English Conditionals

CONDITIONALS
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CONDITIONALS 1

Developing communicative ability through using the open conditional sentence (expressing possibility)

Brief description:

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.

Main content and concepts

1. Main content.

• 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.
  

  Conditionals Activity 1

  Working out what happens.

  (a) Look at the following sentences:
• If the weather improves by midday, we shall take a walk to the lake.
• What will Joseph do if he does not pass his school certificate exams next year?
• If she feels better tomorrow, she will be discharged.
• If you put litmus paper in acid, it twins pink.
• 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.
(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.
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 ............
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.

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 30th 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 ..........)


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

6. CONDITIONALS 2

   Developing communicative ability through using the imaginary or unreal conditional sentence

   Brief description:

   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.
   

   Main content and concepts.

   1. Main content:
   (a) Grammar Practice: Conditional 2 sentences
7. Definition of conditional 2 sentences and their structure.
8. 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.
• 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)
• 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.
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 100oC 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:

1. If the Buvuma coach strengthened the……….,(defence/strikingline)     the  result…………….(would or could be in their favour).
   
   
2. Remember Kasambya F.C has a good goalkeeper.If Buvuma switched……………, they could…………………(Bogere to the front line)(score several goals against Kasambya)
   
3. Kasambya F.C could………………., if Buvuma  F.C……………….(upset their opponents)                      (did not strengthen their defence)
   
4. If both coaches or teams………………………,the result could be …………………………………….. (did their best / became over confident)(a draw /disappointing to each team).
5. 
   

   CONDITIONALS 3

   Developing communicative ability through using the hypothetical conditional sentence

   Brief description:

   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:
6. To equip students with the knowledge and understanding of conditional 3 sentences: their function, structure and patterns in use.
7. To enable students to identify tenses used in this conditional in various texts.
8. To enable students use conditional 3 tenses correctly in sentences.
9. CONDITIONAL 3 ACTIVITIES
   Activity 1
   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 have damaged it.
   A: Did someone warn him?
   B: Oh, yes. I told him not swing his arm about.
   

   Activity 2

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

Activity 4
Write 5 conditional type 3 sentences related to the following words and phrases.

• I, lose a shoe, ....................... go to town.


• I, ...............meet a mad man, ...............not come back.


• He, ................. trained as a police man, ....................get a job.


• An orange tree, ............. be a mango tree ..................hard to pick the fruit.


• That boy, ...................find the empty house ...............scream.

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