They have to put the verbs in brackets into the correct tense. Individual Writing Whole class
10’ Frontal Speaking observation
A3 Then, they are asked to solve the forth exercise from T-S
handout. The Ss. have to put the verbs in brackets into the S-T
correct tense according to each conversation.

6. GUIDED CREATIVITY: The Ss. are asked to solve the fifth exercise from handout. In pairs Speaking Oral
10’ They have to read the speech bubble and make sentences as T-S Writing feedback
A4 in the example. Furthermore, they have to write for each S-S and
bubble one sentence with I wish and one with If… according S-T subjective
to the information given in the clues. comments
The Ss. are asked to solve the exercise in pairs.
7. HOME ASSIGNMENT: The Ss. are asked to solve the exercise from workbook, unit
1’ 16, page 41-42. Individual Writing
Also, the are asked to write a diary entry in which they have
to mention 3 or 4 things they would like to change or they
are disappointed about their friends or family.
Use of I wish / if only:

There are three distinct types of I wish / if only sentences:

1. Wish, wanting change for the present or future with the simple past.
2. Regret with the past perfect.
3. Complaints with would + verb.

Expressing a wish. Form:

If only / I wish + simple past

Example:

If only I knew how to use a computer. (I don’t know how to use a computer and I would like to
learn how to use it)

Use:

 To express a wish in the present or in the future.

 The simple past here is an unreal past.
 When you use the verb to be the form is “were”.
Example:
I wish I were a millionaire!

Expressing regret. Form:

If only / I wish + past perfect

Example:

If only I had woken up early. (I didn't wake up early and I missed my bus.)

Use:

 To express a regret.
 The action is past.

Complaining:

Form:

I wish / if only + would + verb

Example:

I wish you wouldn't arrive so late all the time (I'm annoyed because you always come late and I
want you to arrive on time)

Use:

 To complain about a behavior that you disapprove.

 Expressing impatience, annoyance or dissatisfaction with a present action.