T says: "Look at this photo." (Image of a SS regretful because of a failed exam) "What do you think is happening?" "What do you think this person is thinking about?" "E.g., ‘If I had studied, I would’ve passed the exam’ — why do people say things like this?" T elicits: ideas, regrets, unreal situations SS share thoughts aloud (encouraging multiple students). Don’t name the grammar yet.

Gist: T says "I’m going to share with you a short reading with example sentences. First, just read quickly. Don’t worry about details yet." T gives the following instructions: “You have 2 minutes.” “Your task: Are these sentences about real situations or imaginary ones? Are they about the past, present, or future?” “When I say ‘go,’ open the link.” T sends the link to the google slide. SS Read the material individually Then T gives SS 1 minute to compare answers T says "What did you find? Are they real or imagined? Past, present, future?" Intensive: T says "Now let’s look more closely at the grammar." "You’ll see 8 sentences. You have to complete them using the correct form of the verbs." T gives the following instructions: “Work alone first.” “Then go to your breakout room and compare answers with a partner.” “Let’s do one together: If I ______ (know), I would have helped. Answer: If I had known, I would have helped.” “Ready? Open the task and start.” T sends link to Exercise 1. SS fill in blanks, then go to BoRs for peer check (2–3 min) T monitors quietly checking for common errors T then asks make SS check by asking questions like "what did you put for number 3? Do you all agree?" T elicit key answers, corrects where needed.

T shares 3 examples from Ex.1 on screen: If I had studied, I would have passed. If I won the lottery, I would buy a house. If I had slept more, I wouldn’t be tired now. T elicits: Meaning: "Let’s think about number 1." "Did I study?" → No "Did I pass?" → No "When? Past or now?" → Past "Real or imaginary?" → Imaginary Repeat for 2 and 3. Use timelines if needed. Form T asks: "What tense is in the ‘if’ part?" "What tense is in the second part?" "Can we use would have in the if part?" → No! (T shows common error) Write color-coded structure: 3rd: If + past perfect ➝ would have + past participle 2nd: If + past simple ➝ would + base verb Mixed: If + past perfect ➝ would + base verb Pronunciation T says: "Listen: I would have gone. ➝ /aɪ wʊdəv gɔn/" "Repeat after me: would’ve, could’ve, should’ve" T does choral drilling, then individual drilling (calling a few students).

T says: "Now, let’s practice writing correct sentences." "Look at the next task, you’ll rewrite sentences using conditionals." T gives the following instructions: “Each pair does 3 sentences.” “In your breakout room, discuss and write your answers.” “Be ready to share one of your answers.” T sends the link to the exercise. SS rewrites 3 sentences using 2nd, 3rd or mixed conditionals In BoRs: 3–4 mins T monitors: quietly checking accuracy, noting errors Then back in Main Room T asks: "Group 1, share your sentence for number 2." and so on. T elicits peer correction if needed.

T says: "Let’s talk about real experiences now." T gives the following instructions: “Think of 3 things you did in the past that you might change.” “What would be different now or in the future?” “Example: If I had taken that job, I’d be living in Spain now.” “You’ll talk in pairs. Try to use at least one second, one third, and one mixed conditional.” “Don’t just say your sentences, explain them. Talk for 2–3 mins each.” SS speak in pairs in BoRs using personal experiences T monitors listening for TL use + errors. T takes notes for final correction.

T says: "Let’s look at some great things you said, and some things we can fix." T shows both good things and things to improve from students asking peers to correct the later.