The Third Conditionals
Intermediate, B2 level
Description
Materials
Main Aims

To provide clarification and practice of the Third Conditional.
Subsidiary Aims

To provide SS accuracy and fluency speaking practice using the target language.
Procedure (3345 minutes)
The T. greets the students and ask them the topic of their previous lesson, elicits the word superstition and asks the students to give some examples of the superstitions they remember.
The T. elicits the marker sentence from the text by asking the questions. Was Pauline's wedding perfect? (No) Was her dress ruined? (Yes) What did she feel happy about after her dress was ruined? (Having something blue at the wedding) Was there a chance for her to have a perfect wedding? (Yes) How do you know that? (she said ''If I'd thought about it beforehand, the wedding would've been perfect'') The T writes the marker sentence on the board. If I'd thought about it beforehand, the wedding would've been perfect. The T. asks CCQs: Do we talk about the past? (Yes) Did she have a perfect wedding? (No) Does she regret about it now? (Yes) Is it possible to change it? (No, it has finished) İs the situation real or imaginary? (İmaginary) The T. focuses on the form. The T. asks students to find one more sentence in The Third Conditional in the text. The T writes it on the board and asks the students to put contractions where possible. If I had remembered to knock on the wood, I would have avoided the tree. (I'd, Would've). The T. focuses on the pronunciation and weak form of ''I'd'' and '' would've''. Drill the sentence in choral repetition.
The T. gives out the hand outs. The T. gives the instructions. ''Complete the texts using the correct form of the verbs in brackets''. The T. monitors. Students check their answers in pairs. The T. goes over any sentences that were difficult as a class. The T. asks to unfold the hand outs to check their answers.
The T. splits the class into small groups. The T. gives out hand outs. The T. gives the instructions. ''Complete the sentences with your own ideas using The Third Conditional''. The T. asks ICQs: Are we matching or completing the sentences? (Completing) How many ideas are you writing? (Two) Are you going to use the Second or the Third Conditional? (The Third) The T. monitors. The students share their ideas in open groups. The T. elicits the answers from students.
The T. divides the class into pairs. The T. gives the students scenario cards. The T. gives the instructions. ''Something has gone wrong. Look at your sentence. Blame each other for what had happened using The Third Conditional''. The T. monitors and takes notes for delayed feedback.