Wish Vs Hope

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Ibn Soulaymane Arrassmouki Unit 9 Communicative Functions I Technical High School Expressing Wishes (Notebook Entry)

Wish Vs Hope

If wish is “reaching for the stars,” then hope is “reaching for the sky.”

Wish Hope

Wish expresses a feeling of regret about things whose outcome is known or expected; things you can’t avoid or very difficult/impossible to change. In other words, wishes express a desire for something that is impossible or unlikely to happen.

Wishes for the Present Time

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I wish I spoke Spanish.

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If only I knew how to use this software.

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I wish it weren’t raining now.

Wishes for the Future

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I wish he would tell me the truth.

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I wish they could be here tonight.

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If only my friends weren’t leaving tomorrow. (N.B. The past continuous can sometimes be used to refer to future actions, as it is the case in this example)

Hope expresses a feeling about things whose outcome is known or expected; things that very likely/possible to happen. It is not often used to talk about something in the past. In other words, hope expresses a desire for something that is possible or likely to happen.

Hopes for the Present Time

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I hope the children are enjoying their meal.

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I hope my father is on his way home now.

(He is usually driving back home at this time of the day)

Hopes for the Future Time

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I hope it rains tomorrow. (Notice that the present simple can sometimes be used to hope to future actions to take place)

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I hope you’ll get good marks this semester.

(As usual)

Notes:

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In the wishes above, the situations are related to the present time but we’re using past forms of verbs to refer to them. (the past here is unreal but it expresses a mood – the subjunctive mood, - noting that these situations are very difficult to change and you just have to deal with them as they are)

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Notice how “were” is used instead of “was” in present wishes.

Exception: The way we use wish in some fixed expressions, like when we wish someone a happy Birthday, is different from the kind of wishes we’re targeting in this lesson.

In some contexts Wish and Hope can be interchangeable. However, Hope usually expresses desire that is possible. Wish, on the other hand, refers to an outcome that is not likely to happen.

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Ibn Soulaymane Arrassmouki Unit 9 Grammar Technical High School Worksheet 2

CONDITIONAL TYPE 2

A- Put the verbs in brackets in the right form according to the 2nd type of conditional.

1. If I ... (have) wings, I ... (fly) nonstop.

2. If he ... (not/be) so shy, he ... (deliver) an amazing speech.

3. If I... (live) in China, I ... (learn) Chinese.

4. What ... (you/do) if you ... (get) lost?

5. I ...(buy) a new computer if you ... (lend) me the money.

6. If Ana ...(be) here, she ... (help) us.

7. We ...(go) to the beach if it... (be) warmer.

8. If Sue... (go) to England, she ... (improve) her English.

B- Rewrite the following sentences, making conditional type 2 sentences.

1. I can´t do this exercise. I don´t understand it.

If I understood this exercise, I coud do it. (But I don’t, that’s why I can’t do it)

Often called the "unreal" conditional because it is used for unreal or improbable situations. This conditional provides an imaginary result for a given psituation which is impossible or very unlikely to happen. The time is now or any time and the situation is hypothetical.

• If I saw Brad Pitt, I would ask him for his autograph.

The verb 'to be', when used in the 2nd conditional, is always conjugated as 'were'.

• I would go to the party if I were younger.

• I wouldn’t sell the car if you I were you. (advice)

USE OF CONDITIONAL TYPE 2

IF + PAST SIMPLE + PRESENT CONDITONAL =

PAST SIMPLE + WOULD/MIGHT/COULD/+ INFINITIVE ( If- clause ) (main clause)

Examples:

1. If I had enough money, I’d buy a new dress.

2. She might go to England If she passed her exams.

3. If they met Peter, they could give him the book.

4. If she were here, I’d tell her the good news.

5. I would travel round the world If I won the lottery.

6. He could pass the test if he made an effort.

7. If they read the book, they’d like it a lot.

N.B. You can sometimes use the present continuous conditional in the main clause. Example: If I had time, I would be watching my favourite show right now.

FORM OF CONDITIONAL TYPE 2

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2. My car is in the garage. I can´t drive you to the station.

………

3. My advice is that you stay at home and study for the test.

………

4. I would like to help you but I don´t have time.

………

5. I can´t send you an e-mail. I’m really busy right now.

………

6. You always feel tired; it's because you don't take any exercise.

………

7. My advice to you is that you should go to the doctor.

………

8. I can’t lend you a dictionary. I haven’t got one.

………

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Ibn Soulaymane Arrassmouki Unit 9 Vocabulary Technical High School Human Rights (Exercises)

Correction Sheet

I. Match the words with their definitions:

1. ^Genocide 2. ^Torture 3. Safety

4. ^Slavery

A. Unbearable physical or mental pain.

B. Work done under harsh conditions for little or no pay.

C. Killing of people on the basis of ethnicity, religion, social status or political opinion.

D.The state of being free from danger or the risk of harm.

II. Fill in the blanks with the following words:

Labour corporal rights conflict violation

1.Human rights are becoming one of the main concerns of the world governments.

2.The violation of peace treaty may lead to disastrous consequences.

3.Child labour should be prohibited in all parts of our country.

4.Corporal punishment is forbidden in our schools.

5.There is a conflict between these two opposing groups.

III. In your opinion, which human right(s) do you think is/are the most important? And why?

(Examples of students’ answers)

• All human beings are born free and equal in dignity and rights. Human rights are just a way to guarantee this and to protect against discrimination, disrespect and worthlessness. I personally think that freedom is one of the most important rights that every person should be entitled. Freedom allows people to express themselves, create and be able to act without restrictions or pressure, as long as they respect and follow basic societal rules and regulations.

• Personally, I think that the right to education is the most essential human right.

Education stands as one of the nine pillars of an advanced country; Japan after World War II, as an example. Education is one of the most important investments a country can make in its people and its future. Proper education gives us adequate knowledge of the world around us. It also helps us develop a perspective of looking at life in our own way, and thus build our personal opinions and points of view. For many children around the world getting properly educated is the only way to overcome social issues and reach high potential. Unfortunately, a lot of them are still not going to school due to many reasons. It is unfair that the possibility of getting properly educated is not even granted to these children.

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Ibn Soulaymane Arrassmouki Unit 9 Human Rights Technical High School Vocabulary Extension / Reading

Correction Sheet

Pre-Reading

I. Complete the spidergram:

II. Fill in the blanks with words from the box. (You may use a dictionary)

Slavery – enslaved – deny – captives – rather – muscles – differences – belong – somehow – ethic – masters

The institution of slavery is as old as civilization. Many nations and empires were built by the muscles of slaves. But what kinds of people were enslaved, and why? In ancient civilizations, slaves were usually war captives . The victors in battle might enslave the losers rather than kill them.

Over time, people have found other reasons to justify slavery . Slaves were usually considered somehow different from their owners/masters. They might belong to a different race, religion, nationality, or ethic background. By focusing on such differences, slaves owners felt they could deny basic human rights to their slaves.

Main Reading Activity. ( Base your Answers on the text)

I. Read and write definitions of the words or expressions in bold type:

‘‘Non-violence in the Civil Rights struggle has meant not relying on arms and weapons. It has meant non-cooperation with customs and laws which are institutional aspects of a regime of discrimination and enslavement’’, said Martin Luther King in his 1965 speech. He added saying ‘‘Non-violence has also meant we do not want to instil fear to others or into the society of which we are part. it has meant that we don’t seek to win victory over anyone. We seek to liberate our society and share in the self-liberation of all the people’’.

• The right to liberty and freedom.

• The right to freedom of thought

• The right to education ^• The right to the pursuit of

happiness

The right to (low-cost) healthcare.

• The right to life

• The right to freedom of speech

• The right to live your life free of discrimination.

• The right to be free from torture

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Sure that violence often brings momentary results. Nations have frequently won their independence in battle. But in spite of temporary victories , violence never brings permanent peace. It solves no social problems : it merely creates new and more complicated ones. ‘‘violence is immoral,’’ he said ‘‘It destroys community and makes brotherhood impossible.’’

According to Martin Luther King, practising non-violence shows that we have reached a superior level, that we have escaped the blind fear that arouses panic and violence. Non- violence, for him, requires courage and self-denial. Martin Luther King exposes how useless and harmful violence is. It is impractical and immoral because it develops hatred and ends in destruction for all. He pointed out that violence has come to be taken for granted as a means of solving problems. Yet, violence engenders even more violence, and it will never bring permanent peace. He also declared that we have to exchange ideas and opinions in peaceful dialogues. We have to set an atmosphere of understanding and tolerance; an atmosphere of brotherhood and love.

Struggle: To experience difficulty and make a very great effort in order to do something.

Instil/Instill: To put a feeling, idea, or principle gradually into someone's mind, so that it has a strong influence on the way that person thinks or behaves

Seek: To try to find or get something, especially something that is not a physical object Momentary: Lasting for a very short time.

Permanent: Lasting for a long time or forever.

Immoral: Morally wrong, or outside society's standards of acceptable, honest, and moral behaviour.

To be taken for granted: Not properly appreciated, especially as a result of overfamiliarity.

II. Complete the table with four words related to violence and four to non-violence.

Violence Non-violence

Discrimination Enslavement

Fear Arms/weapons

Tolerance Brotherhood

Love Peace

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III. Answer the following questions according to the text : 1. Did Martin Luther King believe in non-violence to get one’s rights ?

Yes, he did. He said that violence never brings permanent peace.

2. Why is violence useless and harmful ?

Violence is useless and harmful because it develops hatred and ends in destruction for all. Violence engenders even more violence, and it destroys community and makes brotherhood impossible.

3. What should we do to live in harmony with others ?

We ought to exchange ideas and opinions in peaceful dialogues with others, and also set an atmosphere of tolerance, brotherhood, and understanding.

IV. Find in the text words that are closest in meaning to: (Synonyms) 1. Damages (Paragraph 2) Destroys

2. Arrived at (Paragraph 3) Reached 3. Cure (Paragraph 3) Solve

V. Find words that are opposite in meaning to: (Antonyms) 1. Necessary (Paragraph 3) Useless

2. Temporary (Paragraph 3) Permanent

VI. What do the underlined words refer to?

1. Which (Paragraph 1) Society 2. Their (Paragraph 2) Nations 3. It (Paragraph 2) Violence

4. Him (Paragraph 3) Martin Luther King

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Ibn Soulaymane Arrassmouki Unit 9 Human Rights Technical High School Vocabulary (Notebook Entry)

Definition of Human Rights:

Human rights are rights inherent to all human beings, whatever our nationality, place of residence, national or ethnic origin, colour, religion, language, or any other status. We are all equally entitled to our human rights without discrimination. These rights are all interrelated, interdependent and indivisible.

Human rights are based on the principle of respect for the individual. Their fundamental assumption is that each person is a moral and rational being who deserves to be treated with dignity. They are called human rights because they are universal.