Victoria Auger Victoria Auger

Upper Intermediate level


In this lesson, students will be introduced to, and practice, the third conditional in the context of doing something differently.


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Main Aims

  • To provide clarification and practice of the third conditional in the context of doing something differently.

Subsidiary Aims

  • To provide speaking fluency using the TL of the lesson (third conditional).
  • To provide practice reading for gist and specific detail in the context of the TL (third conditional).


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

Ask students lead-in question to personalise the topic and get them engaged. 'What is one thing in your life that you regret or would do differently?' Give teacher model first, then ask 1-3 students their responses depending on time.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Reading for gist task. Show students text about Mike who's reflecting on his life and considers how his life would have been different if he'd had a different job (firefighter). He highlights what would have been different using third conditional phrases. Ask students to choose which headline is most appropriate. Reading for specific information. Show students text again and ask them to answer 5 questions on a Google Form. Do first one together. Ask them to submit answers and do OCFB.

Highlighting (1-2 minutes) • To draw students' attention to the target language

Show students the text again with the third conditional sentences highlighted. Elicit from students what they think the tense might be.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Clarify meaning using one example sentence. Elicit what they think the meaning of the sentence is and follow-up with CCQs. Clarify form - show sentence and elicit from students the grammatical form. Show negative form and inverted form of the clauses as well. Clarify pronunciation using example sentence. Draw attention to negative form and 'wouldn't have' and how the pronunciation changes when speaking.

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

Provide students with gap fill to check understanding. Do first example together. Give students 5 minutes individually. Then put students in BORs (for another 5 minutes) to discuss their answers in pairs. Follow with brief OCFB and answer key.

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

Give students some discussion questions (What would you have done last year if you’d had more money? If you had been born 100 years earlier, how would your life have been different? If you had a different job, how would your life be different? If you had chosen a different location for your last vacation, where would you have picked? If you hadn’t learned English, how would your life be different?). Give teacher model for first one. Then put students in BORs for 6-7 minutes to discuss the questions. Use ICQs to clarify task mechanics before putting into BORs. Remind students to use the third conditional when answering the questions. Follow with brief OCFB and DEC.

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