The second conditional describes imaginary, unreal, or hypothetical situations in the present or future. It is used for things that are not true now, or for future situations that the speaker believes are very unlikely or impossible. Understanding the difference between a real possibility and an unreal one is the key to teaching this form well.
Before you start — think honestly about your own teaching and experience.
Look at the examples. Answer each question before reading the explanation — this is how your students will learn too.
Read these two sentences. Both use 'if'. What is the difference in meaning?
In the first sentence, the speaker thinks it is genuinely possible to have enough money — perhaps they are saving up, or expecting some money soon. It is a real future possibility. In the second sentence, the speaker does NOT have enough money right now, and probably does not expect to have it. It is an imaginary situation. The past simple ('had') signals that the situation is not real in the present — it is hypothetical. This is the key insight: second conditional uses past tense form to signal that the situation is not real NOW. It is a grammar signal, not a time signal.
Read these second conditional sentences. Think about why the speaker chose this form rather than the first conditional. What does it tell you about how the speaker sees the situation?
None of these situations are real: the speaker is not a bird, the classroom is not bigger, the government has not given resources, she is not taller. The speaker knows these situations are NOT true and is imagining what would happen IF they were true. This is the core use of the second conditional: imagining a different reality. Notice 'were' — not 'was'. In formal and standard written English, we use 'were' for all persons in the if-clause of the second conditional: 'If I were...', 'If he were...', 'If she were...'. In informal spoken English, 'was' is very common and widely accepted: 'If I was you...' Both forms appear in English, but 'were' is preferred in formal contexts.
Now read these pairs. Decide which sentence uses first conditional and which uses second — and explain the difference in meaning.
Sentence A in each pair = first conditional. The speaker sees the situation as genuinely possible: finding a job is possible, rain is possible in a normal context. Sentence B = second conditional. The speaker sees the situation as imaginary or very unlikely: finding a good job seems difficult right now, and rain in a desert is very unlikely. The choice between first and second conditional is not just about grammar — it reveals how the speaker sees the situation. Is it a real possibility? → first. Is it imaginary or very unlikely? → second. This distinction is a communication choice, not just a rule.'
| Tense / Form | Use / Meaning | Example | Key time words |
|---|---|---|---|
| First Conditional | Real, possible future situation — the speaker thinks it could happen | If it rains tomorrow, we will cancel the match. | will / can / may + infinitive |
| Second Conditional | Imaginary, unreal, or very unlikely situation — not true now | If it rained in this desert, everything would change. | would / could / might + infinitive |
| Second Conditional | Giving advice — imagining yourself in someone else's situation | If I were you, I would talk to the headteacher. | would + infinitive |
| Second Conditional | Dream or wish about a different present reality | If we had a computer lab, students could practise every day. | would / could + infinitive |
THE 'WERE' QUESTION — was or were in the if-clause?
In standard and formal English, 'were' is used for all persons in the second conditional if-clause:
In informal spoken English, 'was' is widely used and accepted:
FOR TEACHING: Be honest with students. 'Were' is correct in formal writing and exams. 'Was' is very common in informal speech and is unlikely to cause confusion. Teach 'were' as the standard form, acknowledge 'was' as widely used.
NEVER 'WOULD' IN THE IF-CLAUSE:
Just as 'will' never appears in first conditional if-clauses, 'would' never appears in second conditional if-clauses.
Ask: Does the speaker think this situation is genuinely possible? → first conditional (will). Does the speaker think this situation is imaginary, unreal, or very unlikely? → second conditional (would). Is 'would' in the if-clause? → always wrong. Change to past simple.
Choose the correct form. Think carefully about whether the situation is real (first conditional) or imaginary (second conditional).
Each sentence contains an error. Write the correct version and explain why — then reveal the answer.
Use this sequence directly in class — guided discovery, no textbook needed. Tap each step to mark it done.
STEP 1 — REAL OR IMAGINARY? (5 minutes): Say these two sentences and ask students what they reveal about the speaker's real situation.
STEP 2 — DISCOVER THE STRUCTURE (8 minutes): Write four second conditional sentences on the board. Ask students to identify: the verb in the if-clause, the verb in the result clause. What patterns do they notice?
STEP 3 — THE IF I WERE YOU... ACTIVITY (5 minutes): Teach 'If I were you, I would...' as a fixed phrase for giving advice. Give each student a problem and ask them to advise their partner.
STEP 4 — FIRST OR SECOND? (5 minutes): Write pairs of sentences. Students choose which is first conditional and which is second — and explain the difference in meaning.
STEP 5 — MY IMAGINARY LIFE (5 minutes): Ask students to complete three sentences about their own imaginary lives — using second conditional.
Use directly in class — copy, adapt, or read aloud. No printing needed.
For each strategy, choose the option that best describes where you are now.
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