Lesson Plan for Wish

(TESOL Materials--Wish, Lesson Plans)

Google Drive: docs, pub

Notes: This lesson plan is adapted from a lesson plan I used for p.116 of Impact 4 (that document is here--docs, pub).  In order to make this lesson plan usable for teachers in any context, I made a generic copy in which I deleted any references to reviewing material that was unique to Impact 4.

The template I used for this is adapted from something I've previously posted HERE.

This lesson plan contains material that I've previously posted on this blog:

* Model Text for "wish" (using video from English Panda)

* Kahoot for I wish / If only by RichardBarge

* Wish Board Game

* Wish: Crossword Puzzle

* Wish: Scrambled Sentences

Stage Name	Description of stage	Procedure
Lead-in	The lead-in is to the context of the model text (not the grammar point).  Students are asked to discuss a question with their partner.  The lead-in attempts to connect their knowledge/experience with some aspect of the model text.	Talk to a partner.  Who is someone that you want to be like?  Why do you want to be like them?
Model Text: Specific Information Questions	Done as either a reading or listening.  Students process the model text for understanding.  Possibly the students might encounter model text twice (once for gist question, once for specific information questions)	Watch the video. (0:33-3:56).  Students answer the question on the worksheet.
Notice the Target Language	This can either be done as an activity (e.g. running dictation to reconstruct target language, fill in the gaps).  Or it can be simply done by the teacher highlight the target language	Hand out 2nd page of worksheet.  Students try to fill in the blanks using the correct form of the word.  Then play the video again, and students check their answers.
Clarify Meaning	Take some sentences from the model text, show them to students, and check their meaning using Concept Checking Questions	Display video at 0:42 “I wish I had a car like that” CCQs: Does he have a car like that?  Does he want a car like that?  Is it likely to change? Display video at 1:16.  “I wish I didn’t have to take the bus.”   CCQs: Does he have to take the bus?  Is he happy about it?   Display video at 2:38 “I wish we had brought an umbrella.”   CCQs: Did they bring an umbrella?  Do they want an umbrella?
Clarify Form	Take a sentence from the model text, display it on the board, and elicit the form from students.	Play video from 5:08 with the sound off.  As it displays, elicit from students what the various forms are.
Clarify pronunciation	Remove the written form from the view of the students.  Do choral drilling followed by individual drilling.  Elicit the stress pattern from the students.	Remove screen from view of students, and drill pronunciation.
Controlled practice	Students have to complete a sentence using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.	Kahoot Game
Semi-Controlled practice	Students have to make full sentences using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.	Board Game
Freer-Practice	Students have to produce some sort of extended discourse (writing, conversation) using the target language.  Teacher monitors, but does not do immediate correction.  Errors are noted down for delayed correction after the activity finishes.	Students write a story in which several people meet each other while walking around the town.  Each person wants to be like someone else that they see.  (i.e. the same idea as the video)  Stories are then posted around the room, and students choose the story that they like the best.
In Subsequent Lessons  (The vocabulary will need to be reviewed in subsequent lessons, or it will be quickly forgotten).
Review activities	Crossword puzzle and answers Scrambled sentences

Using "I Wish" by  Skee-Lo to teach Wish +V2 structure

(TESOL Materials--Wish, Using Songs to Teach Grammar)

Skee-Lo - I Wish (Official Video)

When teaching the "wish + V2" grammar structure, I got the idea to use this song.  

As this was somewhat an impulsive idea, I didn't make a song worksheet for this.  (Although if I ever use this song again, I might take a crack at creating materials.)  Instead, all I did was play sections of this song in class, and asked the students to write down any examples of "I wish I + V2" grammar structure that they heard.  (I didn't play the whole song straight through, just sections of it.)

Kahoot for I wish / If only by RichardBarge

This is a Kahoot quiz I found on wish and if only.

The Kahoot is based on Gap-Fill Exercises for Grammar.

I used this in my classroom, and it worked well.

Model Text for "wish" (using video from English Panda)

(TESOL Materials--Wish)

Video Link: Making Wishes in English | How to Use the Verb 'Wish' Correctly!

Worksheet: docs, pub

Notes: This model text uses a video from English Panda Youtube Channel.  The staging is as follows:

Lead-in	Talk to a partner.  Who is someone that you want to be like?  Why do you want to be like them?
Model Text: Specific Information Questions	Watch the video. (0:33-3:56).  Students answer the question on the worksheet.
Notice the Target Language	Hand out 2nd page of worksheet.  Students try to fill in the blanks using the correct form of the word.  Then play the video again, and students check their answers.
Clarify Meaning	Display video at 0:42 “I wish I had a car like that” CCQs: Does he have a car like that?  Does he want a car like that?  Is it likely to change? Display video at 1:16.  “I wish I didn’t have to take the bus.”   Does he have to take the bus?  Is he happy about it?   Display video at 2:38 “I wish we had brought an umbrella.”  Did they bring an umbrella?  Do they want an umbrella?
Clarify Form	Play video from 5:08 with the sound off.  As it displays, elicit from students what the various forms are.
Clarify pronunciation	Remove screen from view of students, and drill pronunciation.

https://youtu.be/8qLUwG0qIao?si=UCCpSxI29xUgsi2Q&t=34

1. What did the old man promise to do?

2. What big vehicle is the woman stuck behind?

3. What instrument does the long-haired man want to play?

4. Who is the man with the guitar going to call today?

5. What does the woman buy for the homeless man?

6. What sweet food are the boy and the woman eating?

7. Why was Luca’s dad upset at Luca?

1. What did the old man promise to do?

2. What big vehicle is the woman stuck behind?

3. What instrument does the long-haired man want to play?

4. Who is the man with the guitar going to call today?

5. What does the woman buy for the homeless man?

6. What sweet food are the boy and the woman eating?

7. Why was Luca’s dad upset at Luca?

Morning, Bill!

I wish I _____________________ a car like that.  (have)

I wish you _____________________  dreaming and mow the lawn like you said! (will stop)

Oh no, a traffic jam! I wish I _____________________  a different route. (take)

I can’t see anything. I wish I _____________________ stuck behind this bus! (am not)

I wish I _____________________  to take the bus. (don’t have)

I’m tired. I wish I _____________________ a seat. (have)

I wish this guy _____________________  headphones. (is wearing)

I wish I _____________________  the guitar. (can play)

I wish I _____________________ more time with my grandchildren. Well, I’m going to call them today! (spend)

Mom just called. We have to go home now. I wish we _____________________  to go home so early! (don’t have)

I wish I _____________________ a home.(have)

Poor man! I wish I _____________________  him somehow. I know! I’ll buy him something to eat. (can help)

Thank you, ma’am!  I wish more people _____________________ as kind as you! (are)

I wish I _____________________ an ice cream. But no! Not today! (can have)

Oh no, it’s starting to rain! I wish we _____________________  an umbrella! (bring)

I wish I _____________________ this stupid umbrella! (don’t bring)

I wish it _____________________  raining! (will stop)

Cool!

I can’t believe you cheated on your test. I wish you _____________________  me you were having problems with math. (tell)

Morning, Bill!

I wish I had a car like that.

I wish you would stop dreaming and mow the lawn like you said!

Oh no, a traffic jam! I wish I had taken a different route.

I can’t see anything. I wish I wasn’t stuck behind this bus!

I wish I didn’t have to take the bus.

I’m tired. I wish I had a seat.

I wish this guy was wearing headphones.

I wish I could play the guitar.

I wish I spent more time with my grandchildren. Well, I’m going to call them today!

Mom just called. We have to go home now. I wish we didn’t have to go home so early!

I wish I had a home.

Poor man! I wish I could help him somehow. I know! I’ll buy him something to eat.

Thank you, ma’am!  I wish more people were as kind as you!

I wish I could have an ice cream. But no! Not today!

Oh no, it’s starting to rain! I wish we had brought an umbrella!

I wish I hadn’t brought this stupid umbrella!

I wish it would stop raining!

Cool!

I can’t believe you cheated on your test. I wish you had told me you were having problems with math.

Write a story in which several people meet each other while walking around the town.  Each person wants to be like someone else that they see.  Use the “I wish…” grammar

__________________________________________________________________________

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I wish I played with that dog

(Grammar Questions I Couldn't Answer)

This question actually comes from a colleague, who asked me about it in the staff room.

My colleague had been teaching the grammar point "I wish" out of the textbook English World 6 Unit 10 p.106.
English World 6 presents the grammar the same way all the other textbooks do: "I wish + past tense", for example "I wish I had more money."

My colleague was illustrating this for his students.  "So 'I want to play the guitar' becomes 'I wish I played the guitar'.  And 'I want to play with that dog' becomes 'I wish I played with that dog' ."

However, at this point, my colleague's native speaker intuition immediately told him that "I wish I played with that dog" was not correct, and that the correct sentence was "I wish I could play with that dog."  However my colleague could not explain to his students why the addition of "could" was necessary in the second sentence, but not in the first.  Nor could he explain why this sentence needed a "could" when the textbook simply gave the formula of "I wish + past tense".

So to summarize:
"I wish I played guitar"--sounds grammatical
"I wish I played with that dog"--sounds ungrammatical

"I'll be honest," I said.  "I've never thought about this until just now.  But maybe we can puzzle it out.  I wonder if "play guitar" is describing a state of being able to play guitar, and is thus more of a state verb.  Maybe state verbs take the past simple, but action verbs need "could" ?

This seemed like it must be a fairly common usage, and I expected to find this explained in a grammar reference book.  But we consulted several grammar reference books on this (including Practical English Usage by Michael Swan and The Grammar Book: An ESL/EFL Teacher's Course by Marianne Celce-Murcia and Diane Larsen-Freeman) and could find nothing about state verbs or exceptions to the "I wish + past tense" formula.

Having thought about it more, I wonder if the distinction is not between state verbs and action verbs, but between habits and present actions.  So, "I wish I played with the dog" would be acceptable if you were describing a habit--e.g. "I wish I played with that dog every day", whereas for a desired present action, you would use the past continuous--e.g. "I wish I was playing with that dog".

That's my best guess.  Anyone else have any thoughts?

Wish: Scrambled Sentences

(TESOL Worksheets--Wish)
Google: drive, docs, pub
[Cut up the sentences into different cards, and scramble them. Put students into groups of 3 or 4. Give each group a set of cards, a glue stick, and a paper with blank boxes on it.  Students have to glue the words into the boxes to make grammatical sentences.  Each group gets a point for each correct sentence.  The sentences below are the way I originally envisioned this answers, but younger students like to be playful with the language and come up with a variety of answers.   I give a point to anything that is grammatical.  Occasionally this results in students not being able to make a grammatical sentence from their left over cards for the last blank, in which case I let them write in their own words with a pen.]

I wish	I	could	fly
I wish	the world	could	live peacefully
I wish	my teacher	wouldn't	give me so much homework
I wish	my parents	would	let me do whatever I want
I wish	everyone	would	be nice to each other
I wish	animals	could	talk to me
I wish	my school	didn't have	tests
I wish	my house	was	bigger
I wish	I	was	king of the world
I wish	everyone	could	be happy