Do You Wish...?

How to use this topic

This speaking unit focuses on "Do You Wish...?". The goal is to move beyond short answers and build paragraphs you could use in conversation, interviews, or presentations.

Strong answers usually mix description (what happened), explanation (why it matters), and evaluation (what you think now). Try to use at least three new words from the list below.

Practice both quick reactions and slower, reasoned answers; examiners reward both.

In class, aim for clear structure: state one main idea, give one concrete example, then invite your partner to respond with a question.

Vocabulary

Headwords stay in English; the short explanations follow your language.

• imagine form a picture or idea in your mind
• hypothetical a situation imagined to explore possibilities, not real
• prioritize decide which things are most important first
• trade-off accepting a disadvantage to gain an advantage
• consequence a result that follows from an action or choice
• preference something you like more than other options
• probability how likely something is to happen
• justification reasons you give to support a decision
• relevant closely connected to the subject you are discussing
• experience something that you have lived through
• opinion what you think about a topic, not necessarily a fact
• background earlier events or context that help explain a situation
• compare look at two things to see how they are similar or different
• contrast focus on differences between two things
• summarize give the main ideas in a short form
• bias a tendency to prefer one side or view unfairly
• clarify make something easier to understand by explaining it
• elaborate add more detail to what you are saying
• point of view a personal opinion or way of seeing a topic
• assumption something you accept as true without proof
• nuance a small, subtle difference in meaning or feeling
• hedging using careful language so you do not sound too absolute

Useful phrases

These lines are in English so you can use them directly in class.

• If I had to introduce “Do You Wish...?” in one sentence, I would say…
• The aspect of Do You Wish...? that affects me most directly is…
• Compared with five years ago, Do You Wish...? seems to have become…
• I would explain Do You Wish...? to a younger learner by saying…
• A common misconception about Do You Wish...? is…
• What I still want to learn about Do You Wish...? is…
• Could you elaborate on what you mean by that?
• I see your point; however, I would add that…
• I am not entirely sure, but my impression is that…

Example sentences

Model sentences in English; try adapting them with your own details.

1. When our teacher announced the topic “Do You Wish...?,” I immediately thought of a story from my own life.
2. I would define “Do You Wish...?” in everyday language as something people notice, talk about, and sometimes disagree on.
3. In my community, Do You Wish...? comes up in conversations more often than strangers might expect.
4. If someone asked me for advice about Do You Wish...?, I would first ask what situation they are facing.
5. One article I read connected Do You Wish...? to wider social changes, not only personal choices.
6. I try to listen carefully when classmates discuss Do You Wish...? because opinions vary a lot.
7. My family and I do not always share the same view on Do You Wish...?, but we usually stay respectful.
8. On social media, Do You Wish...? is often simplified, so I prefer longer discussions in class.
9. I would summarize my stance on Do You Wish...? as cautious optimism, though details matter.
10. Studying Do You Wish...? in English helps me express ideas I already have in my first language.
11. Questions about “Do You Wish...?” force me to choose between values, not only facts.
12. I like Do You Wish...? drills because there is no single correct emotional answer.

Discussion questions

Questions are in English to match oral practice.

• What is the first example you think of when you hear “Do You Wish...?”?
• How is Do You Wish...? viewed differently by different generations in your country?
• Has your personal attitude toward Do You Wish...? changed over time? Why?
• What habits or policies could improve outcomes related to Do You Wish...??
• Who is most affected by Do You Wish...?, and in what concrete ways?
• What is a respectful way to disagree with someone about Do You Wish...??
• Which news source or book has shaped your ideas about Do You Wish...??
• What is one myth or stereotype people should stop repeating about Do You Wish...??
• If you could interview an expert on Do You Wish...?, what three questions would you ask?
• How does Do You Wish...? appear in films, songs, or advertisements you know?
• What role should schools play in teaching students about Do You Wish...??
• Describe a time when Do You Wish...? created a dilemma for you or someone you know.
• What would you like foreigners to understand about Do You Wish...? in your culture?
• Looking ahead ten years, how might Do You Wish...? evolve, in your opinion?

Writing prompts

Prompts are in English for written practice.

• Write a 150-word paragraph explaining why “Do You Wish...?” matters to you personally.
• Write a dialogue between two friends who disagree politely about Do You Wish...?.
• Write a short reflective journal entry: “What I learned after discussing Do You Wish...? in class.”