Teaching "The 2nd Conditional"
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The lesson plan (includes activities based on different techniques) that I prepeared to teach pupils the 2nd conditional
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2nd conditional blog share
The document discusses the 2nd conditional and provides examples of its use. It begins with an explanation of how to form the 2nd conditional using "if" and "would." Examples are then given from the lyrics of a Jennifer Lopez song. Students are then asked to practice forming their own 2nd conditional sentences and discussing hypothetical scenarios using this grammar structure.
Personal Pronouns and Possessive Adjectives
The document introduces personal pronouns like I, she, he, they, we and possessive adjectives like my, her, his, our. It provides examples of sentences using these words correctly, including questions asking about when these words are used. It then has students practice choosing the right personal pronoun or possessive adjective to complete sample sentences.
Wh question words
This document provides several worksheets to help English language learners practice using question words (wh- words) such as what, when, where, who, why and how. The worksheets include exercises matching questions and answers, completing questions by choosing the right question word, and asking questions about short texts. The assistant provides suggestions for additional exercises like putting question word cards in order, suggesting sentences for question words, and interviewing partners with questions. The goal is to help students recognize and use different question words in their English.
The future tense
This document discusses the simple future tense in English. It explains that the simple future tense is formed using the modal auxiliary verb "will" plus the main verb. It provides examples of affirmative and negative sentences in the simple future tense. The document also includes examples of games teachers can use to help students practice forming sentences in the simple future tense. It argues that including such games and activities in lessons helps students learn and remember the material better while making the lessons more enjoyable.
Simple Present Tense IPP-Lesson PLan
1. The document outlines an instructional plan for teaching simple present tense to 6th grade students through varied activities. It includes context about the class, learning objectives, content, activities, and assessments.
2. Students will participate in charades, analyze verb tenses in sentences and songs, describe pictures using present participles, and write short stories using simple present tense.
3. The lesson aims to help students understand and properly use simple present tense through engaging activities that appeal to different learning styles.
Simple future tense
This module provides instruction on using the simple future tense in English. It aims to help English language learners at Inter American University of Puerto Rico's Guayama Campus improve their use of the future tense in oral and written communication. The module covers the rules and formation of affirmative and negative sentences, yes/no questions and answers, and wh-questions in the simple future tense. Practice exercises are included to help students reinforce their understanding. The overall goal is for students to develop confidence using the simple future tense to talk about future events and plans.
Let me introduce...
This document provides instructions for an English class activity where students ask and answer personal questions to get to know each other. The questions cover topics like name, age, interests, hobbies, favorite movies, music and more. After answering individually, students partner up to ask each other the questions. Finally, they introduce their partner to the class using expressions like "Let me introduce" and personal pronouns to share what they learned.
The Or Zero Article Introduction
The document discusses the usage of the definite article "the" in English. It provides examples of when "the" is and isn't used with various nouns like children, sugar, television, meals, work, numbers, school, prison, hospital and university. Key points covered include not using "the" for general references but using it for specific people or things, as well as certain exceptions like not using "the" before nouns followed by numbers or with television, meals, or references to school/prison/hospital as services rather than places.
Recommended
2nd conditional blog share
The document discusses the 2nd conditional and provides examples of its use. It begins with an explanation of how to form the 2nd conditional using "if" and "would." Examples are then given from the lyrics of a Jennifer Lopez song. Students are then asked to practice forming their own 2nd conditional sentences and discussing hypothetical scenarios using this grammar structure.
Personal Pronouns and Possessive Adjectives
The document introduces personal pronouns like I, she, he, they, we and possessive adjectives like my, her, his, our. It provides examples of sentences using these words correctly, including questions asking about when these words are used. It then has students practice choosing the right personal pronoun or possessive adjective to complete sample sentences.
Wh question words
This document provides several worksheets to help English language learners practice using question words (wh- words) such as what, when, where, who, why and how. The worksheets include exercises matching questions and answers, completing questions by choosing the right question word, and asking questions about short texts. The assistant provides suggestions for additional exercises like putting question word cards in order, suggesting sentences for question words, and interviewing partners with questions. The goal is to help students recognize and use different question words in their English.
The future tense
This document discusses the simple future tense in English. It explains that the simple future tense is formed using the modal auxiliary verb "will" plus the main verb. It provides examples of affirmative and negative sentences in the simple future tense. The document also includes examples of games teachers can use to help students practice forming sentences in the simple future tense. It argues that including such games and activities in lessons helps students learn and remember the material better while making the lessons more enjoyable.
Simple Present Tense IPP-Lesson PLan
1. The document outlines an instructional plan for teaching simple present tense to 6th grade students through varied activities. It includes context about the class, learning objectives, content, activities, and assessments.
2. Students will participate in charades, analyze verb tenses in sentences and songs, describe pictures using present participles, and write short stories using simple present tense.
3. The lesson aims to help students understand and properly use simple present tense through engaging activities that appeal to different learning styles.
Simple future tense
This module provides instruction on using the simple future tense in English. It aims to help English language learners at Inter American University of Puerto Rico's Guayama Campus improve their use of the future tense in oral and written communication. The module covers the rules and formation of affirmative and negative sentences, yes/no questions and answers, and wh-questions in the simple future tense. Practice exercises are included to help students reinforce their understanding. The overall goal is for students to develop confidence using the simple future tense to talk about future events and plans.
Let me introduce...
This document provides instructions for an English class activity where students ask and answer personal questions to get to know each other. The questions cover topics like name, age, interests, hobbies, favorite movies, music and more. After answering individually, students partner up to ask each other the questions. Finally, they introduce their partner to the class using expressions like "Let me introduce" and personal pronouns to share what they learned.
The Or Zero Article Introduction
The document discusses the usage of the definite article "the" in English. It provides examples of when "the" is and isn't used with various nouns like children, sugar, television, meals, work, numbers, school, prison, hospital and university. Key points covered include not using "the" for general references but using it for specific people or things, as well as certain exceptions like not using "the" before nouns followed by numbers or with television, meals, or references to school/prison/hospital as services rather than places.
future simple
One Direction plans to travel to Chile next year, while Justin Bieber intends to study Spanish. The future tense in English can be expressed using "will" or "be going to". "Will" indicates a spontaneous decision without prior planning, while "be going to" refers to premeditated plans or predictions. Both can be used to talk about the future in affirmative, interrogative, and negative forms depending on whether an action will or will not occur.
Future simple will
The document discusses the use of the word "will" to talk about future actions in English. It provides examples of using will in the affirmative ("I will travel"), negative ("They won't fight"), and interrogative ("Will you study?") forms. It also lists some time expressions used to refer to future events and discusses how will expresses spontaneous decisions, assumptions about the future, and actions that cannot be influenced.
Simple future tenses
1) The document discusses various English tenses used to talk about the future, including will, be going to, present continuous, present simple, future continuous, future progressive, and future perfect.
2) It provides examples of how each tense is used, such as using will to express intentions or predictions, be going to for plans or predictions based on evidence, and present continuous for arranged future events.
3) The key difference between future continuous and future perfect is explained, with future continuous expressing an action ongoing at a specific future time and future perfect expressing an action completed before another future time or event.
Lesson 5 day 1
This document provides an overview of the lessons and activities for Day 1 of school. It includes discussing feelings about the first day of school, rereading a poem about a child's first day, lessons on short vowel sounds and spelling patterns, a read aloud of the poem with comprehension questions, vocabulary practice, and a review of grammar sentences. The purpose is to introduce students to the routines and academic content for the first day back at school.
Future tenses
The document summarizes different ways to talk about the future in English. It discusses using will, be going to, present continuous, and present simple tenses. Will is used to express sudden decisions, intentions, promises, and predictions based on opinion. Be going to expresses intentions and predictions based on something that is already planned or obvious. Present continuous talks about future events that have been arranged, while present simple discusses future events that cannot be changed, like schedules. The document provides examples and practice exercises to distinguish between using will, be going to, and the two present tenses when referring to the future.
August 25 (71)
This document provides instructions for students regarding i>Clicker registration and use, a grammar diagnostic quiz, and homework assignment. Students are instructed to pick up and register an i>Clicker for each class, take a grammar pop quiz, and bring a dictionary to class for a diagnostic essay assignment. The grammar quiz contains multiple choice questions about subjects, verbs, run-ons, comma splices, and other grammar topics. Students are reminded to return their i>Clickers at the end of each class period.
Presentation Simple Future Tense
The document discusses the simple future tense in English. It provides examples of how to form simple future tense sentences using will or shall with the base form of the verb. It also lists the subjects and time expressions used with simple future tense. The document includes examples of affirmative, negative, and interrogative simple future tense sentences. It concludes with an exercise consisting of 5 simple future tense sentence corrections.
Future tense
1. The document discusses different ways to talk about the future in English using future tenses.
2. There are several forms used including the future simple with "will", "be going to", the present continuous, and the present simple.
3. The future simple with "will" is used to express sudden decisions, intentions, promises, and predictions based on opinion. "Be going to" expresses intentions and predictions based on something that is already arranged or planned. The present continuous talks about future events that have been arranged, while the present simple discusses unchangeable future events.
Future Tenses
1) The document discusses the different ways to express future tense in English using will and going to. Will is used for decisions, predictions, and promises while going to expresses plans and intentions.
2) Examples are provided for the affirmative, interrogative, and negative forms of will and going to.
3) Other ways to express future tense include using the present and present progressive tenses when referring to schedules.
4) The future progressive and future perfect tenses are also discussed as ways to describe events that will be ongoing or completed at some point in the future.
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This document provides a grammar guide on using linkers to connect sentences and ideas. It covers positive and negative addition linkers like "and", contrast linkers like "although" and "but", and linkers indicating examples, reasons, results, purpose, conditions, exceptions, time, and relatives. The document also lists common transition words for structuring writing by indicating the start, continuation, conclusion, or summary of ideas.
FUTURE TENSES
This document discusses different ways to express future tenses in English, including the present continuous, "be going to", the future simple "will", future continuous, future perfect, and future perfect continuous. It provides examples of affirmative, negative and interrogative forms of each construction and explains their typical uses to refer to plans, predictions, decisions made at the time of speaking, offers and promises, and completed actions at a specified time in the future.
Grammar class
The lesson plan aims to reinforce students' knowledge of the third conditional and make it clear through a series of speaking activities. The teacher aims to respect the allotted time for each activity and maintain eye contact with students. The activities include:
1) Students playing the roles of famous people and guessing who each other are based on past actions.
2) Writing sentences from the previous activity on the board and identifying similarities between them.
3) Answering a third conditional exercise, comparing answers with a partner, and getting graded by the teacher.
4) Telling a regret to a partner who must rephrase it using the third conditional to change how it could have turned out.
PET Unit 25 Reported Questions
The document summarizes the key points about reported questions in English. It explains that reported questions retain the same question word as the direct question or use "if/whether" if there is no question word. It provides examples of direct and indirect questions. The document also includes practice exercises for the reader to practice changing direct questions into indirect reported questions.
Guía third conditional_cont y ejerc
This document provides a guide on the third conditional, also known as the past or impossible conditional. It describes how the third conditional expresses a hypothetical situation in the past that did not actually occur. It lists rules for using the third conditional, such as including continuous forms or modals. Examples are given of exercises to practice the third conditional, including filling in verbs in the correct form and writing new sentences using "if" to describe past situations. Sources for the information are listed at the end.
student´s work
This document contains summaries of 5 English lessons:
1. The second conditional and how to form sentences using "would" and the past tense.
2. The first conditional and how to form sentences using "if" and the present tense.
3. The difference between "who" and "which" and examples of their use.
4. How to change sentences to reported speech using "said" and "told".
5. An introduction to the present perfect tense using "have/has been".
Teaching 4 all con links
What does teaching mean? A list of practical tips to help young teachers to optimize their classes
Simple present tense2
1) The document provides examples of simple present tense constructions in English including affirmative, negative, interrogative, and usage with frequency adverbs.
2) Examples are given for the simple present tense of regular and irregular verbs in the first, second, third person singular and plural.
3) Common frequency adverbs are listed that can be used with simple present tense verbs like always, often, usually, sometimes, never.
Present simple questions
1) The document discusses the present simple tense and how to form interrogative sentences. It provides examples of questions using do/does with different subjects.
2) It also covers forming questions using question words like what, where, when, why. Short answers to yes/no questions are also explained.
3) The document provides exercises asking questions about a person and their habits and lifestyle.
Writing Task Mini Project Advanced I I I
The document provides instructions and examples for an English writing task. Students are asked to join sentences using "so" or "such that" and answer questions about a conversation describing someone with an unusual appearance. The deadline for the task is March 1st.
2nd conditional
The document discusses the second conditional and how to form sentences using the second conditional structure. It explains that the second conditional refers to hypothetical or imaginary situations using "if" clauses in the past simple tense followed by "would/could/might" and an infinitive verb. Examples are provided to illustrate how to form second conditional sentences. The document then provides practice examples for the reader to complete using the second conditional form.
Conditional sentences 1st and 2nd
Este documento describe las oraciones condicionales de primer y segundo tipo en inglés. Explica que las oraciones condicionales de primer tipo se usan para hablar de posibles situaciones presentes o futuras y su resultado, mientras que las de segundo tipo se usan para situaciones hipotéticas. Detalla la forma gramatical de cada una, incluyendo los tiempos verbales a usar en la condición y consecuencia, y proporciona ejemplos para ilustrarlos.
Second conditional
This document discusses the 2nd conditional in English grammar. It begins by providing an example of a 2nd conditional sentence: "If it rained, we'd stay at home." It then explains that the 2nd conditional uses a past tense in the if-clause (e.g. "rained") and a modal verb like "would" in the result clause. The document outlines the steps to form an unreal present tense, which is used in 2nd conditional sentences to refer to hypothetical or unlikely present situations, such as "If I were rich, I'd buy a nice car." Overall, the document provides an overview of how to identify and construct 2nd conditional sentences in English.
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future simple
One Direction plans to travel to Chile next year, while Justin Bieber intends to study Spanish. The future tense in English can be expressed using "will" or "be going to". "Will" indicates a spontaneous decision without prior planning, while "be going to" refers to premeditated plans or predictions. Both can be used to talk about the future in affirmative, interrogative, and negative forms depending on whether an action will or will not occur.
Future simple will
The document discusses the use of the word "will" to talk about future actions in English. It provides examples of using will in the affirmative ("I will travel"), negative ("They won't fight"), and interrogative ("Will you study?") forms. It also lists some time expressions used to refer to future events and discusses how will expresses spontaneous decisions, assumptions about the future, and actions that cannot be influenced.
Simple future tenses
1) The document discusses various English tenses used to talk about the future, including will, be going to, present continuous, present simple, future continuous, future progressive, and future perfect.
2) It provides examples of how each tense is used, such as using will to express intentions or predictions, be going to for plans or predictions based on evidence, and present continuous for arranged future events.
3) The key difference between future continuous and future perfect is explained, with future continuous expressing an action ongoing at a specific future time and future perfect expressing an action completed before another future time or event.
Lesson 5 day 1
This document provides an overview of the lessons and activities for Day 1 of school. It includes discussing feelings about the first day of school, rereading a poem about a child's first day, lessons on short vowel sounds and spelling patterns, a read aloud of the poem with comprehension questions, vocabulary practice, and a review of grammar sentences. The purpose is to introduce students to the routines and academic content for the first day back at school.
Future tenses
The document summarizes different ways to talk about the future in English. It discusses using will, be going to, present continuous, and present simple tenses. Will is used to express sudden decisions, intentions, promises, and predictions based on opinion. Be going to expresses intentions and predictions based on something that is already planned or obvious. Present continuous talks about future events that have been arranged, while present simple discusses future events that cannot be changed, like schedules. The document provides examples and practice exercises to distinguish between using will, be going to, and the two present tenses when referring to the future.
August 25 (71)
This document provides instructions for students regarding i>Clicker registration and use, a grammar diagnostic quiz, and homework assignment. Students are instructed to pick up and register an i>Clicker for each class, take a grammar pop quiz, and bring a dictionary to class for a diagnostic essay assignment. The grammar quiz contains multiple choice questions about subjects, verbs, run-ons, comma splices, and other grammar topics. Students are reminded to return their i>Clickers at the end of each class period.
Presentation Simple Future Tense
The document discusses the simple future tense in English. It provides examples of how to form simple future tense sentences using will or shall with the base form of the verb. It also lists the subjects and time expressions used with simple future tense. The document includes examples of affirmative, negative, and interrogative simple future tense sentences. It concludes with an exercise consisting of 5 simple future tense sentence corrections.
Future tense
1. The document discusses different ways to talk about the future in English using future tenses.
2. There are several forms used including the future simple with "will", "be going to", the present continuous, and the present simple.
3. The future simple with "will" is used to express sudden decisions, intentions, promises, and predictions based on opinion. "Be going to" expresses intentions and predictions based on something that is already arranged or planned. The present continuous talks about future events that have been arranged, while the present simple discusses unchangeable future events.
Future Tenses
1) The document discusses the different ways to express future tense in English using will and going to. Will is used for decisions, predictions, and promises while going to expresses plans and intentions.
2) Examples are provided for the affirmative, interrogative, and negative forms of will and going to.
3) Other ways to express future tense include using the present and present progressive tenses when referring to schedules.
4) The future progressive and future perfect tenses are also discussed as ways to describe events that will be ongoing or completed at some point in the future.
Linkers Sheet
This document provides a grammar guide on using linkers to connect sentences and ideas. It covers positive and negative addition linkers like "and", contrast linkers like "although" and "but", and linkers indicating examples, reasons, results, purpose, conditions, exceptions, time, and relatives. The document also lists common transition words for structuring writing by indicating the start, continuation, conclusion, or summary of ideas.
FUTURE TENSES
This document discusses different ways to express future tenses in English, including the present continuous, "be going to", the future simple "will", future continuous, future perfect, and future perfect continuous. It provides examples of affirmative, negative and interrogative forms of each construction and explains their typical uses to refer to plans, predictions, decisions made at the time of speaking, offers and promises, and completed actions at a specified time in the future.
Grammar class
The lesson plan aims to reinforce students' knowledge of the third conditional and make it clear through a series of speaking activities. The teacher aims to respect the allotted time for each activity and maintain eye contact with students. The activities include:
1) Students playing the roles of famous people and guessing who each other are based on past actions.
2) Writing sentences from the previous activity on the board and identifying similarities between them.
3) Answering a third conditional exercise, comparing answers with a partner, and getting graded by the teacher.
4) Telling a regret to a partner who must rephrase it using the third conditional to change how it could have turned out.
PET Unit 25 Reported Questions
The document summarizes the key points about reported questions in English. It explains that reported questions retain the same question word as the direct question or use "if/whether" if there is no question word. It provides examples of direct and indirect questions. The document also includes practice exercises for the reader to practice changing direct questions into indirect reported questions.
Guía third conditional_cont y ejerc
This document provides a guide on the third conditional, also known as the past or impossible conditional. It describes how the third conditional expresses a hypothetical situation in the past that did not actually occur. It lists rules for using the third conditional, such as including continuous forms or modals. Examples are given of exercises to practice the third conditional, including filling in verbs in the correct form and writing new sentences using "if" to describe past situations. Sources for the information are listed at the end.
student´s work
This document contains summaries of 5 English lessons:
1. The second conditional and how to form sentences using "would" and the past tense.
2. The first conditional and how to form sentences using "if" and the present tense.
3. The difference between "who" and "which" and examples of their use.
4. How to change sentences to reported speech using "said" and "told".
5. An introduction to the present perfect tense using "have/has been".
Teaching 4 all con links
What does teaching mean? A list of practical tips to help young teachers to optimize their classes
Simple present tense2
1) The document provides examples of simple present tense constructions in English including affirmative, negative, interrogative, and usage with frequency adverbs.
2) Examples are given for the simple present tense of regular and irregular verbs in the first, second, third person singular and plural.
3) Common frequency adverbs are listed that can be used with simple present tense verbs like always, often, usually, sometimes, never.
Present simple questions
1) The document discusses the present simple tense and how to form interrogative sentences. It provides examples of questions using do/does with different subjects.
2) It also covers forming questions using question words like what, where, when, why. Short answers to yes/no questions are also explained.
3) The document provides exercises asking questions about a person and their habits and lifestyle.
Writing Task Mini Project Advanced I I I
The document provides instructions and examples for an English writing task. Students are asked to join sentences using "so" or "such that" and answer questions about a conversation describing someone with an unusual appearance. The deadline for the task is March 1st.
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2nd conditional
The document discusses the second conditional and how to form sentences using the second conditional structure. It explains that the second conditional refers to hypothetical or imaginary situations using "if" clauses in the past simple tense followed by "would/could/might" and an infinitive verb. Examples are provided to illustrate how to form second conditional sentences. The document then provides practice examples for the reader to complete using the second conditional form.
Conditional sentences 1st and 2nd
Este documento describe las oraciones condicionales de primer y segundo tipo en inglés. Explica que las oraciones condicionales de primer tipo se usan para hablar de posibles situaciones presentes o futuras y su resultado, mientras que las de segundo tipo se usan para situaciones hipotéticas. Detalla la forma gramatical de cada una, incluyendo los tiempos verbales a usar en la condición y consecuencia, y proporciona ejemplos para ilustrarlos.
Second conditional
This document discusses the 2nd conditional in English grammar. It begins by providing an example of a 2nd conditional sentence: "If it rained, we'd stay at home." It then explains that the 2nd conditional uses a past tense in the if-clause (e.g. "rained") and a modal verb like "would" in the result clause. The document outlines the steps to form an unreal present tense, which is used in 2nd conditional sentences to refer to hypothetical or unlikely present situations, such as "If I were rich, I'd buy a nice car." Overall, the document provides an overview of how to identify and construct 2nd conditional sentences in English.
REPORTED SPEECH
This document provides a brief review of reported speech, second conditional sentences, and wishes. It gives examples of changing direct speech into reported speech for statements, commands, and requests. It also provides examples of type 2 conditional sentences and how to express wishes about present and hypothetical situations. The document aims to review these key grammar structures in English.
First and second conditional
This document discusses first and second conditional sentences. It provides examples of each type, with first conditional sentences using "will" to describe possible future actions if a condition is met, and second conditional sentences using "would" to describe hypothetical situations and their consequences if conditions that are unlikely or impossible were to occur. Examples include statements about sleeping, working, calling someone, having more time, wanting to go out, and winning the lottery.
2nd conditional
The document discusses the 2nd conditional, which expresses hypothetical or unlikely situations. It is used to talk about the possible consequence of an imagined condition in the present or future. The condition clause uses "if" plus the past simple tense, while the result clause usually uses "would" or the contraction "'d." It can also use "could" in the result clause. For advice, "were" is used instead of "was" with "I." Negation can be used in either clause. Questions invert the subject and "would."
Conditionals 0, 1 and 2.
Conditionals with explanation and exercises, based on Alina Dashkewitz slideshare, English hilfen.de, et al.
Tthe conditional (1st and 2nd Conditional)
This document provides information about the different types of conditional sentences in English:
[1] Type 1 conditional sentences discuss possible future events and use the present simple in the if-clause and future simple in the main clause.
[2] Type 2 conditional sentences discuss unlikely or imaginary events and use the past simple in the if-clause and "would" + infinitive in the main clause.
[3] For purely imaginary situations, "were" is used with all subjects in the if-clause, regardless of number.
The document explains the structures and provides examples of each type of conditional sentence. It also includes a learning check section with conditional sentence exercises.
Power point second conditional
The document discusses the second conditional, which is used to talk about impossible or unlikely situations. It provides examples of second conditional sentences using "if" clauses with "were" or past tense verbs, followed by main clauses with "would", "could", or "might". The document notes some key uses of the second conditional include giving advice, discussing unlikely events, and implying rather than stating the "if" clause. It compares the first and second conditional based on the speaker's attitude toward possibility.
Second Conditional Presentation
The document discusses the second conditional, which is used to talk about impossible or unlikely situations. It is formed using the structure "if + past tense/past perfect, would/could/might + bare infinitive". Some examples given include "If I had millions of dollars, I'd give a lot to charity" and "If we met up for lunch, we could go to that new restaurant." The subjunctive form "were" is often used after "I/he/she/it/we" in the if-clause. Advice can also be given using "If I were you...".
Conditionals 1 and 2
For Intermediate EFL students. Click through to find out about the 1st and 2nd conditionals and practice the 2nd conditional by making sentences and answering questions based on the pictures
Second conditional
This document discusses the use of the second conditional structure "If + past tense, would + infinitive" to describe hypothetical or improbable situations and their consequences. It provides several examples of using this structure to talk about what someone would do if a certain condition were met, such as "If I were rich I would travel around the world" or "If I won the lottery I would buy a big house." The document also includes questions prompting the reader to consider what they would do in various hypothetical scenarios using the second conditional form.
If... 2nd conditional
The document lists a series of hypothetical "If...then" questions that could be used to practice the second conditional in English, which uses the structure "If + past tense, + would". Some examples of questions provided include: "If you found a suitcase full of $1,000,000, what would you do?", "If you could be an animal, what animal would you be?", and "If you could live anywhere, where would you live?". The questions cover a wide range of topics from money and travel to relationships, careers, and world issues.
What will happen if... (1st Conditional)
The document discusses the use of the first conditional to talk about possible future events. It provides examples of using the first conditional structure of "if + present tense + will" to describe what will happen in various health and safety scenarios if certain actions are or are not taken, such as "If he drinks too much beer, he will get drunk". It then encourages generating additional questions using this grammatical structure.
Grammar Translation Method
The Grammar Translation Method focuses on learning grammar rules and their application to translation exercises between the target and native languages. Vocabulary is taught through direct translation of word lists. Little active use is made of the target language in class. Reading and writing skills are emphasized over speaking and listening. Accuracy is prioritized over fluency.
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TEMAS: Conditionals,Time clauses, Base and strong adjectives, Making suggestions.
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The document provides details of a demonstration lesson plan in English for grade 3 students. The lesson focuses on adjectives and involves reading the story "The Pot That Danced". Students will listen to the story, answer questions about it, and participate in follow-up activities to describe characters and objects using adjectives. The lesson aims to help students understand what adjectives are and how they are used to describe nouns. It includes objectives, materials, procedures such as prereading activities, reading the story, and postreading assessment.
Ppt design material and call project
The document describes a proposed material to help students at Alianza Social Educativa learn and practice the present progressive tense through engaging games and activities. It includes controlled exercises with fill-in-the-blank sentences using verbs in the present progressive form. It then describes several interactive games like a concentrated game where students match images and say sentences, an English playing cards game where students make sentences based on verb cards and dice rolls, and an activity where students describe what is happening in pictures using the present progressive tense. The conclusions note that students enjoy learning more when actively engaged and that teachers must consider different learning styles.
Second conditional (gramar)
This document provides information about the second conditional in English grammar. It discusses:
1) The form of the second conditional uses "if" plus the subject and simple past tense, followed by the subject plus "would" and the bare infinitive.
2) The second conditional refers to improbable or hypothetical situations in the present or future. It differs from the first conditional in that the action or situation is less probable.
3) Examples are given to illustrate the difference between the first and second conditional. The second conditional expresses something less probable than the first conditional.
Second conditional (gramar).
This document provides information about using the conditional tense "would" in English grammar. It discusses:
1. The form of the second conditional, which uses "if + past tense" in the if-clause and "would + bare infinitive" in the main clause to talk about improbable or hypothetical situations.
2. Examples of how to use the second conditional to talk about ideal or imagined days, such as "Ms. Sharon would lie on the beach and read books."
3. Notes that the first and second conditional both refer to the present or future, but the second conditional implies lower probability or improbability compared to the first conditional.
Who, whom, whose, when, where
This document discusses the differences between subjects, objects, and possessive forms. It then explains that "who" is a subject pronoun used to ask which person does an action, "whom" is an object pronoun used to ask which person receives an action, and "whose" is a possessive pronoun used to indicate possession. Examples are provided to illustrate the proper uses of "who", "whom", and "whose" in questions, indirect questions, and adjective clauses.
Ana Vieiro Conditional Sentences
This document introduces the three basic types of conditional sentences: Type 1 uses the present tense, Type 2 uses the past tense, and Type 3 uses the past perfect tense. It provides examples of each type and asks the reader to identify the differences. It then presents an activity where the reader must match conditional statements with their consequences. Finally, it asks the reader to complete sample conditional sentences and questions to check their understanding.
speaking-challenges
This document provides instructions for 30 speaking games that can be used for online or in-person English language classes. The games start easy and increase in difficulty, covering a range of topics and language skills. Instructions are provided for each game, with the goal of improving students' speaking ability and vocabulary in an engaging way.
Will would-used to
The document provides definitions and examples of how to use the modal verbs will, would, and used to. It explains that will is used for present intentions or habits while would is used for past intentions, imagined situations, or habitual actions in the past. Used to is used to talk about repeated events or states that no longer exist. The document gives many examples of how these modal verbs are properly used in different contexts like making requests, offers, predictions, or talking about typical behaviors.
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The reading comprehension section consists of 1 text with 5 multiple choice questions (3 alternatives) and 1 text with 10 true or false questions. You have 20 minutes to complete this section. No dictionaries are allowed.
On the following pages you will be able to practice 5 multiple choice practice tests and 5 true or false practice tests with the answer keys.
B1 reading comprehension
The document provides reading comprehension guidelines for a test. It recommends quickly reading the text without stopping to check words, then reading again more carefully while pausing at difficult sections. It advises scanning questions before reading answers and skipping hard questions. Students should justify answers by finding text support and revisit skipped questions if time remains. The test consists of one text with 5 multiple choice questions and one text with 10 true/false questions to complete in 20 minutes without dictionaries.
B1 reading comprehension
The document provides guidelines for completing a reading comprehension practice test, including multiple choice and true/false questions. It advises readers to do two quick readings of the text, skipping words that are unclear, then answering questions without referring back to the text initially. Readers should re-read questions and answers before choosing an answer, and check their answers against the text. The purpose is to practice skills for an exam consisting of one reading comprehension text with 5 multiple choice questions and another with 10 true/false questions, to be completed within 20 minutes without dictionaries.
Insights into English,Ticket 2 English Second year Bac Morocco
The document discusses cultural issues and values, expressions of definition, conditional sentences, asking for and giving advice, vocabulary related to personality traits, expressing lack of understanding and asking for clarification, the past perfect and past perfect continuous tenses, phrasal verbs, strengths of youth, scientific literacy, expressing purpose, and technological breakthroughs. It provides examples and definitions for these grammatical structures and topics.
Correcci%c3%b3n%20condicionales[1]
The document contains examples of conditional sentences using different types of conditional structures. There are 9 activities with multiple examples of conditional sentences discussing various hypothetical situations like forgetting keys, education levels, spending habits, exam results, beauty standards, prison escapes, purchases, hobbies and more. The sentences demonstrate how to construct conditional sentences using different tenses to discuss possible, unlikely, or imaginary scenarios.
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Teaching "The 2nd Conditional"
- 2. Lots of money Helping poor people A sport car A big house A world map
- 3. Draw a picture “presenting the new language in a meaningful context.” when presenting the 2nd conditional, I draw a picture of little girl with thought bubbles of lots of money, a sports car, a big house, a world map and helping people. I ask my students what I'm thinking about and then introduce the target language. I practise and drill the sentence orally before writing it on the board (positive, negative, question and short answer).
- 4. 1. If I were taller … I wouldn't have to wear high-heeled shoes 2. I'd buy a new computer… … if I had enough money. 3. How would you feel if… … you lost your job? 4. If you could visit any country in the world … where would you go? 5.He'd be really upset… … if he knew about the theft. 6. I'd marry him tomorrow… … if I thought he really loved me. 7. I'd forgive you… … if you apologized. 8. If I didn't feel so ill, … I'd come to the party with you.
- 5. Controlled practice Students work in groups I give students some mixed-up sentences. (conditional sentences with a question and answer) Students are asked to put them correct order
- 6. Freer practice Students are asked to talk in groups about what they would buy or wouldn’t buy if they were rich.
- 7. 1. What would you do if you found £100 in the street? 2. What would you do if you saw your boyfriend/girlfriend’s diary left open? 3. What would you do if your friend arrived at a party wearing a horrible new dress and asked you “how do I look”?
- 8. Personal questions I would try to personalize the lesson by giving students a list of question prompts to ask others in the class.
- 9. Ümmügülsüm GÖKŞENLİ Kocaeli University ELT Department