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Second Conditional: If I only had a brain…

by | Jan 25, 2021

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Page 1

The first page is the simplest, therefore it is meant to be used first. Here are a few examples:

  • Have each student respond in turn by completing a phrase linking the red bubble with a blue proposition.
  • Have one student respond by completing a phrase linking the red bubble with a blue proposition. Then, the next student must use the end of their phrase to create a new second conditional statement, then the next, and so on.
  • Put students in pairs and have them create as many second conditional statements as possible together. Have students share any interesting information they learn about their partner with the class after the activity.
  • Work backwards. Ask a student to create a result using would/could/might (I could build a house…). Then, have the other students create the condition by connecting the red bubble and a blue propisiton. Together, they create a complete phrase. For example – Student A: I could build a house… Student B: …if I had a hammer. Let your students justify their answers if they need to!

Page 2

The second page uses the negative form (which I find students shy away from more often than not), and a constraint (a smartphone). It will be more difficult for your students to create their phrases, and they will have to use more of their language knowledge, therefore, we recommend this page comes second. Here are some examples:

  • Have each student respond in turn by completing a phrase linking the red bubble with a blue proposition.
  • Have one student respond by completing a phrase linking the red bubble with a blue proposition. Then, the next student must use the end of their phrase to create a new second conditional statement, then the next, and so on.
  • Put students in pairs and have them create as many second conditional statements as possible together. Have students share any interesting information they learn about their partner with the class after the activity.
  • Work backwards. Ask a student to create a result using a blue proposition and would/could/might (my friends would never see me…). Then, have the other students create the condition by replacing “smartphone” in the red bubble. Together, they create a complete phrase. For example – Student A: My friends would never see me… Student B: …if I didn’t have a car. Let your students justify their answers if they need to!

Page 3

The third page offers the possibility to practice second conditional questions:

  • Have a student create a question by associating the beginning of the question in blue with their own condition. The other students must answer their question in turn.
  • Put students in pairs and have them ask and answer as many questions as possible together. Have them share any interesting information about their partner to the class at the end of the activity.

This resource was created by teachers who teach online for teachers who teach online. I used this resource all week as a small review with my groups. It is so easy to use and utilizes teaching time efficiently.

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Ian Kime

Ian Kime

I have been teaching English abroad since receiving my CELTA certificate in Poland in 2018. I enjoy tracking my individual students’ development but love having lessons with big groups! Now that I teach online, I am accompanied by my sidekicks Olaf, Mała, Pirate and Bandit on a regular basis.

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  1. Si j’avais une cervelle – pratiquer le conditionnel en FLE | Les Zexperts FLE - […] Note : pour vos cours d’anglais, retrouvez ce post  en version ESL. […]

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