A selection of English ESL second conditional printables

This is a worksheet about the second conditional. Students must complete the sentences with the verbs given. Easy vocabulary. A2 level exercise. The key is included.

Second conditional - complete the sentences

This is a fun activity to practise using the Second Conditional. Students watch the corresponding YouTube video and say what they "would do" about a variety of topics if they "were President". 



You can find the video from here:   https://www.youtube.com/watch?v=hML31Gw-mFc



The video is suitable for students aged 12 and over. 



I hope you enjoy it. Check out the other worksheets I have on here and the other language practice videos on the YouTube page. Thanks!

Second Conditional - If I were President

The object of the game is to create a first or second conditional chain where the last clause of a statement becomes the first clause of the next statement. Excellent in class practice for first and second conditionals.

First and Second Conditional Chains Game

A worksheet to practice if clause type 2 / Second conditional sentences. In case of any misunderstandings, please re-read the document. The document is ready to be printed. 

IF clause type II / Second conditionals

Closer to practice the second conditional. S. creates sentences such as "If Homer didn't eat so many donuts, he would be more fit." 

There are plenty of possible sentences with the different pictures, practicing formation and use of the second conditional.

T. point out that we use the second conditional here because it's improbable/impossible for Homer to change because he is and always will be a lazy person. 

Second Conditional Closer - Lazy Homer Simpson

Students fill in with the  verbs in the second conditional

The Beatles and the second conditional

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 ‘find someone who..' ESL speaking task provides practice of the Second Conditional.





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Find someone who ... Second Conditional Practice

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

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

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)

Second Conditional worksheet with song . If I were you... listening the song and completing the lyrics. Conditionals type 2. Ss listen to a song and complete the worksheet using the conditional type 2 and some verbs. This worksheet can be used as an icebreaker for conditional type 2 lesson plans. 

Second Conditional- If I were you / Beyonce

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

383 Second conditional English ESL worksheets pdf & doc