- Teacher greets the students. - Teacher asks students if they are law abiding. Allow for conversation to take place. If necessary, probe for further interactions(This step is the one that should take the most time during the lead-in) - Teacher explains to the class the concept of being law abiding. (Emphasize the unrealistic purity needed to be considered so). Teacher may use examples to drive the point home. -

- Teacher tells students that there are ways to know if they are truly law abiding, then they are introduced to the first activity. - Teacher will display some questions in the form of a live poll, through Mentimeter. Students will read the questions and then answer using either a phone or computer (Teacher will share the link after the explanation). - After everyone has answered the question being displayed, Teacher asks students for the reason they chose their answer.

- After the poll, Teacher asks students questions about the Qs. This is done in order for them to realize the circumstances under which second conditionals take place.

- Teacher drives students' attention to specific sentences within the answers. Teacher then tells students to notice the patterns in the sentences and then introduces them as second conditionals. - Teacher briefly explains the function of a second conditional sentence - Teacher shows students the structure of a common second conditional sentence. - Teacher shows possible alternatives to "if" in a second conditional

- Teacher presents students with the first activity. - Teacher models the activity for the students. - Teacher provides students with the activity so they can do the rest on their own. (4 minutes) - Once they are finished, students are sent to BORs to check their answers. (3 minutes) - After they check their answers, students come back to the main session and are presented with the answers to the activity.

- Teacher presents students with the final activity. - Teacher gives instructions to the students. They will answer this activity in pairs, in BORs. - Teacher models the activity for students and then sends them into BORs. - After approximately 8 minutes, students come back and Teacher shows them the answers for the activity. - Teacher conducts OCFB if necessary.