If You Miss the Punt on 2nd Down Do You Get to Punt Again

1st and second Conditionals — Procedure and Activities

Equally we know, grammer is not the most favourite aspect for the students to learn. They define information technology as wearisome, casuistic, hard to remember, create associations and many more. Hence, information technology is our chore to make it as interesting and interactive every bit possible and here are some ideas that I have been using with most of my groups who were exposed to learning the 1st and the 2nd conditionals.

This lesson is for the learners of B1+/B2+ language competency. Hither is what you demand.

• Whiteboard
• Worksheet for controlled practice
• Questions for fluency practice (cocky-created or pupil-created)

Lesson stages

Warmer

Enquire students a question using the 1st and and so the second conditionals. Allow them answer the questions with equally many possible options as they can.

E.chiliad.

• What volition yous do if you tin can speak English fluently after a year?
• What would yous exercise if you plant a million dollar check addressed to yous on the street?

Stronger groups: Read the questions to the students and encourage them to reply past using the structure.

E.g.

• If I speak English language fluently afterward a year, I will motion to alive in England.
• If I found a 1000000 dollar bank check addressed to me, I would purchase a house.

Weaker groups: Lath the sentences, demo the answer yourself kickoff/ask a stronger student to comment first and then proceed with the balance of the group past insisting on using full sentences and applying the construction.

To make this more interesting, you can ready a contest by dividing the grade in two groups, timing them for 6 minutes and asking them to come up with equally many answers every bit possible. The grouping that has the most correct sentences wins.

Linguistic communication work

Pick a couple of answers for each question from the warm up to elicit the meaning and germination.

E.1000.

1. If I speak English language fluently after a twelvemonth, I will move to live in England.

• Does this question refer to the present, past or future? (Hereafter)
• How many parts does the sentence take? (TWO)
• Which are they? (IF I SPEAK English language FLUENTLY AFTER A YEAR / I Will MOVE TO Live IN ENGLAND)
• How are the 2 sentences divided from each other (Past A COMMA)
• Which part of the sentence contains the future component? (2nd — I Will Move TO Alive IN ENGLAND)
• Can nosotros utilise "will" directly afterwards "if"? (NO, IT Always GOES IN TO THE SECOND PART) 2. If I plant a 1000000 dollar bank check addressed to me, I would purchase a house.

• Does this question refer to the nowadays, past or future? (FUTURE)
• How many parts does the sentence have? (Ii)
• Which are they? (IF I FOUND A MILLION DOLLAR CHECK ON THE STREET ADDRESSED TO ME / I WOULD BUY A HOUSE)
• How are the two sentences divided from each other (BY A COMMA)
• Which office of the sentence contains the future component? (2d —  I WOULD Buy A Firm)
• Can we use "would" straight afterward "if"? (NO, It ALWAYS GOES IN TO THE 2d Function)
• Which of these two sentences are more than/less likely to happen (1st MORE, 2nd  LESS)

Predictable issues:

1. Students might get confused why the second sentence refers to the future when the structure is past — explicate that the structure is used to talk about an unrealistic hereafter, compare with their L1 if possible as most languages have this phenomenon in their system equally well.
2. Students might retrieve that they ever have to utilise " will/would " equally the second sentence — explain that the positions of the sentences can be inverse ( e.grand. I will move to live in England, If I speak English fluently after a year. )
3. Students might need more guidance with both the pregnant and the structure — cull a couple of more than answers they had generated earlier and practice the same with those.

Controlled Exercise

To assist the students digest the structure, you will need to create an exercise that will focus on the germination. A lot of those exercises are available online, however my personal favourite has e'er been the ane by English language File 3rd edition past Oxford University printing (Unit of measurement 7B_Grammar Resources) .

Here you can find the do.

Once the students take completed the exercise, brand sure to bank check open grade in case of weaker groups and comment on why the students had chosen this/or that course. Let them explain their choices equally information technology will give them additional do.

With stronger groups you can but share the key and work with the challenging ones only.

Fluency practice

Selection one

Setting up

At this phase, you want your students to try and utilize the structures in self-generated oral communication.

Weaker groups: Create questions similar to the ones in the Warm-upward using 1st and second conditionals.

Eastward.g.

• What will yous do if someone tries to spring the queue?
• What volition yous do if you lose your phone?
• What will you exercise if you encounter an old lady trying to cross the street?
• What would you do if you saw a dinosaur?
• What would you practise if the president called you lot in the morning?
• What would you practise if you lot woke upward ane day and could speak every language in the globe?

Stronger groups: Ask the students to create the questions themselves, demo one instance. Y'all tin can inquire them to exercise this individually and create 3 questions for each conditional form. Here you will need to make sure that the second conditional sentences are more hypothetical and unbelievable than the ones with the beginning provisional. Assist the students if needed.

Practise

1. Put the students in 2 groups ( in instance of 4 or less group size you lot don't have to split them into pairs).
2. Ask the students to flip a money — heads ( they will need to reply their ain question ), tails ( they can ask the question to another member of the team ).This gets really competitive when the students are trying to get tails and avert answering the questions 🙂
3. Monitor and brand certain that the students are using full sentences and jot down any misuse of the language for a later error correction slot.

Optional Extension: You can inquire the groups to exchange their questions and continue the game to show them with more practice.

Pick two

Setting up

1. Post a picture of a homo in the bar.
   
   
2. Elicit why students think the man is drinking. Elicit as many ideas as possible and mail them on the whiteboard.
   

Practice

1. Set the students into pairs/groups and inquire them to create a story nearly the homo in the photo using the conditionals. Ane pair will need to employ the 1st provisional, the other 1 the second conditional. Ask them to get every bit creative as possible begetting in listen the possible and hypothetical aspects of the structures.

The story below is what my students had come up with.

If I potable, I will go drunk. If I get boozer, I volition call her. If I call her, I will tell her I miss her. If I tell her I miss her, she volition retrieve I am stupid. If she thinks I am stupid, I will experience sad. If I feel sad, I will potable more. If I drink more, I will go a drunkard. If I become a drunkard, I will lose my job. If I lose my job, I tin't pay my bills. If I can't pay my bills, I will lose my house and die from hunger. Then, I will not drinkable 🙂

Another group came up with this.

If I drank 1 more glass, I would lose control. If I lost control, I would outset to trip the light fantastic on the counter. If I started to dance on the counter, I would concenter attention of the security. If I attracted the attention of the security, I would be thrown out of the bar. If I got thrown out of the bar, I would have to go to a different bar. If I went to a unlike bar, I wouldn't like their drinks. So I won't drink more than as I like this bar 🙂

In one case the stories are prepare, inquire the students to read them out and vote for the best i.

Optional Extension: You tin enquire the students to share their stories between each other and change the starting time conditionals into second ones or the other style effectually.

This flow of the lesson has ever worked for me and helped the students to assimilate the meaning and the construction quite successfully. Effort and let u.s.a. know how it went 🙂

ESL senior trainer with 8+ years of teaching experience, specializing in ESP (Medical, Information technology, Financial, Business concern English language), course content creator, CELTA certified trainer, PTE examiner

penningtonwone1961.blogspot.com

Source: https://skyteach.ru/2020/05/28/1st-and-2nd-conditionals-procedure-and-activities/

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