T introduces herself and reminds students about the previous session, reviews problematic vocabulary or pronunciation and gives them 1-2 minutes to solve a crossword activity.

T tells Sts a story related to honesty about her little brother when he was a little less than honest. Then T shares an example of a way in which she was very honest. T put Sts in pairs/small groups to share their experience of being honest/less honest. Encourage Sts to share the reasons and consequences. T points out that this activity is supposed to be about sharing fun and interesting stories, nothing too personal or serious, because this could be a sensitive area for some students. T elicits some Sts who are willing to share their stories with the WC

T holds up a copy of a handout test to explain how it works. Each student have to read 10 questions with multiple choices about honesty and choose one answer. after that that St are put into pairs/groups to discuss their answers together. Sts must make brief notes of what their partners say and ask follow ip questions for more information. T rearranges groups to get Sts to discuss their findings with their new partners using the notes they made to help them. Sts check their own answers using Anwer key 3A handout

T conducts WC feedback on the answers to the honesty test done in the previous stage. Sts are instructed to locate other examples of TL in the transcript. The sentence is written on the WB with the form of each one highlighted with the use of different colored markers. T makes sure Sts understand the form of hypothetical situations and writes more examples on the board if the students seem to still have problems.

T writes a sentence on the WB. Ex: If I (live) in japan I (eat) sushi everyday. Sts elicit the right form of the verbs to make the sentence correct. T gives Sts handouts to practice second conditional. T monitors and checks that learners are completing their tast. Sts check their answers with partner and explain their choices. T finishes the with WC feedback.

T writes on WB: If I lived in France, I would speak french fluently. T discusses this sentence with students explaining and gives them a handout that contains an exercise to complete imaginary situations using second conditional. Sts share their sentences with a partner, who checks that the form and meaning is correct. T monitors and makes a note of good language use, as well as correcting mistakes.

T put Sts into groups and asks them to discuss their imaginary wishes, after that T asks Sts to work individually and write 3 sentences about themselves using the second conditional form. T monitors the correct use of the TL and notice mistakes. T elicits Sts who are willing to share their sentences and discuss them with the WC, and engage WC when correcting mistakes.

T asks Sts what was the topic of today's lesson? what grammar was studied in class? when do we use this grammar?