A selection of English ESL conditional 1 (first conditional) printables with guided grammar production, grammar practice

This printable ESL/EFL worksheet / interactive quiz uses the dark humor of the famous song Dumb Ways to Die to help learners add new words to their vocabulary for everyday actions and risky situations. Students match ten lines from the song to their illustrations (in the interactive quiz: dragging and dropping the cards on the right). As a follow-up, you can do a guided grammar production task where students say the consequences of each reckless behavior in the illustrations.

Metro Trains Melbourne created Dumb Ways to Die to promote railway safety. The campaign video went viral after its release in November 2012. You can listen to the song here: https://youtube.com/watch?v=IJNR2EpS0jw

Recommended level: A2 (pre-intermediate) - B1 (intermediate) 
(The illustrations and music video make the meaning easier to understand, while the teacher can mime some of the more challenging expressions.)

Age group: older teens and adults

Follow-up activities:

Sing-along
After checking the matches, play the song and have students sing along using the illustrations as prompts. Read the pictures from left to right across each row, starting at the top. They follow the order of the lyrics, so students can use them to recall each line as it comes up.

Arranging cutouts
Alternatively, you can also make cutouts from the illustrations, then play the song and ask students to put each one in order as they hear the corresponding line in the song.

Guided grammar production activities
For additional guided grammar speaking/writing practice, students can explain the dangers and turn the captions into warnings using 'Don’t…' or 'You shouldn’t …' 

They can also discuss possible consequences using the first conditional, for example, “If you drive around the boom gates, a train may hit your car.”

Speaking
As another follow-up speaking activity, students can discuss everyday dangers in cities and how to avoid them.

Page 2 contains the answer key. A complementary interactive quiz lets students drag and drop each text card onto its matching illustration.

Part 2 of this worksheet covers the remaining lines of the song:
https://en.islcollective.com/english-esl-worksheets/vocabulary-practice/pictionary-picture-dictionary-or-picture-matching/actions/dumb-ways-to-die-2-matching-activity/170957

Dumb Ways To Die #1 - Matching Activity

This song never gets old. Practise action verbs and everyday vocabulary with this colourful pairing activity based on the humorous safety campaign Dumb Ways to Die. In part 2 of this worksheet series, students match ten descriptions of reckless behaviour to their illustrations, including the song’s railway-safety scenes. As a follow-up, you can use the illustrations for guided grammar practice, asking students to describe the possible consequences of each reckless action.

The language focus in this ESL / EFL printable worksheet / interactive quiz includes vocabulary for physical actions and expressions describing locations. 

Follow-up activities

Sing-along
As a follow-up, students can sing along using the illustrations as visual prompts. The pictures follow the order of the corresponding lines in the song. This is Part 2, covering the remaining verses and railway-safety message. Combine it with Part 1 to practise the song from beginning to end. You can listen to the song here: https://youtube.com/watch?v=IJNR2EpS0jw

Arranging cutouts
Alternatively, you can also make cutouts from the illustrations, then play the song and ask students to put each one in order as they hear the corresponding line in the song.

Guided grammar production activities
For additional speaking/writing practice, students can explain the dangers and turn the captions into warnings using Don’t… or You shouldn’t…. or talk about consequences using the Frist Conditional, e.g. If you drive around the boom gates, you may be run over by a train.

Discussion
Another follow-up speaking activity could be to discuss the dangers in cities.

Level: Suggested for A2-B1 learners 
(the illustrations and the video of the song help a great deal in understanding meaning, and the teacher can also mime some of the more difficult expressions)

Age group: Teenagers and adults

Page 2 contains the answer key, with the correct caption beneath each picture.

You can print this worksheet or use it as an interactive drag-and-drop quiz (students drag each text card onto its matching illustration.) 

Part 1: 
https://en.islcollective.com/english-esl-worksheets/grammar-practice/grammar-exercises-with-picture/commands-imperative/dumb-ways-to-die-1-matching-activity/170939



Dumb Ways To Die #2 - Matching Activity

A Conditional 1 worksheet. As we know, Murphy’s Law is one of the governing principles of the universe. :) It states that "If anything can go wrong, it will." Storm chasers, just like anyone else, are subject to Murphy’s Law. Your studentÂ´s task is to look at the picture and create relevant Murphy’s Laws about their situation. 

Murphy´s Law for Storm Chasers - Conditional 1

Here you have a list of twenty-five open-ended questions with the first conditional. They can serve as a warm-up exercise or as a way of actively practicing the first condition.

First Conditional - Questions

This worksheet can be don orally or by writing with any age group to practice first conditional. The students read the introduction and than say what the would do and why.

Conditional - If - I would

Guided grammar production

Conditional 1 (first conditional)

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

5 Conditional 1 (first conditional), Guided grammar production, Grammar Practice English ESL worksheets pdf & doc