Ezgi Ozsalih Ezgi Ozsalih

TP 8a, Age
Intermediate, B1 level


The lesson will start with thinking about old people's ideas, wishes and regrets. A poem about an 85-year-old man will be read by the students after which they will imagine that they are 85 and talk about their imaginary lives by using 2nd conditional. They will speak on different situations, ask and answer questions in 2nd conditional. Next, they will do the voting activity in which they will produce ideas by thinking that they have superpowers. They will then talk about their regrets in the past by using 3rd conditional. Lastly, before the feedback is given, they will write situations on pieces of paper for the others to choose the sheet and talk about it by using 2nd and 3rd conditionals.


No materials added to this plan yet.

Main Aims

  • To provide accuracy and fluency speaking practice in a conversation in the context of age

Subsidiary Aims

  • To provide gist reading practice using a text about living over in the context of age


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

T will want the students to think about old people and their regrets about life. Students will do brainstorming on this topic before they read a poem about an old man's regrets.

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading

T will give a poem for the students to read. They will read the poem and then discuss with their partners what it is about for 1 minute.T will explain that the poem is about someone who is 85 years old. Students will be told to behave as if they were 85 years old and asked the question "What would you do if you had your life to live over?. The students may take some notes before they tell their imaginary life to their partners. They will work in pairs. Then, some of them will share his imaginary life with the class.

Productive Tasks- Speaking Activity#1 (5-6 minutes) • To provide students with speaking fluency practice with their partners

Students will be given some situation cards. They will stand up and ask questions to their friends about the situations. At the same time, they will take some notes about their friends. When they write 5 sentences at least, they will sit down and talk about what their friends would do in those conditions.

Productive Tasks- Speaking #2 (6-8 minutes) • To provide further spoken practice in 2nd conditional

Students will be divided into two groups. They will be asked to find a team name for their groups. T will write a question on the board " What would you do if you were given superpowers?" Students will find ... answers ( according to the number of the students) by discussing in their groups. They will take notes and then write their answers on the board and the best group will be chosen with the votes of the students.

Productive Task(s)- Speaking #3 (6-8 minutes) • To provide students with speaking fluency practice with their partners by using 3rd conditional

T will write some key words about her life on the board about her past life and make sentences using third conditional. Students will most probably realize the difference as they will have learnt the form previous lesson. Then, students will be given cards to write five important moments in their lives as nouns or noun phrases. They will not write full sentences.-having children, -places they visited, -exams they failed are some of the examples. Then, they will explain what would have been different in their lives if the things hadn't happened to their partners.

Productive Task(s)- Speaking- 2nd and 3rd conditional (6-8 minutes) • To provide students with speaking fluency practice with in groups

T will divide the students into groups. Students will write some situations in 2-3 sentences. They may be about present or past. Then they will fold their sheets and mix them with the others. One of the students will choose a card, and make sentences by using 2nd and 3rd conditional. Each student will do the same until all the students speak.

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

T will have taken some notes. T will make the students think about their answers and will correct errors after the speaking activities.

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