Which of the following sentences is an example of a second conditional sentence?

If I won the lottery, I would travel the world.

If I had known, I would have called.

Which sentence is an example of a zero conditional?

If you heat water to 100 degrees Celsius, it boils.

If I were you, I would go to the party.

If she had studied, she would have passed.

If it rains, I would take an umbrella.

Which of the following sentences correctly illustrates the first conditional?

If it gets cold, I will wear a jacket.

If he had known, he would have come.

If you eat too much, you were getting sick.

Which conditional sentence expresses a hypothetical situation in the present?

If I knew the answer, I would tell you.

If it rains tomorrow, I will bring an umbrella.

If she studies hard, she graduates.

What is the correct form of a zero conditional sentence?

If you freeze water, it turns into ice.

If I were rich, I would buy a car.

If it rained today, I will stay home.

If she studies, she will pass the exam.

Which of the following correctly represents a third conditional sentence?

If he had studied harder, he would have passed the exam.

If I go to the store, I will buy milk.

If it rains, I would take an umbrella.

Which sentence exemplifies a first conditional?

If I finish my homework, I will watch a movie.

If he had known, he would have helped.

If I were you, I would apologize.

If it snowed, we could go skiing.

Which of the following sentences illustrates a second conditional structure?

If I were you, I would apply for that job.

If it rains tomorrow, I will cancel the picnic.

If she studies, she passes the test.

If they heat the metal, it expands.

Which of the following sentences is an example of a zero conditional?

If you touch a flame, it burns.

If it rains, I would stay inside.

If he studies hard, he will succeed.

Which one is a First Type conditional sentence?

If you eat too much, you will get fat.

Conditional Sentences in English

Conditional Sentences Type 0,1,2 in English

Assessment (4th Grade Social Studies and Science) Standards: L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. g. Correctly use frequently confused words (e.g., to, too, two; there, their). 4.LS.1: Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful.

TPE 3: Understanding and Organizing Subject Matter for Student Learning Elements: Mild to Moderate Support Candidates will: U3.1 Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks. U3.2 Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter and make accommodations and/or modifications as needed to promote student access to the curriculum. U3.3 Plan, design, implement, and monitor instruction consistent with current subjectspecific pedagogy in the content area(s) of instruction, and design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts as applicable to the discipline.1 U3.4 Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge. U3.5 Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs in the least restrictive environment. U3.6 Use and adapt resources, standards-aligned instructional materials, and a range of technology, including assistive technology, to facilitate students' equitable access to the curriculum. U3.7 Model and develop digital literacy by using technology to engage students and support their learning, and promote digital citizenship, including respecting copyright law, understanding fair use guidelines and the use of Creative Commons license, and maintaining Internet security. U.3.8 Demonstrate knowledge of effective teaching strategies aligned with the internationally recognized educational technology standards. MM3.1 Effectively adapt, modify, accommodate, and/or differentiate the instruction of students with identified disabilities in order to facilitate access to the Least Restrictive Environment (LRE). MM3.2 Demonstrate knowledge of disabilities and their effects on learning, skills development, social-emotional development, mental health, and behavior, and how to access and use related services and additional supports to organize and support effective instruction. MM3.3 Demonstrate knowledge of atypical development associated with various disabilities and risk conditions (e.g. orthopedic impairment, autism spectrum disorders, cerebral palsy), as well as resilience and protective factors (e.g. attachment, temperament), and their implications for learning.

Give me 10 sentences in second conditional, dont conjugate the first verb but instead put it in parenthesis in the infiinitive so students ahve to conjugate it

Alternatives for IF in 2nd Conditional sentences

Fill in gaps zero and first conditional sentences

Generate fill in the gap sentences to review conditional 1 and 2 for CEFR level B1

1. Which sentence correctly uses the present continuous tense to express a temporary action? A. She works at a bank. B. She is working at a bank for the summer. ✅ C. She worked at a bank last year. D. She has worked at a bank for years. ⸻ 2. Which of the following uses the past continuous tense to describe an interrupted action? A. I was eating dinner when the phone rang. ✅ B. I eat dinner when the phone rings. C. I had eaten dinner before the phone rang. D. I was eat dinner when the phone ringed. ⸻ 3. What is the function of “is/am/are + V.ing” in a sentence? A. To show routine habits B. To describe completed past actions C. To indicate actions in progress at the moment of speaking ✅ D. To express future intentions with certainty ⸻ 4. Which sentence shows incorrect use of the past continuous tense? A. She was singing while I played the piano. ✅ B. They were talking when I arrived. C. I was reading while he was cooking. D. It was raining all night yesterday. (Explanation: A uses mixed tenses incorrectly. It should be: “She was singing while I was playing the piano.”) ⸻ 5. Choose the sentence that uses the present simple tense in a conditional structure. A. If it is raining, we will cancel the trip. ✅ B. If it was raining, we would cancel the trip. C. If it rained, we canceled the trip. D. If it rains, we are canceling the trip. ⸻ 6. Identify the sentence in which the auxiliary verb is incorrectly used. A. He is doing his homework now. B. She was watched a movie last night. ✅ C. They were playing football all afternoon. D. I am going to the store. ⸻ 7. Which sentence best demonstrates the habitual use of the present simple? A. I am jogging every morning. B. I jog every morning. ✅ C. I was jogging every morning. D. I have jogged every morning. ⸻ 8. Choose the best explanation for using “was/were + V.ing”: A. To talk about a permanent state B. To describe future arrangements C. To express a continuous action in the past ✅ D. To indicate hypothetical situations

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