LESSON PLAN

Textbook: Click On 4, Express publishing;

Teacher: Petean Roxana Maria

School: Colegiul National Alexandru Odobescu

Date: 9th June 2017
Grade: 9th
Level: Intermediate

Previous Lesson: Unit 9 – Conditionals Type 2 and 3

New Lesson: Expressing Wishes and Regrets

Type of lesson: Introducing Grammar

Aims: - Encouraging students to use English accurately;

- Teaching and practising wishes and regrets;
- Encouraging students to use the grammar constructions in different
contexts.
Time: 50’
Classroom management: student-centred
Types of interaction: teacher-student, student-student

Skills: speaking, reading, writing; listening

Audio-visual aids: textbook, notebook, board, worksheets, board game, counters,

dice, recorded song, printed lyrics, laptop, flashcards.

Strategies: dialogue, fill in exercises, games , explanation, demonstration

Types of activities: whole class, group work, individual work;

Subsidiary aims: Ss will be able to:
- Use the grammatical structures in context;
- Focus on the use of expressing wishes and regrets;
- Practise the grammatical structures in different activities;
- Rread for specific information;
- Deal with dialogue building and fluency

Evaluation: oral, written

Topic: Expressing wishes and regrets in English

Time Stage Activity Subsidiary aims
(Skills)

1’ Greeting The T greets the Ss, introduces herself and Ss greet the T, tell her
asks about their day. How are you today? how their day is..

3’ Warm up The T asks the Ss about their homework Ss answer

and checks it. individually and check
their homework.

5’ Lead in The T hands in the printed 21 Pilots` lyrics Ss read the lyrics
of Stressed Out song. The T asks Ss to quickly and listen to
quickly scan the lyrics in order to raise their the recorded song.
awareness on the following stage of the They underline the
lesson and aid them to easily follow the required patterns.
song the T is about to play in class. Ss are introduced to
The T draws their attention on the the new lesson and
repetitive use of the singer`s wishes. She their interest is arisen.
asks them to highlight or underline the Ss write down in their
respective wishes. The T writes the title of notebooks the title of
the new topic on the board: Expressing the new lesson.
wishes and regrets.

5` Practice The T writes down on the board the The Ss give their
Speaking following prompts: Yourself/ answers and write
Appearance/Your birthday, a question: them on the board.
What do you wish for? and asks them to
make three wishes. The T provides the Ss
with a personal example: I wish I were
taller. The T elicits answers from the Ss
regarding the prompts and asks them to
write their answers on the board.

10’ Presentation The T plays a short video to introduce the Ss watch the movie
(Introducing- topic. and their awareness on
Wishes and The T instructs the Ss that wishes are the subject is
Regrets) something that we want to happen, but increased.
that is impossible or unlikely to happen. Ss listen to the T’s
So we can talk about wishes for the past, explanations and write
the present or the future. In order to say them in their
that we would like sth to be different notebooks.
about a present situation we use the
following structure: Wish+ Past Tense .
 The T gives some examples: We wish we
were at beach. The T draws their attention
on the fact that both forms of To Be –
was/were - can be used, with the obs. that
the form were is more formal.
When we want to express regret about sth
which happened or did not happen in the
past we use the structure: wish + past
perfect. Eg. I wish the teacher had given
me an A+. When we complain about a
situation or a person`s behavior that we
would like to change, we use the structure:
wish + would+ short infinitive. Eg. I wish
it would stop raining./ I wish he would
smile more. The T also makes the
observation that if only is used in the same
way as wish.

6` Follow-up The T hands in some worksheets with The Ss perform the

Activity multiple choice exercises about wishes. The task individually. They
Grammar T instructs the Ss to solve the exercises check their answers
Writing individually. The T checks their solutions. with the T.

8’ Practice The SS are given a sheet of some job Ss listen to the T`s
Dialogue requirements. T instructs Ss about the next explanations. The Ss
task. She asks them to work in pairs and perform the required
Role- play role-play the dialogues between a job task. The pairs
interviewer and a job applicant. The T perform the task for
observes all the pairs and writes down any the entire class.
possible difficulties. Next The T asks some
pairs to perform their dialogues for the rest
of the class.

10` Practice The T instructs Ss to make groups of four or Ss make teams of four
Board game five. The T hands in some board games, a or five.
Speaking and die to each group and gives each of them a Ss listen carefully to
Writing different counter. The T also hands in some the T's instructions. Ss
sets of cards with different tasks and perform the task in
instructs Ss to keep them face down. Each S groups and help each
has to throw the die, in turns and solve the other. Ss may bring
task according to the respective square they into discussion
land on the board game. The S who passes possible difficulties.
Bonus and starts it over gets 1 point. The
drill finishes when all the cards are over. Ss
 write the answer on the card. The T
observes all the groups and writes down any
possible difficulties for further clarification
with the whole class.

1` Assignment The T instructs the Ss about their

homework. She asks them to solve 18, 19/
page 139.

1` Dismissing the The T praises the Ss who did well in the Ss listen to the T and
class class and dismisses them: Goodbye, greet back: Goodbye,
children! teacher!