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<div id="main-column" class="span9"> <article id="conditionals-explored" style="margin-top: 16px;">
<h1 class="section-title">Conditionals, explored</h1>
<ul class="breadcrumb"><li><a title="Home" href="../../../index.html"><i class="fa fa-home"></i></a><span class="divider">/</span></li><li><span class="gray">Language System</span><span class="divider">/</span></li><li><span class="gray">Key Language Issues</span><span class="divider">/</span></li><li><span class="active">Conditionals, explored</span></li></ul>
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<h1>Those confusing conditionals</h1><p><em>'The Conditional structure is one of the most complex in English grammar.' </em> This is a truism among teachers of English language, but ... what do we mean by 'complexity' in grammar?</p><ul><li><strong>multiple agreements</strong> - in the case of the Conditional, you have to get two verbs into the right tense in order to establish the relationship which makes the meaning</li><li><strong>'uncomfortable' rules</strong> - in the Conditional, tenses can seem 'wrong' ... in the Second, for instance, you use the Past Simple when you're talking about a possible future</li><li><strong>'demanding concepts'</strong> - the Conditional is concerned with speculation, which requires mental energy at the same time as you're trying to get the linguistic mechanics right</li></ul><p>In my view, the Conditional must have a high priority because if students develop a sound grasp of the various Conditionals, the quality of class discussion will improve, and students will get better results:-</p><p style="margin-left: 40px;"><strong>Class discussion</strong> The Conditional is necessary for the clear explanation of possibilities and probabilites, of speculation and hypothesis, and of the exploration of consequences. A rigorous command of the Conditional encourages a rigorous command of the ability to argue in sophisticated ways.</p><p style="margin-left: 40px;"><strong>Results </strong> If students can express complex arguments clearly through complex grammar, they will sound more lucid in the Oral, and will be more convincing in the written Paper 2.</p><p>If we agree that the conditional forms are <span>"... necessary for the clear explanation of possibilities and probabilites, of speculation and hypothesis, and of the exploration of consequences ..." we need to be setting up situations where students have to think imaginatively, yet methodically, about propositions. So, training the linguistic command of the structure needs to be combined with techniques and disciplines of clear thinking. The suggested activities have been selected with that in mind. </span></p><p>Let's review the usual list of Conditional structures (you can project the two lists using Presentation mode)...</p><hr class="hidden"><h2><span style="color:#000080;">The Conditional structures</span></h2><h3 style="margin-left: 40px;"><span style="color:#800080;"><strong>(0) 'Basic' - IF (present)..., + (present)...</strong></span><br> <span style="color:#0000FF;"> <em> If it rains, people get wet<br> If there is enough rain, plants grow properly</em></span><br><span style="color:#800080;"><strong>(1) 'First' - IF (present)..., + (future)...</strong></span><span style="color:#800080;"></span><br> <span style="color:#0000FF;"> <em>If it rains, we will get wet</em></span><br><span style="color:#800080;"><strong>(2) 'Second' - IF (past)..., + ('would)...</strong></span><br> <span style="color:#0000FF;"> <em> If it rained, we would get wet</em></span><br><span style="color:#800080;"><strong>(3) 'Third' </strong>- <strong>IF (past perfect)..., + ('would have')...</strong></span><br> <span style="color:#0000FF;"> <em>If it had rained, we would have got wet</em></span></h3><hr class="hidden"><h2><span style="color:#000080;">Functions of Conditionals - their basic conceptual purposes </span></h2><h3 style="margin-left: 40px;"><strong><span style="color:#800080;"><u>Basic</u></span><a href="../../conditionals/basic.htm"><span style="color:#800080;"> </span></a><span style="color:#800080;"> - general logical result </span></strong></h3><h3 style="margin-left: 80px;"><span style="color:#0000FF;"><em>... the condition/situation (always) leads to the consequence</em></span></h3><h3 style="margin-left: 40px;"><span style="color:#800080;"><strong><u>First</u> -</strong> <strong>specific projections & plans</strong></span></h3><h3 style="margin-left: 80px;"><span style="color:#0000FF;"><em>... probable future situations (clearly) lead to probable consequences</em></span></h3><h3 style="margin-left: 40px;"><strong><span style="color:#800080;"><u>Second</u></span><a href="../../conditionals/second.htm"><span style="color:#800080;"> </span></a><span style="color:#800080;">-</span></strong><span style="color:#800080;"> <strong>options and possibilities</strong></span></h3><h3 style="margin-left: 80px;"><span style="color:#0000FF;"><em>... situations you can imagine (conceivably) lead to imaginable consequences</em></span></h3><h3 style="margin-left: 40px;"><span style="color:#800080;"><strong><u>Third</u> -</strong> <strong>'roads never taken'</strong></span></h3><h3 style="margin-left: 80px;"><span style="color:#0000FF;"><em>... situations that did not happen and their (likely, arguable, hypothetical) consequences</em></span></h3><hr class="hidden"><div class="dottedBox"><p><strong>Handout: </strong></p><p><a href="/media/ib/englishb/files/ConditionalsHandout.pdf"><img src="../../../img/icons/exercise.png"> <strong>Summary of conditionals</strong></a> for student revision purposes</p></div><div class="blueBg"><h3>LINKS</h3><p>Understanding how and when to use conditionals - <em>really</em> understanding - may be helped by studying the following pages:-</p><p>> <a href="../1309/language-of-caution-.html" title="Language System » Language of Instruction » Language of caution ">Language of caution </a></p><p>> <a href="../16176/about-probability.html" title="Language System » Language of Instruction » Language of caution » About probability">About probability</a></p></div><p>.</p><h3>Suitable activities & tasks<a id="conditional"> </a></h3><p>So, the activities and tasks that we need have to deal with these kind of situations. Here are some areas to investigate:-</p><p style="margin-left: 40px;"><span style="font-size: 16px;"><strong>> </strong></span>Explanations drawn from other subjects, common life situations, logical puzzles</p><p style="margin-left: 80px;">[See ... <a href="../../conditionals/explaining-basic-logic.htm">Explaining basic logic</a> ... <a href="../../conditionals/solving-logical-problems.htm">Solving logical problems</a> ]</p><p style="margin-left: 40px;"><span style="font-size: 12px;"><strong><span style="font-size: 16px;">> </span></strong></span>Planning a group event, career plans, reactions to current news stories, firm predictions</p><p style="margin-left: 80px;">[See ... <a href="../../conditionals/predicting-the-probable.htm">Predicting the probable</a> ]</p><p style="margin-left: 40px;"><strong><span style="font-size: 16px;">></span></strong> Speculation about possibilities in real situations, exploration of imaginary situations</p><p style="margin-left: 80px;">[See ... <a href="../../conditionals/imagining-the-possible.htm">Imagining the possible</a> ]</p><p style="margin-left: 40px;"><strong><span style="font-size: 16px;">> </span></strong>Rewriting history ... personal history ... specific, real history ... history in general terms</p><p style="margin-left: 80px;">[See ... <a href="../../conditionals/rewriting-the-past.htm">Rewriting the past</a> ]</p><p>And let's not forget <u><strong>related</strong></u> phrases and structures which serve the same conceptual purposes in different ways :-</p><p style="margin-left: 40px;"><em>unless ... in case ... 'it's time...' ... 'I would rather...' ... 'I wish...' ... 'If only...'</em></p><p style="margin-left: 80px;">[See ... <a href="../666/related-conditional-phrases.html" title="Language System » Key Language Issues » Conditionals, explored » Related Conditional phrases">Related Conditional phrases</a> ]</p><h3>Contrasting conditionals</h3><p>In the process of developing these pages on the conditionals, it has become apparent that it is vital to contrast the various types while teaching each one. Students can easily grasp the concept that the minute they think 'IF' they should use a conditional - the problem is ... 'Which one?' Think of the fine distinctions between the following sentences :</p><ul><li><em>If people trust politicians, they go out to vote.</em></li><li><em>If people trust politicians, they will go out to vote.</em></li><li><em>If people trusted politicians, they would go out to vote.</em></li></ul><p>In order to train and develop students' sense of which form best expresses what they want to say, it is advisable to follow the presentation and initial practice of each type with some contrast with other types - quite possibly using the same topic or stimulus.</p><p>In addition, it is useful to point out to students that conditionals may be 'mixed', as astutely pointed out by Elizabeth Beck in a Comment below. To use Elizabeth's example: the sentence<em> "If she hadn't missed her flight, she wouldn't be here now." </em>combines the Third conditional with the Second, and makes perfect sense. This should remind us that grammar rules do not exist for their own sake - they exist so that language can reflect and embody reality effectively. And so if reality requires you to combine two different conditionals - then do it!</p><p>.</p><hr><script>document.querySelectorAll('.tib-teacher-only').forEach(e => e.remove());</script>
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