A selection of English ESL conditional 2 (second conditional) - would printables with warmer, filler, cooler, speaking practice

A set of speaking cards each containing one "What would you do...?" question. You'll find easier and more thought-provoking ones. Use them to practice second conditional or as a starting point for an interesting discussion.

What would you do...? (Speaking cards)

There are 16 cards in this upload. The questions are dilemmas (What would you do if..) that students need to answer. The cards can be cut out, laminated og you can print them and give one page to each student in pairs of two. 

SPeaking Cards -What would you do if....

A set of cards to practice the unreal conditionals questions and short answers for your students. They work in pairs or groups and interview each other. They will help your students develop their speaking skills.

Unreal Conditionals - Speaking cards

The series board games should be a funny, playful way to practice vocabulary and grammar orally. The instructions for the teachers are included.

If you like this game, you can find more board games here:

https://en.islcollective.com/mypage/my-creations?search_key=Board+games&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



Board game - Conditional

Cut out the cards, students work individually or in pairs, they take the cards and answer the questions. The following activity will help your students practise questions and answers with "would".

Would you - Speaking cards

This is a grammar practice exercise for the First and Second Conditionals with the help of ligther topics: superstitions and Chuck Norris jokes. These exercises can help students to see how Conditional forms are used in various real life situations 

Practising Conditionals in a funny way

The  worksheet practices if clauses. The students look at the pictures and say what each person would do if he were the mayor.

If you want other worksheets about the same topic, you can find them here:

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



If I were the mayor - Conditional

Lesson plan for a class of Senior High School students in Japan, First Grade, Low Academic Level (but high enthusiasm!). 40 students aged 15



LEAD-IN

We start off brain storming the problems that you might have if you crashed on an island. I only elicit one or two answers before moving on to watch the trailer for CastAway (included in the Power Point). While they watch this, they add more ideas to the bubble on their worksheet and then discuss with a partner. * FEEDBACK: I usually get them to answer a full sentence in feedback `There are . . . .on the island` (no phones, no people, no boats) etc.



MATCHING

Beforehand, I explain the grammar form briefly and point out that the different colours in the sentences indicate past and infinitive forms of a word, and CCQ `Is this real/true or imaginary?` for meaning.

FEEDBACK - you can use the Power Point for this to reveal the answers. When they feedback, I get students to flip sentence halves around to highlight that the clauses can work both ways.

eg. `If I waswere cold, I would make a fire` and 

`I would make a fire if I was/were cold` etc.



WRITING AND SPEAKING

They then answer the four questions in the boxes, writing their own answers first (I explain `I would` and `I`d` and drill pronunciation a little). Then they walk around and ask each other the question with the approach `Can I ask you a question?`.



WRITING GAME

Finally in groups of 4, they answer two questions cards each (writing on separate pieces of paper), then jumble them up on their table. They then move to another table and try to match together the questions and answers of the other team. 



*Here I should really add a `gist` activity with simple questions like `Does the film have a happy or sad ending` etc. I sometimes just ask them afterwards to confirm their understanding.



ANSWERS

https://en.islcollective.com/resources/projectables/powerpoints_ppt_pptx/second_conditional_with_castaway_movie_trailer_answers_and_clip/conditional-2-second/113474

Second Conditional, CastAway Movie Trailer 

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

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

Mingle activity with twenty questions mostly done in the present simple with two examples of the second conditional. Students talk to their classmates and write down the answers they\'re given. The vocabulary and concepts are more advanced than the first Answer Quest. 

Answer Quest 2

Students must choose who they want to save from a list of people on a sinking ship. Then they must work with others and compromise on their original choice. The worksheet is a good warmer to get the students critically thinking and to review second conditional. It also provides good speaking practice by requiring reasons for their survival choices. 

Shipwrecked

Warmer, filler, cooler

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

19 Conditional 2 (second conditional) - would, Warmer, filler, cooler, Speaking Practice English ESL worksheets pdf & doc