• Show images that illustrate the topic o illegal downloading and of illegal/wrong activites. You can include some of the images shown in the student's book (Student’s Book: p.98 and p.99). • Introduce the following questions, modelling an answer first before eliciting answers and opinions from the students and encouraging interaction between them: Look at the pictures on the screen. What do they show? What type of things do people illegaly download from the Internet? • Introduce the brief text by Philip Pullman on illegal downloading (Student's Book, p.98). • Set the task of reading for gist and set clear instructions: Today we will be talking about illegal downloading. You are now going to read this text by author Philip Pullman to understand what is his main argument. You have 30 seconds to quickly read the main idea of the text. • Make sure to keep on projecting the text on the screen. • When time is up, as a group discuss the following question: Do you agree with Philip Pullman? Why/Why not? • Nominate students to explain the reasons for their answers, to express their opinions and interact with their classmates in a brief OCFB session. Make sure to model an answer first, especially if students are timid and quiet, given the controversial nature of the lesson's context.

• Provide instructions for the listening task aimed at highlighting the target language. Project the questions on the scree and send the first handout Through Zoom's chat. Set clear instructions: Now we are going to listen to a radio programme about illegal downloading. We will listen to the audio one time and think about the following questions for each speaker/person: - Would each speaker download anything illegaly? - What would they download? You have the activity in a handout with the instructions in Zoom's chat. Let's listen and write down your answers individually. • Before starting the task, model an answer: For example: Speaker 1 would not download anything from the Internet, only ebooks and pdfs. • Ask students if they have any questions and, if no clarifications are needed, play the audio for the first time. • Then, lead a brief OCFB session for students to share their answers using the answer key. Project the answer key on the board to avoid slowing down the pace of the lesson. • Introduce the following listening task of listening for specific information (Student's Book p.99, Exercise 3a). Project the exercise on the screen and send the second handout with the exercise and its corresponding instructions. Set clear instructions: Now we are going to listen to another audio and we are going to listen carefully to find the missing words in these sentences. We are going to listen to the audio one time. Remember you have the exercise in the second handout in Zoom's chat. Let's listen. • Once the audio has finished, set instructions for the following pair work activity: You are now going to check your answers with a partner. Discuss your ideas and see if you have the same, or different, answers. You have 2 minutes. • If the group is large enough, and there are no technological issues, separate the students into BORs. If not, remain in the main session, turn off your camera, and give students a chance to work together. Monitor students' work and offer assistance if necessary. • When the two minutes are up, reunite the students, project the answer key on the screen, and lead a brief OCFB session.

• Introduce the grammatical structure of the lesson: Today we are going to learn and practice the second conditional to talk about imaginary situations in the present or future in the context of illegal downloading. • Project Exercise 3b (Student's Book p.99) on the screen and provide instructions: Let's remember the audio that we just listened to and let's think about the following sentences. • Discuss the answers as a group and annotate the students' answers on the screen. Provide immediate correction and feedback if the answers are wrong, but try to encourage self and peer correction first instead of directly telling them the answer. • Then, present the Language Focus on the Second Conditional using Exercise 10A (Student's Book p.160). Also include the structure of the second conditional to help students have a visual of the grammatical structure, and provide an example to facilitate understanding: Sentences: If + past simple , would + present conditional. Questions: What would + present conditional , if + past simple. Example: If we were in New York, we would walk around Central Park. • Send the information projected on the screen through the third handout for students' reference. Remind them of the fact when the handout has been sent through Zoom's chat. • Present three examples of the second conditional in the lesson's context of illegal downloading, going through MFP (refer to the attached Language Analysis Sheet). You can use the following sentences: 1. If I illegaly download movies from the Internet, I would get in trouble. 2. What would her parents do if she downloaded the book illegaly? 3. If he didn't download the movie online, he would wait for the cinema premiere. • To present and explain the meaning, form, and pronunciation of the target language, use the following teaching techniques: - Elicit answers. - Model answers and examples. - Systematic drills (choral and individual). - CCQs to check understanding. • Elicit answers and ideas from students to check the form of the target language (nouns, verbs, adjectives, etc.). • Drill the pronunciation of the target language chorally and individually, if necessary. Provide a model of the pronunciation and elicit answers from students on sentence and word stress, as well as intonation. • Focus less on the technical aspects of grammar and provide as much practice opportunities for students. Nominate and encourage them to formulate their own sentences using the second conditional. If they show difficulties, model an example first, use CCQs to check understanding and elicit answers from them.

• After having clarified the MFP of the target language, introduce a controlled practice task by giving clear instructions (you can use Student's Book Exercise 10A c as a template): Now that we know how the second conditional is structured and what it is used for, you are going to complete a conversation with the second conditonal form of the verbs in brackets. You can access the exercise using the fourth handout sent through Zoom’s chat. • Project on the screen the exercise and remind them of the handout sent through Zoom's chat. Model an answer to ensure students understand what to do: For example: In Part A we have: If I were you, I would not download that book. • Give instructions for the task to be done in pairs: Now, you will do this activity in pairs so you can discuss and find the correct answers. After, we will come back and check the answers together as a class. You have 3 minutes. • If the group is large enough, and there are no technological issues, separate the students into BORs. If not, remain in the main session, turn off your camera, and give students a chance to work together. Monitor students' work and offer assistance if necessary.

• Introduce the communicative task using clear instructions and modelling the task first: Now that you have practiced the target language individually and in groups, we are going to have a dicussion about illegal downloading. Is it every okay to download something from the Internet? Who decides what is illegal? What would you do if you got in trouble for downloading something from the Internet? • Project guiding questions that can help students to start a discussion. • Set the time limit and, if there are enough students, divide them into BORs. If not, remain in the main session and provide students with a space to discuss with each other, without teacher interference. You have 3 minutes to discuss and share your ideas with your classmates. Then, we will come back and share our opinions as a group. • OCFB session: Return to the main session and encourage students to share their lists with the rest of their classmates. • Conduct feedback on the productive skills task and provide DEC, prioritizing self and peer correction. • Praise students for their good work. • Offer closing remarks: This is the end of the lesson. Wonderful work on today's lesson. Thank you for coming and for your participation. Now you will continue with the next lesson with Teacher Jake.