Verb “to be,” present tense with subject pronouns – p. 4 “To be” with yes/no questions and answers – p. 5

1. 
   Finish the phrase:
   
   1. 
      Give your students one clause and have them finish it with a corresponding clause in the first conditional.
      

• 
  For example, you could write on the board:
  

2. 
   Chain of events:
   
   1. 
      Give students one clause and have them complete it in the first conditional, then the made up clause can be used as the first clause of the next sentence for another student to finish etc. For example:
      

3. 
   Miming:
   
   1. 
      Divide the students into pairs and ask the pairs to think of 5 actions to mime doing to each other.
      
   2. 
      As one student performs the action to his/her partner, have the other student respond using the conditional.
      
   3. 
      BULLET: One mime could be:
      

Second Conditional

• 
  Note: many of the activities described for the first conditional can also be used for the second conditional, simply by changing the tenses.
  

1. 
   Ask your learners what they would do if they had a million dollars.
   
2. 
   This could spur on a discussion of people’s fantasies.
   
3. 
   In order to solidify new vocabulary, you might want to brainstorm some ideas and write them down on the board.
   
4. 
   ii. Alternatively, you could play the song “If I had $1,000,000” by the bare naked ladies to introduce the structure and have your learners fill in missing lyrics. The lyrics can be found online at: www.fishertowne.com/Barenaked, go there and click on lyrics and “Rock Spectacular”.
   

4. 
   Three Wishes:
   
   1. 
      Tell your student that they have three wishes and tell them to write them down: “I wish that I was rich” or simply “to be rich”
      
   2. 
      Then, ask them to write down at least one reason why they wish what they do using the second conditional: “If I was rich, I would not have to work.”
      
   3. 
      After this, there are a variety of things that you could do now; you could lead a discussion on peoples’ dreams, you could ask them to write a short paragraph about what people would do if their dreams came true, or you could do anything that would fit your class.
      

3. 
   Why might you....?
   

• 
  For example,
  

1. 
   ...jump out a window?
   

1. 
   ...steal something?
   

1. 
   ...take off your clothes in public? (for a more extensive list of possible actions, see page 80 of Grammar Practice Activities)
   

• 
  For example, “I would steal something if I knew that someone stole it form me, but I could not prove it.”
  

3. 
   Learners could complete the following prompts: