The T initiates the class by saying, "I found some money on the street today. What would you do if you were me?" T encourages students to share their ideas, prompting them to think about possible actions in this hypothetical situation. T elicits responses as a whole-class activity, asking follow-up questions like, "Would you keep it, save it, or try to find the owner?" This helps set the stage for using the second conditional in a real-life context.

The T starts by introducing the video clip, saying, "Now, we’re going to watch a short video clip. While you watch, think about these two questions: How does Phoebe feel? and What does she decide to do with the money? Pay close attention to her emotions and her final decision." T checks understanding with questions like, "What are you paying attention to?" and "Are you focusing on her emotions or the dialogue?" After the first viewing, T elicits responses from Ss in open class feedback, asking, "How does Phoebe feel about the extra money?" and "What does she decide to do with it?" For the second viewing, T asks Ss to focus on Phoebe's reasoning and her inner conflict, then follows up with comprehension questions: "What does Phoebe say would happen if she bought new shoes with the money?" and "Why does she feel it would be wrong to keep it?" This helps deepen Ss' understanding of the scenario, setting a strong foundation for highlighting key language in the next stage.

The T writes two key sentences from the clip on the board: "If I kept it, it would be like stealing" and "If you spent it, it would be like shopping." T then guides students to notice the structure of the second conditional by asking questions like, "What word do we see after ‘If’?" and "What word follows the subject in the second part of the sentence?" This helps students identify the use of the past simple after "If" and "would" in the second clause. T follows up with, "Are these sentences about something real or imaginary?" to prompt students to recognize the hypothetical nature of the statements. By answering these questions, students start to deduce the structure and purpose of the second conditional, preparing them to apply it in the practice stages.

T explains that the second conditional is used for imaginary situations. T writes the structure on the board: If + past simple, would + base verb. Using Phoebe’s example, “If I kept it, it would be like stealing,” T points out that “kept” (past simple) shows it’s imaginary, and “would” expresses the imagined result. T checks understanding with questions like, “Is Phoebe really keeping the money?” (No) and “Is this real or imaginary?” (Imaginary). T models “would” contractions (e.g., “I’d”) and has students repeat.

For controlled practice, T uses a fill-in-the-blank exercise from the textbook that reinforces the second conditional structure. Students complete sentences using If + past simple and would + base verb, based on prompts similar to “If I found money on the street, I would…”. T then introduces an online exercise on Kahoot, where students answer multiple-choice questions to select the correct second conditional form for various hypothetical situations. This interactive activity checks their understanding in a fun, engaging way while providing instant feedback and feedback.

T explains, “For this activity, you’re going to move around the room, ask questions, and answer questions using the second conditional.” T hands each student a card with a hypothetical question (e.g., “What would you do if you won $1 million?” or “If you could live anywhere, where would it be?”). T continues, “Find a partner, ask them your question, and listen to their answer. After they answer, switch cards, and then find a new partner to ask and answer a new question.” To ensure understanding, T asks ICQs (Instruction Checking Questions): “Are you staying with one partner or changing partners?” (Changing partners), “What do you do after they answer?” (Switch cards and find a new partner), and “Are you using real or imaginary situations?” (Imaginary situations). This helps clarify the task and ensures students understand the steps before they begin.