Third conditional
Upper-intermediate B2 level


In this lesson, the students will study third conditional through a story presented in a short text and then they will use the same structure trying to think of what could have happened..


Abc Photo
Abc Handout 1 (Midwinter night's nightmare)
Abc Students' scenarios
Abc Handout 2 (Clarification)
Abc Matching Activity (Who says this?)
Abc Students' experiences

Main Aims

  • To provide clarification and practice of Third conditional in the context of an accident

Subsidiary Aims

  • To provide accuracy speaking practice in a discussion in the context of an accident


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

Greetings. SHOW the photo of the accident and Draw Ss' attention to the situation. LOOK AT THIS PHOTO. THIS WAS ON THE NEWS. WHAT HAPPENED? WHY? MAYBE elicit "accident", "drunk", "cheat", ...

Exposure (7-9 minutes) • To provide context for the target language through a text or situation

TELL them they are going to read the story and decide who is most responsible. READ THE STORY ALONE. WHO IS MOST RESPONSIBLE FOR THIS ACCIDENT? HAND out the texts. DISCUSS YOUR OPINIONS WITH YOUR PARTNERS. MONITOR WHILE the Ss are reading, put the marker sentence on the board.

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

By a show of hands, the Ss say who they think is most responsible in this accident is. WHO IS MOST RESPONSIBLE? TONY? MICHAEL? KELLY? WHY? FOCUS on the marker sentence on the board. HAND out the second page of the HO.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

CLARIFY the meaning. ASK CCQs. ARE WE TALKING ABOUT PAST, PRESENT OR FUTURE? DID MICHAEL GO TO FIX JULIA'S CAR? DID JULIA STAY ALIVE? IS IT REAL OR IMAGINARY? PUT the form and highlight it on the board. SHOW the pronunciation, sentence stress, DRILL.

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

Ss get in pairs and match the sentence parts to make complete sentences and decide who says these sentences. MATCH THE TWO PARTS OF THE SENTENCES. WHO SAYS EACH SENTENCE? MONITOR. Class feedback to check their answers.

Semi-Controlled Practice (10-12 minutes) • To concept check further and prepare students for free practice

The teacher provides the Ss with more questions. WHAT WOULD HAVE HAPPENED IF ANY OF THESE PEOPLE HAD MADE DIFFERENT DECISIONS? CHOOSE THE BEST SCENARIO. PROVIDE a model sentence and ask them to follow. The Ss get in groups and discuss their opinions. (MONITOR.) Then they can share their opinions with new groups. (MONITOR.)

Free Practice (8-10 minutes) • To provide students with free practice of the target language

REGROUP the Ss. THINK OF YOUR WORST OR YOUR BEST DECISIONS IN LIFE. WHAT WOULD HAVE HAPPENED IF YOU HADN'T MADE THAT DECISION? SHARE YOUR IDEAS WITH YOUR FRIENDS. Ss get in new groups and share their own experiences. (MONITOR) They can share one or two experiences with the class. The teacher can deal with any errors and give feedback.

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