Ask students to recall the story they read in the Reading Ex. 1 (text on p. 83). What was it about? What details can they remember? Was it funny?

Put students in groups of 3-4. Tell students that you want them to be able to retell the story in their groups. Give them 1 or 2 minutes to skim the article for the important events. Afterwards, have them work as a group to retell the story.

Explain that the focus of the lesson is the third conditional. Write the basic form on WB: If_______, would have_______. Have Ss locate this sentence in the first paragraph.

Write the model sentence on WB. MEANING: Break it down into its two components. Look at "if" clause: Did everything go as planned? Is this real or imagined? Look at "would have...." clause: Was it a joke? Wasn't it funny? Is this real or imagined? Explain that the 3rd cond is used to describe the consequence of an imagined situation. FORM: If + Sub + had +V3, ______ + would have V3. PRONOUNCIATION: First, articulate every word. Then backchain. DRILL. Then show everyday American pronounciation. If "everything-id" gone according to plan, this "would-a" been no joke

Put students in new groups of 4. Have students work together on Grammar EX. 1 (p. 83). After, get FB. Write answers on WB. CCQs: Which verb do you use? (V3) What are the "helping" verbs? (had, would have)

Put Ss in pairs. Have them read the story and come up with 2-5 sentences using TL.

Put students in new pairs. Tell the students to think of very important events from their lives. Elicit some ideas and write on WB, i.e., marriage, army, etc. Have them talk about these events and use the TL