Third conditional
Intermediate level


In this lesson, students learn about the third conditional based on a reading text about lucky encounters from the previous lesson. The lesson starts with a discussion about what really happened in the story. This is followed by exercise where students have to match the sentence halves from the story. After that students get familiar with the meaning, form of the new grammar and pronunciation. There are controlled and semi-controlled practices through the phrases matching. Finally there is freer practice where students have to write sentences using new TL.


Abc English Unlimited Intermediate SsBk

Main Aims

  • To provide clarification, review and practice of third conditional in the context of lucky encounters.

Subsidiary Aims

  • To provide writing practice of sentences in the context of the personal event in the past that cannot be changed.


Warmer (2-3 minutes) • To set lesson context and engage students

T elicits what the previous lessons topic was. CCQs: What was the story about? What really happened there? T elicits the correct examples.

Exposure (3-4 minutes) • To provide context for the target language through a text or situation

T presents on the white board the sentence halves from the story and tells Ss to match them. Ss look at the w/b, check in pairs and match the sentence halves. WC FB. T asks Ss to look at the sentences on the w/b. T asks them which one describes what really happened and which one describes how the situation might have been different? WC FB.

Highlighting (4-5 minutes) • To draw students' attention to the target language

T asks Ss to listen example sentences and plays the audio. Ss repeat the sentences. The main focus is on getting Ss to say third conditional sentences with the good rhythm by stressing the information words. T highlights the weak form of would have /and the contraction of had, would is 'd. Individual and choral drilling.

Clarification (4-8 minutes) • To clarify the meaning, form and pronunciation of the target language

T writes on the w/b one of the sentences ' Yesterday I got up late and missed my train' ( the real situation sentence). T elicits a third conditional sentence: 'If I hadn't got up late yesterday, I wouldn't have missed my train '( imaginary past situation). If + past perfect ( had + past participle), would have + past participle. T elicits the meaning of the TL. CCQs: Do we talk about events in the past? (Yes) Do you regret about what happened? (Yes/No) Do you wish a past situation was different?( Yes/No) Can you change it? (No) T clarifies the construction of had and would is 'd as well highlights that Ss can use might or could instead of would to make a result less certain.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T tells Ss that they need to match the phrases in 2 minutes. T gives HO ex. 1. Ss work individually. Ss check their answers in pairs. WC FB. T tells Ss that they need to complete the third conditional sentences with the correct form of the verbs. T gives HO ex 2. Ss work individually. Ss check their answers in pairs. WC FB.

Semi-Controlled Practice (5-8 minutes) • To concept check further and prepare students for free practice

T divides the class in two groups and tells Ss that there will be a competition. Ss need to look at the pictures and complete the sentences with the third conditional and the phrases in the box. presents the exercise on the white board and Ss write the sentences on the w/b. WC FB. In case if there are more then 10 students T tells Ss that they will play the third conditional game. Ss have to roll the dice and complete the sentence. T presents the exercise on the white board and Ss read the first part of the sentence and complete the sentence. WC FB.

Free Practice (5-7 minutes) • To provide students with free practice of the target language

T tells Ss to write two sentences about the past events that cannot be changed from their own experience. T gives an example. T writes examples of good language which Ss produced and language which needs further work on the board. Pairs discuss the language, discussing how to correct or reformulate the language which needs more work. T praises Ss for the good language and elicits corrections and reformulations for the rest.

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