Copy of Third Conditional
To provide clarification and practice of third conditional in the context of the most important moments in life
To provide specific information listening practice using a text about important moments
Procedure (37-47 minutes)
The teacher shows some pictures about the important moments in her life and personlize the lesson giving some examples. Then, the students talk about the most important moments in their lives with their partners and share their partners' answers with the class.
The students look at the pictures of two people and discuss what they think were the most important moments in these people's lives. Then, they are going to listen to the people in the photos talking about importnat moments in their lives and choose the correct answers. Give the students time to read the sentences, then play the recording. After giving the answer key, play the recording again, and then they are going to write who said those sentences.
The students look at one sentence from the listening text and ask what it is. Then, they will answer a couple of questions about the meaning of the sentence.
Answer the questions in the previous activity about the meaning that the sentence conveys. Elicit the form from the students and ask some questions about the form such as: "Is the third conditional the same for all subjects (I, you, we, he etc.) ?" (Yes) "Is the if clause always first in the third condtional?" (No) Then, have the ss compare an unreal condition in the present with the one in the past by giving two examples. "If I saved money, I would buy a car" "If I had saved money, I would have bought a car." Lastly, highlight the way we say the contractions "I'd, wouldn't have." and show the stress in the sentence.
The students fill in the gaps with the correct form of the verbs. Check the answers with the whole class.
The students write third conditonal sentences for the give situations and the compare their answers with their partners. Students come and write their answers on the board. Check the answers with the students. if there is a mistake.
The students think about the important moments they shared in the warmer stage of the lesson and discuss in their groups how their lives would have been different if these things hadn't happened. Then, they share their sentences with the class.