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

This is a listening for specific information song activity for a second conditional lesson or for all the Beyonce fans out there. It includes a gap-fill, re-order, circle the correct word and A LOT OF FUN. 

If I were a boy- Beyonce 

I truly believe that all people should have dreams. Especially when it comes to children and teenagers. It is so interesting to think about imaginary situations. This worksheet has been created for discussing dreams. Moreover, this worksheet will help to practise Second Conditional which is really easy to understand and use in everyday life. Good luck and may all your dreams come true!

Speaking about Dreams

It's a worksheet focused on If sentences : first and second Type.Students can do the exercises and apply this rule.

Hope you find it useful.

E' una scheda operativa che si focalizza sulle frasi ipotetiche di primo e secondo tipo. Sono presenti degli esercizi che permetteranno agli alunni di esercitarsi con questa regola.



If Clauses

Play with dice and figures, similarly to the "Ludo" game. Students need to complete the sentence to gain the field. The student who gets to to the FINISH is the winner.

Second conditional GAME - Complete IF PART

This activity was developed to review conditional sentences and work on listening skills. It is a filling the blanks activity. First, students listen to the song and complete activity number. Then they listen one more time to check it. The same process will be done in activity 2, 3 and 4.  

Song - Don´t kill the magic by Magic! 

Worksheet suitable for adults and high school. Can be done orally or by writing. The students have to read the situations. Some of them are quite strange or funny. The students have to say what they would do in the given situation. The most important thing here is to be creative to find a way out of the situations.

What if - Conditional

You will find a list of questions in the 2nd Conditional associated with all decks of French playing cards. Ss pick cards randomly, and ask and asnwer them in pairs. Some of them will make them think about deeper matters. They can be used well at Pre-intermediate level, too. 

Speaking game to practise 2nd CONDITIONAL with French cards

Hey  Teachers!



I recently published a lesson plan on Fluentize based on a short informational news report from BBC Ideas on veganism and what would happen if everyone in the world became vegan. 



I would say this lesson plan is probably most suitable for upper intermediate (B2) students.



In order to view the video, please visit the lesson page on Fluentize via the link below.



https://app.fluentize.com/lesson/veganism



You can also download the full lesson plan directly from Fluentize with all of the post-viewing activities for free.



As you'll see in the lesson plan, students discuss topics and questions related to video veganism, depending on whether they are vegan or not. Students also learn some of the important compound words they'll hear in the video such as livestock, greenhouse gases, and biodiversity. There are also some really useful phrasal verbs presented in the video, which is why I decided to features some activities on them. These include phrasal verbs such as account for, take up, and cut down.



There is a short grammar activity on second conditional, which seemed to be pretty prevalent as a grammatical theme in several cases throughout the video, including...



"If we all became vegan, greenhouse emissions would be slashed.”



"If everyone in the world ate a vegan diet, around 8 million deaths could be avoided by the year 2050”



You can follow everything up with additional discussion (agree / disagree / partially agree or disagree) based on the following topics...



- It’s natural to eat animals.

- Vegans have healthier lifestyles than those who eat meat.

- It’s wrong for vegans to push meat eaters towards becoming vegans.



From the creator’s standpoint, my favorite part of the lesson is the writing topic right after the agree / disagree topics, in the middle of Post-Viewing 3, in which students have to think from the perspective of a cow, and write a message to humans expressing support for veganism. A little silly, sure, but a fun one that will get students thinking in a creative way!



I hope you have a great lesson exploring the topic of veganism and climate change with your students! I've attached the full materials for the printable, interactive, and teacher's guide below.



Thanks!



Jake from Fluentize

What If Everyone In The World Went Vegan? - ESL Lesson Plan

This activity is designed to open dialogue and to practice fleuncy. Ideally print the sheet and cut into strips, fold these strips and put them into a bag. In groups get students to pick out a question and ask the person next to them. For 1-1 lessons either select and ask the student the question or take turns asking and answering. 

Question Bag -  Conversation starters

Worksheet with first and second conditional. The students have to figure out which conditional goes into which sentence. There are also variations on the classic conditional sentences (imperatives, can, could).

It's all conditional

GREAT FOR ZOOM BREAKOUT ROOMS!  This game is a great way to practice second conditional forms and is a nice alternative to board games.  You might even want to have students work together to complete all the phrases in the second conditional before playing the game.

Second Conditional Dice Game

This worksheet practices 2nd conditionals. The students have to read the situations and comment them with second conditional.

If you want other worksheets about the same topic, you can find them here:

https://en.islcollective.com/mypage/my-creations?search_key=Conditional&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12



 



2nd Conditional

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