Firstly, I will display a picture of a Kuwaiti dinar and ask the Ss about the name of this currency. Secondly, I will display a picture of a million Kuwaiti Dinars and ask them to think of 5 things they want to do with the money. The Ss will then share their answers in pairs and see if they have anything in common. Content feedback will follow.

I will display a picture of a person daydreaming about buying an expensive car. I will elicit from the Ss what this person is doing, whether or not he can afford the car. Lastly, I will ask the Ss to form a sentence describing the picture.

i will elicite the TL from the Ss after exposing them to it through pictures.

Meaning: I will display the marker sentence using the PPT. i will use concept questions to elicit the meaning from Ss. I will use CCQs to ensure the Ss understand the meaning of the sentence. I will then elicit the usage of the second conditional: 1. Imaginary situations. 2. Advice. Form: I will write the marker sentence on the WB / PPT and elicit the form from the Ss. I will then write the form on the board/PPT . Pronunciation: I will elicit the sentence stress and intonation. Lastly, I will drill two sentences with the students.

Ss will work alone to check if the words/ phrases in bold are correct or they need to be corrected. Ss will check their answers in pairs before displaying the answer key. I will demo the first one with the Ss. An answer key will be provided. I wil monitor to support Ss and provide them with micro teaching if needed.

Students ask and answer questions using the first and second conditionals in order to move along the board and reach the end. O/C feedback will follow. 1 Divide students into groups of 3 or 4. 2 Give each player a counter and each group a dice. 3 Students place their counters on START and throw the dice to decide who starts. 4 Student A throws the dice and moves forward that number of squares. 5 Student B asks Student A the question on that square. If Student A answers with the correct conditional form, and the rest of the group agree that the answer is correct, Student A's counter remains where it is. If the answer is incorrect, the counter returns to its original square. To develop fluency, encourage the group to develop a short conversation after each answer with follow up questions. 6 Students take it in turns, repeating step 5 and moving around the board until one student reaches FINISH. This student is the winner!

I will provide Ss with content feedback then highlight their mistakes on the board and encourage them to correct themselves.