1. T will show Ss a picture of a man (Peter) without a job (and with no money). 2. T will ask Ss, "is Peter happy or sad?" "Why is he sad?" (He has no job. He has no money.) 3. T explains that Peter dreams of having a job where he can make a lot of money. He dreams of being employed where he can buy anything he wants. 4. T shows Ss a picture of a nice sports car. T says "this is what Peter would buy if he had a good job". 5. T shares the model sentence: "If he were working, he'd buy a nice car". T breaks down "he'd with he would and uses her fingers to show the contraction. 6. T asks students as a WGroup to repeat the sentence. T points to each student and has them repeat the sentence (making sure they use the he'd form). 7. T will repeat this exercise of sharing and repeating sentences using a picture of a mansion and a jet. Sentences are: "If he were working, he'd buy a mansion" and "If he were working, he'd buy a jet". Ss will practice saying aloud the target language. T presents CCQ: "So, is it likely Peter will buy a nice car? Is it likely he will buy a mansion? Is it likely he will buy a jet? " T will respond, "No, it is unlikely, impossible, or a dream that he'd buy these things.

T says to Ss, "Now, can someone ask me the question: "If you were rich, what would you buy?" T responds "If I were rich, I'd buy a house in France". T then writes this sentence on the white board? Is it likely (as a Teacher) that I am rich? Is it possible I am rich? Do I dream I was rich? Yes. T then pairs Ss together. T asks Ss to ask each other the same question: "If you were rich, what would you buy?" And please say your answer in a complete sentence to your partner: If I were rich, I'd buy __________." T gives Ss 1 minute to discuss. T brings the WGroup back together. T asks Ss to share their answers. T writes each sentence on the WB.

T uses the WB with the already written second conditional sentences to clarify the form and structure. T will break down the first sentence in an easy way for Ss to understand the structure using a highlighter marker. Ex. If I were rich, I'd buy a castle. (If I were rich=is the condition I'd buy a castle= result. If + I + were + past progressive tense, noun/pronoun+would +verb ) . T explains and points to the WB, "these sentences are called Second Conditional sentences". T asks ICQ's: "What are these sentences called?"

T will model and break down the first two sentences. Then ask Ss to come up to the board and with a highlighter write down the parts of the sentences they know using the T example on the board. This will provide a review of verbs, nouns, pronouns, If, the use of a comma, contractions, etc. CCQs : T asks: is there a pattern? T asks: Do you think if we switched the two parts of the sentence, (T pointing to the two parts of the "IF" sentence) the meaning would stay the same? T will write on the WB, the new sentence with the condition and the result switched. Ex. "I'd buy a house in France, if I were rich." CCQ: T asks students, "is the meaning the same as "If I were rich, I'd buy a house in France."

This direction will be written on a slip of paper in each envelope along with the scrambled words. Sentence Scramble Directions : With a partner, unscramble the Second Conditional sentences ensuring that the sentences are correct. **Remember: Sentences can be CORRECT in two ways! The following 5 sentences will be cut up (word by word) in the envelope. Each sentence will be paper clipped in order that the sentences don’t get mixed up. Students will put the 5 sentences in order with a partner using the floor or their desks. T will walk around assisting if necessary and taking notes. T will give Ss 8-10 mins. to complete. ICQ's: "Are you working with a partner?' "How many sentences are you unscrambling to make correct? " "Can sentences be made in two ways?"

T will bring Ss back together after 8-10 mins. T will tell students it is OK if they didn't finish all of the sentences. T will ask Ss, "was this a difficult exercise?" "Why or why not?" T will ask Partners to come up to the white board and each write one of their unscrambled sentences. Each Partnership will write a DIFFERENT sentence on the whiteboard so as not to repeat writing the same sentence.

T will explain to Ss Ex.2 (HO 1-adjusted ESL Library Worksheet). Ss will work independently to complete the HO. Ss will complete the sentences on their own. Ss will have 8-10 minutes to complete what they can without T intervention. ICQs: T will ask, "Are you working in pairs or independently? " "What are you doing on the worksheet?" If time permits, T will ask each student to read any one of their sentences aloud.