Donri C. Roberson Donri C. Roberson

Grammar 3rd conditional
Intermediate B1 - B2 level


In this lesson, SS learn about the 3rd conditional through PPP based on a reading text about The Dice Man. T will present the lesson with a brief discussion about making hard decision to set the context. SS will answer a few questions in the pre-reading to get the gist. T will expose the SS to the TL with a matching exercise of the 3rd conditional. Finally, SS will produce the TL by completing this activity to prepare for the freer speaking activity in the end.


Abc Turkish Lira coin

Main Aims

  • To provide practice with the third conditional in imaginary situations in the past with if. The PPP approach would be most suitable to maximise the productivity in students' TL.

Subsidiary Aims

  • To provide practice for gist reading in order to set the context for the TL and prepare SS for a more meaningful use of language in the free practice stage.


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

T will set the context by pretending to flip a coin and miming rolling dice to make a decision. Then, T will instruct SS to share with a partner and discuss what they do to make decisions. Pre-teach vocabulary (toss/flip a coin), (odd/even), (roll the dice/die) that will be important for the gist reading.

Exposure (4-6 minutes) • To provide context for the target language through a text or situation

To expose SS, T will provide SS with (worksheet 1) and instruct them to read the questions about The Dice Man first. After that, skim the text and answer the questions they read prior to reading. T will handout the answers for SS to check with their(GW). T will handout (Beginning and Ending) cut-up strips, and instruct the SS to (PW) match their sentences to there endings. SS are encouraged to skim the text again to help with their selections (SS have 4 minutes). The connection of these sentences exposes the TL. T will ask some ICQ's for clarification, e.g. Are you reading a text about The Dice Man? Yes. Are you matching sentences to endings? Yes. How much time do you have? 4 minutes. Each group will check the others for similarities then T will give each group an answer key .

Highlighting (2-4 minutes) • To draw students' attention to the target language

T will write a few examples sentences from the reading text on the board and use CCQ's to elicit answers for the use of the language. e.g. What tense/form are the verbs? What kind of sentence is this?

Clarification (6-7 minutes) • To clarify the meaning, form and pronunciation of the target language

T will write a gap fill on the board and use CCQ's to elicit answers from the SS. In addition, T will board example sentences from the text to clarify form and begin drilling practice for pronunciation. T will be listening for accuracy and will make on the spot error corrections when necessary.

Controlled Practice (6-7 minutes) • To concept check and prepare students for more meaningful practice

SS will be given a handout to complete a gap fill for controlled practice. T will instruct SS they work individually and can use all comparative forms that were practiced before to fill in the gaps. (SS have 5 minutes). ICQ's Are you working with a partner? Can you use all the comparative forms we practiced? After SS finish, T will put SS in (PW) to discuss their answers. Then put them into small (GW) to check their work with the answer key.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T will instruct SS to complete part 3 of the worksheet. Each S will make 3 sentences using reverse conditional prompts that make the statements true about them. If time allows, SS will create two more 3rd conditional sentences without prompts, but are still true (SS have 4 minutes). ICQ's, What kind of sentence are you writing? Are you working with a partner? How many sentences do you need to write? How much time do you have? SS will get with a small (GW) and check their answers. T will have 1 minute for open-class FB, noting any errors for delayed feedback after the free activity.

Free Practice (7-8 minutes) • To provide students with free practice of the target language

T will instruct SS to read the instructions for part 4, and write 2 sentences using the target language (SS have 3 minutes). Each S will produce their own sentences answering the question: How would your life have been different if things had happened differently? T will do a round robin FB asking SS to read a sentence. During the open-class FB, T will make a few more notes of any errors for delayed error correction (2 minutes). The last two minutes, T will board a couple errors and elicit the correction from the class.

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