Getting to Know You Questions for 1st and 2nd Graders

1st and 2nd Conditionals — Procedure and Activities

Every bit we know, grammer is not the most favourite aspect for the students to learn. They define it as wearisome, illogical, hard to call back, create associations and many more than. Hence, information technology is our job to make it as interesting and interactive as possible and here are some ideas that I take 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. Here is what you demand.

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

Lesson stages

Warmer

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

East.one thousand.

• What will yous exercise if you can speak English language fluently afterward a yr?
• What would you lot do if you constitute a million dollar bank check addressed to you on the street?

Stronger groups: Read the questions to the students and encourage them to answer by using the structure.

Eastward.thousand.

• If I speak English fluently subsequently a year, I will move to live in England.
• If I found a one thousand thousand dollar check addressed to me, I would purchase a house.

Weaker groups: Board the sentences, demo the answer yourself showtime/ask a stronger student to comment commencement and so proceed with the rest of the grouping by insisting on using full sentences and applying the structure.

To make this more interesting, you can set up a contest by dividing the class in 2 groups, timing them for 6 minutes and asking them to come up with as many answers as possible. The group that has the well-nigh correct sentences wins.

Linguistic communication work

Pick a couple of answers for each question from the warm upward to elicit the significant and formation.

Eastward.g.

1. If I speak English fluently after a year, I volition motion to live in England.

• Does this question refer to the nowadays, past or future? (FUTURE)
• How many parts does the sentence have? (2)
• Which are they? (IF I SPEAK ENGLISH FLUENTLY Later on A Year / I Will Move TO Alive IN ENGLAND)
• How are the two sentences divided from each other (BY A COMMA)
• Which part of the sentence contains the future component? (Second — I WILL Move TO Alive IN ENGLAND)
• Can we use "will" directly after "if"? (NO, IT ALWAYS GOES IN TO THE 2nd PART) 2. If I found a million dollar bank check addressed to me, I would purchase a firm.

• Does this question refer to the present, past or time to come? (Future)
• How many parts does the sentence take? (2)
• Which are they? (IF I FOUND A MILLION DOLLAR Check ON THE STREET ADDRESSED TO ME / I WOULD BUY A HOUSE)
• How are the 2 sentences divided from each other (By A COMMA)
• Which part of the sentence contains the future component? (SECOND —  I WOULD BUY A HOUSE)
• Tin we use "would" straight later "if"? (NO, IT Always GOES IN TO THE SECOND PART)
• Which of these two sentences are more/less likely to happen (1st More, 2nd  LESS)

Anticipated problems:

1. Students might get dislocated why the second judgement refers to the time to come when the construction is past — explicate that the structure is used to talk about an unrealistic future, compare with their L1 if possible as most languages accept this phenomenon in their system also.
2. Students might think that they always have to use " will/would " as the second sentence — explain that the positions of the sentences can be inverse ( e.1000. 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 — choose a couple of more answers they had generated earlier and do the same with those.

Controlled Practice

To aid the students assimilate the structure, y'all will need to create an exercise that will focus on the formation. A lot of those exercises are bachelor online, withal my personal favourite has always been the one by English File 3rd edition by Oxford University printing (Unit of measurement 7B_Grammar Resources) .

Here you lot tin can find the exercise.

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

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

Fluency practice

Option one

Setting up

At this stage, you want your students to endeavor and utilize the structures in self-generated spoken language.

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

E.k.

• What will you do if someone tries to jump the queue?
• What will you lot practice if you lose your telephone?
• What will you do if yous meet an sometime lady trying to cross the street?
• What would you practice if you saw a dinosaur?
• What would you practise if the president chosen yous in the morning?
• What would yous practice if you woke upward one twenty-four hour period and could speak every linguistic communication in the world?

Stronger groups: Ask the students to create the questions themselves, demo one example. You can ask them to do this individually and create 3 questions for each provisional form. Here you volition need to make certain that the second conditional sentences are more than hypothetical and unbelievable than the ones with the first provisional. Help the students if needed.

Practice

1. Put the students in 2 groups ( in case of four or less group size you don't take to split them into pairs).
2. Ask the students to flip a coin — heads ( they will need to reply their own question ), tails ( they can ask the question to another member of the team ).This gets really competitive when the students are trying to go tails and avoid answering the questions 🙂
3. Monitor and make sure that the students are using full sentences and jot down any misuse of the language for a afterward mistake correction slot.

Optional Extension: You lot can ask the groups to exchange their questions and proceed the game to show them with more practise.

Option two

Setting upwardly

1. Post a picture of a man in the bar.
   
   
2. Elicit why students call back the man is drinking. Arm-twist every bit 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 most the human in the photograph using the conditionals. One pair will need to apply the 1st provisional, the other one the second conditional. Enquire them to get as creative equally possible bearing in listen the possible and hypothetical aspects of the structures.

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

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

Another group came upwardly with this.

If I drank one more glass, I would lose control. If I lost command, I would start to trip the light fantastic on the counter. If I started to dance on the counter, I would attract attention of the security. If I attracted the attending of the security, I would exist thrown out of the bar. If I got thrown out of the bar, I would take to get to a different bar. If I went to a different bar, I wouldn't like their drinks. So I won't drink more as I like this bar 🙂

Once the stories are ready, ask the students to read them out and vote for the best i.

Optional Extension: You can ask the students to share their stories betwixt each other and change the starting time conditionals into 2nd ones or the other way around.

This menstruum of the lesson has always worked for me and helped the students to assimilate the pregnant and the construction quite successfully. Try and permit us know how information technology went 🙂

ESL senior trainer with viii+ years of didactics experience, specializing in ESP (Medical, Information technology, Financial, Business concern English), class content creator, CELTA certified trainer, PTE examiner

avitiahapanke01.blogspot.com

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

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