Teacher connects the lesson to the previous one by asking about weather. T: "Hello. How are you? Are you happy with the weather? What kind of weather do you like? Do you think the weather is changing in an unusual way? What are the reasons of climate change? What can be done to stop it?" Teacher gets the answers.

Teacher says they will read some internet postings about the changing weather. She asks them to read the text to find out whom they agree with most. T: "We will read some internet postings from different people about changing weather conditions. Just read and decide whom you agree with most and why. you have 2 minutes" Students finishes reading. Then she gets the answers with reasons. Then teacher gives a hand-out and asks students to choose the sentences that has the closest meaning to the sentences taken from the text. T:" Now, I'll give you a hand-out. There are 3 sentences from the text and 2 choices for each one. You will choose the option that has the closest meaning to the sentence taken from the text. Do this in pairs in 2 minutes." Teacher asks them to compare with another pair and then takes the answers. She asks how they have decided to choose that option.

Teacher writes another sentence from the text and clarifies the meaning through CCQs. T: Let me choose and write another sentence from the text. [she writes the sentence.] Who says this in the text? (Ricky), Remind me his job (lawyer). Is he a farmer? (no). Is he crying now? (no) So, do you think this sentence is real or unreal? (unreal) You said he is a lawyer, right? When is he a lawyer?, In general? You mean present time? (yes) So, is it unreal present or past? (present) Why does Ricky think himself as a farmer although he is a lawyer? Is it a real thought or is he imagining the condition of being a farmer? (imagines the condition) As a result, do you think we use "if" here for possible or unlikely and impossible things? (unlikely and impossible things)" Then, she groups them and asks one group to write affirmative form, another one to write negative form and the other one to write question form by looking at the sentences in the text. When they finish they come on the board and write their forms and everybody checks all 3 forms. Teacher gives feedback and reminds that 'if' can also be used in the middle of the sentence. After that, she drills the sentence on the board both with 'I would' and 'I'd', asks the stressed words.

Teacher gives sentence completion hand-out. T: "Let's practice if type 2. I am giving you a hand-out. In pairs, complete the sentences with the correct form of the verbs in parenthesis. You have 2 minutes for it." When they finish, she asks them to compare answers with another pair. Later, she shows the answer key and clarifies their mistakes or questions.

Teacher tells that they will create a chain story. She says she will start the story and they will continue. T:" Now, I will start an 'if' sentence and you will go on with it. For example, I will say 'If I won the lottery, I would buy a car' and you will continue with the last part of this sentence like 'If I bought a car, I would have many girlfriends'" She helps them during the activity

Teacher gives every pair a hand-out and asks them to prepare some sentences about the topics in the hand-out because they will play political party members who want votes. So students need to prepare sentences beginning with 'if we were elected, we would...' T: " You are political party members with your pairs. You will talk about your promises so that we can vote for you. I'll give you hand-outs.There, you will have some questions to get prepared with your partner. You will prepare sentences beginning with 'if we were elected, we would...' When you are ready, you will tell your promises to the other pairs and finally we will vote for the best pair.For preparation, you have 3-4 minutes." Teacher listens to them, takes notes for feedback session and asks them who would they vote for.