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

This worksheet is about practicing Conditional Type 2 mostly, while students enjoy watching this movie. Most of them are open questions which use \'would\' (Second Conditional). 

Indications: After reviewing Conditional Type 2 with the teacher, students are asked to answer Exercise I, then the teacher plays the movie "Project Almanac" and while students are watching it, they answer Exercise II. Just one thing, as the movie is about teenagers, be careful with some bad words that appear in the movie. Hope it is useful for you, guys!

Project Almanac Activity

What feeling would you have if...?  A student tosses a coin and shooses the situation from the table. Then they need to answer the quastion what ffeling would they have if.

It is an activity aiming to practice using second conditional in the real life situations.

Second conditional practice

The aim of the task is to revise, practise and use second conditional in speach with alternatives to "if" such as: assuming, imagine, as long as, suppose, provided, even if.

Alternatives to "if" in second conditional

Thorough description of the theory of the second conditional. Includes an excercise on thinking of impossible or not probable situations (my propositions are in a white font, so they are good for projecting screens), grammar theory, alternatives to the word if (as if etc.). No grammar drills.

2nd Conditional Theory

 An A2/ B1- Reading (Updated and amended) with a GAP FILL on the various legends and mysteries with questions inc the conditionals, grammar exercise on the conditional and a couple of activities (a quick 5-minute speaking game) and a longer memory game. Hope you enjoy using it. :-)

READING :Global Mysteries- Creatures and Legends! (1st & 2nd conditional)

Students have to make sentences using the correct tenses (Simple Past and Conditional I). 

Grammar drill exercise.

Appropriate for Year 8 (Revision in Year 9) of German High School.

Conditional II sentences

The Second Conditional. If I were you..
Level B1,B2.
Give your friends a piece of advice in the following situations. Start with the words " If I were you.". 
Grammar practise.


The Second Conditional. If I were you. Level B1, B2

This worksheet uses the song Maybe Man by AJR to practice making sentences in the second conditional (with IF and WISH). I linked a clean version of the song but still some parts may not be appropriate for young learners, feel free to edit the worksheet if you have to.

Second Conditional + Wish (AJR - Maybe Man)

PRESENT CONDITIONAL. HAVE- HAVE...LEFT. FOOD.

Reading, oral speech and writing.

Patterns of the Present Conditional for beginners.

Useful words of everyday life.



PRESENT CONDITIONAL. HAVE- HAVE...LEFT. FOOD.

Fill in the gaps to the lyrics as you listen to the song 'If' by Pink Floyd. Fill in the gaps to the lyrics as you listen to the song 'If' by Pink Floyd. Good luck

Fill the gaps in the song 'If' by Pink Floyd

Students have to fill in gaps using the correct tenses (Simple Present and Conditional I). 

Short exercise

Gapfill/Grammar drill exercise.

Appropriate for Year 8 (Revision in Year 9) of German High School.

Conditional II short

Lyrics of "wish you were gay" by Billie Eilish with gaps. The song uses the second conditional so I use it to reinforce the using of "I wish I were / if I were..." after having worked on the grammar of the second consitional.

wish you were gay

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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how to inform somebody about some news in English

how to interpret what was said in English

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how to make, accept and refuse offers in English

how to order or make a booking in English

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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