SS will be shown the millionaire from TP6 and be asked if they remember who he is. They will then be asked how much money a millionaire has and to silently imagine what they would do with a million dollars. SS will then be given a packet with words from the song and work with a partner. When they hear the words (taken from the main clauses of the second conditionals in the song), they will hold up the card. T will pause the song to demo the first card with SS and collect the packets after the activity.

T will give instructions, the give SS a packet containing second conditionals from the song. They will work in pairs and listen to the song again, putting the sentences into the order in which they appear. T will pause the song after the first second conditional to demo the activity. For feedback, SS will walk around the classroom comparing their work with that of other pairs. T will then elicit "If I had a million dollars, I'd buy..." by prompting SS with "If I had...," finally allowing SS to suggest what T would buy. T will then concept check sentence and drill/backchain pronunciation, focusing on intonation.

SS will then use target language (on PPT) to ask their partners about what they would do with a million dollars ("What would you do if you had a million dollars?" "If I had a million dollars, I'd..."). SS have 2 minutes to speak to their partners. Prior to beginning the activity, T will provide instructions and demo with one S. After the activity, T will engage SS in whole class feedback.

T will then elicit information about the marker sentence (on the blackboard) - What kind of conditional? Where to divide the clauses? What are they called? What tense is in the if-clause? What kind of verb construction (would + bare infinitive) is in the main clause? T will then elicit the new sentence after the if-clause and the main clause are switched, and note the missing comma.

SS will then be given a handout containing example sentences, and work with a partner to formulate additional rules governing the second conditional. T will give instructions prior to distributing the handouts. SS will have 3 minutes to complete the activity, and after the class will participate in whole class feedback.

After the second guided discovery, T will decide, based on classroom monitoring, whether SS have mastered the second conditional adequately enough to engage in a second semi-controlled speaking practice (Option A) or whether it would be of greater benefit for them to work on controlled practice grammar exercises (Option B). If SS engage in speaking practice, the grammar exercises can be given for homework.

SS will engage in a whole class mingle. Each S will have a worksheet containing an infinitive and an object (such as "visit any country in the world") and ask other SS using the second conditional, second person. SS will answer using the first person, and the original S will record their answer in the third person. Prior to beginning the activity, T will give instructions and model the activity with a S. Model language will be provided on the PPT. SS have 3 minutes to speak and build as many sentences about their peers as possible. Afterwards, SS will engage in whole class feedback as time permits.

If SS are still struggling with the second conditional, they will work on a controlled practice grammar worksheet instead of doing the speaking activity. The activity involves identifying incorrect sentences and correcting them. T will monitor the activity and provide feedback at the end.

When 1-2 minutes remain, T will put up common errors that were observed and provide delayed feedback, allowing SS to correct the errors if they are able. T will then ask SS what kind of construction they learned today and to provide 1 or 2 examples. If SS participated in Option A, then the grammar exercises will be given as homework.