CLP Lesson Plan (Week 5 Class 3)

Teacher: Jiaxuan Yu & Yeil Kyung

Level: Lower Intermediate Date/Time: T 7-9 pm, Mar 7, 2024
Goal: To make evaluations and comparisons with adjectives and nouns
To understand how to use “wish” to make wishes

Objectives (SWBAT):
Students Will Be Able To…
1. Explain their home preferences using the expressions of evaluation and comparison with
adjective and nouns
2. Listen to a song and reconstruct the “I wish” sentences to figure out how “wish” is used
with past tense verb forms
3. Listen to a conversation and figure out the usage of “be” form (were) in “wish” sentences

Theme: Unit 3, home/apartments; make wishes

Materials & Technology:
● Textbook: Interchange 2, p. 17-20
● Other materials: slides, video, handout, whiteboard, colored markers

ACTIVITY/PROCEDURE/STAGE – INTERACTION TYPES TIME

Review or Preview (if applicable) 7:10-7:25

Interaction: T-Ss, Ss-Ss (15 min)
(Review of adjective vocabulary learned on Monday)
● T shows pictures of different houses and apartments to Ss.
● Each student need to describe the picture in one sentence, and what everyone says
cannot be repeated

Activity 1: Grammar: Creating home advertisements

Interaction: T-Ss 7:25-8:15
1.1 Pre-Stage: (50 min)
● T mentions that the lesson today builds upon the concepts covered in our last grammar
lesson
● T starts the lesson by reviewing grammar for evaluations and comparisons by using
pictures.
● T explains the task: Students will create two house advertisements in pairs.
● T discusses key features, amenities, and services that can be included in their
advertisements.
● T asks Ss to write down their ideas individually for a few minutes.
● T facilitates a class discussion to share and refine ideas.

Interaction: T-Ss, S-S

1.2. During Stage:
 ● T distributes house magazines, glue, scissors and pieces of paper to each pair.
● In pairs, Ss create two distinct house advertisements.
● T encourages Ss to make the two house advertisements as different as possible.
● T asks each pair to present their advertisements to the class.
● T displays the advertisements on a whiteboard for everyone to see.
● T instructs Ss to pick one house they would most like to live in and one they would
least like to live in.
● T has Ss take notes on key features and names of these houses.
● T guides Ss in writing comparison sentences using structures like "as... as," "not
enough," and "too" based on their notes. Examples: "Apartment A is as modern as
Apartment B," or "Apartment B doesn't have as many bedrooms as Apartment A."
● Ss share with their partner why they chose one house over the other, using the
comparison sentences they wrote.
● Encourage them to elaborate on their preferences.
● T asks a few students to share their preferences and reasoning with the whole class.
● T discusses common trends and interesting points if they emerge.

Interaction: T-Ss
1.3 Post-Stage: (Can be homework if there’s not enough time)
● T asks Ss to turn to page 17
● T asks Ss to complete the remaining part of exercise B
● T checks the answers by asking Ss to take turns reading their answers.

Tangible Outcome & T. feedback/peer feedback:

Students will engage in discussions with their partners, explaining their preferences using the
comparison sentences they wrote
Students will complete exercise B on page 17 in the textbook.
Transition to #2

Activity 2: Grammar/listening Make a wish “wish+ past tense”

2.1 Pre-Stage: 8:15-8:45
Interaction: T-Ss (30 min)
● T asks Ss to brainstorm: Think about your personal life, are there some common
wishes you have? Which of these wishes would be difficult or impossible to achieve?
● T gives an example: have a healthier lifestyle; enjoy life more; improve my personality
● Ss discuss the ideas, and then share ideas in class
● T displays a video about “making a wish on birthday
(https://www.youtube.com/watch?v=n_eb059lWCw)”. Asks students to follow the
steps and write down some wishes they will make if today is their birthday.
● T asks Ss to keep their wishes;
● T proposes the goal of the activity: Today, we are going to learn how to make wishes

2.2. During Stage (If you are Alan):

Interaction: T-Ss; Ss-Ss
 ● T displays a video, and lets Ss think of themselves as Alan. T asks Ss to take a look at
what wishes “you” make on “your” birthday.
● T distributes the lyrics handout to Ss. Ss are asked to listen to the song sung (“then
again”) by Alan (https://www.youtube.com/watch?v=AuFZAG9rsG8), and write down
some main ideas: what is the song about? Do you think Alan is complaining?
● T collects the lyrics, and distributes the handout with blanks to students. Ss will try to
write down ideas as much as they can.
● The song plays the second time. If the song is too difficult to Ss, the teacher can read
the lyrics for the second time.
● Ss work in pairs and reconstruct the lyrics as much as they can on the whiteboard. Each
sentence is required to start with “I wish…”
● T asks Ss to underline the verb used in the sentence (except of “wish”),
● T plays the video and distributes the complete lyrics to Ss; asks Ss to check the
answers and correct them.
● T asks Ss if there is some similarities among these verbs

2.3 Post-Stage:
● T explains the grammar focus of using “wish”: (1) use wish + past tense to refer to
present wishes. (2) explain that we use wishes when we would like reality to be
different.
● Ss are asked to reread the birthday wishes they wrote in the prestage, choose one thing
they wish they could change.
● Discuss them with the partner: What do you wish you could change?
● Ss share one of the wishes in class. Focus on their usage of the past tense and
pronunciation (e.g., irregular verbs)

Tangible Outcome & T. feedback/peer feedback:

Ss will be able to learn how to use “wish” when making wishes, particularly the structure
“wish+past tense”
Transition to activity 3:
Next, we will take a look at other’s lives.
Activity 3: Grammar/ Listening “wish+ (pronoun) were”
3.1 Pre-Stage: 8:45-9:07
Interaction: T-Ss (22 min)
● T shows a picture; asks Ss to guess the relationship between two men: Do you think the
men are friends? Strangers? Brothers? What do you think they are talking about?

3.2. During Stage:

Interaction: T-Ss; Ss-Ss
(1st time audio)
● T plays an audio of the conversation between Harry and Dylan.
● T writes down the question and asks Ss to figure out the answers (Answer: friends;
Dylan is complaining about living with his parents)
● Ss works in pairs and discuss the answers
(2nd time audio: Dylan’s reality)
● T displays some statements on the slide, and asks Ss to focus on these statements when
 listening to the conversation.
● T plays audio the second time, asks student to listen for the emotions expressed by the
speakers;
● Ss works in pairs and check the answers of each statement
(3rd time audio: Dylan’s wishes)
● T asks Ss to focus on three wishes made by Dylan. T distributes the handout and Ss use
“I wish” to complete the table.
● T asks Ss to describe Dylan’s wishes

3.3 Post-Stage: Output-based

Interaction: Ss-Ss
● T points out that: (1) wish sentences must be the opposite of reality. (2) for the verb be,
we use “were” after wish with all pronouns (he, she, it, they, you)

(If have time: more practice) Chain game:

● Ss say a sentence using wish, and the next student is asked to repeat what the previous
students said and add a new sentence. (E.g., S1: I wish I could fly. S2: S1 wishes he
could fly, and I wish I were…)

Tangible Outcome & T. feedback/peer feedback:

Ss will be able to practice the usage of “be” in wish sentences.

Transition to Wrap-Up:
These are the contents that we would like to cover today. So now let’s talk about the
assignment for this weekend. I wish you could finish them during the weekends.

Wrap-up (e.g: Exit ticket, review of language foci)

9:07-9:10
● HW: Textbook p20, part A (3 min)