IHWO Lesson Plan Competition 2013

Author: David Petrie School: IH Coimbra Lesson Title: 60 Wishes in the Wishing Box Lesson Type: Language Input and Practice Levels: IH Level 4 (Lower Intermediate) Level 6 Upper Intermediate,
CEF B1 B2

Lesson Aims Main aim:

To develop learners ability to express wishes and predict consequences.

Subsidiary aims:
To better understand and use the structures I WISH + Past Simple and Will / Wont + bare infinitive. To provide practice listening for gist and note-taking key information in the context of a poem. To provide practice of expressing wishes and predicting consequences in written and spoken forms.

Materials:
Wish Poems (Handout #01a & b) Note-taking & Poem reconstruction template (Handout #02) Wish and Prediction slips (Handouts #03a & b chopped up)

David Petrie, IH Coimbra, 60 Wishes in the Wishing Box, 2013

IH 60 lesson: Lower Upper Intermediate 60 Wishes in the Wishing Box

Lesson Plan Procedure:
Write the following anagrams on the board and ask learners to solve them: trawe lewl / lio malp / giflaln rast / dathriby lanceds (as partial feedback if necessary, draw pictures of the items next to the anagrams). When all the items have been discovered, learners discuss what the connection between them is. As part of content feedback on the topic, develop the conversation with the following questions: Do you ever make wishes? Why / Why not? Do they ever come true? Are there any superstitions about wishing in your country? (e.g. wishing wells, falling stars etc) Open class Water well / oil lamp / falling star / birthday candles

(1) Warmer & Lesson Lead In (10 mins)

To introduce, personalise and generate interest in the topic of the lesson. To give learners practice speaking for fluency

Pairs / Threes Open Class

Wishes & wishing The aim here is fluency, so hold off any correction and react to / develop content streams. Handout #01 spoken (DONT give out a text version!!!)

(2) Live listening for gist (5 mins)

To orientate learners to the content of the poem To present a model of the target form

Tell learners youre going to read them a poem about wishing. As they listen, they are to think about the possible results of the wishes. Read either the poem from Handout #01a OR #01b, depending on which you think more appropriate for your class.

Whole class

David Petrie, IH Coimbra, 60 Wishes in the Wishing Box, 2013.

IH 60 lesson: Lower Upper Intermediate 60 Wishes in the Wishing Box

Content Feedback: Ask they learners if they liked it or not. Why / Why not? Ask learners for some feedback on the consequences of the wishes, what would it be like if you were a purple cat called Sam? (OR: if they took their kids and went to play?) Tell learners they will hear the poem again and this time they should make notes on what they hear. Give learners a copy of Handout #02 and tell them they can use Box 1 to make their notes in. Read the poem from Handout #01 a second time. Using their notes, learners work to recreate the poem in Box 2 on Handout #02 Feedback: either read out again, display or give out a copy of the poem you chose from Handout #01 Pairs / threes Individ ual SS Nominated feedback

(3) Live Listening for specific information (10 mins)

To practice notetaking skills

Individ ual SS

Copies of Handout #02

Handout #01 spoken Handout #02

To focus learners on the target form for wishing

Handout #01 (copies)

(4) Making predictions (5 mins)

To focus learners on the target form for prediction

Ask learners to think about what will happen if the wish comes true: As an example focus learners on the line I could go outside and play and ask them what will happen if this comes true? One possible answer might be I will have a lot of fun and get into a lot of trouble when my parents find out I skipped class.
David Petrie, IH Coimbra, 60 Wishes in the Wishing Box, 2013.

Whole class

IH 60 lesson: Lower Upper Intermediate 60 Wishes in the Wishing Box

Refer learners to Handout #02 and Box #03, and ask them to predict the consequences of the wishes in the poem. Content Feedback: nominate predictions from specific students and reformulate them (as necessary) into the target form on the board. Pairs / Threes Open Class Handout #02

(5) Language Input #01 (5 mins)

To clarify the use and form of the target structure for wishing

(6) Language Input #02 (5 mins)

To clarify the use and form of the target structure for

Draw learners attention to one of the lines from the poem, e.g. I wish I was a purple cat. Check learners understanding of the structure with the following concept questions: Is the speaker a purple cat? (No.) Are they talking about a past, present or future time? (present / future, either can be argued for) Is it likely to happen? (Not really, theyre mostly hypothetical) What tenses are the verbs? (wish, present. Others, past simple) You should now be able to elicit the FORM of the structure: (I) WISH + Past Simple And put it up on the board. Elicit a predicted outcome generated by the learners in the predictions stage (e.g. Ill have a lot of fun and get into trouble). Check learners understanding of the structure with the following concept questions:
David Petrie, IH Coimbra, 60 Wishes in the Wishing Box, 2013.

Whole class

Whole class

Theres likely to be some confusion between will

IH 60 lesson: Lower Upper Intermediate 60 Wishes in the Wishing Box

prediction Does the sentence talk about the past, present or future? (future) Is it a certain future? (no) Is it a possible future? (yes) Is it a real future? (maybe) Is it a prediction? (yes) You should now be able to elicit the FORM of the structure: WILL + infinitive (without to) WONT and would for real and hypothetical futures so try to emphasise that youre asking learners to predict the consequences of their wishes coming true hence will. Individ ual SS Copies of Handout #03a and #03b, chopped up.

(7) Controlled Practice (10 mins)

For learners to practice manipulating the target forms To generate materials for the following stage of the lesson.

Distribute wish slips and prediction slips. These can either be copied and chopped up from copies of Handouts #03a and #03b, or you can chop up different coloured A4 paper, e.g. yellow paper for wishes and blue paper for predictions. You will need a total of 60 wish slips and 60 prediction slips to be given out evenly amongst class members (e.g. five each in a class of 12). Keep any left overs and either give them to fast finishers or fill them in yourself. Learners write out their wishes (which can be as realistic or as fanciful as they like) on the wish slips and corresponding predictions on the predictions slips. Monitor and assist with language as necessary, correcting any errors of form as they arise.

David Petrie, IH Coimbra, 60 Wishes in the Wishing Box, 2013.

IH 60 lesson: Lower Upper Intermediate 60 Wishes in the Wishing Box

(8) Comparing Wishes (5 mins) To provide spoken practice of expressing wishes Collect in all the prediction slips, leaving the wish slips with the learners. Ask learners to share and compare their wishes, saying why they chose those particular wishes. Content feedback: Who made the best wishes? Pairs / Threes Open class Nominated feedback if necessary (but dont worry too much if they dont want to share)

(9) Matching Predictions to Wishes (10 mins)

To give the learners a reason to describe their wishes and predictions To provide an opportunity for spoken practice of the target forms To have fun

Ask the learners whether wishes always come true? Do you always get what you wish for? Do you sometimes get close, but not exactly what you wanted? Try and elicit some examples from learners personal experience. Tell the learners youll give out the predictions, and they should try to match them to some of their wishes. Re-distribute the prediction slips. Learners try to match the predictions to their wishes. If there are any outcomes that they dont like, they can swap them with other learners Content feedback: learners describe the wishes they made and the outcomes of making the wishes to each other.
David Petrie, IH Coimbra, 60 Wishes in the Wishing Box, 2013.

Open class

My favoured reWhole distribution class approach is to hurl the slips into the air, confetti style, thus prompting Groups an undignified of scramble.

IH 60 lesson: Lower Upper Intermediate 60 Wishes in the Wishing Box

three or four

(10) Flexistage Written Record (10 mins, but extendable)

To provide a written record of the wishing activity To provide further practice of manipulating the target forms

If time allows: Learners sketch out their own wishing poems, as per the model, but including the outcomes. This can be initially modelled on the board with one or two examples that demonstrate a successful and an unsuccessful wish. E.g: I wish for a new Ferrari but instead I get to play outside I wish for a million euros and I have a happy life forever

Individ ual SS

These poems could then be displayed on the classroom wall or somewhere else in the school. Young learners might also enjoy illustrating their poems.

David Petrie, IH Coimbra, 60 Wishes in the Wishing Box, 2013.

IH 60 lesson: Lower Upper Intermediate 60 Wishes in the Wishing Box

Handout #01a

I wish it wasnt raining hard today I wish I could just go outside and play I wish I was a purple cat called Sam I wish I knew the darkest secrets of man I wish I didnt have to tidy my room I wish we were all astronauts, flying to the moon But what I wish for most and best More and more than all the rest I wish this class was like this poem Almost almost nearly .. Done.

Handout #01b

I wish I didnt have to work today I wish I could go get my kids and play I wish the future wasnt so very bleak I wish I knew the lottery numbers for this week I wish I didnt have to work so late I wish I didnt have so much on my plate But the one thing I wish to really come true I wish I could spend more time with you I wish that all our chores were done And that you and I Could have some fun.

David Petrie, IH Coimbra, 60 Wishes in the Wishing Box, 2013.

IH 60 lesson: Lower Upper Intermediate 60 Wishes in the Wishing Box

Handout #02

Box 1: (notes) Box 2: (poem) ......................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... Box 3: (what will happen) ......................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ............................................... ...............................................

David Petrie, IH Coimbra, 60 Wishes in the Wishing Box, 2013.

IH 60 lesson: Lower Upper Intermediate 60 Wishes in the Wishing Box

Handout #03a Wish Slips (x20)

WISH

WISH

WISH

WISH

WISH

WISH

WISH

WISH

WISH

WISH

WISH

WISH

WISH

WISH

WISH

WISH

WISH

WISH

WISH

WISH
David Petrie, IH Coimbra, 60 Wishes in the Wishing Box, 2013.

IH 60 lesson: Lower Upper Intermediate 60 Wishes in the Wishing Box

Handout #03b Prediction Slips (x20)

PREDICTION

PREDICTION

PREDICTION

PREDICTION

PREDICTION

PREDICTION

PREDICTION

PREDICTION

PREDICTION

PREDICTION

PREDICTION

PREDICTION

PREDICTION

PREDICTION

PREDICTION

PREDICTION

PREDICTION

PREDICTION

PREDICTION

PREDICTION

David Petrie, IH Coimbra, 60 Wishes in the Wishing Box, 2013.