Maria Mazhar Maria Mazhar

Upper Intermediate B2 level


Students will know and practice the difference between second and third conditional.


Abc Gap-fill handouts, visuals

Main Aims

  • To provide review, clarification and practice of form of the second and third conditionals and help them to differentiate their meanings in the context of the survivors' club.

Subsidiary Aims

  • To enable students to write affirmative and negative clauses for the second and third conditional sentences and interview each other in the context of the survivors' club


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

I will start the lesson by discussing three visuals and questions from the first lesson. I will ask students' opinions and then I will show them a picture of a jet plane that had been landed in the Hudson River in 2009. In the first lesson we have discussed different life emergency conditions form the survivors club and come to know that how all of us react differently. Let us have a quick review. (Ask students) Would you listen to the flight attendant if you were in a plane? What would you do if you were hiking alone and you got completely lost? What would you do if you thought that you could hear an intruder in your home? (slide 2--3 images and questions) What about this picture? What would you have done if you had been in this situation? (slide 3--plane)

Test #1 (3-5 minutes) • To gauge students' prior knowledge of the target language

In exercise 5a, gap-fills 3&4 are out of context. I have rewritten them. Now look at exercise 1 (5a) Read the four sentences, and complete the gaps with the verbs in the right tense. 1 What would you do if you ___(be) in the mountains and you ____(get lost)? (were, got lost) 2 If l thought that somebody was in my house, I ___ (call) the police and I ______(not confront) the intruder. ('d I would call, wouldn't confront) 3. If my burglar alarm had rung, I _____(all) the police. (would have called) 4. What would you have done if you ______ (be) on the plane which was landed in the Hudson River? (had been) Look at no. 3. If someone was trying to get into a bank illegally then you would hear a loud noise. What is that noise? (alarm) yes. A burglar alarm. Instructions: 1. Gap-fills in groups. Check: You will do ....(gap-fills) 2) in groups 3) 3 minutes (Open BORs ----3 students----3 minutes) Take Feedback: Go to options, annotate and type your answers on screen.---Show key. 1. were, got lost. 2)'d I would call, wouldn't confront 3)would have called 4)had been

Guided Discovery (3-5 minutes) • To check how much students know about the forms of second and third conditionals.

I will give students a 'teacher made' hand out to check how much students know about the meanings and form of the TL. I will use sentences 2 and 3. Now look at exercise 2. Just try to complete it using your previous knowledge. Instructions: 1) Complete the exercise Check: You will... (complete the exercise) 2) In groups 3) 3 minutes (Open BORs--- groups of 3---3 minutes) Take Feedback: Discuss for a minute or 2.

Teach (8-10 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Give presentation to clarify MFP of the second and third conditional sentences. CCQs; highlight and explain form. Drill at sentence level.

Test #2 (6-8 minutes) • Check students' use of the target language again and compare with the first test

Exercise 3 (Page-140 Exercise a). Lets do some practice. Look at the exercise no. 3. Complete with the correct form of the verb in brackets, using a second or third conditional.(give time to read) Instructions: 1. Gap-fills 2. In pairs Check: You will do gap-fills or true false? Gap-fills. In pairs. 5 minutes. (Open BORs--Pair work--3-4 minutes) Take feedback: Write your answers on the screen. gap-fill one by on; discuss; ask for justification.(3-4 minutes) 1 wouldn't have made 2 wouldn't lend 3 'd I would ask 4 wouldn't have had 5 were I was 6 'd I had looked (or had been looking) 7 would enjoy 8 changed 9 'd I had been able 10 'd I had asked

Controlled writing practice (5-7 minutes) • To provide students with controlled practice of the target language

Let us write our thoughts. Exercise 5: Complete the two sentences in your own words with a positive and negative clause. Work in the main room. (3-4 minutes) Peer check: Now check your answers in pairs. (2 minutes) Take Feedback: Check the form. Ask which one is second and which one is third conditional. 1. is second conditional. 2. is third conditional. One by one correct mistakes. (3 minutes)

Freer Practice Speaking (3-5 minutes) • To provide freer oral practice and use the language productively

Regroup the Ss to interview each other using the questions from your gap-fill. Encourage them to extend their answers. Let us discuss our ideas. Use these gap-fills as your questions and share your thoughts. In pairs--3 minutes.

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