A selection of English ESL 3rd conditional printables

3rd conditional

These exercises are separated by type to enable students to practice the different conditionals. This will help them to recognise the differences between each type.

1st, 2nd and 3rd conditionals

Use in conjuction with the Powerpoint on my page or alone. 

Students have to make sentences using the 3rd conditional. 

The 3rd Conditional- speaking activity

This exercise was planned as a review for the 3 conditionals. Students will finish the senteces with their own ideas and then they will match each type of conditinal with their description.



It can be assigned as homework and be used for an oral drill in the coming class for consolidation, At this stage, in one-to-one lessons, the teacher could prompt the beginning of the senteces for the students to finish them, and to make it more challenging, the sentences can be prompt mixing the types of conditionals instead of following the order in the worksheet.



For groups, the same activity can be done in pairs.

This worksheet is designed for A2–B1 level learners and focuses on the use of the third conditional through the powerful true story of Bernard Garrett and Joe Morris, two Black businessmen in 1960s America who tried to fight racism by helping Black communities access loans and real estate. Their story is also featured in the 2020 film *The Banker*, and this worksheet explores what could have happened if they had not been stopped.

The resource includes a short reading text written in simplified language, followed by a vocabulary matching activity, comprehension questions, and a clear grammar explanation of the third conditional. Special attention is given to the difference between *would have*, *could have*, and *might have*, making the grammar accessible and relevant. Learners then complete both controlled and open-ended grammar practice to reinforce the structure and use it in context.

This worksheet is ideal for students preparing for B1-level exams, as well as for teachers looking to combine grammar, critical thinking, and real-world topics. It encourages learners to reflect on missed opportunities, social justice, and the power of language to imagine a different past.


Garrett and Morris – What Could Have Been (3rd Conditional)

A short grammar-guide and an exercise to practise conditionals (1st, 2nd and 3rd). Greyscale and key included. Hope it's useful for you. Have a great weekend mada :)

Conditionals - revision

This ws contains a simple explanation on use and form of the 3rd conditional. It has two tasks: 1st a gap-filling exercise for students to get used to the form. 2nd a rephrasing exercise + matching with pictures. Greyscale and key are included.

IF-CLAUSES TYPE 3

The two pages are to be printed on one page.



I made this handout inspired by the story of The Crystal Palace. This is simply a text from the newspaper from 1936. In the first exercise you choose past tense form, then in the second one you have to create a past form of the verb, and in the last one you are asked to create a sentence in the 3rd conditional. There is a little mistake in the text "about", you can encourage your students to find it.  The final exercise is working with the text and looking for synonyms. 

London's Biggest Fire (Reading)

The worksheet is generally about different types of wishes. There are three main activities.1st wish+simple past, 2nd wish+past perfect and the 3rd wish+conditional. Hope you find it useful. Hugs from warm  and  sunny Agadir , Morocco.



wishes ( wish /  If only)

20 sentences to complete with the correct form of the verbs in brackets. Hope it's useful! Gloria

Third conditional: gap filling

This time I also compiled some tasks to check the knowledge of my intermediate, upper-intermediate ss. In this ws there are tasks to the future tenses, passive, reported speech, if-clause and asking questions. It takes about 30 minutes to do the tasks. The B&W version is on the 2nd page. The key is on the 3rd page. The cliparts are from Philip Martin. Hope you find it useful. Hugs, Zsuzsapszi

Grammar revision 4 *** 5 tasks *** for intermediate, upper-intermediate level *** 30 minute-test *** with key *** B&W version

A short worksheet to practice mixed conditionals (2nd+3rd and 3rd+2nd). The answers depend on students' creativity, just make sure they are grammatically correct.

Mixed conditionals (2+3 and 3+2) worksheet

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to interpret what was said in English

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how to make, accept and refuse offers in English

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

39 3rd conditional English ESL worksheets pdf & doc