Display the slide with the three pictures (police officer, security guard, driver using a phone). Ask: “What do these pictures have in common?” Elicit: They all show people breaking or enforcing rules/laws. Encourage quick pair discussion before sharing ideas with the class. Prediction and Opinion (1–2 mins) Ask: “Do you think most people follow the law every day?” “What small rules do people sometimes break?” Elicit examples: speeding, littering, downloading movies, not wearing seatbelts. Note key words on the board (e.g., speeding, littering, downloading illegally). Vocabulary Focus (1 min) Highlight the sentence on the slide: “Employees must abide by the company’s safety rules, but some break them when they don’t wear helmets.” Ask CCQs: “If you abide by a rule, do you follow it or ignore it?” → Follow it. “If you break a rule, do you obey it?” → No. Drill pronunciation: /əˈbaɪd/ and /breɪk/. Transition to Text Say: “We’ve talked about small rules people break. Now let’s read about how often the average person breaks the law — even without realizing it.”

Reading & Scanning for detail Say Ss that now they'll read the text again, but this time more carefully. Scan for numbers and examples of offences. Display three questions live on Mentimeter: How often does the average person break the law? What examples of minor offences are mentioned? What percentage of people say laws aren’t important? Students submit answers via their phones or Computers. Results appear instantly as bar charts or word clouds. Discuss results briefly: “Most of you chose ‘once a day’ — that’s correct.” “Yes, speeding, littering, and downloading illegally are all mentioned.” “20% of people say laws aren’t important — that’s one in five.” Clarify vocabulary if needed: Speeding = driving faster than the limit If you are speeding, are you driving slower than the limit? → No. Are you following the law? → No. Is speeding dangerous? → Yes. Littering = throwing trash in public places If I put rubbish in a bin, is that littering? → No. If I throw rubbish on the street, is that littering? → Yes. Is littering good for the environment? → No. Downloading illegally = taking movies/music without paying If I buy a movie on Netflix, is that illegal? → No. If I download a movie without paying, is that illegal? → Yes. Do people sometimes do it even though it’s against the law? → Yes.

Display the Google Slide with the sentences and draggable labels Real and Imaginary. Say Ss that they've seen examples of conditional sentences in the text. Now, let’s look at how they express real or imaginary situations.” Sentence a) If I were rich, I’d buy a yacht. (Imaginary) b) If it rains tomorrow, I’ll stay home. (Real) c) If you study hard, you’ll pass the exam. (Real) d) If I didn’t have to work tomorrow, I’d go to the beach. (Imaginary) e) If there weren’t any speed cameras, I’d drive faster. (Imaginary) f) I eat too much, I feel sick. (Real) Tell Ss to Work in pairs. Read each sentence carefully. Decide if it describes a real situation (possible now or in the future) or an imaginary situation (not true now, unlikely, or impossible). Drag the correct label next to each sentence.” Emphasize: Discuss your choices with your partner — don’t just guess. Explain why you think it’s real or imaginary. Students collaborate on the shared slide. They drag “Real” or “Imaginary” next to each sentence. Teacher monitors, listens to reasoning, and notes common errors or interesting explanations. Review the slide together. Ask CCQs to confirm understanding of meaning: If I were rich, I’d buy a yacht. Am I rich now? / Can I buy a yacht now? No If it rains tomorrow, I’ll stay home. Can it really rain tomorrow? / Is this possible? Yes / Yes If you study hard, you’ll pass the exam. Can you study hard now? / Is passing possible?Yes If I didn’t have to work tomorrow, I’d go to the beach. Do I have to work tomorrow? / Is this true now? Yes / Yes Imaginary If there weren’t any speed cameras, I’d drive faster. Are there speed cameras now? / Is this real or imagined? Yes / Imagined I eat too much, I feel sick. Does this happen in real life? Does this happen in real life?

Screen share a G-Form. Tell Ss that we’re going to check the meaning and form of conditional sentences using this activity. Share Google Form link with students. Students read the example sentences at the top of the form. Meaning: They answer questions about meaning (e.g., synonyms for unless and as long as, and verb tense used). Teacher instruction: “Work alone first. Read each question carefully and choose the correct answer.” Students notice meaning and relationships between connectors. Students compare answers with a partner. eacher monitors, noting common errors or misconceptions. Teacher projects the Google Form summary (charts). CCQs: Does “unless” mean ‘if not’? → Yes. Does “as long as” mean ‘if’? → Yes, with a condition. Are these situations real or imaginary? → Imaginary. Teacher confirms: “We use the second conditional to talk about imaginary or unlikely situations.” Form: Students answer questions about structure: What’s the common form used in all these sentences? → If + past simple → would + base verb. Which sentence is correct for the second conditional? → If I studied harder, I would pass the exam. Teacher checks answers live and asks CCQs: Do we use past or present after ‘if’? → Past. Do we use ‘will’ or ‘would’? → Would. Pronunciation Teacher introduces: “Now we’ll focus on pronunciation — how we stress words and pronounce contractions in conditional sentences.” Share the Google Form link and ensure all students can access it. Students listen to the first audio and identify the stressed words in the sentence: Imagine you were driving and you were late for an appointment, would you exceed the speed limit? Teacher instruction: “Listen carefully and choose which words are stressed.” Purpose: Students notice that stress falls on content words (verbs, nouns, adjectives, adverbs). Students compare answers with a partner. Teacher projects the Google Form summary (charts). CCQs: Do we stress grammar words like “if” or “were”? → No. Do we stress content words like “driving” or “appointment”? → Yes. Teacher confirms: “We stress content words because they carry meaning.” Teacher plays the audio again and drills chorally: I’d go over… → /aɪd ɡoʊ ˈoʊvər/ weren’t any… → /ˈwɜːrnt ˈeni/ CCQs: Do we pronounce every word separately? → No, we link them. Do we stress “if”? → No. Teacher summarizes: “Contractions and linking make speech sound natural.” Teacher instruction: “Check with your partner. Which words sound stronger? Why?” Teacher monitors, noting common errors or confusion. Interaction: Student ↔ Student.

Teacher introduces: “We’re going to play a short interactive activity to practise the second conditional and its pronunciation.” Share the Wordwall link and ensure all students can access it on their devices. Briefly review the target structure: If + past simple → would + base verb Example: If you were rich, where would you live? Students complete the Wordwall “Reorder” activity individually or in pairs. They drag and arrange words to form correct second conditional sentences (e.g., If you found $1,000, what would you do?). Teacher instruction: “Put the words in the correct order to make complete sentences.” Purpose: Reinforce grammatical accuracy and word order. Controlled Oral Practice Students read the sentences aloud from the Wordwall activity. Teacher instruction: “Say each sentence naturally. Focus on stress and contractions.” Teacher models and drills: Choral repetition → individual repetition → substitution drill. Example: If you were rich, where would you live? → If you were famous, what would you do? Purpose: Controlled fluency and pronunciation accuracy.

Teacher introduces: “Now let’s practise using the second conditional in real situations. You’ll ask and answer questions beginning with ‘What would you do if…?’” Write prompt stems on the board: What would you do if you won the lottery? What would you do if you lost your phone? What would you do if you met a famous person? Students work in pairs. One asks a “What would you do if…?” question, the other answers using the second conditional. Teacher instruction: “Take turns asking and answering. Use contractions and natural stress.” Teacher monitors, noting good use of stress and common errors. Teacher invites pairs to share their most interesting answers. Example: “If I won the lottery, I’d buy a house in Spain.” Teacher highlights correct use of contractions and sentence stress. Quick choral repetition of one or two good sentences for rhythm practice.