Soheil Ataie Soheil Ataie

Lucky encounters, 3rd conditional, speaking
intermediate, B1 level


in this plan the students are supposed to activate what they have already learnt from the 3rd conditional (the target language). then, this session must provide a very freer chance language production ( speaking and writing),however, the students need more backup (model statements).


No materials added to this plan yet.

Main Aims

  • To provide fluency and accuracy speaking practice in a one on one conversation, group debate in the context of lucky encounters

Subsidiary Aims

  • To provide process and product writing practice of a sentence completion, building a paragraph in the context of lucky


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

in order to start the session well and set the context successfully so that they do not go into the task cold, I will attach the picture of a miner to imply "If I had tried more, I`d have achieved my goal." after asking them to predict, I will attach another photo with a horseshoe and a four-leaf clover to imply the "luck". my controversial question is this " can luck change anything in our lives?" then I will ask them to have a pair work chat on this. the FB will be received finally. (the stage aim: to provide a proper context to lead the students in)

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

in order to gain a full exposure they will have a short story on my "girl friend" and "how things could have been different". I will ask them to fill in the blanks and in fact, while practicing the language, try to guess my story. this is a group debate and they can do that with other peers. after some minutes the answers will be revealed on the walls and each group can go and see the real truth (and correct grammar), here the exposure is done (the stage aim: to provide some "real life" examples to expose them to the TL.)

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

while receiving Fb, I will try to highlight the TL in their responses and if necessary, correct their pronunciations. the speaking tasks are the best opportunities to detect pronunciation issues and provide necessary remedial help (individual drilling, back chaining, finger technique, etc.)

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

the first productive task is to talk about the list of the questions provided on the HOs for them. first, I will five them a minute to "think" then I will ask them to express their ideas in their groups, finally, the FB will be done while they are standing and talking to other peers (onion speaking arrangement.) the final productive part, to activate the TL even better, will be writing. they are already provided with a model writing (Soheil`s life...) and they will be asked to write their own stories individually and exchange their papers with their peers to complete the FB (the stage aim: to provide the least limited situation for them to try the TL in both speaking and writing.)

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

regarding the speaking the error correction will be DEC and in the writing section the correction happens in "peer-check" and monitored by the teacher.

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