Debbie Fournier Wishes Regrets

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Lesson plan for teaching ESL grammar lesson on wishes and regrets.

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<p>D. FOURNIER TSL 5252- LESSON PLAN</p> <p>1</p> <p>Wishing for the Impossible...Wishes and regretsIntermediate Grammatical Aim Functional Aim Relevance: Objectives: No of Students</p> <p>Students will be able to use unreal past perfect with WISH Wish statements, expressing unreality, expressing regrets Workplace and personal interactions in expressing regrets. Students learn the form and use of unreal tense using past perfect. Use the form appropriately to talk about regrets Use the form appropriately to talk about results that would have occurred if the past was different 1) make and predict outcomes, 2) use context clues to determine meaning, 3) form conclusions based on inferences 4) express wishes, 5) add information and opinions to others ideas 5) participate in discussion Students can accurately use tense in both written and communicative practice. Students can identify target language in news/media and report to the class. Listening: Teacher's instruction, explanation, peer listening, video clips Speaking: Drilling, practice group/pair/individual work Writing: Exercise completion, board work, personal journal Reading: Board work, drills, peer's stories Auditory: Instructor's explanation, instructions Visual: Video clip, charts Kinetic: Movement for pair work, game participation Tactile: Manipulation of cut-up sentences Board exercise, Video, wishes and regrets.pdf</p> <p>Assessment</p> <p>Language Skills:</p> <p>Learning Styles:</p> <p>Materials/Resources</p> <p>Anticipated Problems: Conceptual-potential students may lack regrets, prepare a generic list they can pull from. Video doesn't work. If yes, go directly to first reading. Reduce number of gap questions-can be homework. Methodology Assumptions: Extensions: ESA (with PPP) component. Students have previously studied Conditionals 1 &amp; 2 Read The New York Times article, Whats Your Biggest Regret, to discover what North Americans list as their biggest regrets.http://well.blogs.nytimes.com/2011/03/23/whats-your-biggest-regret/</p> <p>Homework:</p> <p>Azar Ex 40, pg. 434; Listening Ex. 45, pg. 437</p> <p>D. FOURNIER TSL 5252- LESSON PLAN</p> <p>2</p> <p>Wishing for the Impossible...Wishes and regrets</p> <p>Short video-clip from film 500 Days of Summer http://moviesegmentstoassessgrammargoals.blogspot.ca/2011/06/500-days-of-summer-wish-ifonly.html 500 Days of Summer.</p> <p>Phase</p> <p>Input</p> <p>ENGAGE (T) set up scene. plays video clip and asks students to make decisions about 5 m. reality of events. Ss are to note differences between reality and wished for (Includes watching outcomes. (T) checks meaning (comprehension) of wishes and regretsvideo)</p> <p>Watching what you want to happen, right next to watching the cold reality of a relationship is hard. Let's watch this video clip from the movie (500 ) Days of Summer, to find out what happens when Tom Hansen is invited to Summer Finn's party. Tom arrives at the party wishing that Summer would be so happy to see him, that they will fall in love all over again. (He thinks that she would like to restart their old relationship.) However, the reality is that she's happy to see him, but.... (not in quite in the way he wishes)...</p> <p>D. FOURNIER TSL 5252- LESSON PLAN ENGAGE As you watch the video make a list of the things that Tom 5 m. wishes had happened. Did they come true? (T) SS input create a table comparing unreal events with reality. (T/F) What did Tom wish had happened? Did it happen? He wishes that they had fallen in love again. (But they didn't.) He wishes that they had danced in the moonlight. (But they didn't). He wishes that she had liked the book more. (The book was just okay.) 5m. After watching video: (T) ask Ss for meaning of wish, regrets. Based on responses (T) can supply following:</p> <p>3</p> <p>We often use 'wish' to talk about strong desires. We can wish for something to be different than it is (or was) or wish for something new or different to happen in the future. Our wishes for the past are always impossible, because the past cannot be changed. We all make mistakes. We all have regrets. (Regret is an emotion, a feeling of sadness, shame, embarrassment, depression, annoyance or guilt, where we are sad about actions or events in the past that we can not change. ACTIVATE Have you ever wished for something that was impossible 5 m. or unlikely to come true? Have you ever had an experience that you now regret? (Write down, but do not share) I want you to write down 2 impossible things that you had wished for in the past and 2 regrets (real or imaginary) that you have had. Ss brainstorm situations. STUDY With your partner let's read about the regrets and wishes of some other Presentation. students. Step 1) First read silently to yourself. 15-20 m. Step 2) Underline all the words that refer to wishes or regrets. Step 3) Check with your partner, correct as class Step 4) Choral and individual reading aloud (T) correcting target form. Rebecca, One of my regrets is that I wish that I had travelled more when I was younger. I really wish that I'd travelled overseas during high school, perhaps taken some exchange programs like I am doing now through college. If I'd spent more wisely, I'd have seen more of own country. So, that's my regret. Fred, OK, my biggest regret! Two years ago I lived in Spain, the country</p> <p>D. FOURNIER TSL 5252- LESSON PLAN</p> <p>4</p> <p>that I had wished for years to work in. Everyone and everything was wonderful. However for some personal reasons, I had to return to Canada and still to this day, I have a hard time with that decision. I wish I had stayed in Spain because my life there was so good. Marie: My second regret is not accepting a job offer that I interviewed for a few years ago. Instead I took another job and I do regret it even though I'm happy where I'm at right now, but I wish I had taken that offer before. (T) Check comprehension and introduce new vocabulary. Using earlier reading assignment, Ss read aloud together (1 time) and then individually each student reading a single sentence. (T) Correcting pronunciation of target language, regret(s), wish(es) if necessary.PRESENTATION (T) Ss supply a sentence out of reading that is put on BB to show form.</p> <p>FORM 15-20 m.</p> <p>(T) Draw SS attention to metalanguage of form : (T) parses sentence on BB with Ss input (T) prompts if needed for correct form.(T) Draw attention to time. Speaker is in the present, talking about an event that happened (once) at a specific time in the past. = the action is completed I wish that + 'subject + had + verb past participle (past perfect)'. Rules to emphasize: Wishes about the past are followed by a that clause with the verb in the past perfect. Instead of making a general wish: 'I wish they danced', the speaker is making a specific wish about a past event: I wish that they had danced.</p> <p>New sentence patterns. Using language from film familiar topic, scaffolding to focus attention on form. Positive I wish that + subject + wish(es) + past perfect I wish (that) they had fallen in love. Negative</p> <p>D. FOURNIER TSL 5252- LESSON PLAN I wish that + subject + wish(es) + past perfect She wishes (that) she had not fallen in love. Question Do/does subject + wish that + subject + past perfect Does he wish (that) he had not fallen in love? (T) Write on BB. I wish I'd fallen in love. Ask Ss why we can use this contracted form? Usually, English speakers use a shortened form. That's when 'I had' 'he had' 'we had' , etc becomes 'I'd', 'he'd' 'we'd' . Add contracted forms to those on board (see below) Let's look at some examples: Then include RULE: Informal speech often omit that Positive Long form: I wish that I had fallen in love. Short form: I wish that I'd fallen in love. Or I wish I'd fallen in love etc... Negative Long form: She wishes that she had not fallen in love. Short form: She wishes that she hadn't fallen in love or She wishes she hadn't fallen in love. Question Long form: Does he wish that he had fallen in love? Short form: Does he wish that he'd fallen in love? Or Does he wish he'd fallen in love? Controlled Practice (written/oral) 15-20 m. Cloze/Gaps Sentences : Student complete: 1) individually 2) with partner. 3) with class</p> <p>5</p> <p>D. FOURNIER TSL 5252- LESSON PLAN 4) (T) review sentences on BB. Gaps underlined You wish that you hadn't eaten so much. (But you ate too much at the restaurant and you got a stomache ache.)</p> <p>6</p> <p>I wish that they'd vacationed with us. (They didn't come on holiday with us. They missed a wonderful opportunity to see Niagara Falls.) He wishes that I had studied harder at school. (I didn't so, he stopped paying my fees and now I can't pay for my next term.) You wish that you had passed the exam. (You failed because you didn't leave enough time to prepare for the exam.) I wish that I had taken that job in New York (But I didn't want to move away from my girlfriend so now I'm stuck in Ottawa.) I wish that I hadn't gone to the movie. (The movie was awful. I wish that I hadn't spent my money on it.) She wishes that she'd known how to type. (She couldn't type last year when the job opening was advertised, so now she has a low paying job.) We wish that we had gone to bed early last night. (We didn't because the neighbour downstairs played his stereo too loud. Now I wish that I'd slept longer.) I wish that I had given that man my money! (I wish that I had bought a lotto ticket with him because he won. But I didn't.) I wish that I hadn't said that. (But I did and now I've lost a good friend.) I wish that I'd spent more time with the people I love. (But I was always busy and didn't think that life was so short.) I saw an amazing job advertised last year. I wish that Id applied for it. I wish she had given me her phone number. (She didn't give it to you.) Output Practice (visual, tactile, auditory) (SS) in teams receive cut up scrambled sentences. 1. Assemble as many sentences as possible in allotted time. 2. Each team writes sentences on BB</p> <p>D. FOURNIER TSL 5252- LESSON PLAN 10-15 m. 3. They can not duplicate a sentence already on BB. (T) prepares envelopes with 5 sentences cut up that includes a variety of pronouns, contractions, that and verbs. Each team should be able to construct approx. 10-15 unique sentences to foster competition and engagement. (*note number of unique sentences per team reduced if many groups) PRODUCTION Write sentences about two imaginary regrets or impossible wishes. Include reasons why. Communicative Exchange sentences with your partner. Practice. Ask questions about their reasons. 10 -15m. Potential for (Ss) to circulate with several partners to discuss wishes and regrets. (time permitting) Be sure to model a conversation using the target grammar. I wish (that) I _________________(because, so, now)________________ Model example with student: A: Why do you wish that you'd listened to your parents? B: They told me to study harder and now I wish that I had studied harder because my marks are so poor. What about you? A. Why do you wish that you'd travelled to Toronto last winter? B: I wish I had taken a trip to Toronto last winter because I'd saved up money to go shopping. I missed all the best sales. I still wish that I had bought that pair of boots but I didn't because they were too expensive. Now I'm saving in case there's a pre-Christmas sale. ACTIVATE 10-15 m. Remember at the beginning of the class I asked you to privately write 2 wishes and regrets? Using the information we now know, write about your wishes and regrets. Also include the reason(s) why the sentences about your wishes and regrets are true for you. You will be sharing stories on BlackBoard and commenting on classmates stories. Read The New York Times article, Whats Your Biggest Regret, to discover what North Americans list as their biggest regrets. http://well.blogs.nytimes.com/2011/03/23/whats-your-biggest-regret/ ...maybe you'll be surprised! (T) Depending on class reading level text can be modified. Or if (T) decides class can navigate to site for full article.</p> <p>7</p> <p>Extended</p> <p>D. FOURNIER TSL 5252- LESSON PLAN Homework: Complete personal stories (if not completed in class time) Post one or more stories on BlackBoard. Read other student's stories. Write a comment on someone's personal story.</p> <p>8</p> <p>** Azar Ex 40, pg. 434; Listening Ex. 45, pg. 437Teacher resources RESOURCES and online sites for quizzes and Azar, B., S. A Hagen. 2009. English Grammar (4th Ed). New York: Pearson practical tips Longman. Azevedo, Claudio. Movie Segments to Assess Grammar Goals. Blogspot: Retrieved from: http://moviesegmentstoassessgrammargoals.blogspot.com BBC World Service. Grammar Challenge drill and audio drills. Retrieved from: http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1449_gra mchallenge6/page2.shtml Case, Alex. How To Teach The Unreal Past Presenting and practising past tenses for hypothetical situations. TFLNET. Retrieved from http://edition.tefl.net/articles/teacher-technique/how-to-teach-unreal-past/ Celce-Murcia, M. and D. Larsen-Freeman. 1999. The Grammar Book: An ESL/EFL Teacher's Course (2nd Edition). New York: Heinle and Heinle. Norris, R. W. 2003. Practical Lesson Plans for Teaching If Conditionals, in Bulletin of Fukuoka International University, No. 10. Retrieved from: http://www2.gol.com/users/norris/articles/condprac.html Sevastopoulos, Julie. Grammar Quizzes.COM: Tables showing all forms of wish. Retrieved from: http://www.grammarquizzes.com/condition4a.html</p> <p>University of Washington. Planning for use of wishes and verb tenses Retrieved from http://faculty.washington.edu/marynell/grammar/wish.html</p> <p>D. FOURNIER TSL 5252- LESSON PLAN Note: Modified for use with lesson from original source.</p> <p>9</p> <p>MOVIE SEGMENTS TO ASSESS GRAMMAR GOALS ACTIVITY 156 - WISH, (500) DAYS OF SUMMERWatch the movie segment. Tom wanted his wishes to align with reality. Read about his expectations are and then write sentences paraphrasing his expectations, using wish. Finally, write another sentence explaining what actually happened. HIS WISHES BEFORE THE DATE:</p> <p>1. SHE WILL HUG HIM TENDERLY WHEN SHE RECEIVES HIS GIFT. EX: TOM WISHES THAT SHE HAD HUGGED HIM TENDERLY WHEN SHE RECEIVED THE GIFT, BUT SHE JUST THANKED HIM. 2. HE HER.HAD SPENT THE WHOLE DINNER ROMANTICALLY TALKING TO</p> <p>3. HE HAD GIVEN HER A PASSIONATE KISS.</p> <p>4. SHE HAD FALLEN IN LOVE WITH HIM.</p> <p>D. FOURNIER TSL 5252- LESSON PLAN</p> <p>10</p> <p>5. HE HAD LEFT THE DINNER PARTY WITH HER.</p> <p>6. THEY HAD MADE UP AND WOULD BE TOGETHER FOREVER.</p> <p>MOVIE SEGMENTS TO ASSESS GRAMMAR GOALS ACTIVITY 156 (500) DAYS OF SUMMER WISH / IF ONLY</p> <p>Answer Key: Possible answers 2. He wishes he had spent the whole dinner romantically talking to her, but he ended up talking to her boring friends. 3. He wishes that he had given her a passionate kiss during the dinner party, but she didn't give him a chance to do it. 4. He wishes that she had fallen in love with him, but she had got engaged to another guy. 5. He wishes that he had left the party with her, but he went home alone. 6. He wishes...</p>