Melisa Melisa

TP2: 3rd Conditionals
B1 level


In this lesson, students will learn about the third conditional through guided discovery based on a reading text about the robbery. The lesson starts with a discussion about robbery. This is followed by some CCQs to make them aware of the third condition formula. A marker sentence given by the reading is followed to talk about the form of the sentence. Then they have a gap filling activity. Finally there is a controlled activity that students create sentences by using strips of papers. Towards the end, they talk about 5 important events in their life and imagine what would have happened if these events hadn't take place.


No materials added to this plan yet.

Main Aims

  • To provide clarification of Third Conditional in the context of Robbery

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of robbery


Lead in/ Building Context (4-5 minutes) • To introduce the lesson and make the context of the lesson interesting for the students

-Teacher greets the students and recall their names one by one. -Teacher shows them the picture of the two men who tried to rob the bank. -The teacher wants them to talk a little bit about the reading that they read in the earlier lesson (robbery). -Work in pairs to discuss about it.

Reading for Specific Information & Highlighting the Target Language (9-10 minutes) • To highlight the target language by use of eliciting and guiding a task

-T writes a sentence in third conditional on the whiteboard. "If you had told me earlier, I would have known." -T wants ss to find a sentence similar to the one written on the board. -After eliciting students' answers on the marker sentence, teacher writes the marker sentence in the reading. -Asks the students what this sentence implies.

Clarification (14-15 minutes) • To clarify the structure

-T uses CCQs to clarify the meaning by using the marker sentence: 1- In the story, do Parsons rob the bank? (no) 2- Do they have their bags with them? (no) 3- Is robbing the bank a possible or impossible situation for Parsons? (Impossible) 4- Is this sentence talks about a possibility or impossibility? (Impossibility) 5- Can we change what happened in the past? (no) -T asks how to make a sentence and elicits the form and writes on the WB with the marker sentence to clarify the form. -Writes the sentence along with the formula. (How do we write a sentence? How do we start the sentence?) If + S + Past Perfect, S+ would have V3 (Past participle form) -Asks ss to come to board and put the arrows accordingly. -Drilling: T starts by drilling "If everything had gone according to plan, this would have been no joke." (choral and individual drilling) -Gives them the gap filling activity. -Gets them to check the answers with their partners. -Gives the answer key.

Controlled Activity (7-8 minutes) • To form sentences in 3rd conditional

-Divides students into two groups. -Teacher gives slips of papers to students. -Shows an example with the papers. -Gets them to match the sentences with each other. -As groups, gets them to stick their sentences on the WB. -Ss check and compare the sentences. -T gives the answer key.

Free Speaking (4-5 minutes) • To make them use the 3rd conditional when speaking

Asks the question in the 3rd exercise: "Think about 5 important events in your life. Imagine what would have happened if these events hadn't taken place."

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