Amelia Amelia

Third Conditionals Lesson
Upper Intermediate level

Description

In this lesson, students will learn and practice third conditionals in the context of crime stories. Students will receive language input via guided discovery activities, and will practice hearing and pronouncing third conditional sentences. After the main aim is achieved, students will engage in activities to practice weak forms and contractions in third conditionals and writing in the context of a bad day.

Materials

Abc Half-sheets for Stage 5 Writing
Abc Stage 4 8a Gap Fill
Abc Stage 2 5c Guided Discovery Handout
Abc Stage 2 5a Guided Discovery Handout
Abc Stage 1 and 2 Picture and Guided Discovery Projection

Main Aims

  • To practice the grammar concept, third conditionals, in the context of crime stories

Subsidiary Aims

  • To practice listening strategies in the context of weak forms and contractions in third conditionals
  • To practice writing skills in the context of a bad day

Procedure

Stage 1 (Lead In) (7-10 minutes) • Remind SS of previous lesson and re-introduce the context (crime stories)

-Project pictures from p. 26-27 to remind of stories from Friday's lesson -SS work in groups of 3 and re-tell each other the stories -Pick two groups to retell class both stories -CCQ to check key details were remembered Did the woman shoot the men? Whose car was it, in the end? Was she arrested? Was she charged with anything? Was the car stolen by someone? What did the man do when the car alarm wouldn't stop going off? Was he arrested? Was he charged with anything?

Stage 2 (Language Input) (5-7 minutes) • Do a discovery activity to learn and practice third conditionals

-Keep picture A projected -Pass out 5a, SS work in pairs to answer two questions and circle the correct word to complete the rule on third conditionals -Ask pairs to give answer to questions -Board rule, WC selects correct answer from pairs -Move to slide with 5a sentence -Complete 5b as a WC through CCQs: Is the sentence talking about a real or an imaginary situation? Is it talking about the past or the present? Which verb form is in the "if" clause? (highlight clause and write answer on board) Which verb form is in the main clause? (highlight clause and write answer on board) The verb is in the past tense, but did it really happen in the past? (no, imaginary situation) -Pass out 5c after instructions. SS look at sentence and answer questions in pairs -Pick 3 SS to write answers on board (pick SS who finish first) -WC checks: agree/disagree with answers -CCQs: If I ask a question in a third conditional, can I start with "if"? Are you asking about what someone really did, or what they might have done? Are you asking about real or imaginary situations?

Stage 3 (Listening and Pronunciation Practice) (5-7 minutes) • Practice hearing and producing weak forms of "have" and "had" in third conditionals

-Write example sentence on board, model aloud: "If I'd known about it, I'd have come" -Mark sentence to indicate weak "have" -Drill third conditionals with WC, dividing the sentence into two clauses to make it easier If I'd known about it, I'd have come If you'd told me, I could have helped you She wouldn't have been upset if you'd called her

Stage 4 (Controlled and Freer Practice) (7-10 minutes) • Provide controlled and freer practice of third conditionals

-Hand out 8a after giving instructions -SS work individually to write the correct form of the verb in brackets -Switch partners to peer check answers -Call on pairs to write answers on board -CCQs: What happened to Jim last night? How did he get home? Did he know Mary was going to the party? Why did he leave his car unlocked? What did he not know? If he had known, what would he have done differently? Does he regret his choices? Can he change what happened? -SS work in groups of 3 to make 8a sentences into questions, ask and respond to each other -Have groups ask each other a few questions and answers (for WC feedback)

Stage 5 (Writing) (7-10 minutes) • Practice writing third conditionals; think of grammar in the context of SS's daily lives

-In groups of 4, SS will have 5 mins to write about a bad day someone in their group had (write names on sheet) -Remind SS to write about how the day could have been different if certain things had or hadn't happened -SS tack writing on wall, and have 2 mins to walk around the room and read other groups' stories -For WC Feedback, a few SS share about stories they read that expressed regret and/or described something the author wanted to change in the past -I will write and correct any errors I see from the paragraphs on the board for the WC to see (delayed feedback)

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