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Third conditional
Intermediate level


In this lesson, students learn about The Third Conditional through guided discovery based on a reading text about serendipity. The lesson starts with a conversation about good luck. This is followed by a reading text about serendipity in which students are exposed to the target language. Later, there is some controlled and semi controlled practice through gap - filling, error correction and sentence reformulation. Finally, for free practice, students ask and answer questions about a past event that made their life better.


Abc coursebook
Abc Kahoot / Wordwall etc.
Abc White board

Main Aims

  • To provide clarification of The Third Conditional in the context of past experiences and to enable students to practice and produce the target language within context.

Subsidiary Aims

  • To provide product speaking practice of the 3rd conditional in the context of past experiences.


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

The teacher refers to the reading text they read in the previous lesson and asks them to work in pairs and discuss which one of these people is the luckiest. after that they share their ideas with whole class.

Exposure (8-9 minutes) • To provide context for the target language through a text or situation

The teacher tells sts to read Anna's part (the first paragraph) in the reading text on p. 120 and answer the following questions: 1. How did Matt and Anna meet? 2. What happened in the end? When the sts find the answer individually, they compare their answers with their pairs and after that the T receives whole class feedback.

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

Students are asked to go through the questions in 4a and try to choose the correct answers and then check from the article (in pairs). After that the T shows the AK.

Clarification (8-9 minutes) • To clarify the meaning, form and pronunciation of the target language

The teacher asks some CCQ's (4b) to clarify the meaning and form of the target structure. They analyse positive / negative and question forms by eliciting them from the sts. The teacher then highlights pronunciation using (4c and 4d) and receives whole class feedback.

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

The students are then directed to page 151 (Kahoot, wordwall etc.) and are asked to go through exercises A, B, and C. The students then discuss their answers in pairs. The teacher shows the AK and ask some CCQ's (in the form of a yes/no question) to consolidate the meaning and the form.

Semi-Controlled Practice (0-0 minutes) • To concept check further and prepare students for free practice

Students are then asked to refer to 4g and are asked, in pairs, to write sentences about the people in the text using the structure and form of the TL.

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

Students are finally asked to take some time to think and take notes answering the questions in 5a. After that, students, in pairs, exchange information and share their stories with each other using the TL.

Feedback • To provide error-correction for students' production

The teacher will be assuming the role of an observer during the last stage and will be taking notes of students' errors. The teacher then will hold a holistic feedback session and draw students' attention to their mistakes (anonymously).

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