Lesson Plan

Teacher Date Day No. Sts Level Length

- 5 100 min

Objectives

At the end of the class students will be better able to use language to talk about hopes and wishes.

Evidence

Students will listen and talk about hopes and wishes concerning problems of modern life, such as: life
in the city, appearance, money, friends, work, study and time.

Aims (teacher)

Language skills

Speaking (class as whole and student-student)

Listening for gist

Language systems + specific target vocabulary

Grammar: Hope + simple present / Hope + present progressive / Wish + simple past / If only +
simple past /Wish+ would / Hope + will / Hope + simple past

Topic / Context

Problems of modern life

Source of material/visual aids/texts/listening material etc.

Student book
Audio track
Slips of paper in a bag
Slips of paper to be attached to a dice
A dice
Board

Assumptions
I am assuming that the students already have some background on vocabulary to talk about problems
of modern life.

Anticipated problems

The students might feel a bit shy to speak openly in class, due to the presence of a new teacher. In
order to soften this possible problem, one of the speaking activities is based on student-student
interaction.

Procedures Duration

Step 1. Teacher greets students and introduces herself. She might feel like having them 5 minutes
do the same while the others are still arriving.

Step 2. Teacher asks students if they ever chat online and if so, how often they do it. 5 minutes
Ask if they chat with the same people or with different people, if they talk to people
from other countries and what topics they chat about (friends, relationships, sports,
vacations, music, etc..)
If they don’t answer, focus on the younger students and ask them directly.

Step 3. Teacher tells students to open their books on page 63 and tell them they are 8 minutes
going to read an online chat. After reading silently, teacher asks general questions
(Where do you think Abby is? Who do you think is she talking to?)
Then have them look at the underlined phrases and answer orally (class as whole) the
box “NOTICE!”

Step 4. Teacher answers together with the students, letter B “form” and “function”, 10 minutes
page 64. This might take a little while and they might need more interference from the
teacher. Make sure they understand the dynamics of grammar constructions, even
though this section ends up being a little boring.

Step 5. Students answer, individually, exercise letter C, for practice. 8-10

minutes

Step 6. Check orally, asking for volunteers to answer each number. Use the board to 5 minutes
clarify doubts and check grammar usage.

Step 7. Ask students to change their sitting arrangement so that you have a closed 15-20
circle. Explain the dynamics for “hot potato” (they have already played this in other minutes
classes).

Give instructions:
1. The ball will be rolling around. When the music stops, the student who has the
ball will answer what is asked.
 2. A dice will be rolled on the floor and each side has a task attached to it. They
will create a sentence according to what is asked (Hope + simple present OR
Wish + simple past OR If only + simple past OR Wish+ would OR Hope +
will / Hope + simple past). The topic for each sentence will be sorted out from a
little bag with slips of paper (appearance, money, friends, work, study, time)

The teacher is supposed to write their sentences on the board and ask students to
correct them when necessary.

Step 8. Ask students to go back to their places and open their books on page 61. Ask 5 minutes
the pre-listening question in letter A (In your opinion, which of these is the biggest
problem? / Which is the least important?). Then tell them they are going to listen to
four people talking about their hopes and wishes and play the audio track.

Step 9. Ask general information about the audio track (what could you understand?), 5-8 minutes
then, have them listen again and answer exercise letter B.

Step 10. Check answers and ask them to work in pairs or trios to discuss the topics in 10 minutes
letter C. Highlight that they should use the expressions from the box “HOW TO SAY
IT”. Walk around the class encouraging them and helping when necessary.

Step 11. If there’s time left, have some volunteers share their answers with the group.

CLOSURE: Homework  workbook, page 36, section 4