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Copy of TP6 - Grammar - Unreal conditionals
Upper Intermediate level


In this lesson, students will review second and third conditionals and use them to create hypothetical situations. They will work with a guided discovery, do some exercises, do a controlled and, if time, a free practice on the topic.


Abc HO4
Abc HO3
Abc HO2 - Guided discovery
Abc HO1
Abc Latham-Koeing, C. & Oxenden, C. (2014) English File UpInt Ss Bk 3rd Edition
Abc HO4
Abc HO3
Abc HO4
Abc HO3

Main Aims

  • To provide review, clarification and practice of unreal conditionals in the context of hypothetical situations

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in the context of hypothetical situations.


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

Connect the lessons - Ask Ss what did they talk about in the last lesson. Ask some questions: *If you were in that situation, what would you have done? (Panic, 'freak out', think positive, enjoy the moment, try to stay calm, etc.). *How would you feel if a Jaguar stared at you? *If you were Kevin, would you try to find your friend? (even 3 weeks after) FB - If there aren't many students ask one by one. If not, ask them to share their ideas in pairs for 1 minute. Tell some alternatives and ask them to raise their hands if they would it (ask if someone has got a different opinion)

Exposure (5-7 minutes) • To provide students context for the target language through an exercise

The teacher will instruct the students to do the exercise 5.a. (HO1) - Let them do as they think it is - like this, you will check if they need a quick review or not before going to the guided discovery (Monitoring for this) - Ss check in pairs their answers. FB - Show answer key.

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

I will project on the board the next task from exercise 5. Students will get into pairs and discuss which sentences refer to a hypothetical situation in the present/future and which one to the past. FB - ask Ss to write on the board. Clarify the meaning and form (superficially) for 1 and 3 (2 and 4 are in the guided discovery!) and pronunciation. Ask CCQs and show the visuals (PPT). Drill.

Clarification (7-9 minutes) • To clarify the meaning, form and pronunciation of the target language

- Instruct and give to the students the guided discovery. Duration: 3/4 minutes. Monitoring. FB - Students check in pairs their answers. Answer key. P.S.: on the form: show the contraction forms and explain that in the main clause, of the 3rd conditional, can be used could, might, must instead of 'would' as well. - DRILL the sentences

Controlled Practice (8-10 minutes) • To give an opportunity to the students to practice the grammar structures

After completing the guided discovery: - PW- Ss will do some exercises to practice the unreal conditional structures. Duration: - Tell them to do the last exercise alone (writing one), but check in pairs for possible mistakes or doubts. Give answer key - except for the last one... ask some students (or all the students) to write on the board or say one of their sentences out loud to w/c.

Semi-Controlled Practice (6-10 minutes) • To concept check further and prepare students for free practice

'Guess the conditionals' - Put Ss in pairs, A and B - Demonstrate the activity by projecting on the board the sentence: IF I'D KNOWN IT WAS YOUR BIRTHDAY, I _________________________ (+) (If I'd known it was your birthday, I would have bought you a present) - Tell Ss to try to guess what is it. - Elicit possible answer, for every mistake say: 'TRY AGAIN' - When someone guesses right say: 'That's right!' - Give Ss HO4 - Ss continue in pairs. Monitor

Free Practice (5-6 minutes) • To provide students with free practice of the target language

Do this stage if there is time! Show PPT: If you had only 24 hours to live, what would you do? Ss talk in small groups (or pairs). Monitor for post error correction (if time). If there is time, elicit some answers from the Ss.

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