-Ask students what they would do if they were the "president of the World" and let them discuss in pairs for a while before sharing ideas with the whole class.

-Tell Ss they are going to read what some people would do if they ruled the world - Ss read the text and compare their ideas with the ideas in the text, then they talk about who has the best ideas in pairs. Whole class feedback with the best ideas.

- Tell Ss to read again and underline all the sentences that have conditionals (If sentences). It will be useful for the next task. - Ask them what different conditionals they see to elicit first and second conditionals.

- Ask students what the differences between the conditionals are. - Give them the guided discovery handout and tell them to use the sentences they'd previously underlined to help them do it. Give them some time to peer check before whole class feedback. - Drill the correct pronunciation of the contracted forms of will and would.

- Write "what ____ you do if you lose your phone?" and "what _____ you do if you won the lottery?" on the whiteboard. - Concept check by asking whether the possibilities are real or unreal and ask them to fill in the blanks with will and would. - Give some time for students to think about the answer. Then they share with their partner. For feedback. ask students to share their partners answers

- Erase parts of the questions on the board, leaving only "What will you do if" and "What would you do if" - Concept checking by asking what the students will have to question in each sentence (real possibilities for the first one and unreal for the second one). - Tell them to create their own conditional questions. 2 of each will be enough. - Feedback by asking them to share some of their questions.

- Tell students they are going to stand up and ask the questions they'd previously prepared to their peers(one question to each person), answer their peer question, and then move on to the next person to ask and answer another question. - Check instructions by asking how many questions should they ask each person. - Monitor for good use of the TL and incorrect uses of the same TL. Take notes. - For feedback, write the notes on the board and ask students to discern the correct and incorrect ones in pairs, and correct the incorrect ones.