A selection of English ESL conditional 2 (second conditional) - would printables

Speaking activity in which students talk about their wishes using second conditional. In this activity students refer to imaginary situations in their lives.

There in no solution to this game because it is a free activity in which students express their feelings and wishes.

It is a fun exercise which involves creativity.



I WISH

About 1 hour - includes gapfill, sentence matching, word separation and speaking questions. An old-time song which a lot of students know. There is a lyric video on youtube, https://www.youtube.com/watch?v=dvvJ7MYaK8o which I used to check understanding. Listening, not video. Useful for a relaxing lesson!

James Taylor You've got a friend

A short worksheet on the unreal conditional. There is an explanation along with some sentence conversions and finally, and list of questions for the students to practice. There are answers on the back page.

Second Conditional Practice

This is a good kind of activity for those who're studying the 2nd conditional. While listening to the song full of the grammar structures under discussion students will be able to remember it better. Students are to listen to the song and fill in the gaps the missing words so it also improves listening skills. You can aslo sing it with your students if they are brave enough. 

Christie - If only (2nd Conditional)

The goal is students review the use of the second conditional

For this, they are going to match the sentences.

 There is not a solution.

It is an individual or pair activity







SECOND CONDITIONAL

Tell your students that they are stuck in a cave. Put them in groups of four. Give them different pictures or word cards with random items on them e.g. a chocolate bar, a chewing gum, a rope, a dog, a magazine, a plastic bag and so on. Each student has their own set of cards and each member of the group has different cards. Ask them to tell you how they would use these items in the cave. Would they also use them to get out of the cave? How? Each group should decide on the two or three most necessary items. They should use the 2nd conditional when saying how they will use this.

For example,

Item on picture card:

Chewing gum

Student response:

If I had a chewing gum, I would chew it in order to feel less stressed.

Stranded in a Cave - Second Conditional

Explanation, examples and two types of exercises to practice conditional 2. The worksheet is editable, feel free to correct typo / mistake or to change anything you want. Hope it helps.

Conditional 2 - if + past - ***editable***

This material is used for discussion purpose. It focuses on 2nd conditional which is unreal or hypothetical. In addition, some phrases are given with interesting sample questions. Hope you like it and leave comments below.

Conditionals

An activity to help students learn and practise the second conditional.



Learners complete the worksheet by listening to the songs and filling in the gaps/checking their answers.



12 songs are featured in the worksheet with at least one example of the first conditional. The list of songs can be found in the video description.



The activity can be made more difficult or less difficult by adding or removing gaps in the song lyrics.



The music’s audio along with the answers can be found here:

https://youtu.be/XdcFg0Gg4oY



Learners self correct their worksheets by watching the video:

https://youtu.be/XdcFg0Gg4oY

Second conditional in songs (worksheet, video and answer key)

This task is for making sentences using the 2nd conditional, especially the structure "If I were you.



Students look at the picture and make sentences with "If I were you", e.g. "If I were you, I would stop smoking".



Use your creativity and 2nd type!:)



If I were you

another song related resource; Cher's song that uses second conditional to talk about lost love and past mistakes; ideal if you want to put the use of this conditional in context and also great for group sing-alongs, enjoy:)

conditionals practice with Cher's song

A short exercise for students to complete the ´if´ clause in the second conditional with the ´would´ etc. clause. To use once students are familiar with the second conditional as a fun exercise, students can be encouraged to give fun or interesting second clauses. 

Second conditional - complete the sentences

Conditional 2 (second conditional) - would

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

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

172 Conditional 2 (second conditional) - would English ESL worksheets pdf & doc