aysen aysen

Assessed TP-7
Upper Intermediate level


In this lesson , students learn about the third conditional through a guided discovery based on a reading about an unfortunate shark attack to a little boy. The lesson starts with a story of how I missed my dinner date with George Clooney. In grammar section the third conditional sentences will be reviewed in the context of Jesse Arbogast's story. At the end of the lesson Ss will have a free practice and talked what they did yesterday and caused a consequence that they were not happy about it. The lesson will be conducted in Test-Teach-Test Method.


Abc Work Sheet

Main Aims

  • To provide students review the third conditional sentences in the context of Jesse Arbogast's tragic but happy ending story.

Subsidiary Aims

  • To provide students practice their productive skills in writing accurately and speaking for fluency.


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

Tell Ss that the other night George Clooney called me and invited me for a dinner in LA for this evening. Then start making up a story which starts with, I had a party last night and forgot to set my alarm clock. Then write on the board; If I had set an alarm clock, I ........... keep it blank and elicit possible answers from Ss and keep eliciting and writing the possibilities. Chain can go on like this; If I had set an alarm clock, I wouldn't have been late. If I hadn't been late, I wouldn't have missed my flight to LA. If I hadn't missed my flight to LA, I would have met George Clooney for the dinner. Then ask Ss, "is this situation real or hypothetical? "Hypothetical "Is this in present or past time?" in the past

Test #1 (3-5 minutes) • To gauge students' prior knowledge of the target language

Then give the instructions, ask ICQs and give out the Exercise Sheet. First task (Exercise 1) is to match 3 sentences with their best description. Have Ss check their answers with their partner and elicit in WC. Then Ss are required to answer the questions in Exercise 2 in pairs. This exercise will help Ss distinguish the 3 conditionals in one spot. While getting the FB elicit "1st, 2nd, and 0 conditionals" Monitor Ss' work through out the both exercises. Answers: 1st conditional: If my friend gets angry with me, I will...(talk to her/him) real, in present 2nd conditional: If my friend got angry with me again, I would/could be very upset. it may happen in future 0 conditional: If my friend had got angry with me, I wouldn't have talked to her/him again. hypothetical in past

Pre-teaching: Reading a real story of Jesse Arbogast (8-10 minutes) • To engage students think about the possibilities would/could/might have happened

Tell Ss that this is a very interesting and real story about Jesse and his arm. Instruct Ss read the story and answer the question in pairs.Write on the board Wh- questions; Who went swimming? What happened to Jesse? Who saved his arm? Get Ss' attention to Dr. Ian Rogers and Jack Tomosvic's quotes. Elicit and write them on WB. "If they hadn't recovered the arm in time, we wouldn't have been able to do the operation at all." "This would have never happened, if he had been in designated swimming area" Ask Ss Do they describe real or hypothetical situations in the past? Tell Ss make as many similar if sentences about the story of Jesse as you can. Possible sentences are: If Jesse hadn't played in the sea, the shark wouldn't have attacked him. Jesse would have died, if his aunt hadn't given him mouth-to-mouth resuscitation.

Teach-Meaning, Form, Pronunciation (10-12 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Write "If Jesse hadn't played in the sea, the shark wouldn't have attacked him." Go through the meaning and form of the third conditional with the students, highlighting the negative form and contractions. Point out that would, could and might are interchangeable, but with varying degrees of certainty. Negative and positive clauses can also be mixed: Elicit positive and negative forms of the target language and write on WB as shown in Language Analysis page. Model and drill. Ask CCQs.

Test #2 (5-5 minutes) • Check students' use of the target language again and compare with the first test

Give Ss sometime to practice and test their knowledge on the work sheet. Sts answer the questions on their own and chack with their partner. Get the FB, and do necessary error correction.

Free practice (5-8 minutes) • To provide students with free practice of the target language

Conduct a game of consequences. Ask what they did yesterday that caused a consequence that they regret and were not satisfied with the result.

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