Conditionals

ELATE – E-LEARNING AND TEACHER EDUCATION.

TEACHER’S GUIDE

Subject: English

Unit no: 4

Target group: S.1

Topic: Conditionals (Conditional or If - sentences).

Introduction:

The focus in this unit is on conditionals (or conditional sentences), which are sentence structures based on conditional clauses distinguishable by the use of if. If denotes a condition which, when fulfilled or not fulfilled, produces a certain result (or makes something happen). There are three basic conditional sentence structures and also other variations that are used in special expressions.

The three main kinds of conditionals are distinguished from each other by the use of different combinations of four main tenses (present, future, simple past and past perfect). Conditional type 1 uses the present and future tenses; Conditional type 2 uses the simple past tense and conditional past (would…..) in imagined situations; and Conditional type 3 uses the past perfect tense.

Each conditional is dealt with as a sub-topic in which the function, structure and tense pattern of each are respectively demonstrated. Activities are given to provide situations in which the use of each conditional is realistically practised in speech or writing using random sentences or oral and written texts.

Subtopics:

1). Developing communicative ability through using the open conditional sentence

(expressing possibility).

2) Developing communicative ability through using the imaginary or unreal

past conditional sentence (improbability).

3) Developing communicative ability through using the hypothetical conditional sentence

(impossibility) .

4) Developing communicative ability through using the conditional sentence in special

aspects of usage.

Time required: Minimum 480mins (12 periods) Maximum 600mins (15 periods)

Brief description of topic:

This topic aims to enable students to develop their language competence by equipping them with the knowledge and understanding of conditionals (i.e. conditional sentences) and using them in every-day communication.

Conditionals (i.e. conditional or if - sentences) are three basic patterns of sentence structures that express situations that contain or depend on certain conditions for some things (or results) to occur. The situations are: either one that is projected as a possibility in the near or far future, or one that is imagined, or one that is hypothetical (i.e. would not have happened because a certain condition was not fulfilled).

Each of these situations is represented by a particular conditional sentence pattern referred to as Conditional 1,Conditional 2, and Conditional 3, respectively.

Main content and concepts.

The first situation, represented by Conditional 1 (or open conditional), expresses the possibility of something happening if a certain condition is fulfilled. The condition may not be fulfilled; there is no certainty. The sentence structure is: If + simple present tense + will /can/shall/may + plain infinitive (future)

It may be explained like this:

“If something happens, then another happens, or will happen, as a result.” (It may or may not actually happen: remains a possibility; is very likely).

Example: “If they go to the South Pole, they will see penguins.”

The second situation, represented by Conditional 2(imagined or unreal condition), expresses something that is improbable or purely imaginary.

The sentence structure is: If + simple past tense + would/could/should/might + plain infinitive.

It may be explained like this: “If (or supposing) something happened (or were to happen in future), then another thing would happen as a result.”

(All this is imaginary, very unlikely).

Example: “If they went to the South Pole, they would see penguins.”

The third situation, represented by Conditional 3(that is a purely hypothetical unfulfilled condition,) expresses something that could not have happened because the condition was not fulfilled .The sentence structure is: If + past perfect tense +would /could/should/might + perfect infinitive.

It may be explained like this: “If something had happened in the past (but it didn’t happen), then something else would have happened as a result.”(All hypothetical: impossible).

Example: “ If they had gone to the South Pole, they would have seen penguins.”

In table form this would be represented as follows:

Kind of condition	Tense in conditional clause	Tense in main clause
Open 1 Unlikely 2 Rejected/unfulfilled 3	Present Past simple Past perfect	Future (will) Conditional (would) Perfect conditional.(would have)

Acknowledgements:

The slightly adapted quotations in the content summary above are from Use of English by John B. Curtin, the Macmillan Press, London

The table above is adopted from Revision English by R. Forrest Pearson Education Limited 2004 with a few additions.

Sub-topic 1: Conditional 1: Developing communicative ability through using the

open conditional sentence (expressing possibility).

Brief description of sub-topic:

Knowledge and mastery of conditional 1 as a sentence structure and understanding its function in communication is the main aim of the sub-topic, to enhance students’ ability to use language actively (i.e. orally and in written form.)

Conditional 1 sentences are used to express things that happen (or will happen in future) when certain conditions are fulfilled.

Conditional 1 sentences are part of the key conditional structures which collectively enable the engagement of participants as both an audience and as participants in speech situations involving a range of techniques to express ideas.

Time required: Minimum: 80mins(2 periods), Maximum: 120mins(3 periods).

Main content and concepts

1. Main content.

1. Grammar practice: Conditional sentences.

• Definition of conditional 1 sentences and their structure.
• Applications of conditional 1, Structure and Usage: If + Simple present tense + will /can /shall /may + plain infinitive.

2. Main concepts:

• Function of conditional sentences: why used
• How formed and what situations they depict (possibility)
• Using conditional 1 structure in communication, speech and writing (including tense use): open possible situations.
• If-clause; main clause: condition + expected result (or vice versa)
• Structure and usage: effectiveness of use of sentences.

(b) Variety of use.

Various sentences demonstrating conditions and possibilities using listening,

speaking, reading and written texts as contexts and registers.

Lesson objectives:

• To equip students with the knowledge and understanding of Conditional 1 sentences: their function, structure and patterns in use.
• To enable students to identify tenses used in this conditional in various texts.
• To enable students to use Conditional 1 tenses correctly in sentences.

Activity 1: Working out what happens.

(a) Look at the following sentences:

1. If the weather improves by midday, we shall take a walk to the lake.
2. What will Joseph do if he does not pass his school certificate exams next year?
3. If she feels better tomorrow, she will be discharged.
4. If you put litmus paper in acid, it twins pink.
5. You won’t open the door if you don’t kick it hard.

Note: Each sentence follows the pattern: if + present + future (or present).

(b) Work out which sentence above indicates each of these:

(i) A fact that happens whenever a certain thing occurs or is done.

(ii) An action that may happen but is not certain until a change is seen.

(iii) Something that will not happen without a certain condition being fulfilled.

(iv) Something that will happen almost in the present time of saying (not the future).

(v) An uncertain condition based on something which has not yet happened.

[Answers (a) 4; (b) 4; (c) 5; (d) 1; (e) 2 ]

(c) Make your own five sentences each of which matches (a) to (e).

Activity 2. Pattern Practice.

Read the following short conversation and act it out in pairs.

A: You’d better not take that path to the village.

B: What will happen if I do?

A: You’ll find a python lying across it.

B: I’d better not take it then.

Now practice the pattern in pairs by filling in the blanks in the uncompleted conversation with the parts (a),(b),(c) and (d) indicated in numbers 1 to 5 below. You may change the parts that are positive into negative and vice versa - e.g:

A: “You’d better do your homework to-day,”

B: “What will happen if I don’t?”, e.t.c

A: You’d better (not) ……(a)……………

B: What will happen if I…(b)………….(not)?

A: You’ll……(c)………….

B:I’d better (not)……(d)……………..then.

(a) (b) (c) (d)

1.report to do(n’t) be report.

2.use do(n’t) hurt use it

3.ask do(n’t) annoy ask(her/him…)

4.avoid do(n’t) become avoid

5.abstain do(n’t) get abstain.

Examples of an answer.

A: You’d better report to the headmaster’s office.

B: What will happen if I don’t?

A: You’ll be punished severely.

B: I’d better report then.

Activity 3: Reading: understanding the use of conditionals in context.

Read the following passage and then answer the question on it.

At Mr. Ogwang’s home the day before his son’s wedding, everyone given a responsibility to receive and entertain guests after the wedding was thoroughly drilled on their work. To make things go smoothly, they had a rehearsal that evening.

Mr Bunga , the groom’s youngest uncle asked: ‘Who will serve the soft drinks , nuts and appetizers at the start?’

‘Mrs. Okullu and her group,’ someone answered.

‘And if they are not in time, who will step in?’

‘Mr. Aber and the local scouts,’was the answer.

‘What happens if both groups are late? We don’t want the guests to sit waiting. That will be embarrassing.’

‘Then all the sisters of the groom will step forward . It may be premature to expose them to the guests at that time but they would have to save the situation,’ one man said.

‘Just in case, let someone ride a bicycle to Mrs. Okullu’s home at 1:30pm and help round up her group and alert Mr. Aber to be ready with his group. I suggest Mr. Otyek does that,’ Mr. Ogwang ruled.

All the major activities and responsibilities were reviewed and many questions asked and answers given in the same way.

At last, the rehearsal came to an end at 9.30pm and everyone prepared to go to sleep in the various residences around the village.

‘ I wonder what will happen if the bride doesn’t turn up for the wedding!’ someone remarked, rather carelessly.

Everyone was shocked and uneasy, and there was a long silence as they exchanged glances.

‘ If it happens, we shall come home and have a feast all the same,’ said the groom’s elder uncle.

And then they all burst out laughing as they dispersed.

Questions on the passage.

1. What is the purpose of the meeting in Mr. Ogwang’s home?
2. Who will serve the drinks and appetizers to the guests?
3. What will happen if they are late?
4. What will happen if the second group is also late?
5. Why is everyone shocked and uneasy at the end of the meeting?
6. What does the groom’s elder uncle suggest if the bride does not turn up?

Activity 4: Writing out sentences.

Write out in full sentences each of the groups of words given in numbers 1 to 5 below according to the structure of the example sentence below.

To make correct sentences you will need to add other words like prepositions, articles and pronouns and change the verb tenses.

Example:

Jackson Buhiire / become / head prefect /campaign vigorously this term.

‘If Jackson Buhiire wants to become the Head Prefect, he will have to campaign vigorously this term.’

1. He /break /national 100m record /train hard.
2. They /go abroad /get visas /various embassies.
3. Simon/marry /a princess / behave like a prince.
4. Faridah /learn and speak / Kiswahili fluently / go to Kenya or Tanzania.
5. You /open / that bottle of medicine/use a corkscrew opener.

Activity 5: Using unless.

Unless means ‘if…not’. It is used in a ‘negative’ sense (like the opposite of if) to mean “If something is not ‘positive’ (or is not done or doesn’t happen ‘positively’),

the result will be ‘negative’ or “If something is not ‘negative’ (or is done or happens ‘positively’), the result will be ‘positive’.”

Example:

“Unless he arrives before ten o’clock, he will miss the bus” becomes: “If he does not

arrive before ten o’clock, he will miss the bus.”

Remember: Do not use if and unless combined in the same sentence interchangeably.

For example: Don’t say: “Unless if he comes………..”

1. Change each of the following sentences by replacing unless with if:
   1. She will not be able to improve unless she gets some coaching lessons.
   2. Unless their father gives them permission, they will not go on the trip to the national park.
   3. Unless he is ill tomorrow, he will break the national record in the high jump.
   4. You cannot attend the chief’s wedding unless you are invited.
   5. The party will be cancelled unless half the guests accept to come.

2. Rewrite these sentences using unless. Work out the limitation or negative

condition in each sentence before writing down your sentence.

1. Anyone who has no valid identity card will not be permitted to enter the concert

hall. (Begin: ‘No one…..’)

2. “Your application form for S1 admission for next year must reach the Ministry of

Education by 30^th November or you may not be selected.”

3. No one who returns after 6.00pm will be allowed in. (Begin: ‘Anyone………’)

4. You are required to have an entry permit before you can enter another

country.(Begin: Unless……..’)

6. Obey this rule or you will be expelled without any further warming.(Begin: you

will….’)

References:

1. Sesnan, B. (1997). How to Teach English. Oxford University Press.

Oxford Ox2 6DP.

2. National Curriculum development Centre. (2003). The Integrated English syllabus and Teacher’s Guide. S.1 to SIV. National Curriculum Development Centre. Kampala, Uganda.
3. Forrest, R. (2005). Revision English. New Edition. Longman Group Limited. Pearson Education Limited. Essex CM20 2JE, England.
4. Murphy, R. (1995). English Grammar in Use. A self-study reference and practice book for intermediate students. Cambridge University Press. Cambridge CB@ 1 RP. Mussel Burgh, Scotland

Sub-topic 2: Conditional 2: Developing communicative ability through using the

imaginary or unreal conditional sentence.

Brief description of sub-topic:

Knowledge and mastery of Conditional 2 as a sentence structure and understanding its function in communication is the main aim of the sub-topic, to enhance students’ ability to use language actively (i.e. orally and in written form).

Conditional 2 sentences are used to express imaginary and hypothetical situations such as those expressing probabilities.

Conditional 2 sentences are part of the key conditional sentence structures which collectively enable the engagement of participants as both an audience and as participants in speech situations involving a range of techniques to express ideas.

Time required: Minimum: 80 mins (2 periods), Maximum: 160mins (4 periods)

Main content and concepts.

1. Main content:

(a) Grammar Practice: Conditional 2 sentences

• Definition of conditional 2 sentences and their structure.
• Applications of conditional 2,structure and usage (If + simple past + would/could/should/might + plain infinitive.)

2. Main concepts:

• Function of Conditional 2 sentences: Why used.
• How formed and what situations they depict (imaginary, unreal).
• Using Conditional 2 structures in communication: speech and writing (including tense use). Hypothetical questions.
• If –clause; main clause: condition + expected result + reversal of if-clause/main clause e.t.c
• Structure and usage: effectiveness of use of sentences.

If + simple past + would/could/should/might + plain infinitive.

(b) Variety of use:

Examples:

• If you were……………,what would…………? Hypothetical questions.
• If it ………., they would……………………
• If I was / were ………., I would………………………….

(c). Using listening, speaking, reading and writing texts (as contexts):

• Extracts depicting usage in context.
• Speech situations depicted and acted out.
• Developing range of written texts.
• Range of usage in different contexts and registers.

Lesson objectives:

• To equip students with the knowledge and understanding of Conditional 2 sentences: their function, structure and patterns in use.
• To enable students to identify tenses used in this conditional in various texts.
• To enable students to use Conditional 2 tenses correctly in sentences.

Sample lessons 1 and 2.

Activity 1: Dialogue.

A: If I had gone to Entebbe road last Wednesday, I would have seen the queen.

B: Why didn’t you go then?

A: It was raining and there were few taxis from our village.

B: Well, you still have a chance to see her in London if you go there.

A: It’s not that easy, is it?

B: If you went to Buckingham Palace, you might see her waving from the balcony.

A: I doubt that I’ll go there.

B: If you work hard, you will get a scholarship to study in London.

What you need to know.

In the dialogue, there are several examples of the conditional sentence pattern: if + particular tense + another tense. The underlined words in the conditional sentences above indicate the tenses used.

There are three main kinds of conditional sentence patterns, one of which the ‘open’ conditional: if + present +future was dealt with in the sub-topic before this one. This particular sub-topic introduces the second type of conditional pattern: if +past tense + would/might + infinitive-e.g., ‘If you went to London, you might see the queen.’ This pattern is based on an imagined situation: that supposing something happened or took place (but probably might not happen) a certain result would be expected.

Activity 2: Pattern Practice I.

Complete each of the following sentences by choosing the correct parts (a) and (b) from the list below the sentences. The order of the parts is mixed up. Practise saying the completed sentences.

(a) (b)

1. If she…………….,she would ………………….

(a) (b)

2. If they ………………..,they would not………………………

(a) (b)

3. If I……………………….,I would………………………….

(a) (b)

4. If the earth……………………..,the sun would………………

(a) (b)

5. If you………………………, it would………………………….

1. (b)

(i) spun from east to west set in the east

(ii) went with her sister meet their uncle who lives in America.

(iii) poured strong acid on your skin burn your skin.

(iv) woke up early miss the mid-morning bus.

(v) had 50,000 shillings lend you some of it.

Answers: 1 (ii) ; 2 (iv) ; 3 (v) ; 4 (i) ; 5 (iii).

Activity 3: Pattern Practice II

Read the following short conversation and act it out in pairs.

A: What would you do if you won this year’s scholarship money?

B: I would go to study in the best school.

A: Do you think there’s a chance you’ll win it?

B: I don’t think so. (OR: I doubt it.)

Now practise the pattern in pairs by filling in the blanks in the uncompleted conversation below with the parts (a), (b), (c) indicated in numbers 1 to 5.

A: What would you do if you……(a)……………….?

B: I would (or I’d)………………(b)………………..

A: Do you think there’s a chance you’ll…………(c)………..?

B: I don’t think so. (Or: I doubt it).

(a) (b) (c)

1. won two million shillings buy a motorcycle win it.

2. won a house let it (hire it out) win one

3. went to Rome/ Mecca visit the Vatican /do the Hijja go there

4. met a lion on the road stand still and stare at it meet one

5. were invited by the President ask for a scholarship be invited

Activity 4: Written work

Use the pattern of the conversation above to make your own two conversations and write them out. Keep to the same tenses as those used in the conversation.

Sample lessons 3 and 4

Activity 5: Creating sentences

Imagined situations (not real: using if + was/were + could/would + present tense in each sentence).

(a) Imagine yourself being one of these in each sentence and complete the

rest of the sentences.

1. If I was /were a marabou stork (or crested crane),……………………..
2. If I was/were a pilot (or an engineer),………………………………
3. ……………………………..,I would (or could) photograph the world from outer space.
4. ……………………………….,I would listen to a private conversation without being seen.
5. If I was/were a mother (or father)………………………………..
6. If I was/were the minister of environment for one day,………………..
7. If I were you,……………………………………………………….
8. …………………………………..,I would praise those who did their homework carefully.
9. ……………………………………,I could solve difficult equations.
10. If I was /were a prefect,………………………………………………

(b) Imagine yourself being an unmentioned animal or bird. Say what noise

(or cry) and movement you would make. Use the same sentence pattern

used above.

Activity 6: Stating facts expecting probability of results.

If + past tense +could/would/might+ present tense.

Complete the following sentences based on your general knowledge of various subjects.

(could /might get a severe shock).

1. If you touched a switch with wet hands, you ……………………………………

(the baby could become malnourished or calcium deficient) .

2. If a mother stopped breast-feeding her baby before six months,…………………..

(would become very cold).

3. If the sun stopped giving out heat through radiation, the earth……………………..

(you would get a swelling on your body).

4. If a bee stung you, …………………………………..

(we would feel cold).

5. We learned that if our bodies lost a lot of heat,…………………………….

(it would become very hot).

6. If a dark coloured object was placed in the sun,……………………..

(it would boil).

7. If pure water was heated to 100^oC at sea level,………………..

(bubbles of hydrogen gas would be given off).

8. If you put a metal strip in an acid………………………….

(would become hot).

9. If you rubbed your hands together very quickly, they……………….

(would become overweight).

10. If someone ate more high energy foods than they needed, they……………. ……

Activity 7: Writing out sentences

Write out in full sentences each of the groups of words given in numbers1 to 5 below according to the structure of the example sentence below:

To make full and correct sentences you will need to add other words like prepositions, articles and pronouns and change the verb tenses.

Example: “If Dr Okurut solved the remaining mathematics equation, he would become Uganda’s most famous mathematician.”

(Dr Okurut /solve/remaining maths equation/ (Uganda’s most famous mathematician).

1. Inzi/win/ another gold medal /Uganda’s greatest athlete.
2. Coach /rally/the team/super league champions.
3. They /work hard/the examinations/best performers in Uganda.
4. She/not push hard / her students /not pass national examinations.
5. Environmentalists /convince/ government /danger of plastic bags causing soil degradation/ban on using plastic bags.

Expected answers.

1. If Inzi won another gold medal, she would be (or become) Uganda’s greatest athlete.
2. If the Kinyara football coach inspired/rallied his team to play at their best, they could be the next super league champions.
3. If they worked hard for their examinations, they would be among the best performers in Uganda.
4. If she did not push her students hard, they would not pass the national examinations.
5. If environmentalists convinced government on the danger of plastic bags causing soil degradation, there would be a ban on using plastic bags.

Activity 8: Reading: understanding the use of conditionals in context.

(a) Read the following short passage and then answer the questions on it.

The axe is hanging dangerously over the heads of both Buvuma Football club and their coach. This week-end, if the team loses again in the National Football league, the coach will lose his job and the team their place in the top league this season. In the last six matches the team has not scored a single goal in their matches against other teams. Five losses and one goal-less draw in the last six weeks have sent them to the bottom of the league table and the threat of relegation is becoming a reality.

If the team, by some miracle, beats their next opponents, Kasambya FC, they may have hope of staying next season. If not, the axe will surely fall on their necks. Moreover, if it were not for the penalty they were awarded in extra-time last week-end against Buikwe Stars, they would already have suffered their fate. Their rivals Kasambya, also among the last four in the league table, are no doubt sharpening their skills to deliver Buvuma the blow the latter must fight to avoid. The Buvuma coach must be having sleepless nights conjuring up the much-needed tricks that he needs to save himself and his team.

1. What would happen if Buvuma Football club lost again in the next National Football League match?
2. In how many recent matches had the team not scored a goal? (begin: The team.…’)
3. What position were they in the league table?
4. What hope would the team have if they beat Kasambya F.C?
5. Which team won the match between Buvuma and Buikwe Stars?
6. What must have kept the Buvuma coach sleepless?

(b) Before the next match was played, you and your friends discussed how the two teams

(especially Buvuma F.C) should play in order to win. Complete these statements:

(defence/strikingline)

1. If the Buvuma coach strengthened the……….,

(would or could be in their favour).

the result…………….

(Bogere to the front line)

2. Remember Kasambya F.C has a good goalkeeper. If Buvuma switched……………,

(score several goals against Kasambya).

they could…………………

(upset their opponents) (did not strengthen their defence)

3. Kasambya F.C could………………., if Buvuma F.C……………….

(did their best / became over confident)

4. If both coaches or teams………………………,the result could be

(a draw /disappointing to each team).

……………………………………..

(c). Imagine that you know what the final result was after the two teams played. Imagine

the part that had been played by each team, the referee and key players in each team.

Complete the following sentences based on the result you imagined. Give the key

players names. The tenses should reflect your imagination of what had happened but

did not actually happen.

(action, player) (team)

1. If it had not been for……… ……, the result would have been in favour of………

(key player/referee) (action,team)

2. If………………..had (had not) ………….., would (would not) have won (lost).

(team) (would)

3. If …………………had scored the penalty awarded, the result……………..

(team)

4. If the captain of…………………..had not been……………,………………

Model answers expected for (b).

1. If it had not been for (Kizito being sent off) (the referees bias), (the award of a penalty

to Buvuma), the result would have been in favour of Kasambya F.C.

2. If the referee had not (cancelled Bogere’s last –minute goal) Buvuma would have

won.

3. If (Kasambya or Buvuma ) had scored the penalty awarded, the result (would have

been 2-1 or 3-2).

4. If the captain of (Kasambya) had not been (sent off, the team would have won the

match or Buvuma would not have won).

(Answers to (c) are open-ended)

Sub-topic 3: Conditional 3: Developing communicative ability through using the

hypothetical conditional sentence.

Brief description of sub-topic.

Knowledge and mastery of Conditional 3 as a sentence structure and understanding its function in communication is the main aim of the sub –topic, to enhance students’ ability to use language actively (i.e. orally and in written form).

Conditional 3 sentences are used to express hypothetical situations or impossibilities because the conditions on which the results (or outcomes) depended were not fulfilled.

Conditional 3 sentences are part of the conditional sentence structures, which collectively enable the engagement of participants as both an audience and as participants in speech situations involving a range of techniques to express ideas.

Main content and concepts:

The third conditional follows the sentence pattern:

(If + past perfect) + conditional perfect or If – clause + past perfect + main clause would / should / could/ might + perfect infinitive.

The verb in the if – clause is in the past perfect tense, while the verb in the main clause is in the perfect conditional. The time is past and the condition could not be fulfilled because the action in the if – clause did not happen.

Objectives of the sub-topic.

• To equip students with the knowledge and understanding of conditional 3 sentences: their function, structure and patterns in use.
• To enable students to identify tenses used in this conditional in various texts.
• To enable students use conditional 3 tenses correctly in sentences.

Activities for conditional (if – clause) type 3.

Activity 1:Matching sentence parts.

Match the following clauses from column A to those in column B.

A B
a. If I had read my books	1. we would have boarded it.
b. If I had been a doctor	2. I could have danced away all night.
c. If the train had come	3. I would have passed my exams.
d. If they had been my students	4. my response to Ebola would have been different.
e. If music had been played at the party	5. I would not have accepted such behaviour.

Answers.

a---------------------3

b---------------------4

c---------------------1

d---------------------5

e---------------------2

Activity 2: Pattern practice:

Read the following short conversation and act it out in pairs.

A: What a pity Prossy broke her glasses!

B: If she’d listened, she wouldn’t have broken them.

A: Did someone warn her?

B: Oh, yes. We told her not to climb the ladder.

Make your own conversations by replacing the underlined words and act out the conversations you have made.

E.g.

A: What a pity Peter damaged his watch!

B: If he’d listened, he wouldn’t damaged it.

A: Did someone warn him?

B: Oh, yes. I told him not swing his arm about.

Activity 3:

Write a conditional sentence type 3 for each of the following unfulfilled conditions.

1. Sonko did not bring my pen. I couldnot do my work.
2. Namuli did not eat food at the park. She did not fall sick.
3. Okello broke his leg because he climbed a tree.
4. The bus failed to turn the corner because it was going fast.
5. The teacher could not see me because I was very short.
6. My sister failed to pay my school fees because she was ill.
7. The president did not give us money because we were not represented at the celebrations.
8. Juma failed to bring his work because he lost his guidelines.
9. We were unable to have a workshop because there was no money.
10. The journalists did not report about the rebels because they were shot at.

Answers to activity 3:

1. If Sonko had brought my pen I could have done my work.
2. If Namuli had eaten some food at the park she would have fallen ill.
3. If Okello had not climbed a tree, he would not have broken his leg.
4. If the bus had not been going fast it would not have failed to turn the corner.
5. If I had not been very short, the teacher could have seen me.
6. If my sister had not been ill, she could not have failed to pay my school fees.
7. If we had been represented at the celebrations, the president would have given us money.
8. If Juma had not lost his guidelines, he would not have failed to bring his work (or he would have brought his work).
9. If there had been some money, we could have had a workshop.
10. If they had not been shot at , the journalists could have reported about the rebels.

Activity 4: Creating sentences.

Write 5 conditional type 3 sentences related to the following words and phrases.

1. I, lose a shoe, ………. go to town.
2. I,……..meet a mad man,……..not come back.
3. He, ………trained as a police man, ………get a job.
4. An orange tree, ………... be a mango tree ………..hard to pick the fruit.
5. That boy, ……….find the empty house ……….scream.

Answers to activity 4

1. If I had not lost my shoe, I would /could have gone to town.
2. If I had met a mad man, I would not have come back.
3. If he had trained as a policeman, he would have got a job.
4. If an orange tree were a mango tree, it would have been hard to pick the fruit.
5. If that boy had found the empty house, he would have screamed.

NB. Any other answers close to the ones given above can be marked right.

References:

1. Grammar and vocabulary, for Cambridge Advanced and Proficiency by Richard Side and Guy Wellman.

2. Political English Book 2 by Ogundipe.

3. Living English Structure, A practice book for foreign students by N. Stannard Allen.

4. Practical English Usage, Third Edition by Michael Swan.

5. Revision English, New Edition by Ronald Forrest.

6. English Grammar in Use, A self study reference and practice book for intermediate students. By Raymond Murphy.

7. Integrated English Syllabus, National Curriculum Development Center.

8. Integrated English, A course for Ugandan Secondary Schools Book2.National Curriculum Development Center.

Sub-topic 4: Special usage of the conditional ‘if’: Developing communicative ability

through using the conditional sentence in several special cases:

1. If + were…;
2. ‘if’ and ‘in case’;
3. ‘If only…’

Brief Description of Sub-Topic.

The special usage of the conditionals refers to the ‘if’ clauses that have other meanings that are rather indirect. One needs to know them to be able to use them appropriately.

The first example is the combination of if + subject + were…which is categorized as hypothetical or imaginary (meaning that it can never exist or happen).

The if (condition) cannot happen either because it is impossible or because it is too late.

e.g. If I were two metres tall, I would … (but I’m not...)

This usage is followed by a modal verb ‘would’ in the subordinate clause as shown in the example shown.

In the use of ‘if’ and ‘in case’ we look at the difference of the two in a clause. A clause with ‘if’ has two actions dependent on each other while the one with ‘in case’ has independent actions. This is especially so when both clauses are subordinate.

e.g. John will come tomorrow in case Ann needs him.

John will come tomorrow if Ann needs him.

The use of ‘if only’ is in expressing conditions of hope, wish or regret. This depends on the verb-tense used.

1) ‘if only + present tense’ expresses hope

`e.g. If only he comes in time, we…

2) ‘if only + past/past perfect expresses regret or wish.

e.g. If only he didn’t smoke.(regret)

If only Tom were here. (wish)

These clauses can stand alone as above or form a part of a full conditional sentence.

Main content and concepts.

The use of ‘if + subject + were

The ‘if + were…’ usage of the conditional has 3 formations:

1. The instance where ‘were’ can replace ‘was’.

e.g. If she was/were offered the job, she would take it.

2. The instance where ‘was’ cannot replace ‘were’.

e.g. If I were you, I would wait(advice form)

3. The instance where the auxiliary changes place with subject.

e.g. If I were Tom, I would refuse.

Were I Tom, I would refuse.

As you may have noticed, ‘if’ is excluded when the auxiliary changes position with the subject.

The use of ‘if’ and ‘in case’

‘In case’ clause gives a reason for action.

e.g. I always slept by the phone incase he rang during the night.

An ‘incase’ cause can be dropped without changing the meaning of the main clause.

With ‘if’ clause the action in the main clause. (Refer to the example given in the brief description)

An ‘incase’ clause is also normally placed after the main clause, not before it.Note, however, that incase of + noun is ‘if there is an/a + noun.

e.g. In case of an accident call 999. Meaning;

If there is an accident call 999.

The use of ‘if only’

There are 3 options where only will come after ‘if’. This is when we imply hope, a wish or regret depending on the verb tense used.

1. If only + present tensed/will expresses hope

e.g. If only he comes in time…(hope)

2. If only + past/past perfect expresses regret.

e.g. If only he didn’t smoke(regret)

If only Tom were here(wish)

3. If only + would can express regret about a present action as an alternative to if only +past tense (it has the same meaning as wish +would)

e.g. If only he would drive slowly!(wish/regret)

Note to the teacher.

The conditionals are sensitive to the verb-tense; therefore one needs to be mindful of the tense used in the subordinate clause. The focus should be on using the right tense for each if-clause.

Activity 1

Match the two respective sentence halves and write out the complete sentence for each number.

Say which type sentence is hypothetical.

a. If you follow the suggestions 1.you followed it precisely

in the AIDS pamphlet,

b. If you don’t follow the suggestions, 2.they wouldn’t have done the things they did do.

c. If people had known about AIDS in 3. you won’t run the risk of

the past, catching AIDS.

d. In the old days, if a medicine man 4. I would probably be very

gave you advice, observant.

e. If I were a medicine man, 5. I would die.

f. If I got AIDS, 6. you are really stupid!

Answers:

a.------------3

b.-----------6

c.-------------2

d.-------------1

e.-------------4 (hypothetical)

f-----------5

Activity 2.

Choose the correct tense sequence for these sentences and complete them with suitable verbs from the box.

get use feel catch follow avoid take die boil be

1. Here you are! If you___this medicine you ____better tomorrow.
2. I’m glad you’re better now, but if you ____the doctor’s advice, you ___sick in the first place!
3. I____a needle that hasn’t been sterilized if I_____you.
4. In the old days, if people ___tuberculosis, they usually____
5. People usually____many illnesses if they ____their drinking water.

Answers:

a) Here you are! If you take this medicine you will feel better tomorrow.

b) I’m glad you’re better now, but if you had followed the doctor’s advice, you wouldn’t have gotten sick in the first place!

c) I wouldn’t use a needle that hasn’t been sterilized if I were you.(H)

d) In the old days, if people caught tuberculosis, they usually died.

e) People usually avoid many illnesses if they boil their drinking water

Activity 3.

Rewrite the following sentences using the special ‘if’ clauses you have just learnt.

1. I wish Okello comes along with his text book. (Use ‘if only….’)
2. Namuli will come with some money for our transport.(Use ‘if only….’)
3. He would not have got that accident if he wasn’t driving at high speed.
4. Let me advise not to call that mad man.(Use ‘if only….’)
5. Sit under that tree and watch the road because the queen might pass by.
6. You could have passed your exams if you read your books.
7. He will make tea for you when he comes.
8. The taxi will pass by for any one who will have been left behind.(Use in case)
9. I advise not to talk to him.
10. I wish comes to take us home.

Answers:

1. If only okello could/would come along with his textbook.
2. If only Namuli comes with some money, we will have transport.
3. If only he had not driven at a high speed, he would not have got the accident.
4. If I were you, I would not call that mad man.
5. Sit under that tree and watch the road in case the queen passes by.
6. If only you read your books, you could have passed your exams.
7. He will make tea for you if he comes.
8. The taxi will pass by in case any one is left behind.
9. If I were you I would not talk to him.
10. If only he comes to take us home

References:

1. National Curriculum Development Center (2003). The Integrated English Syllabus and Teacher’s Guide. S1 to SIV.NCDC, Kampala.

2. The Integrated English. A course for Uganda Secondary Schools, Student’s Book 2(1991).

3. A Practical English Grammar by A. J. Thomson. and H.V.Martinet.4^th Edition (2001) pages 165-172.

4. Revision English by Ronald Forrest. A New Edition. Longman Group Limited.

TEACHING NOTES.

Teaching conditionals:

Conditionals 1 to 3 are distinguishable by the use of if (and its ‘opposite’ unless) in sentences. The if part of the sentence is the conditional part (also referred to as the if –clause) of the sentence. The part that comes before, or, in reverse, after the if clause is the main clause, stating what will or would happen. (Questions can be raised on which is the ‘condition’ and which is the ‘expected result’ in each sentence to clarify the concepts).

Conditional 2

• Take note of the tense following the if part and the tense in the main clause preceded by the conditional ‘would’/could/should or might’. In this conditional, the if + past + future:

“If she went to America next year, she would see her uncle.”

If in the past implies doubt or uncertainty over what is expected to happen.

• Vary the structure with different patterns such as if + past + past. Here, the past after If indicates past time (and past action), not imagined future as in the example above. Hence: “If a student was caught off school –bounds, he was immediately suspended.” Another example is: if + present in the past + would + past infinitive: “If there were no teachers, many people would be uneducated,” and “If I were you, I would forgive her,”: if + past + present infinitive.

• Bring out the main differences between conditional 1 and conditional 2 in the tense positions, the differences in the concept of possibility (in future) versus improbability (in an imagined situation), and changing conditional 1 sentences into conditional 2 types.

• Use extracts (dialogues, conditional statements of facts and results from science and other content subject texts, and literary prose). Set writing tasks to generate conditional sentences and lead students through to understand conditional 3 at the preliminary stage as an introduction.

Note: the conditional tense (will/would; shall/should) should not be used within the if–clause – as will have been made clear in conditional 1. (You do not say: “If I shall or will……”

• In speech, “would” and “should” are shortened to “I ’d……”.

• Explain activity 8(i) carefully: it should be in the conditional 3 pattern.

• When thinking about what we will do in the future, we often start with the words when or if.

• If takes the place of when, when we are not quite sure of what will happen. It suggests a possibility of something not happening at all.

• Do not use if when you mean when i.e. only use if when you are not sure that something will happen. In the case of the third conditional, when cannot be used because in this pattern we are referring to situations that are no longer possible.

• An if - clause can come at the beginning or at the end of a sentence. This does not make any difference in the meaning or to the basic pattern. E.g. instead of saying:

“If my mother hadn’t knocked my father off his bicycle thirty years ago, I wouldn’t have been here now”. (if + past perfect + conditional perfect), we may say:

“I wouldn’t have been here now if my mother hadn’t knocked my father off his bicycle thirty years ago” (Conditional perfect + if + past perfect.).

When an if clause comes first, it is often separated by a comma. Compare:

1. If you had worked harder, you would have passed your exam.
2. You would have passed your exam if you had worked harder.

To talk about past situations that did not happen, we use a past perfect tense in the if – clause and would have + past participle. In the other part of the sentence .we can use could have + past participle to mean, would have been able to …..and might have + past participle to mean would perhaps have… or would possibly have……’ as in:

• If he’d run a bit faster, he could have won.
• If I hadn’t been so tired, I might have realized what was happeniss.