I will play some pre-recorded music to set the tone. We will then do a warm up activity describing what was the first thing we did in the morning. Students will take turns speaking. I'll start as an example. (or maybe the board relay with an Istanbul theme) I'll ask about visible and invisible things - bottle, pen, mosque. Invisible - can you see the song or what i'm thinking? I'll post/distribute images related to describing the invisible.

Real or imaginary situations? Invisible or real? We use different language for the expressions. I will provide examples as prompts. Also, I will complete the start of the early activities to model what's expected in application.

Pre-reading task will include checking students understanding of relevant vocabulary (words and expressions) that will be encountered in the text. Definitions and word strips will be distributed to two different groups. Students have to meet their partner with corresponding definition and word. Maybe elicit through mime too if needed: 'Never say never, give a lift, to walk out of your job, to drop out of college circumstances, dilemma...' Students will match and we will go over the results for further application in the text.

Students will read text (first 7 questions) silently individually considering "Would you ever... walk out of a restaurant without paying?" marking potential questions related to lexis, vocabulary words/.phrases, word stress, etc. In pairs students will discuss their answers. In exercise 3a, p. 101, we focus on "If you lived (past)... would - for imaginary situations & "if you live (present form)... will - for real possibility (RS) I will lead model exercises 2-3 (related, past/possible). Learners will then complete on their own individually, then find someone on other side of room or different table to share answers and ask questions. (i will monitor the feedback) Pronunciation listening activity of "I'd (I would) or I'll (I will). Learners will try to distinguish the two. on listening exercis 10.8. We'll listen through computer audio. If there is time, we will complete excercise #4 of choosing imaginary situations and writing correct and appropriate grammar to communicate (IS or RP).

Students will share their results speaking with their partners/pair which I will monitor, noting lexis understanding and appropriate word stress. I'll answer any questions that may come up during speaking, reading, or listening activities. I will ask CCQ's throughout activities and if there is time correct results of writing exercise where students choose 3 imaginary situations using accurate language.