LESSON PLAN

SCHOOL: Grigore Hagiu Secondary School, Trgu Bujor.

SUBJECT: English Language
LEVEL OF STUDENTS: Upper- Intermediate
CLASS: 8 th
TOPIC OF LESSON: Digging up the past. Talking about conditions in the past.
DATE: 19.02.2015
NUMBER OF STUDENTS: 21
TIME: 50 min.
TYPE OF LESSON: Mixed.
TEACHER: Boboc Irina
TIMETABLE FIT
The students have previously discussed about type 3 conditional- unreal past.
AIMS :
A1 To enlarge on Ss vocabulary by learning new words and activating already known
ones;
A2 To practice Ss speaking skills related to topics based upon a visual support;
A3 To develop Ss reading skills by skimming and scanning reading techniques;
A4 To introduce and give further practice in talking about conditions in the past;
A5 To develop Ss listening skills by locating specific information;
A6 To develop Ss writing skills by completing a class survey;
ASSUMPTIONS :
The students have already acquired certain information about all types of English
conditionals. They already know the difference between type 2 conditional expressing unreal
present and type 3 conditional expressing unreal past or imaginary situation in the past.
ANTICIPATED PROBLEMS :
Some of the students might find it difficult to make the proper connection between a imagined
past condition and its past result and also between a imagined past condition and its present
consequence thus using the proper grammar tense for each case mentioned.
AIDS :
Flip chart, audio material, handouts, textbook, workbook.
STRATEGIES :
Unjumbled letters, discussion, brainstorming, skimming, scanning, fill in the grid, unjumbled
words, expanding sentences, information transfer, class survey.

TYPE OF INTERACTION :
Individual, frontal, in groups.
Teacher- student (T-S)
Student-teacher (S-T)
Student-studeny (S-S).
SKILLS:
Speaking, writing, reading, listening.

NR.
CRT

PROCEDURE TIMING

CLASS ACTIVITY

AIMS

1.

2.

PERSONALISATION
3
A1

On a separate flip-chart paper, the teacher gives to the students

a series of unjumbled words in capital. The students have to
arrange them according to the definitions given next to them.
If it easier for them, the students may consult their colleagues.

GUIDE TO MEANING
15
A2
A3

The teacher tells to the students to look at the picture at page

60. Meanwhile, the teacher tells them the fact that the tomb is
part of a Precolombian civilisation, a native American Indian
civilisation which pre-dates the arrival the Columbus.
The teacher asks the students to make deductions about the life
of the person in the tomb. The teacher writes on the board one
example: He must have been rich, there are a lot of jewels.
After the activity finishes, the teacher tells the students to read
the text silently in order to see if their deductions were right
and also to get the main idea of the text.
After that, the teacher gives to the students the first handout.
The students have to fill in the grid with the information from
the text according to the given key words.
After that, the students are asked to look at the text in order to
observe the teachers underlined examples. The students are
asked to read the sentences again, to translate them into
Romanian. After that, the teacher elicits from the students what
is the meanings and what expresses those sentences underlined
in the text. The teacher emphasis the fact that the conditions
and the consequences are imaginary. Also, the students have to
observe the difference in form between a past and a present
consequence. Which tense do we use for a past condition?
Which tense do we use for a past| present consequence?

CLASS
ORGANIZATION
TYPE OF
INTERACTION

Speaking
Frontal
In pairs
T-S
S-T
S-S
Individual
Frontal
T-S
S-T

MATERIALS
SKILL
PRACTICE

Appendix 1

Speaking

Appendix 2
Writing
Appendix 3

Individual
Frontal
T-S
S-T

Speaking

3.

4.

5.

6.

7.

HIGHLIGHT THE
FORM
6
A4
INITIAL PRACTICE
10
A4

SECONDARY
PRACTICE
5
A5
GUIDED
CREATIVITY
10
A6
HOME ASSIGNMENT
1

After that, the teacher provides the students with further

examples and a brief theoretical part in Talking about
conditions in the past.

Whole class
Frontal
T-S

The teacher gives to the students the second handout. The

students have to solve the first exercise from it. They have to
rearrange the jumbled words in order to get sentences using
type 3 conditional sentences.
Then, the students are asked to solve the second exercise from
handout. According to the beginnings of the sentences, the
students are asked to continue them using the correct grammar
tense. The students may consult also their partner answers.
The students are asked to listen to the audio material proposed
by the teacher. Before the listening activity, the students are
provided with a listening task. They have to read the task
before listening in order to get the overall message of the audio
material, after that the teacher invites the students to listen the
material.
In groups, the students are asked to complete a class survey
What would you have done? According to the given situations,
the leader of the group is asked to investigate and interrogate
the rest of the group and write their own sentences in the third
condition beginning with I wouldnt have done that. I would
have...
The students are asked to solve exercises 6 and 8 from
workbook, page 38.

Individual
Frontal
T-S
S-T

Appendix 4
Writing
Appendix 5
Writing

In pairs
Individual
Frontal
T-S
S-T

Appendix 6
Listening

In groups
T-S
S-S
S-T

Appendix 7
Writing
Speaking

Individual

Writing

Appendix 1
Unjumble the words in capital letters and write them in the blanks:
1. RROWRAI In the old days, a soldier or fighter was known as a w _ _ _ _ _ _.
2. YUBR In some countries people used to b_ _ _ _ gold an precious jewels with
the dead person.
3. TDEI Your d _ _ _ consists of everything you eat.
4. LGGIBOENNS All the things that belong to you are known as your b _ _ _ _ _
_ _ _ _.
5. KTNSEEOL The framework of bones in your body is referred to you as your s
_ _ _ _ _ _ _.
6. ERTURFAC Another name for a broken bone is f_ _ _ _ _ _ _.
7. TTLBEA A fight between two opposing groups is called a b_ _ _ _ _.
8. MTBO A large, decorated grave is called a t_ _ _.
Appendix 2

Key words
rich- jewel
warrior-large
piece of gold
jewellery
death- skull
position of the
skeleton- new
life
man- pelvis

age- teeth

food- teeth

Information from the text

Appendix 3

Look at this picture. To you

and me, it is just a rather scary scene
which doesnt tell us much about the
person buried here. But the expert
eye of an archeologist can find
enough clues to tell us a lot about
this person.
Matthew is an expert on
Amerindian cultures. He looks at the
tombs carefully for a couple of
minutes and then says: 'This is the
tomb of a man, probably a rich,
important warrior. And Im almost
sure that he didnt die of natural
causes.'
How can he tell? 'Easy',
Matthew explains. 'Do you see the
line on the side of the skull? Thats
where the skull was broken by
something very heavy. Thats
probably what killed him. If this
man had died of natural causes, the
skull wouldnt have that fracture.'
The contents of the tomb help
Matthew determine the occupation
and even the rank of the person. In
some cultures, people used to bury

Digging up the past

the dead with some of their

belongings and sometimes even with
dishes of their favourite food. 'If the
man hadnt been rich and important,
he wouldnt have owned those
fantastic jewels.' says Matthew. 'The
large piece of gold jewellery is in
fact something warriors wore over
their chests for protection in battle.'
Like a detective, Matthew
analyses the remains and finally
comes up with a complete picture of
the culture to which the man
belonged.
'The position of the skeleton
is like that of a baby in his mother,'
Matthew points out. 'From this we
can deduce that in this mans culture
death was seen as a new birth, the
beginning of a new life.' From
looking at the pelvis, he knows its a
man: if it had been a woman, the
cavity would be larger. And from the
wear of his teeth Matthew can guess
that he was around thirty when he
died and that his diet probably
consisted of meat and hard

vegetables: if he had eaten just

vegetables his teeth wouldnt be so
worn.
All this is amazing but it is
only the begging. Once the
archeologists
have
all
the
information they can get, they pass it
on to computer engineers. Using
software originally designed for
nuclear power stations, the engineers
feed the information into a
computer, like pieces of a giant
puzzle.
Then, you press the correct
keys on the keyboard, the screen
lights up and the old pyramids, the
people and their towns and villages
appear before your eyes. 'Its
certainly a very exciting new
development.' says Matthew. 'Its the
final step towards really bringing the
past back to life!'

Appendix 4
We express conditions in the past in two ways:
1. Using the third conditional:
If + Past Perfect + would (nt)\ could\ might have + Past Participle

If
If

Imagined past condition

I had seen Mary,

Imagined past result

I would have told her.

If
If

Anne had been free yesterday,

they had not passed their exams,

I would have invited her at the party.

their teacher would have been sad.

If

It had rained yesterday,

would you have stayed home?

2. With the help of a mixed conditional, ( we mix type 2 and type 3):
If + Past Perfect + would (nt) + infinitive

If

Imagined past condition

Imagined present result

If

If I had won the lottery,

I would be rich.

If

I had taken French lesson in high school,

I would have more job opportunities.

If

We hadnt missed our flight,

we would be in Spain now.

Appendix 5
HANDOUT
1. Complete the sentences using type 3 conditional, as in the example:
a) not buy/ guitar not learn/ play one.
If Jeff hadnt bought a guitar, he wouldnt have learnt how to play one..
b) not learn/ play guitar not join/ band.
..
c) not forget/ set alarm not wake up/ late
.......
d) not wake up/ late not miss/ bus.


e) not miss/ bus not go/ caf.
.
f) not go/ caf not meet/ singer.
.
g) not meet/ singer not get/ free tickets to concert.
...
2. Complete the following sentences using your own words:
1. I would have lent you some money if...

2. The boss would have fired her if

..
3. If I had known it was going to rain, ..
.
4. If she hadnt missed so may classes, ..
.
5. I wouldnt have missed the bus if.
..
Appendix 6
Audio source:
http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammarvideos/third-conditional
Listening task:
Daisy prepares a surprise party for Amy. Listen to the material and answer
to the following questions:
a) What is the general topic of the discussion?

b) Listen again and mark the sentences with true or false :

1. Nobody told Amy about the party because the party was for her. ()
2. Amy met with Alfie by accident and told her about a certain party she wasnt
invited. ()
3. Amy is satisfied about the way she is dressed and she is ready for the party.
(.)
4. Daisy and Ollie were expecting Amy for coming to party. ()
5. Amy is very disappointed about the surprise party planned by her friends.
().
6. Amys birthday was 3 days ago.
Appendix 7
Class survey
What would you have done?
Directions: Read the situations below. Then write your own sentences in the third
condition beginning with : I wouldnt have done that. I would haveas in the
example:
Example: Mark saw a woman drowning in the lake. He went to look for help.
I wouldnt have done that. If I had seen a woman drowning, I would have called 911 on my
cell phone and then jumped into the water to try to save her.
1. Jimmy saw his friend cheating on a test. He told the teacher.
2. Ellens neighbours were very noisy, so she moved to a new apartment. The
move was very expensive.
3. When Pam heard someone breaking into her house last night, she hid under
her bed.
4. Andrew found a wallet with a $ 1000 in it, but no identification. He kept it.

Questions
Q1:
cheating
friend

Classmate # 1

Classmate #2

Classmate #3

Classmate # 4

Q2: noisy
neighbours
Q3:
burglar
Q4:
wallet