Language and Content: Second Conditional

GRADES 3-5; 6-8; 9-12

VOCABULARY

LESSON PROCEDURE

Vocabulary

1. Watch the Vocabulary movie to introduce the new words, stopping to ask questions, give examples, and ask students to make connections to the words.
2. Do a Connect Two activity with the vocabulary words. Using the sentence frame, students connect any two of the words in a way that makes sense to them.
3. Write the analogy on the board:
   
   Cause is to _______ as __________ is to __________.
   Tell students to find three more words among the vocabulary words to complete the analogy (Cause is to effect as condition is to result). Challenge students to find different relationships among the four words. Some will complete the analogy as synonyms, and some will do it as antonyms. They can explain their reasoning however they choose (with examples of words or sentences, pictures, describing a situation, etc.).
4. Show the opening image of the L3U5L2 movie page, but don’t start the movie. Ask what causes (or conditions) and effects (or results) might be happening in the picture.
5. Do the Describe the Word activity with the following vocabulary words: coconut, sand, dolphin, surfing, and condition. Add more words, if needed. Suggested description tasks to write on the cards are:
   Coconut
   

   1. Tell your partner why you like or dislike coconuts.
   2. Describe a coconut to your partner as if you were a mathematician.
   3. Describe a coconut to your partner as if you were a chef.
   4. Describe a coconut to your partner as if you were a historian or an economist.

   Sand
   

   1. Describe sand to your partner as if you were an artist.
   2. Describe sand to your partner as if you were a geologist.
   3. Describe sand to your partner as if you were a poet.
   4. Describe sand to your partner as if you were a mathematician.

   Dolphin
   

   1. Tell your partner why you would or wouldn’t want a dolphin as a pet.
   2. Describe a dolphin to your partner as if you were a biologist or a zoologist.
   3. Describe a dolphin to your partner as if you were a children’s book author.
   4. Describe a dolphin to your partner as if you were a musician.

   Surfing
   

   1. Tell your partner why you would or wouldn’t like to go surfing.
   2. Describe surfing to your partner as if you were an athlete or a health teacher.
   3. Describe surfing to your partner as if you were a musician.
   4. Describe surfing to your partner as if you were a doctor.

   Condition
   

   1. Describe condition to your partner as if you were a doctor.
   2. Describe condition to your partner as if you were a real estate agent.
   3. Describe condition to your partner as if you were a parent.
   4. Describe condition to your partner as if you were a scientist.
6. Project the picture side of Flash Words onto the board or interactive white board. Students label the words they know and then flip the pictures to check if they are correct.

Grammar

1. Begin each day with a different second conditional question on the board. Students can also submit questions for you to use. For example:
- If you were a teacher, what would you teach?
- If you were home right now, what would you be doing?
- If you could live anywhere, where would you live?
- If you could meet anyone, who would you meet?
- If you had one wish, what would it be?
2. Give each student an index card to write one adjective on. Brainstorm together if they need help thinking of adjectives. Or they can go through the BrainPOP ESL Word List to find adjectives. Mix the adjective cards up and give one to each student. They must think of a second conditional sentence using the adjective. For example: If I were lost, I would look at a map. You can make it a Chain Memory activity: students must remember the previous sentences, and then add their own. They can all hold their adjective cards up as prompts.
3. Watch the Grammar movie. You can pause after the if-clauses for students to finish the sentences. Pay attention to the structure: If + past simple, would + base verb.
4. Distribute the sentence strips to the students. In pairs, have students: 1) sort them into causes and effects, 2) find the matches, and 3) turn them into second conditional sentences. They must use a cause-effect signal word, such as: since, because, as, due to, so, therefore. You can make a Cause-Effect Word Wall, and have students add to it throughout the unit.

   Sentence Strips

   I overslept.	I was late for school.
   It was raining.	We stayed home.
   I lost my keys.	I couldn't get into the house.
   The food tasted bad.	I didn't eat it.
   I ate too much.	I got a stomach ache.
   I had too much homework.	I didn't go to the party.
   I forgot my umbrella.	I got wet.
   She practiced a lot.	She won the race.
   He didn't fell well.	He went to the doctor.
   We were bored.	There was nothing to do.

5. Use the If You Lived on an Island, What Would You Do? image to practice second conditional sentences. Project for the class or make copies for students to talk about in pairs. For example:
   
   If I lived on an island, I would swim with dolphins.
6. Roundrobin a chain story. For example:
   
   If we had no school today, I would go to the beach.
   If I went to the beach, I would fall asleep in the sand.
   If I fell asleep in the sand, I would get a sunburn….
   This can also be done in groups as a Roundtable exercise. Students pass a paper around, adding their sentences. When they have finished, they read their stories to the class to select the best one.

Movie

1. Begin the class acting really tired, sighing, “I’m so tired. I wish we had vacation now. Hmm, if I were on vacation now, I would be..."
2. On a repeated viewing of the movie If We Lived on an Island (L3U5L2), pause for students to finish the conditional sentences (with closed captions off).

Features

1. Watch Hear It, Say It. Students may listen and repeat sentences from the movie.
2. Use the Hear It, Say It feature for a sentence completion exercise (found below). Write the sentences on the board or make copies. Have students complete the sentences however they like BEFORE listening to the Hear It, Say It feature. Then they listen to compare their answers.

Hear It, Say It!

1. If I were you, ______________________________________.

2. If I were thirsty, _____________________________________.

3. If we got hungry, __________________________________.

4. If we got tired of swimming, _______________________________.

5. We would swim with the dolphins, ______________________________.

3. Students do the remaining interactive features of the lesson: Play It, Warm Up, and You Can Do It.