Language and Content: Third Conditional

GRADES 3-5; 6-8; 9-12

VOCABULARY

LESSON PROCEDURE

Vocabulary

1. Watch the Vocabulary movie to introduce the new words, stopping to ask questions, give examples, and ask students to make connections to the words.
2. Do a Words and Categories activity with the following categories: Furniture, Jewelry, Rivers, Continents, Famous Statues.
3. Do a Word Analogy activity with the new words. Partners complete the sentences, discussing the relationships among the words. After you have gone over the five sentences and the different relationships, the partners collaborate on three additional sentences, using any words they wish. They may use words from this lesson, or look at the Word List tab in any BrainPOP ESL lesson for a list of all the words they have learned. They must be prepared to describe the relationships among the words.

Word Analogies

1. _______________ is to furniture as _____________ is to animals.

2. Archaeology is to archaeologist as ___________ is to ___________.

3. River is to Nile as mountain is to ________________.

4. Statue is to stone as ________________ is to ______________.

5. Ancient is to modern as ___________________ is to _____________.

4. Project the picture side of Flash Words onto the board or interactive white board. Students label the words they know and then flip the pictures to check if they are correct.

Grammar

1. Watch the Grammar movie. On a repeated viewing of Facts to Know, pause after each example for partners to explain them according to this model:
   Student A: Did Ben wake up on time?
   Student B: No.
   Student A: So what happened?
   Student B: He missed the bus.
   Student A: But if he had woken up on time, he wouldn’t have missed the bus.
2. In the Remember section of Facts to Know, click pause and ask students to describe a situation when each type of conditional would be used.
3. Go back to the introduction screen of Facts to Know (“We use the Third Conditional…”) and reinforce that the third conditional is used for an event that did NOT happen. Now think of a popular television program or movie that your students are very familiar with. Recreate the basic sequence of events on the board in about five sentences, or you may want to use a graphic organizer such as the Sequence Graphic Organizer or the Comic Strip Template. Ask the students, “But what if things had happened differently?” With a partner, students must think of an alternate scenario and write the sentences, or fill out a Sequence Graphic Organizer, using third conditional sentences. Instead of a television program or movie, this can also be done with a BrainPOP ESL movie, such as: I Had Overslept! (L3U3L4), Suddenly it Started (L2U4L1), Looking for Lucky (L2U4U2), Mobylocks (L2U6L5), or I Didn’t Sleep (L1U6L3).
4. Write the following exercise on the board or prepare a handout. Students must complete the sentences with either had or would have.

   Had or Would Have?

   1. If I _______________ known, I _________________ bought a present.

   2. She __________________ finished her homework, if she ________________ had enough time.

   3. They ______________________ come to our party if we ____________________ asked them.

   4. If you _____________________ helped me, I ______________________ understood.

   5. I __________________ given you my jacket if I _________________known you were cold.

   6. If you ___________________ given me your number, I __________________ called you.

Movie

1. Brainstorm the topic of Ancient Egypt to activate students’ prior knowledge and connections. Create a web on the board or use the Brainstorming Web Graphic Organizer.
2. Create a handout or write the following essential questions on the board:
   
   a. How does studying archaeology help us learn about the past?
   b. Why is it important for archaeologists to find artifacts?
   c. How did archaeologists and scientists learn about the lives of the pharaohs?
3. In a repeated viewing of the movie If We Had Lived in Egypt (L3U5L3), pause for students to finish the conditional sentences (with closed captions off).
4. Close-viewing Questions. The following are questions that ask for specific information about the movie. They will require repeated viewing for students to observe research, analyze, evaluate, or explain their answers. As with text-dependent questions for close-reading, these may be considered movie-dependent questions for close-viewing. The BrainPOP ESL movies provide a familiar and fun format for students to practice moving from comprehension-level questions to the deeper and more specific questions they will encounter in close-reading of texts.

   Close-Viewing Questions

   a. Research a famous building that is around the same height as the pyramid of Giza.

   b. What is another word for “located?” Copy the two sentences from the movie with the word “located.” What do you notice about the form of the verb in both sentences? Why do you think this form is used?

   c. Look at the timeline of Ancient Egypt in the movie. Look up, or figure out, the approximate dates of the Ancient Egyptian civilization. Why do you think these are approximate dates, instead of exact dates?

   d. Find and copy two sentences where Ben uses the third conditional. Explain why this form of the verb is used.

   e. Discuss three things you would have seen if you had lived in Ancient Egypt.

Features

1. Watch Hear It, Say It. Students may listen and repeat sentences from the movie.
2. Use the Hear It, Say It feature for a sentence completion exercise (found below). Write the sentences on the board or make copies. Have students complete the sentences however they like BEFORE listening to the Hear It, Say It feature. Then they listen to compare their answers.

Hear It, Say It!

1. If we ____________lived in ancient Egypt, we _________________lived near pyramids.

2. If we ___________________stepped inside a pyramid thousands of years ago, it ______________ looked just like this.

3. If I ___________________________the stone did that, I _____________________ on it myself.

4. These are all _____________________.

5. We learn about past _________________by studying their artifacts.

6. If I _________________________ you would be so scared, I __________________________you with me to the museum.

7. A civilization is a way of ______________of a group of ________________ at a time in ________________.

8. ____________________________ are scientists who study ancient civilizations.

It was ____________________by the Nile River on the __________________of Africa.

3. Students do the remaining interactive features of the lesson: Play It, Warm Up, and You Can Do It.