The class will start with the T showing some pictures based on Murphy's Law and asking students to discuss what might happen in each picture using their own ideas.

I will write the sentences the student have said on the board , and they will identify the common structure and underline the verb forms in each clauses.

The sentences are still on the board , I will ask the students some CCQs: Are we talking about the past, present , or future?(future). Is the result certain?(no) or is it possible?(yes) I will elicit the structure from the students by asking about the tense of verbs , emphasizing that although the meaning refers to the future , we do not use will in the if-clause. The future meaning is expressed by (will) in the main clause. I will explain that the order of the clauses can be changed and that a comma is required when the if-clause comes first. I will also explain that (can) and (the imperative) can be used instead of will in the main clause.

students are going to do match the sentence halves and gap filling tasks on page 141 in the grammar bank in 4 minutes individually . They will have 2 minutes to check their answers in pairs and then we will check the answers with the whole class.

The students are going to be divided into pairs. They are going to discuss questions about online exams.(Imagine you have an important online exam tomorrow, discuss these questions with your partner.) 1.What will you do if your internet connection stops during the exam? 2.What will happen if the exam website crashes? 3.If you finish the exam early , what will you do? 4. Do you think online exams are fair? why or why not? they will be monitored throughout the activity and will receive feedback if needed.