This document outlines a 60-minute English lesson plan aimed at helping students use the third conditional to talk about an imaginary past and write sentences describing the fictional past of the main character in David Copperfield. The lesson includes a warmer discussing the character's problems, a presentation on third conditional grammar forms, a controlled practice activity completing sentences in the grammar forms, a listening activity to identify short grammar forms, and production activities where students write letters to the character and participate in a debate about positive versus negative thinking.

1. Page 1 of 12
Name:
Sawsan Fawzy
Tutor: Date:
Sat. Aug. 26, 2017
Level:
Intermediate
Length (min):
60 min.
TP No.:
(3)
Aim(s):
By the end of this lesson, Ss will be able to:
Main Aim(s)
 Use third conditional if
 Write sentences about imaginary past
 Talk about imaginary past
Sub-Aim(s)
 Write short forms of modals
 Pronounce short forms of modals
Personal Aims
 Shorten the length of the lesson warmer
 Shorten the length of the presentation stage
 Decrease TTT
 Increase STT
Materials:
 PowerPoint presentation
 Audio tracks
 Cut videos from David Copperfield movie
 Positive Thinking envelop + tack it + letter sheets
 4 cut quotes + box
 2 Handouts (controlled practice exercise + lesson summary)

2. Page 2 of 12
Assumptions:
 Many of the Ss are familiar with David Copperfield; they would a help in elicitation.
 Ss know past perfect and 3rd forms of verbs.
 Ss know letter layout.
 Ss are fairly fluent; they can debate.
 Ss are familiar with many of the written and spoken short forms.
Anticipated Problems:
 Ss may confuse their past time with the past time of the movie hero.
Solutions:
 T states that today is Aug. 26, 1850. This way, Ss share the same past with the
movie hero.
Board Plan:
Date: Aug. 26, 1850 Lesson title: Helping Copperfield

3. Page 3 of 12
PROCEDURES
Stage Aims
Procedure
Interaction Time
Tutor
Comments
1- Ss relate the
grammar lesson to
real-life needs and
critical thinking
Warmer T- C 5
mins.

4. Page 4 of 12
- T introduces the movie
without any details: "We're
having a movie today."
- T asks: "What's the date
today?"
- T states that today date is
Aug, 26, 1850.
- T states the communication
reason for going back in
time: "We need to go back
in time to communicate
with the hero who's having
a problem and needs our
help."
- T introduces the movie
trailer as a movie summary
- After the end of the trailer,
T elicits: "Anyone's
familiar with David
Copperfield?"
- T: "Awesome! We need to
remember together 6
milestones of the hero's life
to know about his problem.
- T elicits the milestones
with short phrases and
snapshots taken from the
movies and their captions.
- T elicits the problem of the
hero through a snapshot in
which he looks depressed
and through the snapshots
of his painful milestones.
- Ss tell the real date
- Some Ss start to mention
details in the movie.

5. Page 5 of 12
T points to the painful
memories and elicits: "Still
thinking about what?"
- T: "Watch this video to
know how painful they are
for him."
- After the end of the video
in which the hero suffers
from his memories and
cries at the end, T asks: "A
big problem, isn't it?
- T: "How can we help
him?" "What's your advice
for him?"
- T elicits: "Cannot we
convince him to change his
way of thinking?"
- T: "I'm trying to do
something similar; I'm
writing him a letter and
want to discuss it with
you."
- T shows the letter that
includes two third
conditional sentences
suggesting positive
thinking of the painful past.
T asks Ss: "You see what I
'm trying to say in these
sentences?"
- T: "I need your help to
come up with more ideas,
but let's first discuss
- Ss: "of his past painful
milestones"
- Ss express how they felt
about the painful scene.
- Ss suggest solutions
- Ss may suggest positive
thinking or future thinking
- Ss express that they got the
idea of positive thinking
about the past.

6. Page 6 of 12
How I wrote these sentences,
and then you can help me write
more.
1- Ss understand the
meaning of third
conditional
sentences.
2- Ss identiy the
grammatical forms
used.
3- Ss write the short
forms correctly.
4- Ss pronounce short
forms correctly.
5- Ss realize the main
objective of the
lesson.
Presentation T - C 4
mins

7. Page 7 of 12
T presents the first sentence on
a slide and starts elicitation:
- T: "Talking about the
present/past of the hero?"
- T uses CCQs: "Did he lead
a painless life? Is he an
ordinary person now?
So the blue parts are
real/imaginary?"
- T elicits the grammatical
forms used: "The red parts
consist of what?"
- T consolidates the rule and
elicits the grammatical
forms again: "So when
talking about imaginary
past we use what?"
- T states the main objective
of the lesson after
confirming the rule: "And
this is our main objective"
and presents it in big font
on a slide.
- T follows the same steps
when presenting the second
sentence.
- T presents the letter with
the full forms in red and
asks: "How to shorten the
full forms in red?"
- T makes Ss drill
pronunciation of short
forms while presenting
- Ss succeed to give correct
answers throughout the
elicitation process as the
sentences are taken from
the a context they fully
understood from the movie
summary and milestones.
- Ss manage to shorten most
of them as they are familiar
with most of them.
T – C
T - C
1 min.
2 min.

8. Page 8 of 12
their transcription on a slide.
Controlled practice
1- Ss put the
grammatical forms
correctly in the
sentence.
Think/Pair/Share
- T: "Now you can help me
complete this letter.
- T gives instructions:
"Individually, put verbs in
correct forms in 1 min."
ICQs
T: "You'll do what?
Individuals/pairs? How
many mins.?"
- T distributes handouts and
monitors.
- T: "Now check your As in
pairs in 1 min."
- T gets feedback form Ss:
"Ready to share? Only one
space, please, each pair."
- Ss respond to ICQs
I
P
T - C
1 min.
1 min.
1 min.
1min.

9. Page 9 of 12
1- Ss recognize spoken
short forms
correctly
2- Ss write them after
listening
Listening (Spoken short forms)
- T introduces the task:
"Now that you're familiar
with the correct
pronunciation of the short
forms, let's listen to spoken
short forms and try to
write them."
- T gives instructions:
"Individually, listen to 5
sentences and write them;
pay attention to short
forms; you'll hear every
sentence twice."
ICQs
T: "You'll do what?
Individuals/pairs?"
- T gets feedback from Ss
- Ss respond to ICQs
I 3 min.
Production

10. Page 10 of 12
1- Ss write freely
about imaginary
past
A Letter to Davy
- T introduces the task:
"Now your turn to do the
sad hero a favour."
- T presents 2 positive
thinking quotes on a slide
to group Ss: "Put the quote
words together to sit in
groups."
- T shows the letter layout
and the painful memories
(for ideas) on two slides
while giving instructions:
"Write the hero a group
letter; use these for ideas;
everyone writes one
sentence and signs. You
have 8 mins."
ICQs
- "You'll do what? About?
Individuals/groups? How
many sentences everyone?
How many mins?"
- T distributes handouts,
fasten Positive Thinking
envelop to the wall and
monitors groups.
- T: "Now stand in two rows,
please. Everyone reads
his/her sentence."
- T gives feedback "Thank
you. Put your letters in the
Positive Thinking envelope
waiting for the postman."
- Ss sit in groups
- Ss respond to ICQs
G 15
mins.

11. Page 11 of 12
1- Ss talk freely
about imaginary
past
A debate on positive thinking
- T regroups Ss with 2
different quotes
- T introduces the task:
"Now the 1st
group justifies
the hero's negative thinking
and the 2nd
group argues
for positive thinking. Use
these arguments. You have
8 mins to prepare your
arguments." T shows
handouts of argument and
counter argument points.
ICQs
- T: "You'll prepare what?
According to what?
Individuals/in groups?
How many mins?"
- T distributes handouts and
monitors
- T gives the signal so
groups can start the debate:
"Now you start the debate.
You have 10 mins. to cover
the points in the handouts."
- T gives feedback on Ss
performance
- Ss respond to ICQs
G 20
mins.
Wrap up
1- Ss sum up the
session ILOs
-T: "Now let's wrap up: You
learned how to talk and write about
real/imaginary past? And how
think about bad life events?"
- Ss respond easily to the
closed Qs T - C 1 min.

12. Page 12 of 12