A selection of English ESL conditional printables

if clauses type 2 and 3 worksheet speaking activity and reading

if clauses type2 and 3

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

(“Le fabuleux destin d'Amélie Poulain”)
Worksheet containing activities to be done with this beautiful French movie. It is advisable that you see it in its original language, using subtitles.
NOTE: The "after watching" activities could be done BEFORE actually watching the film segment, as a predicting activity.

Sorry if there are any mistakes ;)

Amelie Worksheet

A worksheet based on legendary 'Should I Stay or Should I Go' song by The Clash. There a listening comprehension task, a word search followed by vocabulary exercises, a grammar focus on 'should' and another one on conditional clauses...



Should I Stay or Should I Go

Students listen to the song "Hero" by Enrique Iglesias and fill in the gaps. The worksheet can be used to introduce or revise Second Conditional.

Teaching with songs

Sts have to describe the picture using the structure: I wish..

I wish...

Comprehension of the text: The influence television has on people’s lives - suffixes - synonyms - conditional sentences - Writing: •	If we don’t provide Internet access to everyone, we are blocking democracy and people’s power 

TV is still here

a song to work with if clause 2 and the topic "Values"

If today was your last day

Board game to practice second conditional. Every time a player lands on a field, he/she has to provide an answer to a situation, in which circumstances they would do what´s asked. For example I would dye my hair green if I thought I were an alien. Since this is very unlikely to happen, you´ll get them practice hypothetical situations and have lo... 

In which circumstances would you...

15 questions to practice in pairs ' what would you do if...?'  , ' where would you be...?' , 'would you like...? ' 'Would you...? '

Conversation Practice-Would

Some sentences to practice the second conditional.

Ana :-))

IF I WERE ...

This file belongs to this presentation : http://en.islcollective.com/worksheets/worksheet_page?id=49315

Ifclauses-sentences

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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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

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>

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1,367 Conditional English ESL worksheets pdf & doc