INTOCMIT A IN VEDEREA OBTINERII GRADULUI DIDACTIC I COORDONATOR ȘTIINȚIFIC: Prof. dr. FLORIANA POPESCU CANDIDAT: Prof. CIOCARLAN CORINA GALATI 2017 2… [621688]
1
UNIVERSITATEA ,DUNAREA DE JOS’ – GALATI
DEPARTAMENTUL PENTRU PREGATIREA SI PERFECTIONAREA
PERSONALULUI DIDACTIC
FACULTATEA DE LITERE
SPECIALIZAREA LIMBA ENGLEZA
LUCRARE METODICO – STIINTIFICA
INTOCMIT A IN VEDEREA OBTINERII GRADULUI
DIDACTIC I
COORDONATOR ȘTIINȚIFIC:
Prof. dr. FLORIANA POPESCU
CANDIDAT: [anonimizat]. CIOCARLAN CORINA
GALATI
2017
2
UNIVERSITATEA ,DUNAREA DE JOS’ – GALATI
DEPARTAMENTUL PENTRU PREGATIREA SI PERFECTIONAREA
PERSONALULUI DIDACTIC
FACULTATEA DE LITERE
SPECIALIZAREA LIMBA ENGLEZA
TEACHING `CONDITIONALS `TO SECONDARY
SCHOOL STUDENTS
COORDONATOR ȘTIINȚIFIC:
Prof. dr. FLORIANA POPESCU
CANDIDAT: [anonimizat]. CIOCARLAN CORINA
GALATI
2017
3
CONTENTS
Introduction
Summary of the paper …………………………………………… page 5
Argument ………………………………………………………… . page 6
Presentation of the paper …………………………….. …………………………. page 7
Part I. THEORETICAL ASPECTS OF ASSESSMENT FOR AND
OF THE STUDENTS’ KNOWLEDGE OF THE CONDITIONALS
CHAPTER 1. Theoretical aspects of teaching Conditionals
1.1. How to teach grammar , a short overview ……………………… .. .page 8
1.2. Conditionals. Uses and forms ……………………………………… page 11
CHAPTER 2 . Types of Conditionals
2.1. Conditionals type 0 …………………………………………………. page 13
2.2. Conditionals type 1 ………………………………………………… page 14
2.3. Conditionals type 2 ………………………………………………… page 14
2.4. Co nditionals type 3 ………………………………………………… page 15
2.5. Mixed Conditionals ………………………………………………… page 15
2.6. Another classification s…………………………………………….. page 16
2.7. Rep lacers of `if`. Omission of `if` .………………………………… page 22
4
Part II. PRACTICAL ASPECTS OF ASSESSMENT FOR AND OF
THE STUDENTS ’ KNOWLEDGE OF THE CONDITIONALS
CHAPTER 3 . Practising Conditionals using written exercises and
other types of exercises
3.1.Completing and multiple choice exercises ..…………………… page 25
3.2.Conditionals through rephrasing ……………………………….. page 35
3.3.Matching exercises ……………………………………………….. page 53
3.4. Oral drills ………………………………………………………… page 56
Part. III THE EXPERIMENTAL PHASE
CHAPTER 4. Assessing Conditionals
4.1.Using games in assessment (board games, computer games) ….. page 61
4.2.Using different types of exercises in assessment …………………. page 67
4.3.Using songs in assessment …………………………………………… page 75
CHAPTER 5. Discussion and final evaluation
5.1.Evaluation of the students’ final level of knowledge `. Interpretation of the
students’ results …………………………………………………………… page 94
Conclusions ……………………………………………………………….. page 104
Anexe s …………………………………………………………………… … page 105
Bibliography ………………………………………………………………. page 134
5
SUMMARY
The present work is an investigation concerning the efficiency of using modern
assessment methods in teaching Conditionals . They are used in a variety of situations and
that’s why they are very important. These structures are often use to express threats,
warnings, promises, predictions (Conditionals type I), imaginary situations, hypot heses
(Conditionals type II) or past regrets, past imaginary situations (Conditionals type III). Not
all English sentences follow grammar “rules.” However, t here are sentence structures
students can l earn that make it easier for them to express their thoughts and feel more
confident speaking English. Conditional sentences are one of these structures.
Teaching Conditionals is easy if the students have already learnt the Tenses very
well. Conditional sentences are taught in Eng lish classes and in English textbooks because
they are easy teach. “Rules” are always easy to teach, and they are easy to mark right or
wrong on a test.
Students can practice Conditionals through various activities, usually o ral drills
(ques tion – answer drills, chain drills, `what would you have done if`) , different games
(the ` Consequences Chains `, Role play, `Moral dilemmas`, `Guess my answer`,
`Problem solving`, `Personality questionnaires`, `Tic -tac-toe`, board game), songs
(`California Dreaming` by The Mamas and Papas, `If I had a million dollars` by
Barenaked Ladies, ` If I were a boy` by Beyonce, `Time After Time` by Cyndi
Lauper, `Hero` by Enrique Iglesias, `Count on me` by Bruno Mars) or more
traditional written exercises (Fill in; Making sentences; Correcting errors ; Rephrase ;
Translating exercises) .
These methods of teaching must be completed with modern methods and techniques
of assessing modals – testing students’ knowledge of grammar. Usually, teaching in the
classroom is based on oral work. However, since the present forms of examination imply
both oral and written examination, it is necessary to use both oral and written drills in
classes.
The most frequent types of drills are: Multiple choices, Fill – ins, Sentence
completion , Conditionals through rephrasing , Matching exercises etc.
The purpose of this pap er is to analyze the benefits of using modern assessment
methods in teaching English . These modern assessment methods have a major impact on
students emphasizing the format ive character of assessment, underlining attitudes or
personality traits that cannot be assessed only by traditional methods.
6
ARGUMENT
In a broader Europe, on the background of developing and strengthening the
concept of European identity, the issue of preserving cultural and linguistic diversity is
becoming increasingly important by all possible means. Language learning has become a
necessity, especially since the workforce benefits from freedom of movement within the
European space. That is why i t is necessary that there is a number of common standards
that are easy to recognize anywhere in Europe and that give those who learn a foreign
language the opportunity to use their language skills in academic or pr agmatic contexts. In
this respect, the knowledge of foreign languages and the skills acquired in the process of
learning a foreign language are very important.
Teaching English involves specific strategies that are converging lately towar ds
an eclectic approach. Modern methods combined with classical ones offer enthusiastic
teachers and preoccupied with their continuing professional development, a desirable
approach to raising interest and maintaining enthusiasm for learning, two major cha llenges
for contemporary educators.
The present paper, `TEACHING CONDITIONALS TO SECONDARY
SCHOOL STUDENTS ', has as i ts starting point the active – participatory learning of an
abstract linguistic structure such as the conditional phrase and attempts to overcome
certain difficultie s that students may encounter, a ssuming the gap between the Romanian
and English language curriculum.
Considering the fact that conditional sentences are often found in daily
vocabulary, exams (bilingual, Cambridge), at English Olympics , they are an important part
of the curriculum. The conditional sentences have a close connection with the verbs'
tenses, they can`t be taught unless the tenses are known.
Students encounter difficulties in acquiring conditionals when th ey do not
know very well the tens es, they also often tend to reverse t he verbs or to use the same
tense in both sentences (in the main sentence and the cond itional sentence). Over the time,
I noticed that when students are involved in various games or group activities, they learn
these notions wi thout realizing it, everything being natural. Thus, students can learn not
only grammar notions but also vocabulary in a pleasant way.
In this paper I will try to highlight the methods, whi ch will give us, the teachers
the opportunity to help the students to get the conditional sentences as well as possible.
7
PRESENTATION
The present work is an investigation concerning the efficiency of using modern
assessment methods combined with the traditional ones in teaching Conditionals . It is
divided into three parts, the first part – `Theoretical aspects of assessment for and of the
students` knowledge of the Conditionals` – deals with the theoretical aspect of the
theme.
Chapter 1 – `Theoretical aspects of teaching Conditionals ` presents briefly t he
concepts of Conditionals and a short overview of how to teach grammar.
Chapter 2 – `Types of Conditionals` mentions the `If` clauses (type 0, type 1, type 2, type
3, mixed ) with examples and what they express. This chapter also contains other
classifications , the exceptions, the replacers of `if` and the situations when `if` is omitted.
The second part of the paper – `Practical aspects of assessment for and of the
students` knowledge of the Conditionals` – contains the practical aspect s of the current
research project . Chapter 3 -`Practicing Conditionals using written exercises and
other types of exercises` presents methods and techniques of getting students to practice
grammar in general and Conditionals in particular. The methods prese nted are the
traditional ones like: completing and multiple choice exercises, rephrasing, matching
exercises and oral drills.
The third part – `The experimental phase` contains the last two chapters of the
paper. Chapter 4 – `Assessing Conditionals` deals with some modern methods like songs
and different types of games.
Since the purpose of this paper is to analyze the benefits of using modern
assessment methods combined with the traditional ones in teaching English , during 2016 –
2017, I conducted an investigation which is presented in Chapter 5 – `Discussion and
final evaluation`. During the investigation, the students formed a positive attitude towards
the evaluation act, attitude that stimulates the result int o success . The fear, the stress, the
lack of self -confidence, the feeling of failure that usually appear during testing period
were greatly diminished, being replaced by t he desire to express ideas, to share
knowledge.
The obvious conclusion is that the use of modern assessment methods combined
with the traditional assessment methods lead to increasing efficiency of teaching.
8
PART I. THEORETICAL ASPECTS OF ASSESSMENT FOR AND OF THE
STUDENTS’ KNOWLEDGE OF THE CONDITIONALS
CHAPTER 1.
Theoretical aspects of teaching Conditionals
1.1. How to teach grammar, a short overview .
`Grammar is central to the teaching and learning of languages. It is also one of
the more difficult aspects of language to teach well. Many people, including language
teachers, hear the word "grammar" and think of a fixed set of word forms and rules of
usage. They associate "good" grammar with the prestige forms of the language, such as
those used in writing and in formal oral presentations, and "bad" or "no" grammar with the
language used in everyday conversation or used by speakers of non prestige forms.
Language teachers who adopt this definition focus on grammar as a set of forms
and r ules. They teach grammar by explaining the forms and rules and then drilling
students on them. This results in bored, disaffected students who can produce correct
forms on exercises and tests, but consistently make errors when they try to use the
language in context.
Other language teachers, influenced by recent theoretical work on the difference
between language learning and language acquisition, tend not to teach grammar at all.
Believing that children acquire their first language without overt grammar instruction, they
expect students to learn their second language the same way. They assume that students
will absorb grammar rules as they hear, read, and use the language in communication
activities. This approach does not allow students to use o ne of the major tools they have as
learners: their active understanding of what grammar is and how it works in the language
they already know. The communicative competence model balances these extremes. The
model recognizes that overt grammar instruction h elps students acquire the language more
efficiently, but it incorporates grammar teaching and learning into the larger context of
teaching students to use the language. Instructors using this model teach students the
grammar they need to know to accomplish defined communication tasks. `1
`Language teachers and language learners are often frustrated by the disconnect
1 http://www.nclrc.org/essentials/grammar/grindex.htm
9
between knowing the rules of grammar and being able to apply those rules automatically
in listening, speaking, reading, and writing. This dis connect reflects a separation between
declarative knowledge and procedural knowledge.
Declarative knowledge is knowledge about something. Declarative knowledge
enables a student to describe a rule of grammar and apply it in pattern practice drills.
Procedural knowledge is knowledge of how to do something. Procedural knowledge
enables a student to apply a rule of grammar in communication. For example, declarative
knowledge is what you have when you read and understand the instructions for
programming the DVD player. Procedural knowledge is what you demonstrate when you
program the DVD player. Procedural knowledge does not translate automatically into
declarative knowledge; many native speakers can use their language clearly and correctly
without being able to state the rules of its grammar. Likewise, declarative knowledge does
not translate automatically into procedural knowledge; students may be able to state a
grammar rule, but consistently fail to apply the rule when speaking or writing. To address
the declarative knowledge/procedural knowledge dichotomy, teachers and students can
apply several strategies.
1. Relate knowledge needs to learning goals. Identify the relationship of
declarative knowledge and procedural knowledge to student goals f or learning the
language. Students who plan to use the language exclusively for reading journal articles
need to focus more on the declarative knowledge of grammar and discourse structures that
will help them understand those texts. Students who plan to li ve in -country need to focus
more on the procedural knowledge that will help them manage day to day oral and written
interactions.
2. Apply higher order thinking skills. Recognize that development of declarative
knowledge can accelerate developmen t of procedural knowledge. Teaching students how
the language works and giving them opportunities to compare it with other languages they
know allows them to draw on critical thinking and analytical skills. These processes can
support the development of th e innate understanding that characterizes procedural
knowledge.
3. Provide plentiful, appropriate language input. Understand that students develop
both pr ocedural and declarative knowledge on the basis of the input they receive. This
input includes both finely tuned input that requires students to pay attention to the
relationships among form, meaning, and use for a specific grammar rule, and roughly
tuned input that allows students to encounter the grammar rule in a variety of contexts.
10
4. Use predicting skills. Discourse analyst Douglas Biber has demonstrated that
different communication types can be characterized by the clusters of linguistic features
that are common to those types. Verb tense and aspect, sentence length and structure, and
larger discourse patterns all may contribute to the distinctive profile of a given
communication type. For example, a history textbook and a newspaper article in Engli sh
both use past tense verbs almost exclusively. However, the newspaper article will use
short sentences and a discourse pattern that alternates between subjects or perspectives.
The history textbook will use complex sentences and will follow a timeline in its discourse
structure. Awareness of these features allows students to anticipate the forms and
structures they will encounter in a given communication task.
5. Limit expectations for drills. Mechanical drills in which students substitute
pronouns fo r nouns or alternate the person, number, or tense of verbs can help students
memorize irregular forms and challenging structures. However, students do not develop
the ability to use grammar correctly in oral and written interactions by doing mechanical
drills, because these drills separate form from meaning and use. The content of the prompt
and the response is set in advance; the student only has to supply the correct grammatical
form, and can do that without really needing to understand or communicate any thing. The
main lesson that students learn from doing these drills is: Grammar is boring.
Communicative drills encourage students to connect form, meaning, and use because
multiple correct responses are possible. In communicative drills, students respond t o a
prompt using the grammar point under consideration, but providing their own content. For
example, to practice questions and answers in the past tense in English, teacher and
students can ask and answer questions about activities the previous evening. `2
`Many courses and textbooks, especially those designed for lower proficiency
levels, use a specified sequence of grammatical topics as their organizing principle. When
this is the case, classroom activities need to reflect the grammar point that is bein g
introduced or reviewed. By contrast, when a course curriculum follows a topic sequence,
grammar points can be addressed as they come up. In both cases, instructors can use the
Larsen -Freeman pie chart as a guide for developing activities.
For curricu la that introduce grammatical forms in a specified sequence, instructors
need to develop activities that relat e form to meaning and use:
– describe the grammar point, including form, meaning, and use, and give example s
2 http://www.nclrc.org/essentials/grammar/stratgram.htm
11
(structured input);
– ask students to practice the grammar point in communicative drills (structured output);
– have students do a communicative task that provides opportunities to use the grammar
point (communicative output) .
For curricula that follow a sequence of topics, instructors need to develop activities
that relate the topical discourse (use) to meaning and form.
– provide oral or written input (audiotape, reading selection) that addresses the topic
(structured input) ;
– review the point of gra mmar, using examples from the material (structured input);
– ask students to practice the grammar point in communicative drills that focus on the topi c
(structured output);
– have students do a communicative task on the to pic (communicative output). `3
1.2. Conditionals. Uses and forms .
`Trask sees the conditional clause as a kind of adverbial clause which expresses a
condition upon whose fulfillment the proposition expressed in the main clause depends, as
in `If you don` t water flowers , they won` t grow .`
Celce Murcia and Larsen – Freeman define a conditional construction as a complex
sentence that consists of a main clause and a subordinate clause. The subordinate clause
initiates with the adverbial subordinat ors if, unless , etc. , as in ` If students study hard, they
will pass the exams .`
Aarts cites that `a conditional clause is a subordinate clause which is dependent on
the matrix (main) clause `. If, which introduces a conditional clause , is called a
subordinating conjunction (a subordinator ) .
Miller views `the adverbial clause of condition as a clause which modifies the main
clause `. For instance, in ` If Alice had left London, Mary would have been sad`, the
adverbial clause of c ondition `If Alice had left London ` conveys the conditions under
which a particular situation would have arisen. The situation is Mary being sad, and this
situation did not really com e about but would have done; Alice ’s leaving London would
have brought it about. The fact is the relationship between the two situations; Mary ’s
3 http://www.nclrc.org/essentials/grammar/developgram.htm
12
being sad is conditional upon Alice’s leaving London. The clause of condition modifies
the main clause ` Mary would have been sad`.
Valin mentions that `two elements cooc cur in a conditional construction: the
dominant element is the matrix (main) clause (i.e. the result clause) and the dependent
(subordinate) clause (i.e. the condition clause) `, as in `If wishes were horses , beggars
would ride `.
Radford points out that `the conditional clause is a kind of clause, which is typically
introduced by if and unless ,and which lays down conditions `, as in `Unless you work
harder, you will fail `.
Huddleston and Pullum define `a conditional construction as one containing an
adjunct introduced by if, unless , etc`., as in ` Tom will come if he has time` .
Leech states that `a conditional clause is a subordina te clause in a complex sentence, i t
is an element in a `higher -up` clause `, such as ` If he has time, he will go to that party `.
Semantically classified, it is a major type of adverbial clauses. `
Teschner and Evans pinpoint that `conditionality is a bi -clausal construction in
which the if- clause expresses the condition that must exist before som ething else can
happen, while the result clause expresses the something else `. For instance: ` They can
come at seven if it is necessary` .
According to Dennis Oliver , Conditionals or "if" sentences normally have two
parts.One part shows a result and the other shows a condition on which the result depends.
The condition is normally preceded by if. In "He gets angry if he doesn't get what
he wants," the result is "he gets angry" and the condition (introduced by "if") is "he doesn't
get what he wants.
The conclusion that can be drawn is that conditional constructions are complex
structures consisting of two clauses: the main clause involving the result and the
subordinate clause, introduced by if, unless, …, involving the condition. For exampl e: `If
you ask him , he may help you .`4
4 http://www.iasj.net/iasj?func=fulltext& aId=86251
13
CHAPTER 2.
Types of Conditionals
2.1. Conditionals type 0
`We can make a zero conditional sentence with two present simple verbs (one in
the 'if clause' and one in the 'main clause'):
If + P resent Tense S imple, Present Tense S imple.
This conditional is used when the result will always happen. So, `if water reaches
100 degrees, it always boils `. It's a fact. I'm talking in general, not about one particular
situation. The result of the 'if clause' is always the main clause. The 'if' in this conditional
can usually be replaced by 'when' without changing the meaning. For example: `If
water reaches 100 degrees, it boils `. (It is always true, there can't be a different result
sometimes). `If I eat peanuts, I am sick`. (This is true only for me, maybe, not for
everyone, but it's still true that I'm sick every time I eat peanuts) . Zero conditionals refer to
general truths, scien tific proces ses. Here are some more examples:
If they eat too much, they get fat.
If I touch a fire, I get burned.
They die if they don't eat .
He gets water if he mixes hydrogen and oxygen.
Some animals bite if they are scared .
If small children are hungry, they cry.
The first conditional describes a particular situation, whereas the zero
conditional describes what happens in general .
For example (zero conditional): `I f you sit in the sun, you get burned ` (here I'm
talking about every time a person sits in the sun – the burning is a natur al consequence of
the sitting).
But (first conditional): `I f you sit in the sun, you'll get burned ` (here I'm talking
about what will happen today, another day might be different) .`5
5 http://www.perfect -english -grammar.com/zero -conditional.html
14
2.2. Conditionals type 1
`Conditional Sentences Type I refer to the future. An action in the future will only
happen if a certain condition is fulfilled by that time. We don't know for sure whether the
condition actually will be fulfilled or not, but the conditions seems rather realistic – so we
think it is likely to happen. Example: `If he finds her address, he ’ll send her an invitation `.
He want s to send an invitation to a friend. He just have to find her address. He is quite
sure, however, that he will find it.
Example: `If Mark has the money, he will buy a Ferrari `. I know Mark very well
and I know that he earns a lot of money and that he loves Fer raris. So I think it is very
likely that sooner or later he will have the money to buy a Ferrari.
If + Present Tense Simple, Future Tense Simple .
Example: `If I find your address, I will send you an invitation `.
The main clause can also be at the beginni ng of the sentence. In this case, don't use a
comma.
Example: `I will send you an invitation if I find your address `.
Main clause and / or if clause might be negative. Example: `If I don’t see him this
afternoon, I will phone him in the evening` .6 Instead of `will` we can use `may`,`can`.
2.3. Conditionals type 2
The second conditional refers to a present or to a future situation of low probability
and also of zero probability, a hypothesis. The probability is about the probability of the
action in the `if` clause not in the main clause.
If + Past Tense Simple, Conditional I (would + Infinitive)
Example : `He doesn`t often see her. If he saw her tomorrow, he would speak to
her.` Or `He would speak to her if he saw her tomorrow.`
`They don`t think anything will change. If anything changed , they would let you
know.` Also these conditionals are called Past Real Conditionals .
Example: `She doesn`t have any time this week. If she had some time, she would
clean her office.`; `You aren`t a lawyer. If you were a lawyer, you would take on this
case.` In these conditionals the correct form of the past tense of the verb `to be` is
`were` for all the pronouns. In some cases `was` is acceptable but it`s better to use `were`
6 https://www.ego4u.com/en/cram -up/grammar/conditional -sentences/type -1
15
to be sure we are right. Instead of `would` we can use `could`, `should`, `might`.
2.4. Conditionals type 3
These conditionals are also called Past Unreal Conditionals. The third conditional
refers to a past situation of zero possibility, it` s too late to happen. An action could have
happened in the past if a certain condition had been fulfilled. Instead of `would` we can
use `could`, `should`, `might`.
Examples: `They didn`t see her yesterday. If they had seen her, they would have spoken to
her.`; `You weren`t late last night. If you had been late last night, I wouldn`t have let you
in.` ;`Nothing changed after she left. We would have let she know if anything had
changed .`If + Past Perfect Tense Simple, Conditional II ( would + have + Past
Participle)
2.5. Mixed Conditionals
As in all the conditionals, the order of the clauses isn`t fixed. We can rearrange the
pronouns and adjust punctuation when we change the order of the clauses but the meaning
is the same. It is possible that two pa rts of a conditional sentence refer to different times,
and the resulting sentence is a "mixed conditional" sentence.
If + Past Perfect Tense Simple, Conditional I (Present Condi tional)
Examples : `He would have a better job now if he had worked harder.;
`If they had looked at the map, they wouldn`t be lost.`
This mixed conditional refers to an unreal past situation and its probable result in
the present. These sentence s express a situation that is contrary to reality both in the past
and in the present.
Examples: `I would be a millionaire if I had won the lottery.`(but I didn`t win the lottery
and I am not a millionaire); `If he had spent all his money, he wouldn`t buy this
car.`(but he didn`t spend his money and now he can buy this car). In the main clause
instead of would we can use modals ( could, might ) to express the degree of certainty,
permission, or a recommendation about the outcome.
Example: `If he had cras hed the car, he might be in trouble.
If + Past Tense Simple, Conditional II (Perfect Conditional)
Example: `If they didn`t trust him, they would have fired him mo nths ago.`
16
`We would have invited her to lunch if she was a sociable person.` These mixed
conditionals refer to an unreal present situation and its probable but unreal past result.
If + Past Tense Simple, Future Tense Simple
Example :` If he came late last night, he won`t come to school today. `
2.6. Another classifications
Exceptions for Conditional Sentences
So far I have only presented the basic rules for Conditional Sentences. It depends
on the context, however, which tense to use. So sometimes it's possible for example that
in an IF Clause Type I another tens e than Simple Present is used, e.g. Present
Progressive or Present Perfect .
Conditional Sentences Type I (likely)
Condition
refers to: IF Clause Main Clause
future action Simple
Present If the book is
interesting, … Future I …he will buy it.
Imperative …buy it.
Modal
Auxiliary …you can buy it.
action going
on now Present
Progressive If she is snoring, … Future I …I will wake her
up.
Imperative …wake her up.
Modal
Auxiliary …you can wake
her up.
finished
action Present
Perfect If she has moved into
her new flat, … Future I …we will visit
her.
Imperative …visit her .
17
Condition
refers to: IF Clause Main Clause
Modal
Auxiliary …we can visit her .
improbable
action should +
Infinitive If he should win this
race, … Future I …I will
congratulate him .
Imperative …congratulate
him.
Modal
Auxiliary …we can
congratulate him .
present facts Simple
Present If she gets what she
wants, … Simple
Present …she is very nice.
Conditional Sentences Type II (unlikely)
Condition refers
to: IF Clause Main Clause
present / future
event Simple
Past If you had a lot of
money, … Conditional
I …you would travel
around the world.
consequence in
the past Simple
Past If she knew him, … Conditional
II …she would have
said hello.
Conditional Sentences Type II (impossible)
Condition
refers to: IF Clause Main Clause
present Past
Perfect If you had known
it, … Conditional
I …you would not be
here now.
18
Condition
refers to: IF Clause Main Clause
past Past
Perfect If she had learned for
the test, … Conditional
II …she would not
have failed it.
Aside from the typical type I, II, III struc ture, conditionals can be divided into two
categories:
real and unreal conditionals .
Real condition
Conditional sentence type
If you have money, you spend it. Present Real Conditional – type I
If you had money, you spent it. Past Real Conditional – type I
If you have money, you will/are going to
spend it. Future Real Conditional – type I
Unreal condition
Conditional sentence Explanation type
If you had had money,
you would have spent it. Past unreal Conditional –
type III
19
Conditional sentence Explanation type
If you had money,
you would spend it. You think about spending
the money TODAY. Present unreal Conditional
– type II
If you had money,
you would spend it. You think about spending
the money NEXT WEEK. Future unreal Conditional –
type II
There are three types of conditional sentences.
type condition
I condition possible to fulfill
II condition in theory possible to fulfill
III condition not possible to fulfill (too late)
Form
type if-clause main clause
I Simple Present will-future or (Modal + infinitive)
20
type if-clause main clause
II Simple Past would + infinitive *
III Past Perfect would + have + past participle *
Examples (if -clause at the beginning)
type if clause main clause
I If he studies, he will pass the exam.
II If he studied , he would pass the exam.
III If he had studied , he would have passed the exam.
Examples (if -clause at the end)
type main clause if-clause
I He will pass the exam if he studies.
II He would pass the exam if he studied .
21
type main clause if-clause
III He would have passed the exam if he had studied .
Examples (affirmative and negative sentences)
type Examples
long forms short/contracted forms
I + If he studies, he will pass the
exam. If he studies, he'll pass the exam.
– If he studies, he will not fail the
exam.
If he does not study , he will
fail the exam. If he studies, he won't fail the
exam.
If he doesn't study , he'll fail the
exam.
II + If he studied , he would pass the
exam. If he studied , he'd pass the exam.
– If he studied , he would not fail the
exam.
If he did not study , he would
fail the exam. If he studied , he wouldn't fail the
exam.
If he didn't study , he'd fail the
exam.
22
type Examples
long forms short/contracted forms
III + If I had studied , I would have
passed the exam. If I'd studied , I'd have passed the
exam.
– If he had studied , he would not
have failed the exam.
If he had not studied , he would
have failed the exam. If he'd studied , he wouldn't have
failed the exam.
If he hadn't studied , he'd have
failed the exam.
* We can substitute could or might for would (should , may or must are sometimes
possible, too).
2.7. Replacers of `if`. Omission of `if`.
If can be replaced by words or expressions with a similar meaning.
The most common are: as long as , assuming (that) , on condition (that) , on the
assumption (that) , provided (that) , supposing (that) , unless (if not), with the condition
(that) . Omitting if
Had I known… (instead of If I had known…)
Were you my daughter,… (instead of: If you were my daughter,…)
Should you need my advice,… (instea d of: If you should need my advice,…)
If instead of when
If and when are interchangeable when the statement of the conditional clause is a fact or a
general issue (also known as zero conditional) .
If you heat ic e, it melts.
When you heat ice, it melts
If is used for something that, according to the speaker, might happen .
We can spend the afternoon on the beach if the weather is fine.
When is used for something that, according to the speaker, will happen .
23
I will clean up the kitchen right away when I'm back from work.
In case instead of if
In case of can be used to shorten an if -clause as shown below:
If it is a fire, leave the room.
In case of fire, leave the room.
While if expresses a condition , in case is used to express a possibility .
You need painkillers if you are in severe pain.
You need painkillers in case you are in severe pain.
The expression just in case is used pretty much the same way.
He got you a pizza just in case you were hungry. (He doesn`t know whether you are
hungry)
Unless – affirmative verb instead of if- negative verb
Unless replaces if not when we refer to exceptional circumstances which should change a
situation: If I don`t start at once I`ll be late.
Unless I start at once I`ll be late.
Provided (that)/ providing (that)/ as long as/ so long as/ if and only if/ on
condition that
These are used when one thing is necessary in order for another to happen:
She`ll let you borrow her book as long as/ provided (that) you take care of it.
He`ll give you the day off on condition that you work on Sunday morning.
She is welcome to stay with us as/ so long as she shares the expenses.
Suppose/ Supposing…?/ What if…?/ Imagine
Suppose you are stopped by the police w hat would you do?
Even if
We use even if to talk about a possibility which doesn`t affect or make any
difference to what is stated in the other part of the sentence or to talk about the
consequences of possible facts: Even if he apologiz es, I won`t forgive him.
Even if you`d tried hard, you would have failed.
Even if they`d done what you suggested, they`d be in the same situation now.
Even if he speaks the language, it isn`t easy to make friends here.
But for/ if it weren`t for/ if it hadn`t been for
If it hadn`t been for the storm they would have been in time.
But for the storm they would have been in time.
If only
24
If only is used to express the same idea as `I wish` and in the same pattern s, is
used in emphatic sentences and expresses a very strong desire for a situation or fact to be
different, is also used in exclamations and conditional sentences.
If only he could p lay the piano like that!
If only I hadn`t agreed to help her!
Which one is correct – if I were you or if I was you ?
The word were in the phrase if I were you is special form. It is known as the
subjunctive mood (from the grammatical point of view).
Today you also find the phrase if I was you , here it is used Simple Past form of be.
But there are people who say that this phrase is incorrect and would never use it (mainly
Americans). Others say that this phrase can be used.
If I were you I wouldn`t do that. → Subjunctive M ood
If I was you I wou ldn`t do that. → Simple Past
We can omit `if` and use in version in Conditionals:
Example: Should she fail to be elected mayor, it will be a great disappointment for h er.
Were she more careful, she would make fewer mistakes.
Had he been asked , he would have said the truth.
25
Part II. PRACTICAL ASPECTS OF ASSESSMENT FOR AND OF THE
STUDENTS ’ KNOWLEDGE OF THE CONDITIONALS
CHAPTER 3 .
Practising Conditionals using written exercises and other types of
exercises
3.1. Completing and multiple choice exercises
I. Put the verbs in brackets into the right form (type 1):
Suggested answer: If she comes sooner, they` ll take her with them.
1. If you meet her, you (tell) … her the truth.
2. If I am late, they ( allow) … you to come in.
3. Unless you give her a quiet room, she (not be able) … to write anything.
4. If you (go) … on telling lies nobody will ev er believe you.
5. If he (need) … a camer a, you can lend him one.
6. Tom ( be) … furious if he hears about this.
7. They will have to write it again if I (lose) … the paper again.
8. You (ask) … him about it if you don`t understand it.
9. Tell her to ring me up when you (see) … her.
10.Unless he is more careful, he (have) … an accident.
II. Put the verbs in brackets into the right form (type 2):
Suggested answer: He would like you if you treated him better .
1. If Mary (play) … for lower stakes she wouldn`t lose so much.
2. You (buy) … shares in her comp any if you had some money.
3. What would he do if Alice (break) … up with him?
4. He (ruin) … her if he bought everything he wanted.
5. She wouldn`t need so many people around her if she (not feel) … so insecure.
6.If you (do) … your hair different ly, you might look nicer.
7. If he (win) … the first prize at the contest, everybody would know him.
26
8.If we (know) … it was dan gerous, we (not come) … .
9. What would they do if t hey (see) … someone drowning?
10.He (try) … to be gentle with her, but she wouldn`t allow him.
III. Put the verbs in brackets into the right form (type 3):
Suggested answer: If you had done it yourself, you should have been very tired.
1.If she had known you were ill, s he (come) … to visit you.
2. We would have won the contes t if we (train) … harder.
3. If I had known the whole sto ry, I (not be) … so angry.
4.If Mark hadn`t touched the b ee, it (not sting) … him.
5. Alice might have avoided the accident if she (be) … more careful.
6. If her mother had known she was coming over, she (bake) … her favourite cake.
7. If she had slipped, she (fall) … from that cliff.
8. If you (read) … t he novel first, you would have known what questions to ask me.
9. He (take) … a taxi if he had realized th at it was such a long way.
10. If she (put) … more sugar in the coffee, he would have drunk it.
IV. Put the verbs in brackets into the right form:
1. If she passes the exam, they (have) … a pa rty to celebrate the event.
2. We (bring) … her some water if we ha d known she was so thirsty.
3. If your cat (not start) … eating, it might die of starvation.
4. As soon as we (be) … on holid ay, we shall go to Paris.
5. If Tom (finish) … his homework, they wou ld have taken him with them.
6. Unless they tell him who di d that, he (fire) … them.
7. He (get) … a free ticket if he had arrived earli er.
8.They (go) … to the beach if the weather had been nicer.
9. If I (be) … you, I woul dn`t tell them anything.
10.Unless he (show) … them the passport, he wouldn`t be allowed to cross the border.
V. Put the verbs in brackets into the correct tense:
1. You will give him a ring if you … (need) his advice.
27
2. If I could live wherever I wanted to, I think I … (choose) to live on a Scottish island.
3. They could have got there in time if yo u … (phone) t hem earlier.
4. If they don`t pass the exam, … they … (take) it again?
5. You … (not leave) your last job if the wages had been better.
6. They … (like) Tom more if he d idn`t talk about himself.
7. If the manager were to rei nstate their leader, the strike … (be called off).
8. If we … (listen) more carefully, we might have understood what he was saying.
9. The oil company are planning to close the port in this town. If that … (happen), the
town will lose a great deal o f money.
10. If he … (make) more effort to help himself, I`d more sympathy with him.
Answer key: 1.need; 2.would choose; 3.had phoned; 4.will you take; 5.wouldn`t
have left; 6.would like; 7.would be called off; 8.had been listening; 9.happ ens; 10.made.
VI. Fill in the blanks with if or unless:
Model: Mrs. Smith wouldn`t buy the dress if her husband didn`t like it.
Mrs. Smith wouldn`t buy the dress unless her husband liked it
1. Mary wouldn`t buy a house …. she needed it.
2. You would drink a cup of coffee … . you felt tired.
3. Tom would eat a pizz a …. he liked it.
4. Alice wouldn`t go to Mark `s party …. she were invited.
5. …. he could, he would climb that mountain again.
6. …. she spoke more clearly, everybody could understand her.
VII. Complete the tables below using If Clauses and their equivalents:
If the weather is
fine
they
next weekend. their friend
their parents
Alice
E.g.: If the weather is fine they will go to the seaside next weekend.
28
If you had money
you
she
your friends
they
If she had studied
harder
she
her mother
her friend
John
Unless Alice helps
Mark
he
his parents
their friends
He will lend you
the money
if
provided that
as long as
29
VIII. Fill in the blanks with the correct form of the verb:
1. He would have come to the pa rty if you … (invite) him.
2. If I were you, I … (apologize) to her.
3. Alice … (be able to) come with them if she had n`t been working for so long.
4. He wouldn`t stay at home if the tr affic … (not be ) so heavy.
5. Tom … (be) home at seven o`clock provided he catches the fi ve o`clock train.
IX. Complete the following text by putting the verbs in brackets into the correct
form: If I were a scientist, I … (find) a way to repair the hole in the ozone layer.
Scientists believe that if world temperatures … (rise), sea levels… (rise) too and many
cities … (be flooded). It is also possible that many fertile places… (become) deserts. If
this happened, there … (be) chaos throughout the world. If people had disposed of their
rubbish more carefully, the environment … (not be polluted). Governments are also
responsible for this situation, because if there had been tighter laws on pollution, factories
… (not release) such harmful chemica ls into atmosphere.
Answer key: would find; rise; will rise; will be flooded; will becom e; would be;
wouldn`t have been polluted; wouldn`t have released.
X. Use the correct conditional tenses for the verbs in brackets:
1.If you were sure it is ok, yo u … (pay) her immediately.
2. I think she … (not sleep) if she weren`t so tired.
3. If Mark had worked harder, he … (succeed) .
4. If you had known th e truth, you … (not cry).
5. We … (write) better compositions if we had r ead the books more carefully.
6. Do you think if she had mor e money she … (be) happier?
7. We … (like) to wat ch that film last night.
8. I wonder if he … (agree) to do it.
Answer key: 1.would pay; 2.wouldn`t sleep; 3.would have succeeded; 4.wouldn`t
have cried; 5.would have writt en; 6. would be; 7.would have liked; 8.will agree.
XI. Fill in the spaces in this text with suitable verbs:
Don`t you think people use the word if too much? We are always saying things like:
if … more money, if we … in a bigger flat, if we … a better job, if we … afford to go to
30
Miami on holiday, if only we … an expensive car like the people next door, if schools …
better, if there … no waiting lists for hospitals, if, if, if! If people … dream, we … need the
word if!
XII. Complete these zero conditional sentences using the correct form of the verbs in
brackets:
1. If his little girl … a clown, she … crying.(see/start)
2. He never … the car if he … someone suspicious on the side of the road.(stop/see)
3. You … the net if you … to look for something important.(not surf/not need)
4. They … from school together if they … at the same time.(come/finish)
5. I always … something nice to buy if I … shopping.(find/go)
6. Mary sometimes … her sister when she … someone`s advice.(call/need)
7. … at sch ool late when they … tired?(they/arrive/be)
8. Her sister … cartoons if they … black and white.(not like/be)
9. If we … 5 and 9, we … 14.(add/get)
10. If we … wood, we … ashes.(burn/get)
XIII. Complete these first conditional sentences using the correct form of the verbs in
brackets:
1.If he … Alice this morning, he … her the news.(see/tell)
2. I you … a computer certificate, you … promoted.(obtain/get)
3.Their grandparents … by your house if they … have enough time.(come/have)
4. If you … smoking, you … sick.(not stop/get)
5. They … you if you … them.(join/invite)
6. Mark … at an expensive restaurant if he … today.(eat/get paid)
7. Your mother … free at the weekend if she … the project in time.(be/finish)
8. If I … enough fruits I … a fruit salad.( buy/make)
9. … to keep calm if someone … at her.(try/shout)
10…. to push her into it if she … ready.(not try/not be)
XIV. Complete these type three conditional sentences:
e.g.: If your sister hadn`t invited Mark to the cinema, he wouldn`t have needed his car
keys.
31
1. If you … for your keys for half an hour, you … on time.( look/leave)
2. I … in a hurry if I … get to the city centre.(be/have to)
3. If her aunt … her keys, she … the underground.(find/take)
4. They … to go to the petrol station if they … enough petrol.(need/have)
5. If their cousin … her to buy some biscuits, she … to the café.(ask/go)
6. I … my windscreen wipers weren`t working if it … to rain.(realize/start)
7. If there … a lot of cars, your brother … faster.(be/drive)
8. If you … the c ar park immediately, you … all the film.(find/miss)
9. Her cousin … his friends for popcorn if he … hungry.(join/be)
10. None of these … if she … a stomachache.(happen/have)
XV. Complete these conditional sentences:
1. If he … her it was so cold in the m ountains she … some warm clothes.(tell/bring; type3)
2. What … you … if the dress … you?(do/not fit; type 1)
3. If you … a bike and you could ride it you … with me.(have/come; type 2)
4. The car has a special function and it … unless the doors … closed.(s tart/be; type 0)
5. If we … they were coming to the party, we … at home.(know/stay; type 2)
6. … he … them to call us if he … us?(ask/see; type 1)
7. What …she … if she … the lottery?(do/win; type 2)
8. If they … water at 100 C, it … .(heat/boil; type 0)
9. Unless she … them what happened, they … never … .(tell/find out; type 1)
10. They … better care of their planet if they … more responsible.(take/be; type 2)
XVI. Put the verbs in brackets into the right form:
1. If I … (think) carefully, I will take the right decision.
2. Unless your uncle does his wok well, he … (not get) a wage rise.
3. If his relatives … (arrive) here on time, they will go for a walk before dinner.
4. You wouldn`t trust that woman, if you … (know) the truth.
5. If he tried to cheat you once, you … (not believe) him anymore.
6. What … (you/do), if you were in my place?
7. If Alice doesn`t admit her fault, they … (consider/never) her their friend.
8. You … (not waste) money on holiday, if your job was so insecure.
32
9. Your grandma won`t let you play outside unless you … (help) her with the washing up.
10. If she … (try) to trick him, he would teach her a lesson.
XVII. Put the verbs into the correct form:
1. If they … (know) her address, they would visit her when they go to Paris.
2. If he won this scholarship , it … (change) his life.
3. She wouldn`t mind leaving so late if she … (not have) an important meeting.
4. He wouldn`t buy the house from that village if he … (be) you.
5. If they lived today, their story … ( not finish) tragically.
6. They would have fireworks tonight if their team … (win) the championship.
7.The wouldn`t be the same if all the books … (disappear).
8. If your brother gets a good mark on the final test, he … (be) very happy.
9. If you mix blue and red, you … (get) purple.
10. If you … (hear) the sea and the ocean, you will be overwhelmed.
XVIII . Choose the correct answer:
1. He can`t find his money. If I were him, I ……. in his pocket.
a. would look b. look c. looked
2. ………….. they get up on time, they`ll catch the train.
a. providing b. unless c. supposing
3. If he ……………. his homework, he can watch TV.
a. finished b. finishes c. had finished
4. ……………my baby is tired or hungry, he cries.
a. when b. prov iding c. supposing
5. If she ………….. so bad, she`d go with you.
a. was feeling b. didn `t feel c. had felt
6. If she hadn`t watched that movie, she …………… nightmares.
a. won`t have b. don`t have c. wouldn`t have had
7. If he has time he ………………….. his friends tomorr ow.
a. visits b. would visit c. will visit
8. …………….. we hurry, we will be late for work.
a. providing b. supposing c. unless
33
XIX. Find the one choice which be st fits the sentence:
1.If you hadn`t been so busy, you … home earlier.
a. would be going; b. had gone; c. would have gone; d. would be gone
2. If Alice knew you, she … you.
a. would respected; b. would be respecting; c. should ha ve respected; d. would
respect
3. He thinks he … a break now.
a. would need; b. would be needing; c. would have ne ed; d. would h ave been
needing
4. Tom … to do it as soon as he gets there.
a. might be wanting; b. might have wanted; c. might to want; d. might want
5. Had they been told about it, they … everyone else know.
a. could let; b. could have let; c. could letted; d. could have been let
6. If they had visited the museum, they … that some items were missing.
a. had noticed; b. noticed; c. would be not icing; d. would have noticed
7. If it rained heavily, the river … their vi llage.
a. might flood; b. might flooded; c. might have flooded; d. might be flooded
8. Had he enjoyed the party, he … longer.
a. would be staying; b. would stay; c. may have stayed; d. would have stayed
9. You … so many mistakes if y ou had taken my advice.
a. wouldn`t have made; b. wouldn`t have been made; c. hadn`t made; d. wouldn`t
make
10. If we had packed our things last night, we … in time.
a. will leave; b. left; c. would h ave left; d. would be left
Answer key: 1.c; 2.d; 3. a; 4.d; 5.b; 6.d; 7.a; 8.d; 9.a; 10.c.
XX. Circle the correct answer:
1.If you … better qualified, you`d apply for that job.
a. were; b. wou ld be; c. am; d. will be
2. If Mark … work by 6 o`clock, he will go home.
a. will finish; b. finishes; c. has finished; d. fini shed
3. If you … any sense, you wouldn`t have bought that car.
a. would have; b. had; c. would have had; d. had had
34
4. He … his son if he hadn`t bee n so excited.
a. wouldn`t have rung; b. wouldn`t ring; c. had rung; d. rung
5. If I … to take on that job, I … much more free time.
a. have n`t agreed/ would have; b. didn`t agree/ would have; c. hadn`t agreed /
would have had; d. didn`t agree/ would have had
6. If I … a visitor`s pass, I won`t be able to go in.
a. don`t have got; b. hadn`t got; c. d oesn`t have; d. haven`t got
7. Mary … a day off work unless she were ill.
a. won`t take; b. wouldn`t take ; c. didn`t take; d. wouldn`t have taken
8. If tobacco hadn`t been imported to Europe , the habit of smoking …
a. would never develop; b. wouldn`t never develop; c. wouldn`t never have
developed; d. mig ht never have developed
9. He can`t expect kindness and support from his family if he … the same to them.
a. do esn`t give; b. won`t give; c. w ill give; d. give
10. Unless he … you the whole story, you won`t be able to help him.
a. tells; b. don`t tell; c. won`t te ll; will tell
11. What … if you hear the burglar alarm?
a. will you do; b. shall you do; c. do you do; d. would you do
12. She will get lost unless he … with her.
a. comes; b. doesn`t come; c . won`t come; d. will come
13. If he had known me better, he … that.
a. would have said; b. wouldn`t say; c. woul dn`t have said ; d. will say
14. If she … as clever as you say she is, she will be very rich.
a. is; b. had be en; c. were; d. will be
15. If we have two garments cleaned here, we … to pay for one of them.
a. won`t only have; b. will only have; c. haven`t only; d. wouldn`t only h ave
16. If they … the 6:40 bus, they`ll get here before he leaves.
a. take; b. takes; c. don`t take; d. will ta ke
17. She won`t know if they … her.
a. tell; b. don`t tell; c. will tell; d. won`t tell
18. Unless they … that music down, she will kill them.
a. don`t turn; b. won`t tu rn; c. turn; d. will turn
19. If I … an itch on t he nose, problems will follow.
a. have; b. will have; c. don`t have; d. haven`t
35
20. Her aunt would really appreciate it if she … to see her.
a. go; b. went; c. will go; d. had gone
Answer key: 1.a; 2.c; 3.d; 4.a; 5.c; 6.d; 7.b; 8.d; 9.a; 10.a; 11.b; 12.a; 13.c; 14.a;
15.b; 16.a; 17.b; 18.c; 19.a; 20.b.
XXI. Choose the right answer:
1. She won`t be able to understand them … there is an interpreter.
a. if; b. if only; c. unless; d. provided
2. Will he be home to let them in, just in case I… late?
a. am; b. w as; c. will be; d. were
3. Alice left without a word. If only she … something.
a. had said; b. s aid; c. says; d. to say
4. She would have cooked something if she … he was coming.
a. knew; b. know; c. had known; d. have known
5. If you … to the supermarket later, you`ll get her some milk.
a. will go; b. go; c. went; d. was going
6. They will be late for the lesson, … they run.
a. even thou gh; b. even; c. even without; d. even if
3.2.Conditionals through rephrasing
I. Connect the following conditions and results into conditional clauses:
Model: Tom has enoug h money./ He will buy a new car .
If Tom has enou gh money, he will b uy a new car .
1.The weather is beautiful./ She will ride her bike every day.
2. Tom rides his bike./ He won`t have enough time to do his homework .
3. Tom doesn`t do his homewor k./ He`ll get poor marks.
4. He gets poor marks./ His pa rents will be very angry.
5. His parents are angry with him./ They won`t buy him another bike.
II. Make sentences according to the model:
Model: Mark hasn`t got a car. (drive it every day)
36
If Mar k had a car, he would drive it every day.
1. Mary hasn`t got a pet. (play with it every day)
2. I haven`t got a CD player. (list en to music all day long)
3. Alice hasn`t got a miniskirt. (wear it at the disco)
4. Her brother hasn`t got a kit e. (fly it in the park).
5. You haven`t got a toaster. (eat toast every morning).
III. Write conditional clauses like the ones in the model:
Model: He didn`t ask you. You didn`t tell the truth.
If he had asked you, you would have told him the truth.
1. Mark didn`t repair their car. His fam ily didn`t go on the trip.
2. Her mother didn`t arrive home earlier . She didn`t cook anything.
3. His sister didn`t find her pair of glasses. She didn`t wa tch her favourite soap opera.
4. Tom didn`t take care of the cat . It got lost.
5. Alice didn`t like the movie. Sh e didn`t stay up to the end.
6. I didn`t talk to my sister. She didn`t wait for me to go shoppi ng.
7. You didn`t meet your uncle. He didn`t find out the news.
8. His brother didn`t drive carefully. He had an accident.
IV. Finish each of the following sentences in such a way that it means exactly the
same thing as the previous sentences:
Suggested answer: We left earlier, so we c ouldn`t meet Mark.
If we had left earlier, we could have met Mark.
1.You didn`t come home last night, so you couldn`t meet her.
If …
2.She will give you the good news only if you are ready to hear it.
Provided …
3. They can`t deal with this situation without he lp.
Unless …
4. You didn`t have an accident because I war ned you.
If …
5. She thinks they should listen to him.
37
If …
6. Alice couldn`t have been there because she was in London at that time.
If …
7. Since he doesn`t like football he shouldn`t be in this team.
If …
8. Her aunt didn`t tell her when the concert sta rted so she was late again.
If …
V. Rephrase the following sentences, using conditionals:
Model: He isn`t your type. You won`t like him./ If he were your type, you would like
him.
1. He is happy. He will forgive you .
2. You are qualified. I advise y ou to apply for this job.
3. They didn`t allow him to come. He felt miserable.
4. Life was difficult for her. S he never had enough money.
5. Tom never knows the latest news. He doesn`t listen to the radio.
6. We didn`t read the explanations carefully. We couldn`t do the exercises.
7. It wasn`t possible for her to tell you about it. She didn`t know anything.
8.You don`t have enough time. You can` t finish your translation.
9. You shall be still driving at midnight. You can`t leave earlier.
VI. Think of a suitable way to complete the second part of the dialogue:
1.`They don`t need t o take a map, do they?`
`But supposing …?`
2.`Can I borrow your bike?`
`Yes, so long as …`
3. `Do you think he sh ould send that letter?`
`It might be a go od idea, just in case…`
4. `So, you are thinking of buying that old house?`
`Well, as long as…`
5. `We hear he is plan ning to go camping next weekend.`
38
`I hope to, provided … `
6. `Do you think she wi ll still catch the train?
`Well, she won`t unless … `
VII. Write conditionals to match these situations:
1.He doesn`t have a spa re ticket. He can`t ta ke her to the concert.
If he …
2. They wanted to go out yester day but it was very cold.
If it …
3. Mark ate too much birthd ay cake, so he was sick.
If Mark …
4. You can`t write to him because you don`t know his address.
If you …
5.Mary paid 1600 $ for her dress.
If I …
6. With a bit of luck, h e may enter the con test.
If he …
7. Alice walked to work in the rain and got wet.
If …
8. You can`t type. You aren`t a ble to operate a computer.
If you …
9. If you see her, give her his messag e.
If you …
10. He didn`t go because he wasn`t invite d.
He …
11. Give up s moking and be healthier!
If you …
12. They had no paper and they had to make models in cla y for the builders to follow.
If they …
13. They speak Spanish to him, not English, so his English doesn`t improve.
If they …
14.She says she will come and give a speech at the conference if they pay her a reasonable
fee. She …
39
15. You won`t help her if she doesn`t ask you properly.
Unless …
16. The first photo was taken in 1826 . He died in 1822, so he never had his photo taken.
If he …
17. His uncle drinks too much coffe e and he doesn` t feel calm.
If he …
18. If they could get jobs, life here would be perfect.
If only they …
19. We didn`t study at all , so we failed our exams.
If we …
20. Take care of your health and enjo y life more!
If you …
21. She can go out tonight if sh e gets back by midnight.
She …
22. Penicillin was discovered in 1928 and it h elped to save many people.
Many people …
23. They don`t pay thei r employees properly and that`s why they don`t work well.
If they …
24. His parents didn`t earn much money, so life wasn`t easy for him.
If his parents …
25.The temperature fal ls, turn up the heating!
If …
26.The compass was invented in the 12th century and he re ached the West Indies in 1492.
He …
27. If she had a lot of money, do you think she would give up work?
Supposing that …
28. If his mother gets this n ew promotion, they will have enou gh money for a holiday
abroad. Provided that his mother …
29. Unfortunately she didn`t see her sister, so she co uldn`t give her the message.
If she …
40
VIII. Rewrite these sentences to form conditionals:
1. She is unfit because she do esn`t do enough exercise.
If she …
2. You got angry because she was rude to you.
If she …
3. He might go to live in Italy but he wil l have to find a job first.
If he …
4. I know about t his because you told me.
If you …
5. We didn`t tell him about it because he did n`t ask us.
If he …
6. They don`t know this programme becaus e they don`t watch TV a lot.
If they …
7. They aren`t sitting outs ide because it`s raining.
If it …
8. They are friends again because she apologize d to him.
If she …
9. Tom didn`t hear what she said b ecause he wasn`t listening.
If Tom …
10. You are feeling ill because you ate too much.
If you …
11. He might stop being famo us but it won`t worry him.
If he …
12. You are having a wonderful time because you are doin g a lot of interesting things.
If you …
13. She is rich and fa mous be cause the public like her.
If the public …
14. They became famous because they were lucky.
If they …
15. People go to see his films bec ause they are interesting.
If his films …
16. We got to top because we have a lot of talent.
If we …
17. He doesn`t know why his music is so popular, so he can`t exp lain it.
41
If he …
18. She would win an award and the n she will be very pleased.
If she …
19. They are successful today because they were determined to succeed when they were
younger.
If they …
20. He isn`t living an ordinary life because he is working in show business.
If he …
IX. Rewrite these s entences using the words in brackets:
1. If he had known all the facts, it`s possible that he wouldn`t have made that
decision.(may) If he had known all the facts ………………………………… that
decision.
2. If you gave her a hand, it would be possible for her to do that much more
quickly.(could) If you gave her a hand ………… ……………………… much more
quickly.
3. If he needs any advice in the future, it`s possible that you will be able to give him
some.(might)
If he needs any advice in the future …………………………….. give him some.
4. If you applied earlier, it`s possible that you wo uld have got the job.(might)
If you applied earl ier ………………………………… the job.
5. Concentrate and you won`t find this too difficult. (shouldn`t)
If ………………………… …………. this too difficult.
6. He has so much to do that he can`t relax.(could)
If ……………………………
7. I got the green card and that`s why I was able to work in the US.(could n`t)
If ……………………………………… in the US.
8. She sent it last Monday, we expected to be here by now.(should)
If she sent it last Monday, …………………………… by now.
42
X. Complete the second sentence so that it means the same as the first, using the
word given:
1. Write his address down becaus e you might want to contact him.(case)
Write his address down … ……………………….. to contact him.
2. She will lend him the money but he must give it b ack to her next month.(long)
She will lend him the money ………………………………… it back to her next month.
3.She can ask you a thousand times but you will never agree. (even)
You will never agree …………………… ……………. you a thousand times.
4.If they don`t work hard, they won`t get anywhere in life.(unless)
They won`t get anywhere in life …………… …………………. hard.
5. To catch that bus they must leave now.(providing)
They will catch that bus ……………………………… now.
6. You haven`t got a lot of money but you`d be unhappy anyway.(even)
You`d be unhappy …………………………………. a lot of money.
7. She will be polite to you but you must be polite to her.(provided)
She will be polite to you ………………………………. polite to her.
8. If I don`t get promoted soon, I will leave the company.(unless)
I will leave the company ………………………….. soon.
9. Let`s talk about this problem now because you might not h ave an opportunity
later.(case) Let`s talk about this problem now ……………………………….. an
opportunity later.
10. Alice didn`t run all the way there but she would have been late anyway.(even)
She would have been late ………………………………… all the way there.
XI. Rewrite these sentences using one of the words or phrases below:
unless, in case, as long as, pr ovided, providing, even if
1. The football match will be cancelled if the weather doesn`t improve.
…
2. I took a lot of warm clothes because I thought it might b e cold there.
…
3.Mark didn`t want to see the concert but he couldn`t afford a ticket anyway.
…
4. She will help you this time but you mustn`t expect her to do it every time.
…
43
5. Alice will give you a key because she might not be here to let you in when y ou get
back.
…
6. You might not succeed but you are going to do your best anyway.
…
7. Perhaps something extraordinary will happen, otherwise, it`s going to be another
ordinary day.
…
8. Mary told him that he could use her computer but he had to be careful with it.
…
XII. Rephrase each sentence, beginning as shown, so that the meaning stays the
same: Example: They will be late if they don`t hurry.
Unless they hurry , they `ll be late.
1.We will be punished if we don`t finish our work on time.
Unless …
2. Tom and Mark will go out if it doesn`t snow today.
Unless …
3. If I don`t go shopping, I`ll have little food to eat.
Unless …
4. He will be very sad if she doesn`t show up soon.
Unless …
5. We`ll be very surprised if Mary doesn`t get the job.
Unless …
6. You will give your students good marks if they do their homework.
Unless …
7. It will land safely if the weather is good.
Unless …
8. Only those who behave reasonably will be released sooner.
Unless …
9.If it snows, he won`t go out.
Unless …
10. If it isn` t too hot tomorrow, we will go for a walk in the park.
44
Unless …
XIII. Rephrase each sentence, beginning as shown, so that the meaning stays the
same:
Example: With enough space, they will thrive.
If they have enough space, they will thrive .
1. With a lot of luck, he will earn a lot of money.
If …
2.With a lot of work, she will win the scholarship.
If …
3. With a lot of talent, I will become a great actor.
If …
4. With a good map, they will find the way.
If …
5. With a lot of help, Alice will succeed.
If …
6. With bunches of flowers, Mark will win Mary`s heart.
If …
7. With kindness, they will make many friends.
If …
8. With charm, we will make a good impression.
If …
9.With a lot of imagination, he will write a good novel.
If …
10. With a lot of money, Tom will afford to buy that expensive car.
If …
XIV. Rephrase each sentence, beginning as shown, so that the meaning stays the
same:
Example: If, by any chance, he meets her at the hotel, tell him to ring me up.
45
Should he meets her at the hotel, tell him to ring me up.
1. If, by any chance, you see her at the cinema, talk to her about that problem.
Should …
2. If, by any chance, Mark returns home, break the bad news to him.
Should …
3. If, by any chance, they arrive at the bus station, tell them not to wait for him.
Should …
4. If, by any chance, the kids get bored, show them some pictures.
Should …
5. If, by any chance, she finds out the truth, tell her to act carefully.
Should …
6. If, by any chance, you find the treasure, wait for me.
Should …
7. If, by any chance, their parents meet my parents, remind them to take some photos.
Should …
8. If, by any chance, his aunt rings me up, tell her I`m not at home.
Should …
9. If, by any chance, we fall ill, call for the doctor.
Should …
10. If, by any ch ance, her friend arrives earlier, tell her to wait for her.
Should …
XV. Rephrase each sentence, beginning as shown, so that the meaning stays the
same:
Example: Since he doesn`t like plays, he never goes to the theatre.
If he liked plays , he would go to the theatre.
1. Since Mark and Alice don`t like films, they never go to the cinema.
If …
2. Since Tom and Mary don`t get bad marks, their parents never punish them.
If …
3. Since you don`t think positive, you never succeed.
If …
46
4. Since we don`t bel ieve in superstitions, we are never afraid of ghosts.
If …
5. Since he doesn`t know the place well, he never catches them.
If …
6. Since I am not keen on dancing, I never go to the disco.
If …
7. Since her sister doesn`t like swimming, she never goes to th e swimming pool.
If …
8. Since these kids are afraid of strangers, they never play outside their garden.
If …
9. Since they hate hang -gliding, they never practice it.
If …
10. Since gardening is not his hobby, he never works in his garden.
If …
XVI. Rephrase each sentence, beginning as shown, so that the meaning stays the
same:
Example: But for the money, he would change his car every month.
If it weren`t for the money, he would change his car every month.
1. But for your laziness, you would get good marks at school.
If it …
2. But for her lack of inspiration, she would write a bestseller.
If it …
3.But for her grumpiness, Alice would get on well with her classmates.
If it …
4. But for his stubborn ness, Mark would have a lot of friends.
If it …
5. But for your rudeness, you would have a boyfriend.
If it …
6. But for the problems with his parents, Tom would be a happy boy.
If it …
7. But for their friends` help, they wouldn`t solve those Maths problems.
47
If it …
8. But for our jokes, they wouldn`t laugh s o often.
If it …
9. But for her talent, Mary wouldn`t write such nice stories.
If it …
10. But for her ambition, her sister wouldn`t take part in the race.
If it …
XVII. Rephrase each sentence, beginning as shown, so that the meaning stays the
same:
Example: You had better wait for them.
If I were you, I would wait for them.
1. Alice had better do her homework.
If I …
2. That poor woman had better save for a rainy day.
If I …
3. Mark should help his father with his work in the garden.
If I …
4. Mary had better make her bed every morning.
If I …
5. You should read all the books recommended by your teacher.
If I …
6. Tom had better see this new film.
If I …
7. They should take some exercise every day.
If I …
8. Your aunt had better start taking some swimming lessons.
If I …
9. Your sister should better take your mother`s advice.
If I …
10. Your cousin had better learn his lessons.
If I …
48
XVII I. Rephrase each sentence, beginning as shown, so that the meaning stays the
same:
Example: Mark didn `t learn his Romanian lesson, and so he got a four.
If Mark had learnt his Romanian lesson, he wouldn`t have got a four.
1. We didn`t go to school yesterday, and so we were punished.
If we …
2. Tom didn`t do very well at school last month, and so his grandparents didn`t buy him a
new bike.
If Tom …
3. The weather wasn`t fine, so they had to stay inside.
If …
4. My sister didn`t read the book last week, so her teacher was unhappy about it.
If …
5. Life didn`t have anything good in store for us, so we we re very unhappy.
If …
6. They didn`t have anything to eat, so they starved.
If …
7. Alice didn`t write an interesting composition, so her teacher disliked it.
If …
8. My cousins couldn`t come home on time, so their parents scolded them.
If …
9.You didn`t f ollow your parents` advice, and so you had to regret it later.
If …
10. I got a bad mark at school, and so my parents were very disappointed.
If …
XIX. Rephrase each sentence, beginning as shown, so that the meaning stays the
same:
Example: Mark and Mar y would have attended the rock concert if they hadn`t been
arrested.
49
If it hadn`t been for their arrest, Mark and Mary would have attended the rock
concert.
1. We would have gone on the trip if we hadn`t been ill.
If it …
2. Tom would have spoken about the plane crash, if he hadn`t been afraid.
If it …
3. The students would have known the story if they hadn`t played truant.
If it …
4. We would have liked her speech if her voice hadn`t been hoarse.
If it …
5. The little one would have hidden behind the st ove if it hadn`t been hot.
If it …
6. He would have taken his umbrella if the weather hadn`t been fine.
If it …
7. She would have liked my brother if his joke had been funny.
If it …
8. My aunt would have gone for a walk in the park if she hadn`t been invo lved in a car
crash.
If it …
9. His cousin could have solved the problem if it hadn`t been so difficult.
If it …
10. We would have picked some flowers if the storm hadn`t started.
If it …
XX. Rephrase each sentence, beginning as shown, so that the meani ng stays the
same:
Example: Without her parents` support and understanding, Alice wo uldn`t have become
such a famous biologist.
Alice wouldn`t have become such a famous biologist if it hadn`t been for her
parents` support and understanding.
50
1.Without your beauty and grace, you wouldn`t have turned yourself into such a
glamorous model.
You …
2. Without his students` ideas, the famous professor wouldn`t have discovered such an
important formula.
The famous professor …
3. Without his incredible patience and endurance, he wouldn`t have discovered a new
continent.
He …
4. Without her originality and creativity, Mary wouldn`t have impressed the whole
audience.
Mary …
5. Without their unlimited ambition, they wouldn`t have conq uered the world.
They …
6. Without my friend`s support, I wouldn`t have become a music star.
I …
7. Without her genius, she wouldn`t have composed such famous pieces of music.
She …
8. Without your ambition, you wouldn`t have become such a good surgeon.
You …
9. Without his zest for life, Mark wouldn`t have inspired his grandchildren.
Mark …
10. Without her uncle`s love and support, she wouldn`t have been able to survive.
She …
XXI. Rephrase each sentence, beginning as shown, so that the meaning stays the
same:
Example: You didn`t arrive at school on time last Monday because you got up late.
If you had got up early, you would have arrived at school on time.
1. Tom and Alice got a four at History last Tuesday because they didn`t study enough.
If …
2. Our cousins were punished because they didn`t help their parents with the housework.
51
If …
3. The German pilot dropped some bombs by mistake because he couldn`t see well.
If …
4. Mark was unhappy because his wife left him.
If …
5. I didn`t take part in the discussion because I found it uninteresting.
If …
6. Your sister had a stomachache because she ate some bad eggs.
If …
7. We didn`t like that poem because we didn`t understand it.
If …
8. My parents didn`t work hard because they were badly paid.
If …
9. He r grandmother didn`t arrive at the airport on time because she missed the bus.
If …
10. Your cousins didn`t like the cartoon because they were sad.
If …
XXII. Rephrase each sentence so that it contains the word in capitals, and so the
meaning stays the sa me:
1.His brother spent the whole night studying hard. Now he is complaining about being
exhausted.(UNLESS)
…
2. They wouldn`t have succeeded if their friends hadn`t helped them.(FOR)
…
3. If his students didn`t learn their lessons, what would he do?(SUPP OSE)
…
4. We can`t offer them any bananas. We sold them all this morning.(IF)
…
5. If it weren`t for her imagination, she wouldn`t write such successful novels.(UP)
…
6. There is a shortage of panda bears. They aren`t properly protected.(PROVIDED)
…
52
XXIII.Rephrase the following sentences using unless :
e.g. If he doesn`t start saving some money now, he won`t have enough pension funds.
Unless he starts saving some money now, he won`t have enough pension funds.
1. If we don`t have the pass entr y, the bodyguard won`t let us in.
…
2. If you don`t prepare for your exams, you won`t pass them.
…
3. If it doesn`t stop raining, they won`t be able to leave on time.
…
4. If your baby doesn`t stop right now, she won`t finish the dinner in time.
…
5. If Al ice doesn`t pass the driving test, her parents won`t buy her a car.
…
6. If you don`t read the subtitles, you won`t understand the film.
…
7. If they aren`t more careful, they will have an accident.
…
8. If you don`t hurry, you will miss the train.
…
9. If Mark doesn`t him, he will continue with his nonsense.
…
10. If your father doesn`t pay the utility bill, the company will stop electricity.
…
XXIV. Write a correct type 3 conditional senten ce for each of these situations:
e.g.: It was difficult to walk because there was ice on the pavement.
If there hadn`t been ice on the pavement it wouldn`t have been difficult to walk.
1. Her sister ate too much and she felt sick.
…
2. We didn`t drink any water so we were thirsty.
…
3. Alice didn`t buy a car be cause she didn`t have a driving licence.
53
…
4. The weather was awful so the children couldn`t play soccer.
…
5. The accident happened beause the highway was wet.
…
6. He never learned to play the violin because his parents didn`t have enough money.
…
7. We never got up early, so we were always late for school last year.
…
8. Mark didn`t have an expensive phone, so he couldn`t chat with his friends on line.
…
9. I didn`t eat lunch yesterday, so I was very hungry in the evening.
…
10. Mary was in a hurry and she forgot her wallet at home.
…
3.3.Matching exercises
I. Form sentences by matching column A to column B:
A. Your dog would immediately react 1. if you hadn`t lied to me.
B. Could he find another job soon 2. if they keep walking in the rain.
C. You might have been my friend 3. if we get lost in the forest
D. You will visit me as often as you can 4. if they fired him?
E. She could have repaired that box 5. if she becomes a president.
F. The forest would have been saved 6. if anyone attacked you.
G. They will get sick 7. if your parents decide to move to another
city.
H. We might have voted for her 8. if the fire brigade had come faster.
I. She will surely do some good us all 9. if she had known how.
J. We will never be found 10. if we had trusted her promises.
II. Match the clauses together to make conditionals:
54
1.If he had told me about this problem earlier, a. she probably won`t be at the
meeting.
2. If your brother were a more sensitive person, b. you could always ring us up.
3. If we don`t contact you soon, c. your wife would never have left
you.
4. If Mary hadn`t died so young, d. he wouldn`t have said that to her.
5. If you didn`t work so hard all the time, e. she would have had them by now.
6. If I had worked harder last month, f. everything would be all right now.
7. If the plane hadn`t been delayed, g. would he hurry up and get ready.
8. If he`s coming with us, h. I wouldn`t be so busy this month.
9. If Alice really wanted to have children, i. they would be there by now.
10. If she was feeling ill this morning, j. I`m sure she`d be a famous
musician.
III. Match the clauses together to make conditionals:
1.Late again! If he didn`t stay up so late, a. his English would really improve.
2. If she were rea lly ill, b. they could buy the house of their dreams.
3. If his French was absolutely perfect, c. he`d be able to get up in the mornings.
4. If your hair wasn`t so long, d. there woul dn`t be so many accidents.
5. If they didn`t drive so fast on this road, e. my grandparents could sit outside in the
garden.
6. If she had her address book with her, f. he would get a job as an interpreter.
7. If they won the lottery, g. she would be able to phone her mum.
8. If Mark stayed in Britain for a year, h. she would love to do more cooking.
9. If the weather wasn`t so awful, i. you would look much smarter.
10. If my sister had the time, j. I`d be more sympathetic.
IV. Match the first and the second parts of the sentences below:
1. If they had some better players, a. he wouldn`t have a problem buying shoes.
2. Tom would give you a lift home b. if your father didn`t drive so fast.
3. If Mary did a little more practice, c. you might get a good pass.
4. You wouldn`t feel so nervous d. if his car wasn`t at the garage.
55
5. If they spoke perfect Engli sh, e. they`d have a chance of winning the cup.
6. Alice would feel much healthier f. if she helped more around the house.
7. If his feet weren`t so big, g.we would try windsurfing.
8. I would make friends h. if she took a little more exercise.
9. If I were you, i. they wouldn`t have to do these exercises.
10. My brother`d really appreciate it j. if I were a little more sociable.
11. They would look much smarter k. if you didn`t talk about computers all the
time.
12. If you did the necessary work, l. she`d be an excellent guitarist.
13. They wouldn`t think you were boring m. if s he had more free time.
14. If we had the confidence, n. I`d be careful what you say to her sister.
15. My mother would decorate the kitchen o.if they took more interest in clothes.
V. Match the following clauses to make sentences :
1. If he leaves now, a. tell her I miss her.
2. If she doesn`t obey the rules, b. they won`t go on the trip.
3. If he doesn`t stop shouting, c. she will be in trouble.
4. If it rains tomorrow, d. he will catch the bus.
5. If my grandma feels worse, e. I`ll call the police.
6. If we don`t water the garden now, f. you will look feet.
7. If she comes back in two hours, g. I`ll call for the doctor.
8. If you train regularly, h. the flowers will die.
9. If Alice talks to you, i. they will burn themselves.
10. If they don`t stop, j. she will be able to meet him.
VI. Join these sentences using if or unless :
1.We wouldn`t go shopping a. that rat leaves.
2. You`ll get your we ekly pocket money. b. it rains cats and dogs.
3. She won`t have her hair cut c.they were forced to go to separate
highschools.
4. Alice wouldn`t marry Tom d. you don`t forget your household duties.
5. The dog will stop barking e. we got enough money.
6. Your parents will be relieved f. she thinks is unfashionable.
56
7. They would be devastated g. he was rich enough to spoil her.
8. His father won`t wear this raincoat h.they get your call.
3.4. Oral drills
They are usually very controlled and therefore they have limited potential. Because they
are fairly repetitive and not very creative they should not be used for too long or too
frequently. However, they do give s tudents the opportunity for “safe” practice; accuracy
can be focused on as the students get a chance to rehearse language.
I. What would you have done if:
1. you had had a modern car
2. you had lived in the 14th century
3. you had played the piano
4. you had been the richest person in the world
5. you had travelled around the world
II. Use the cues bellow to make up chains of conditional phrases type 1:
Example: If I win the lottery, I` ll get a lot of money.
If I get a lot of money, I` ll buy an expens ive car.
If I …………………. I`ll ……………………. .
1.win the lottery
2. get a lot of money
3. buy an expensive car
4. drive very fast
5. have an accident
6. get hurt
7. go to hospital
8. miss family and friends
9.be unhappy
10. get poor marks
57
III. Connect the following real conditions and probable results into conditional type
1:
Model: Perhaps the weather will be nice. Then they`ll go on a trip.
If the weather is nice, they will go on a trip.
1. Perhaps his sister will be at home. Then she`ll make a delicious cake.
2. Perhaps you`ll have time to go shopping. Then you`ll buy that nice blouse.
3. Perhaps Mark will call. Then she will invite him to her birthday party.
4. Perhaps Alice will accept the invitation. Then they will have a great time at the party.
5. Perhaps they will lend us the new CDs. Then we will be very happy.
6. Perhaps Tom`s parents will buy him that pair of roller blades. Then he`ll go for a ride in
the park.
IV. Connect the following conditions and results into conditional phrases:
Model : I f the weather were fine, he would go to the seaside.
1. The weather were fine./ He`d go to the seaside.
2. Her aunt gave her some money./ She`d buy that silver necklace.
3. You told the truth./ You wouldn`t be punished.
4. Mary had a cat./ She`d play with it every day.
5. Her parents let her go to the party./ She`d be very happy.
6. Mark had a computer./ He would play computer games.
V. Situation: Alice is a lazy girl. She never does things in time, that`s why her school
marks are very po or.
Model: Alice never gets up early in the morning.(be in time for school)
If Alice got up early in the morning, she would be in time for school.
1.Alice never does her homework.(get good marks)
2. She never takes all her books and copybooks at school.( can`t take notes during classes)
3. She never learns her lessons.(give good answers)
4. She never talks to her classmates about her problems.(have more friends)
5. Alice never reads books.(learn a lot of interesting things)
6. She never goes to bed early.( wake up early in the morning)
58
VI. Give full answers to the following questions. Use would/ might or could in your
answers:
1. What might happen if your brother didn`t do his homework?
2. What could your sister buy if your mum gave her 1 million lei?
3. What would he do if the elevator were out of order?
4. What might happen if she fell down the stairs?
5. What would happen if we heated water at 100 degrees Celsius?
6.What would you do if your grandfather felt sick?
VII. Make sentences like the ones in the model:
Model: visit Mary
A: It`s a good thing you didn`t visit Mary/ visited Mary.
B: What would have happened if you hadn`t visited her/ had visited her?
A: She would have been very unhappy/ happy.
1. go to the party
2. tell your mum the truth
3. laugh at his jokes
4. sleep late in the weekend
5. accept Tom`s invitation
6. join the dance club
7. invite Mark to your birthday party
VIII. What might have happened last week if Mark had:
1.talked to his form teacher?
2. bought t hat beautiful shirt?
3. come late from school?
4. told Tom he was a liar?
5. announced his parents he was leaving school?
6. eaten all the cake?
7. broken his arm?
8. visited his grandparents?
59
IX. Answer the questions bellow with Conditionals. Use the word s in brackets in
your answers:
Model: A: For what reason/ In what circumstances would he have accepted Mark`s
invitation? (Mary come too)
B: He would have accepted Mark`s invitation if Mary had come too.
For what reason/ In what circumstances:
1. would Alice have told that lie? (force)
2. would you have given 100 $ to me? (dress)
3. would his English teacher have punished him? (homework)
4. would her brother have gone to work by taxi? (late)
5. would my sister have danced with you? (like)
6. would your aunt have bought a new pair of glasses? (lose)
7. would Tom have spent all his money on snacks? (hungry)
8. would they have called the plumber? (leak)
X. Answer these questions using your own ideas:
1. What would happen if education wasn`t compulso ry in your country?
2. What would happen if poor children didn`t have access to education?
3. What would have happened if her parents hadn`t sent her to school?
4. How would he have felt if his parents had he home -schooled?
XI. Find the right advice for the following situations:
Model: I`m an active person and I don`t want to retire.
If I were you , I would talk to my boss about this/ I would think about it more
carefully.
1. My brother isn`t used to living in a town.
2. My daughter is interested only in music and ignores school.
3. My cousin is the victim of a bully.
4. I save money to buy a new car but it will take ages to have one.
XII. Answer the questions: E.g. What will he do if he feel tired?
If he feels tired, he will go to bed.
60
1. What will Alice do if she is in trouble?
2. What will they do if they are hungry?
3. What will Tom do if he breaks his leg?
4. What will your brother do if he fails the test?
5. What will Mary do if she has a headache?
6. What will Mark do if he breaks a window?
7. What will his sister do if she gets lost?
8. What will they do if they lose their passports?
9. What will her mother do if she is angry?
10. What will their cousins do if they have a car accident?
61
Part. III THE EXPERIMENTAL PHASE
CHAPTER 4. Assessing Conditionals
4.1 Using games in assessment
Games are a vital part of a teacher’s equipment, not only for the language practice
they provide, but also for the therapeutic effect they have. They can be used at any stage of
a class to provide an amusing and challenging moment and are especially useful at the
end of a long day to send the students away feeling cheerful about their English class.
I. Role play: Supposing you were a magus, what magic would you do?
II. Game 1:
Write a sentence using the conditional.
For instance: If I had one million dollars, I would travel around the world.
The students get a sheet of paper and each student will write his/her version of the
beginning.
If I had one milllion dollars …
III. Game 2:
The `If game` or the ` Consequences Chains `, for example, the first student starts with a
conditional `If I had had enough money I would have gone to that trip` and the second
student will continue `If I had gone to that trip I would have met my favour ite band` and
so on.
IV. Game 3:
The teacher g ive students the if clause beginning of a conditional sentence.
If I see him again …
Then the students are invited to give their own endings . After hearing some ideas, the
students are asked about the most interesting endings and details they remember about the
sentences.
62
V. Game 4:
The teacher w rites some conditional sentences and then cut s them into two parts and
distribute them around the class.Students are sked to memorize their half and find their
partner. When they found their partner, they should decide who they are, where they are
and what has happened. They should make a conversation ending with the conditional
sentence.
If you had done as I said, this wouldn`t have happened.
VI. Game 5:
`Taxi!`
The teacher m akes sets of cards for the students who will play the part of taxi drivers. The
cards dictate whom the taxis will stop for. For example a taxi may pick up a passenger if
he/she is wearing a particular colour , if he/she has got a certain colou r hair/eyes, if he/she
is taller/shorter/thinner than the taxi driver.
Then the taxi drivers begin driving around the class while the would -be passengers try to
catch a taxi. Once a taxi has picked up a passenger, he/she would be taken to the
destination and given a new card. At the end they can explain why they picked a particular
passenger up and why they didn`t.
VII. Game 6: `Moral Dilemmas `
Second conditionals are used in real life to talk about questions like “What would you do
if you had to choose between letting a war criminal go free so that he’d stop the war and
continuing the war until he could be brought to justice?” Giving students a few questions
like this to discuss can be intellectually stimulating and produce a good mix of the second
condi tional and other language. It can also be designed to fit in with the topics of the book
(e.g. environmental moral dilemmas) or with their job or studies (e.g. medical moral
dilemmas). They can also make up similar questions to ask each other.
VIII. Game 7 : `Guess My Answer`
The Moral Dilemmas activity above can be made more fun by getting students to guess
their partners’ answers before they ask the questions. This also works for other meanings
63
of the second conditional such as tentat ive offers in negotiat ions. The students are given a
list of deals such as “If I gave you 100 dollars, would you do my homework for a month? ”
and the teacher asks them to guess what their partners will say before they ask the
question. Then they can make up similar sentences specifically to elicit a particular
response, e.g. “Would you give me your car if I gave you my motorbike?” to obtain a “No,
I wouldn’t.”
IX. Game 8: ` Sentence Completion`
The teacher g ives students at least fifteen second conditional sentence starters suc h as “If I
had four legs” or “If I were the richest person in the world”. They should complete the
sentences with their own ideas and then read out just the part they have written (not the
sentence stems on the worksheet) for their partners to guess which sentence they wrote it
in, e.g. “People would take photos of me all the time” could be written in either of those
two example sentence stems above. The sentence stems could also be moral dilemmas, or
you could write them to tie the second conditional in wi th other language points such as
feelings (“I would feel _______ if the internet disappeared”) or phrasal verbs (“If
_______, I would get on much better with him/her”).
X. Game 9: `Problem Solving`
Problems like being stuck on a desert island or having a ca n of food but no can opener are
often used in practicing conditionals.. However, as the students are not really in that
situation it is much more natural to ask “What would you do if flood waters cut your house
off?” and “What would you do if all electroni c communication permanently broke down?”
Students can debate which idea is best and/or vote on the best idea.
XI. Game 10 :`Votes`
Voting can also be used in other ways to practice the second conditio nal. For example,
students can present their ideas on wha t they would do if they were put in charge of the
world or if they were given superpowers, and then students can vote for the best. The ideas
need to be quite outlandish ones like these, because otherwise the first conditional is a
more natural tense to us e to present their ideas.
XII. Game 11 :`Personality Questionnaires`
This is kind of an extension of the moral dilemmas idea above. Students write second
conditional questions to test their partners on one personality trait or more, then ask them
64
the quest ions and judge their answers without telling them what they are being tested on.
The people who are answering the questions could then guess the topic(s) and how well
they have done before being told the results. For example, for “brave” they could be aske d
questions like “If you saw that the person sitting next to you had a gun in their belt, what
would you do?”
XIII. Game 12 : `If I Were You`
Any fun activities on giving advice can be used with second conditional phrases like “If I
were you,…”, “If I were in your place,…” and “If I was in your shoes,…”. Possibilities
include writing letters, giving deliberately bad advice, and guessing the problems from the
advice given.
XIV. Game 13 :`If You Answered Me That Way`
Students ask each other second conditional questions in the hope of getting specific
answers, e.g. “What would you do if you won the lottery?” to make their partner say “I’d
quit my job” or “Under what circumstances would you buy a gun?” to get the reply “If
there was a war.” The responses that the y should get could be given on slips or a
worksheet, or they could write down responses for themselves or others to obtain.
XV. Game 14: Students are asked to write chain stories or even writing chain poems.
If you drink coffee,
You’ll stay awake tonight
If you stay awake tonight,
You’ll fall asleep in the morning.
And if you fall asleep in the morning,
Your teacher will be very angry.
XVI. Game 15: `Tic-tac-toe`
The teacher prepare s 2 different sets of cards. He/she can use two different colours. One
colour for If Clause, one colour for the result clause.
The class is divided into two and play tic-tac-toe or the students are put in groups and
they are told that the first group who matches the halves will be the winner.
XVII. Game 16: The students are asked to stand up and form a circle. The teacher shouts
a half conditional sentence, throw s the ball to a student and asks him to complete it.
65
XVIII. Game 17: The teacher gives students scrap paper, preferably used photocopies and
tells them to write 5 half conditional sentences on. Then tells them to stand up and play
snowball fights. The teacher can stop them when he/she think s the fun is enough for them.
Then he/she tells them to pick the closest snowball, go back to their seats and finish the
sentences.
XIX. Game 18: `Board game.` Here is an engaging board game to help students pr actice
conditionals. Students play in groups of four. The players move their counters along the
board. When a player lands on a question square, the student to their right asks them a
'What do you do if…?/What will you do if..?/ What would you do if..?/ What would you
have done if…?' questions. The player then tries to answer the question appropriately by
making a conditional sentence. If they do this successfully, they stay on the square. If they
make a mistake, they go back to their previous square. The first player to reach the finish
wins the game. It can be used to practice all the conditionals.
XX. Game 19:`What did I write? `
This is a fun guessing game to help students practice the first conditional. The
class is divided into two groups (A and B) and each student is given a corresponding
worksheet. The students complete the endings of the first conditional sentences on their
worksheet with their own ideas. Student As complete the odd -numbered sentences and
Student Bs complete the even -number ed sentences. When the students have completed
their sentences, they pair up with someone from the other group. The students' task is to
guess the endings of the first conditional sentences their partner wrote. Student B starts
and tries to guess the endin g of the first sentence. Student B continues to guess until he/she
says the exact words on Student A's worksheet. Then, it's Student A's turn to guess the
second sentence and so on. This process continues until all the sentences are complete.
XXI. Game 20: `Five-in-a-row`
In this pairwork teaching activity, students complete ‘if’ and ‘result’ clauses to make first
conditional sentences. The students are told that they are going to practice the first
conditional by playing two games of noughts and crosses. The class is divided into pairs.
Each pair is given a copy of the Game 1 worksheet. The worksheet contains a five -by-five
66
grid. Each square on the grid contains an if clause. Students take it in turns to choose a
square and make a first conditional sentence by adding a suitable result clau se. If a student
does this successfully, they draw their O or X symbol in the square. The aim of the game
is to be the first student to get five squares in a row either horizontally, vertically, or
diagonally. That student is the winner. Pairs then repeat the process with Game 2, but this
time the squares contain result clauses. Students have to make a first conditional sentence
by adding an appropriate if clause to complete the sentence.
XXII. Game 21: `Video conditions `
The teacher stops the video at a point where a character has to make a decision, and the
students try to predict the consequences of the possible choices with sentences l ike “If he
asks her out, she will tell her boyfriend and he will beat him up” and “If he doesn’t ask her
out, he will regret it and never get another opportunity.” The teacher can tell the class what
the possible choices are or let them try to work them ou t from the context. After watching
which choice they take and the real consequences, students can discuss the likelihood of
the consequences they predicted for the other choice (perhaps with third conditional if they
know that).
XXIII . Game 22: `Negotiati ons`
The first conditional is often used in sentences like “If I give you a lift to the
cinema, will you lend me your car for the rest of the day?” This can be made more fun by
asking them to make up sentences that they are sure their partner will accept or reject (e.g.
depending on the cards they have been given). They could also be given a list of things
they want from their partner with points for each thing they can get them to agree to, with
the person from each pair who gets the most points a t the end of the game being named the
best negotiator.
XXIV. Game 23: Election Question Time.
Students prepare their election promises in groups and then stand up and present
them with sentences like “If you vote for us, we will cut taxes by 30%.” After they finish,
the members of the other parties can ask them tricky questions with the first conditional
like “What will you do if that doesn’t give you enough money to keep all the factories
open?” Then they finish with a vote in which they are not allowed to vote for their own
party.
67
XXV. Game 24: Christmas Conditionals
This memorable teaching activity combines the topic of Christmas superstitions with the
first conditional. Students work in pairs (A and B). Each student is g iven either a
Christmas or New Year worksheet. Each superstition is written as a first conditional
sentence and comes with three possible endings (a, b and c). The correct ending is already
given. The students have to write in two false endings for each co nditional sentence. When
they have finished, they quiz their partner and see how many of the superstitions their
partner can guess correctly.
4.2.Using different types of exercises in assessment
I. Correct the mistak es in the following sentences:
1. If she will need any help, just call me.
2.Unless I don`t study, I won`t pass the final exams.
3. If he won`t listen to you, she will be upset with him.
4. But for you didn`t help him, he wouldn`t have succeeded.
5. In cas e there will be a fire, call the firemen.
II. Point to the mistakes in the following conditional sentences:
1. Unless she doesn`t learn enough, she won`t get a good mark.
2. The flight will be delayed if the weather was bad.
3. If I be you, I wouldn`t say that.
4. His sister will put on weight if she would eat sweets every day.
5. They would visit Rome if they arrived in Italy one day.
6. If Alice doesn`t call, he would start to panic.
III. Underline the correct answer:
1. If you are/will be tired tonight, you will stay/stay in bed.
2. She will see/sees him later if he is/will be busy.
3. If I don`t give/won`t give you my e -mail address, you don`t/won`t contact me.
68
4. Where will they meet/do they meet if their father finishes/will finish early?
5. Her cousin will be/is upset if they don`t get/won`t get there on time.
6. Does Tom come/will Tom come to the airport if you call/will call him?
7. Will they send/do they send the letters if you tell/will tell them to?
8. If Mary will save/saves money, she will buy/buys that apartment.
9. We will go/go for a swim if the weather is/will be nice.
10. If Mark gives/will give me his address, I will pay/pay him a visit.
IV. Make sentences using the given prompts:
Example: be rich/travel around the world
If you were rich, you would travel around the world.
1. live in an old house/ be afraid at night
…
2. not have a family/ feel lonely and depresssed.
…
3. go to the seaside/ swim all day.
…
4. take your driving licence/ your parents buy a car.
…
5. be fluent in a foreign language/ work abroad
…
6. find that adventure book/ read it.
…
7. get to know that witch/ tell her to stop chasing the kids.
V. Complete the messages using the correct form of the given verbs:
1. be, get angry, talk, ask, be worried , confront, ignore, have to, continue
If I … this, she … using my things for ever.If I … to her and … her about my situation,
she … give me an answer.If I … about her reaction, … her when I`m with other people.
She … if there … other people there.
69
2. let, be accepted, listen, find
If he … other people tell him what to do, he … for who he is. If he … to his parents, he …
that true friends are more important than the connections fr om the I nternet.
3. let, want, inform, care, kindly ask
If she … about this friendship a great deal, she … things as they are. If she … to be honest
to herself, she … the teacher and she … her to try to monitor the students better during the
tests.
VI. After reading the following conditional clauses invert th e auxiliary and the
subject in the If Clause and omit the `if`:
Model: If your mother had let you go to that party you would have been very happy.
Had your mother let you go to that party you would have been very happy.
1. If you had surfed the Internet, y ou would have found out about the beauty contest.
…
2. If her uncle had come home earlier, he would have met Tom.
…
3. If Mary had phoned Alice, Alice would have gone shopping with her.
…
4. If she had marked their tests, she would have brought them to sch ool last week.
…
5. If your brother hadn`t forgotten about your grandpa`s birthday, he wouldn`t have been
so unhappy.
…
6. If their cousin had bought that motorbike, he would have ridden it during summer
holiday.
…
7. If her sister had been more sociable, she would have made friends more easily.
…
8. If it hadn`t rained so much, they would have played football in the schoolyard.
…
70
VII. Translate into English:
1. Iti va trece raceala in cel mult 5 -6 zile daca vei tine cont de toate recomadarile
medicului.
2. As juca tenis in fiecare zi daca as avea mai mult timp liber.
3. Daca as sti ca vorbesti serios, mi -as face chiar acum bagajele si as veni cu tine.
4. Cum crezi ca ar reactiona daca i -ai spune adevarul?
5. Daca ne -am fi dus cu masina, am fi ajuns mai r epede.
6. Daca as fi in locul tau as fi mai rezervata.
7. I-as fi spus lui Mark vestea cea buna daca l -as fi intalnit aseara.
8. Ai fi prins trenul daca nu ai fi avut acea pana de cauciuc la masina.
9. Daca vreti sa asteptati cateva minute, va vom da raspu nsul imediat.
10. Daca nu si -ar pierde atat de mult timp degeaba, ar putea realiza mai multe lucruri in
viata.
11. Daca as fi stiut mai multe poezii, as fi castigat concursul.
12. Daca vei citi cartea, vei sti despre cine vorbesc.
13. Va ajunge la timp la teatru daca va pleca chiar acum.
14. Daca ninge maine, amanam plecarea.
15. Daca veneai ieri la mine, o intalneai pe Mary.
16. Daca n -ar fi fost Tom, as fi uitat sa iti aduc schitele.
17. Daca as fi stiut cine ma suna, nu as fi raspuns.
18. Poti sa iei masina daca promiti ca nu vei depasi 100 km/h.
19. Ar fi venit la petrecerea ta daca ai fi invitat -o.
20. Daca as avea 12,000$, mi -as cumpara acea masina.
VIII. Translate into English:
1.`Daca vei fi cuminte vom merge la Disneyland`, ii spuse bunicul micutului Mark, care se
juca nerabdator cu siretul de la pantofi. `Si daca vei manca tot din farfurie iti voi cumpara
si o jucarie`, adauga el.
2. `Daca as avea o masina rapida as merge cu viteza maxima`, se gandi Tom, schitand cu
mana rotatia unui volan. `Si daca Mary ar sta alaturi de mine, as zbura ca un nebun`,
continua el sa viseze, uitand de dosarul cu acte ce zacea de ceva timp pe birou.
71
3. `Daca as fi avut un frate mai mare`, gandi Alice, `mama m -ar fi lasat sa ies in oras seara
tarziu; daca as fi i esit cu fratele meu, mama nu ar mai fi fost atat de ingrijorata si nu m -ar
mai fi sunat din jumatate in jumatate de ora.`
IX. Translate into English:
1. Alice nu ar fi fost suparata daca sotul ei ar fi asteptat -o.
…
2. El ar fi stiut ce contine acea sc risoare daca ar fi scris -o el.
…
3. Daca as fi in locul ei, as chema politia.
…
4. Noi i -am ajutat intotdeauna daca ne -au cerut asta.
…
5. Nu ai fi facut atata zgomot in timpul concertului daca nu te -ai fi plictisit.
…
6. L-ar invita pe Mark la fiecare pet recere daca nu ar fi atat de ocupat.
…
7. Daca as fi avut un caine, hotii nu ar fi putut intra in casa mea.
…
8. Daca i -ai spune despre problemele tale, ea te -ar putea ajuta.
…
9. Daca nu ti -ai fi cumparat acea rochie, nu ai fi venit la petrecere.
…
10. Ar merge la plimbare cu el daca nu ar ploua.
…
X. Write an appropriate beginning or ending for these sentences:
1. ……………………………….., she will put on some thick clothes.
2. If they continue walking, ……………………………. .
3. ……………………………….., he would go to the dent ist.
4. ……………………………….., his dog will bite her.
72
5. If you played inside, ………………………………… .
6. If they decided to come to his party, ……………………. .
7. …………………………………, we will be able to go on holiday next summer.
8. If tha car alarm went on ………………………………. .
9. ……… …………………………., she will be able to vote.
10. If they were busy, ……………………………………… .
XI. Use your own ideas to complete the sentences:
1. You`d go to the swimming pool if ……………………………. .
2. When she has an argument with her boyfriend she ……………………… .
3. They would have gone out last night if ………………………………. .
4. Who would he call if ……………………………….. .
5. Their town would be nicer if …………………………… .
6. If Tom didn`t have a computer …………………………. .
7. If it`s warm tomorrow ………………………………… .
8. His brother will buy some chips if …………………………… .
9. Her sister recharges her phone when …………………………… .
10. If Mary hadn`t met her best friend ………………………………… .
XII. Finish these sentences giving two endings for each:
Suggested answer: He would go on that trip if 1. he had enough mo ney.
2. she invited him.
1. You would have brought me the coat if …………………………….. .
…
2. Mark would have been drowned if ……………………………….. .
…
3. If she gave me a chance …………………………………. .
…
4. My sister will never forget this event if ………………………………. .
…
5. If your brother tried harder, he ……………………………………. .
…
73
6. We would stop doing that if ………………………………….. .
…
7. Unless she gets another cook …………………………………. .
…
8. If they left later ……………………………… .
…
9. His friends would have given him the present if ………………………………. .
…
10. Your uncle will be held responsible if …………………………………. .
…
XIII. Continue the idea writing the missing clause:
1. If he eats so much ……………………………………………. .
2. If you want to play the violin ………………………………… .
3. If it is not expensive …………………………………………… .
4. If lunch isn`t ready ……………………………………………. .
5. If it doesn`t bark ……………………………………………… .
6. If it is fine next week …………………………………………. .
7. Dinner won`t be ready unless …………………………………. .
8. If there is a queue at that off ice ……………………………….. .
9. If her children are noisy ……………………………………….. .
10. If she doesn`t get that job …………………………………….. .
11. If your team wins the game …………………………………… .
12. Mark will write write you if ………………………………….. .
13. They will have a barbecue if ……… …………………………… .
14. Their sister will get married if …………………………………. .
15. He won`t attend the wedding ceremony if …………………………… .
16. Mary won`t make a fruit pie again if ……………………………….. .
17. He will be very angry with you if ………………………………… .
18. I`ll pay her more than I promised if ………………………………. .
19. We`ll be disappointed if …………………………………………… .
20. She won`t be here in time unless ………………………………….. .
74
XIV. Complete the following conditionals:
1. If his message hadn`t come ………………………………………. .
2. If I had worked harder …………………………………………….. .
3. Why didn`t you do it if ……………………………………………. .
4. She won`t come unless ……………………………………………. .
5. You shouldn`t have lost your money if ……………………………. .
6. Unless you visit me soon, I ………………………………………… .
7. If you met he r in the street …………………………………………. .
8. If he had been in love with her ……………………………………… .
9. Tom would be very angry with us if ………………………………….. .
10. If I were you …………………………………………………….. .
11. If you had known he was here …………………………………….. .
12. If they want to see you ………………………………………… .
13. If he knows the details before next week …………………………………. .
14. She will be very happy if …………………………………………. .
15. She wouldn`t have listened to me if ………………………………….. .
XV. Supply if or unless :
1. She won`t speak French …………… she goes to France.
2. Alice will open the door …………… she hears the bell.
3. He won`t find out the news ………….. you send him a telegram.
4. Tom won`t pass his exam ………….. he works harder.
5. I won`t write to her …………….. she writes to me.
6. They won` t come …………….. you invite them.
7. ………….. she leaves now, she will arrive by midnight.
8. The streets will be wet ………… it rains.
9. Your parents won`t find their way to your place …………… you meet them at the
station.
10. ………….. she bought such a big house, she would need several servants.
75
4.3.Using songs in assessment
I. In this activity students are asked to draw scenes from a song before listening
to it.
Language level: Intermediate
Learner type : Young learners; Teens
Time: 40 minutes
Activity : Drawing
Topic: Love
Language : Second conditional
Materials : Song
Lesson plan
1. Tell students that you want them to draw two sketches. Tell them to listen to your
complete instructions before they start. Give the following instructions:
I want you to d raw a scene from a winter’s day: the trees are bare; the leaves on the
ground are brown; the sky is grey. There is a man going for a walk. There is a thought
bubble coming from his head. I also want you to draw a second picture. In this one the
man is in a church. He is down on his knees and he is praying. The preacher is beside him.
There is another thought bubble coming from the man’s head.
2. Ask students to repeat the instructions back to you before drawing. If possible, give access
to colour pencils. Ask students not to write anything in the thought bubbles at this stage.
3. Let students compare their work with each other.
4. Ask students to consider what their man might be thinking about. Elicit as many possible
thoughts as you can and write the b est ideas on the board. For example:
“I wish it was warmer”
“I should get a dog”
“I hate winter”
Note that you could restrict the task: ask students to think of second conditional sentences
that could go in the man’s thought bubbles.
76
5. Explain to students th at the man would love to be somewhere else but that he can’t leave.
Ask them to guess why (the answer is that he is involved with a woman that he can’t
leave).
6. Write the following second conditionals on the board and ask students to copy them in or
beside the man’s thought bubbles:
* Thought bubble one: I’d be safe and warm if I was in L.A.
* Thought bubble two: If I didn’t tell her, I could leave today.
Teach students the full song lyrics to California Dreamin g (The Mamas and Papas) .
7. The song lends itself perfectly to a drill -type chant because of its call and response
format. Ask students to repeat after you. Note that you don’t have to tell students that they
are dealing with a song. Let them work it out for themselves.
All the lea ves are brown
And the sky is grey
I’ve been for a walk
On a winter’s day
I’d be safe and warm
If I was in LA
California dreaming
On such a winter’s day
I stopped into a church
I passed along the way
Well, I got down on my knees
And I pretend to pray
You kn ow the preacher likes the cold
He knows I’m going to stay
California dreaming
On such a winter’s day
All the leaves are brown
And the sky is grey
77
I’ve been for a walk
On a winter’s day
If I didn’t tell her
I could leave today
California dreaming
On such a winter’s day
8. Let students hear the song.
After elicitin g possible thoughts ask students to write a short story about the man in the
scene.
Follow up
Scan your students’ drawings and use video -editing software to create a collage to
accompany the song.
II. In this activity students are asked to complete the song with the missing verbs
after they have listened it.
The teacher asks the students to listen to the song `Count on me` (Bruno Mars). After they
completed the missing verbs they got the full versio n of the song to correct themselves.
If you ever … yourself stuck in the middle of the sea,
I … the world to find you
If you ever find yourself lost in the dark and you can't see,
I … the light to guide you
Find out what we're made of
When we are called to help our friends in need
You can count on me like one two three
I … there
And I know when I need it I can count on you like four three two
You' ll be there
'Cause that's what friends are supposed to do, oh yeah
78
Whoa, whoa
Oh, oh
Yeah, yea h
If you tossin g and you're turning and you just can't fall asleep
I … a song
Beside you
And if you ever … how much you really mean to me
Every day I will
Remind you
Ooh
Find out what we're made of
When we are called to help our friends in need
You can count on me like one two three
I'll be there
And I know when I need it I can count on you like four three two
You' ll be ther e
'Cause that's what friends … supposed to do, oh yeah
Oh, oh
Yeah, yeah
You … always … my shoulder when you cry
I … never … go
Never say goodbye
You know you can
Count on me like one two three
I … there
And I know when I need it I can count on you l ike four three two
And you … there
'Cause that's what friends are supposed to do, oh yeah
79
Oh, oh
You can count on me 'cause I can count on you
If you ever find yourself stuck in the middle of the sea,
I'll sail the world to find you
If you ever find yourself lost in the dark and you can't see,
I'll be the light to guide you
Find out what we're made of
When we are called to help our friends in need
You can count on me like one two three
I'll be there
And I know when I need it I can count on you like four three two
You'll be there
'Cause that's what friends are supposed to do, oh yeah
Whoa, whoa
Oh, oh
Yeah, yeah
If you tossing and you're turning and you just can't fall asleep
I'll sing a song
Beside you
And if you ever forget how much you really mean to me
Every day I will
Remind you
Ooh
Find out what we're made of
When we are called to help our friends in need
You can count on me like one two three
I'll be there
And I know when I need it I can count on you like four three two
You'll be there
'Cause that's what friends are supposed to do, oh yeah
80
Oh, oh
Yeah, yeah
You'll always have my shoulder when you cry
I'll never let go
Never say goodbye
You know you can
Count on me like one two three
I'll be there
And I know when I need it I can count on you like four three two
And you'll be there
'Cause that's what friends are supposed to do, oh yeah
Oh, oh
You can count on me 'cause I can count on you
III. In this activity students are asked to listen to the song `Hero` (Enrique Iglesias)
and then they have to put the verbs in brackets into the right tense. In the end, they
got the full version of the song to correct themselves.
Would you dance if I (ask) … you to dance?
… you (run) … and never look back?
Would you cry if you (see) … me cry?
And … you (save) … my soul, tonight?
… you (tremble ) … if I (touch) … your lips?
Would you laugh? Oh, please tell me this.
Now would you die for the one you (love)… ?
Hold me in your arms, tonight.
I can be your hero, baby.
I can kiss away the pain.
I will stand by you forever.
You can take my breath away.
… you (swear ) … that you'll always be mine?
81
Or … you (lie) …? Would you run and hide?
Am I in too deep? Have I lost my mind?
I don't care… You're here tonight.
I can be your hero, baby.
I can kiss away the pain.
I (stand ) … by you forever.
You can take my breath away.
Oh, I just want to hold you. I just want to hold you.
Am I in too deep? Have I lost my mind?
I don't care… You're here tonight.
I can be your hero, baby.
I can kiss away the pain.
I will stand by your forever.
You can take my breath away.
I can be your hero.
I can kiss away the pain.
And I will stand by you forever.
You can take my breath away.
You can take my breath away.
I can be your hero.
Would you dance if I asked you to dance?
Would you run and never look back?
Would you cry if you saw me cry?
And would you save my soul, tonight?
Would you tremble if I touched your lips?
Would you laugh? Oh, please tell me this.
Now would you die for the one you loved?
Hold me in your arms, tonight.
I can be your he ro, baby.
I can kiss away the pain.
I will stand by you forever.
82
You can take my breath away.
Would you swear that you'll always be mine?
Or would you lie? Would you run and hide?
Am I in too deep? Have I lost my mind?
I don't care… You're here tonight.
I can be your hero, baby.
I can kiss away the pain.
I will stand by you forever.
You can take my breath away.
Oh, I just want to hold you. I just want to hold you.
Am I in too deep? Have I lost my mind?
I don't care… You're h ere tonight.
I can be your hero, baby.
I can kiss away the pain.
I will stand by your forever.
You can take my breath away.
I can be your hero.
I can kiss away the pain.
And I will stand by you forever.
You can take my breath away.
You can take my breath away.
I can be your hero.
IV. In this activity students have to listen to the song `If I were a boy` (Beyonce) and
then t o complete the right sentence. In the end, they got the full version of the song to
correct themselves.
……………………….
Even just for a day
I'd roll out of bed in the morning
And throw on what I wanted then go
Drink beer with the guys
And chase after girls
83
I'd kick it with who I wanted
And I'd never get conf ronted for it.
Cause they'd stick up for me.
If I were a boy
I think I could understand
How it feels to love a girl
I swear I'd be a better man.
……………………………
Cause I know how it hurts
When you lose the one you wanted
Cause he's taken you for granted
And everything you had got destroyed
If I were a boy
……………………………………….
Tell everyone it's broken
So they'd think that I was sleeping alone
………………………………………..
And make the rules as I go
Cause I know that she'd be faithful
Waiting for me to come home
It's a l ittle too late for you to come back
Say it's just a mistake
Think I'd forgive you like that
………………………………………..
You thought wrong
But you're just a boy
You don't understand
Yeah you don't understand
How it feels to love a girl someday
……………………………………
84
You don 't listen to her
You don't care how it hurts
Until you lose the one you wanted
Cause you've taken her for granted
And everything you have got destroyed
But you're just a boy…
If I were a boy
Even just for a day
I'd roll out of bed in the morning
And throw on what I wanted then go
Drink beer with the guys
And chase after girls
I'd kick it with who I wanted
And I'd never get confronted for it.
Cause they'd stick up for me.
If I were a boy
I think I could understand
How it feels to love a girl
I swear I'd be a better man.
I'd listen to her
Cause I know how it hurts
When you lose the one you wanted
Cause he's taken you for granted
And everything you had got destroyed
If I were a boy
I could turn off my phone
Tell everyone it's broken
So they'd think tha t I was sleeping alone
I'd put myself first
And make the rules as I go
85
Cause I know that she'd be faithful
Waiting for me to come home
It's a little too late for you to come back
Say it's just a mistake
Think I'd forgive you like that
If you thought I wo uld wait for you
You thought wrong
But you're just a boy
You don't understand
Yeah you don't understand
How it feels to love a girl someday
You wish you were a better man
You don't listen to her
You don't care how it hurts
Until you lose the one you wanted
Cause you've taken her for granted
And everything you have got destroyed
But you're just a boy…
V. Another songs that can be used for these kind of activities are:
`If I had a million dollars` (Barenaked Ladies)
If I had a $1000000
(If I had a $1000000)
I'd buy you a house
(I would buy you a house)
If I had a $1000000
(If I had a $1000000)
I'd buy you furniture for your house
(Maybe a nice chesterfield or an ottoman)
And if I had a $1000000
(If I had a $1000000)
I'd buy you a K -Car
86
(A nice Reliant automobile)
If I had $1000000 I'd buy your love.
If I had a $1000000
I'd build a tree fort in our yard
If I had $1000000
You could help, it wouldn't be that hard
If I had $1000000
Maybe we could put like a little tiny fridge in there somewh ere
You know, we could just go up there and hang out
Like open the fridge and stuff
There would be already laid out foods for us
Like little pre -wrapped sausages and things
If I had $1000000
(If I had $1000000)
I'd buy you a fur coat
(But not a real fur coat that's cruel)
And if I had $1000000
(If I had a $1000000)
I'd buy you an exotic pet
(Like a llama or an emu)
And if I had $1000000
(If I had a $1000000)
I'd buy you John Merrick's remains
(All them crazy elephant bones)
And If I had $1000000 I'd buy your love.
If I had a $1000000
We wouldn't have to walk to the store
If I had a $1000000
We'd take a limousine 'cause it costs more.
If I had a $1000000
We wouldn't have to eat Kraft Dinner
87
But we would eat Kraft Dinner
Of course we would, we'd just eat more
And buy really expensive ketchups with it
That's right, all the fanciest dijon ketchups
Mmmmmm
If I had $1000000
(If I had $1000000)
I'd buy you a green dress
(But not a real green dress, that's cruel)
And if I had $1000000
(If I had $1000000)
I'd buy you some art
(A Picasso or a Garfunkel)
If I had $1000000
(If I had $1000000)
I'd buy you a monkey
(Haven't you always wanted a monkey?)
If I had $1000000
I'd buy your love
If I had $1000000, If I had $1000000
If I had $1000000, If I had $10 00000
I'd be rich
`Time After Time ` (Cyndi Lauper)
Lying in my bed I hear the clock tick,
And think of you
Caught up in circles confusion –
Is nothing new
Flashback –warm nights –
Almost left behind
88
Suitcases of memories,
Time after –
Sometimes you pictu re me –
I'm walking too far ahead
You're calling to me, I can't hear
What you've said –
Then you say –go slow –
I fall behind –
The second hand unwinds
If you're lost you can look –and you will find me
Time after time
If you fall I will catch you –I'll be waiting
Time after time
After my picture fades and darkness has
Turned to gray
Watching through windows –you're wondering
If I'm OK
Secrets stolen from deep inside
The drum beats out of time –
If you're lost you can look –and you will find me
Time after time
If you fall I will catch you –I'll be waiting
Time after time
You said go slow –
I fall behind
The second hand unwinds –
If you're lost you can look –and you will find me
Time after time
If you fall I will catch you –I'll be waiting
Time after time
89
Time after time…
Time after time…
Time after time…
Time after time…
`Cotton Eye Joe` (Rednex)
If it hadn't been for Cotton -Eye Joe
I'd have been married long time ago
Where did you come from where did you go
Where did you come from Cotton -Eye Joe
If it hadn't been…
If it hadn't been…
If it hadn't been…
He came to town like a midwinter storm
He rode through the fields so han dsome and strong
His eyes was his tools and his smile was his gun
But all he had come for was having some fu n
If it hadn't been…
If it hadn't been…
He brought disaster wherever he went
The hearts of the girls was to hell broken sent
They all ran away so nobody would know
and left only men cause of Cotton -Eye Joe
If it hadn't been…
If it hadn't bee n…
If it hadn't been…
If it hadn't been…
90
If it hadn't been…
`Rich girl` (Gwen Stefani)
If I was a rich g irl
See, I'd have all the money in the world, if I was a wealthy girl
No man could test me, impress me, my cash flow would never ever end
Cause I'd have all the money in the world, if I was a wealthy girl
Think what that money could bring
I'd buy everything
Clean out Vivienne Westwood
In my Galliano gown
No, wouldn't just have one hood
A Hollywood mansion if I could
Please book me first cla ss to my fancy house in London town
All the riches baby, won't mean anything
All the riches baby, don't bring what y our love can bring
All the riches baby, won't mean anything
Don't need no other baby
Your loving is better than gold and I know
If I was rich girl
See, I'd have all the money in the world, if I was a wealthy girl
No man could test me, impress me, my cash flow would never ever end
Cause I'd have all the money in the world, if I was a wealthy girl
I'd get me four Harajuku girls to
Inspire me and they'd come to my rescue
I'd dress them wicked, I'd give them names
Love, Angel, Music, Baby
Hurry up and come and save me
All the riches baby, won't mean anything .
91
`If you don`t know me by now` (Simply Red)
If you don't know me by now
You will never never never know me
All the things that we've been through
You should understand me like I understand you
Now girl I know the difference between right and wrong
I ain't gonna do nothing to break up our happy home
Oh don't get so excited when I come h ome a little late at night
Cause we only act like children when we argue fuss and fight
If you don't know me by now (If you don't know me)
You will never never never know me (No you won't)
If you don't know me by now
You will never never never know me
We'v e all got our own funny moods
I've got mine, woman you've got yours too
Just trust in me like I trust in you
As long as we've been together it should be so easy to do
Just get yourself together or we might as well say goodbye
What good is a love affair whe n you can't see eye to eye, oh
If you don't know me by now (If you don't know me)
You will never never never know me (No you won't)
If you don't know me by now (You will never never never know me)
You will never never never know me (ooh)
`If you had my lo ve` (Jennifer Lopez)
If you had my love and I gave you all my trust would you comfort me
And if somehow you knew that your love would be untrue would you lie to me
And call me baby
Now if I give you me, this is how it's got to be
First of all I won't take your cheating on me
92
Tell me who can I trust if I can't trust in you
And I refuse to let you play me for a fool
You said that we could possibly spend eternity
See, that's what you told me, that's what you said
But if you want me you'll have to be fulfilling all my dreams
If you really want me baby
If you had my love and I gave you all my trust would you comfort me
Tell me baby
And if somehow you knew that your love would be untrue would you lie to me
And call me baby
You say you want my love and you got to have it all
But first there are some things you need to know
If you wanna live with all I have to give
I need to feel true love or it's got to end, yeah
I don't want you trying to get with me and I end up unhappy
I don't need the hurt and I don't need the pain
So before I do give myself to you I have to know the truth
If I spend my life with you
If you had my love and I gave you all my trust would you comfort me
What would you do babe, tell me right now
And if somehow you knew that your love would be untrue would you lie to me
And call me baby
Don't you lie to me
If you had my love and I gave you all my trust would you comfort me
Tell me baby
And if somehow you knew that your love would be untrue would you lie to me
And call me baby (don't you lie to me, bab y)
If you had my love and I gave you all my trust would you comfort me
Tell me baby
93
And if somehow you knew that your love would be untrue would you lie to me
And call me baby
If you had my love and I gave you all my trust would you comfort me
And if someh ow you knew that your love would be untrue would you lie to me
And call me baby
If you had my love and I gave you all my trust would you comfort me
And if somehow you knew that your love would be untrue would you lie to me
94
CHAPTER 5. Discussion and final evaluation
5.1.Evaluation of the students’ final level of knowledge`. Interpretation of the
students’ results.
An investigation concerning the efficiency of using modern assessment methods
The present paper intends to show that besides the traditional assessment methods used in
teaching, the modern assessment methods have an important impact on students
emphasizing the formative character of assessment. In order to prove that, I will try to
present t he formative impact these methods have on secondary school students.
The objectives and the hypothesis of the research
Starting from the idea that learning is the key to educational success, I realized an
investigation regarding the students’ efficiency of l earning while using modern assessment
methods. From this experience and from the materials studied concerning this theme I
came to the following hypothesis:
If we use modern assessment methods together with traditional methods in teaching, the
results will be better and the activity will be more efficient.
The objectives of this research are:
1. The analysis of students’ results after using traditional assessment methods
2. The analysis of students’ results after using traditional assessment methods at the
same t ime with modern assessment methods
3. Comparison and analysis of the final results.
The methodology of research
a) The subjects of investigation
In order to obtain realistic data about students’ efficiency in learning I investigated a group
formed by:
– 28 student s from the 8th C form , `Ion Creanga` Secondary School Braila
– 19 students from the 8th A form , `Ion Creanga` Secondary School Braila
The investigation concerning test ing Conditionals was developed in the school year 2016 –
2017 .
a) Research technique
The research technique which I used while dev eloping the educational process
was the educational experiment .
Research development and data recording
95
The educational experiment
I developed my resear ch on a group of students from 8th C, `Ion Creanga`
Secondary School Braila which was designated the experimental group . At the same time,
I used a control group represented by the students from 8th A, `Ion Creanga` Secondary
School Braila. In order to test the hypothesis I elaborated a system of testing actions,
intended to check students’ acquisition of in formation concerning `If` Clauses . This
system included traditional and modern assessment methods, the last ones being used not
only for current assessment but also for summative assessment. The system of actions has
been realized according to the national curriculum. I observed the degree of
accomplishment of the objectives, what problems appeared. After analyzing the results I
changed my activities, making them individual and differentiated in order to correct the
students` issues.
At the beginning of the research I applied an initial assessment test to both forms.
The results were the following:
TESTING
CONDITION ALS Marks
1 – 4 Marks
4.1 – 5 Marks
5.1 – 6 Marks
6.1 – 7 Marks
7.1 – 8 Marks
8.1 – 9 Marks
9.1- 10
8th C 0 % 0 % 4 % 20 % 20 % 38 % 18 %
8th A 0 % 5 % 5 % 10 % 60 % 20 % 0 %
Table 1 – the results obtained at the two groups` initial assessment tests
96
After applying the predictive tests for both forms the in vestigation started. During
2016 -2017 the experimental group – 8th C form – was assessed using mostly modern
methods, while the control group – 8th A form – used traditional methods.
The evaluation was as objective as possibl e, the objectives and the contents were
97
established ba sing on the specific skills from the national educational curriculum and the
performance descriptors were built basing on the objectives and the informat ion derived
from the curriculum standards presen t in the educational programme.
At the beginning of the second semester the two forms were tested again.
TESTING
CONDITION ALS Marks
1 – 4 Marks
4.1 – 5 Marks
5.1 – 6 Marks
6.1 – 7 Marks
7.1 – 8 Marks
8.1 – 9 Marks
9.1 – 10
8th C 0 % 0 % 0 % 16 % 19 % 25 % 40 %
8th A 0 % 3 % 7 % 10 % 45 % 20 % 15 %
Table 2 – the results obtained at the second assessment tests
98
Compar ing the results from the first tests and the second tests I noticed that the
students in the experimental group recorded a progress, while the students in the control
group had either a constant or a slightly progress .
99
So, for the students from 8th C, the percent of marks between 5 and 6 decreased
from 4% to 0%; for the marks from 6 to 7 the percent decreased from 20% to 16%; the
percent of marks from 7 to 8 decreased from 20 % to 19%; the percent of marks from 8 to
9 decreased from 38% to 25%, and finally, the percent of marks b etween 9 and 10
increased from 18 % to 4 0%. For the students from 8th A the percent of marks between 4
and 5 decreased from 5% to 3 %; for the marks from 5 to 6 the percent increased from 5%
to 7%; the percen t of marks from 6 to 7 remained the same 10% ; the percent of mar ks
from 7 to 8 decreased from 60% to 45 % ; the percent of marks between 8 and 9 remained
the same 20 %, and finally, the percent of marks between 9 and 10 increased from 0% to
15%.
The significant decrease of lower marks and the increase of higher marks is the
result of fr equently using modern assessment methods. During the first semester I used
traditional methods and modern methods like oral drills , different type of games, songs.
Although all these methods were appreciated by students, the most efficient was
the self-assessment; at the beginning I encouraged the students to correct one another, then
they started to correct their own tests and in the end they appreciate their classmates’ tests
or their own tests. The students with lower marks in the initial tests g ained confidence in
them through these modern methods, they became more responsible, more active and
more attracted by the learning tasks.
In the second semester of the school year 2016 -2017 , I continued and intensified
the use of modern assessment methods for the students from the experimental group 8th C
who were already accustomed to this type of assessment, and the results were very
satisfying.
The final tests for 8th C had the following results: 5 6% marks were between 9 and
10, 40% marks were from 8 to 9 and 4 % marks were between 7 and 8. The 8th A had the
following results: 30 % marks were between 9 and 10, 53% between 8 and 9, 10 % between
7 and 8, 4% marks were from 6 to 7, 3% from 5 to 6 .
TESTING
MODALS Marks
1 – 4 Marks
4.1 – 5 Marks
5.1 – 6 Marks
6.1 – 7 Marks
7.1 – 8 Marks
8.1 – 9 Marks
9.1 – 10
8th C 0 % 0 % 0 % 0 % 4 % 40 % 56 %
8th A 0 % 0% 3 % 4 % 10% 53 % 30 %
100
Table 3 – the results obtained at the final assessment tests
Analyzing by comparing the results from the initial tests to the final test s I noticed
that both groups, the students belongin g to the experimental group from 8th C and the
students belonging to the control group from 8th A were on an ascen ding trend .
Marks 1 – 4Marks 4.1 – 5Marks 5.1 – 6Marks 6.1 – 7Marks 7.1 – 8Marks 8.1 – 9Marks 9.1 – 10
0%10%20%30%40%50%60%
100%0%0%0%0%4%40%56%8th C
Marks 1 – 4
Marks 4.1 – 5
Marks 5.1 – 6
Marks 6.1 – 7
Marks 7.1 – 8
Marks 8.1 – 9
Marks 9.1 – 10
Marks 4.1 – 5Marks 5.1 – 6Marks 6.1 – 7Marks 7.1 – 8Marks 8.1 – 9Marks 9.1 – 10
0%10%20%30%40%50%60%
0%0%3%4%10%53%
30%8th A
Marks 4.1 – 5
Marks 5.1 – 6
Marks 6.1 – 7
Marks 7.1 – 8
Marks 8.1 – 9
Marks 9.1 – 10
101
For the experimental group 8th C the number of mark s between 9 and 10 rose with
16 points in comparison with the second test and with 38 points in comparison with the
first test. The percentage of ma rks between 8 and 9 rose with 15 points compared wit h the
second test and with 2 points compared with the initia l test. The percentage of marks
between 7 and 8 decreased with 15 points compared with the second test and with 16
points in comparison with the first test. The percentage of marks between 6 and 7 is 0
while in the second semester was 16% and in the initia l test was 20 %. The percentage of
marks between 5 and 6 decreased from 4% in the initial test, 0 % in the second test and 0%
in the final test, and finally, the perc entage of marks between 4 and 5 remained 0% in all
the tests.
Tabel 4 – the results of all the tests
For the control group the percentage changed like this: t he num ber of marks
between 9 and 10 in creased with 1 5 point s in comparison with the second test and with 30
point s in comparison with the first test. The percentage of m arks between 8 and 9 rose
with 33 points compared with the second test and with the same points compared with the
initial test. The percentage of marks between 7 and 8 decreased with 35 points compared
with the second test and with 5 0 points in comparison wi th the first test. The percentage of
marks between 6 and 7 is 4 wh ile in the second semester was 10% and in the initial test
was 10 % too. The percentage of marks between 5 and 6 decrease d from 5% in the initial
Marks 4.1 – 5Marks 5.1 – 6Marks 6.1 – 7Marks 7.1 – 8Marks 8.1 – 9Marks 9.1 – 10
0%10%20%30%40%50%60%
0%0%0%0%0%0%4%
0%0%20%
16%
0%20%19%
4%38%
25%40%
18%40%56%8th C
Marks 4.1 – 5
Marks 5.1 – 6
Marks 6.1 – 7
Marks 7.1 – 8
Marks 8.1 – 9
Marks 9.1 – 10
102
test, 7% in the second test to 3 % in the fin al test, and finally, the percentage o f marks
between 4 and 5 decreased from 5% in the initial test to 3% in the second test and 0% in
the final test.
The results indicate clearly an increasing number of good and very good marks and
a decreasing number of lower marks for the studen ts belonging to the both group s. This
fact is determined by the use of modern assessment methods.
Table 5 – the results of all the tests
Conclusions
After analyzing the data gathered during my research I remarked the following:
– the efficiency of teaching can be increased by using a system of traditional
assessment tools combined with modern assessment methods;
– the use of modern assessment methods can underline attitudes or personality traits
that cannot be assessed by traditional methods;
– the active attitude of students is stimulated by modern assessment methods that
lead to forming learning habits;
– the modern methods support the traditional ones, stimulating the student’s unique
identity, his creating abilities: fl exibility, originality and sensitivity .
Marks 1 – 4Marks 4.1 – 5Marks 5.1 – 6Marks 6.1 – 7Marks 7.1 – 8Marks 8.1 – 9Marks 9.1 – 10
0%10%20%30%40%50%60%70%
100%200%300%0%0%0%5%3%0%5% 7%
3%10% 10%
4%60%
45%
10%20% 20%53%
0%15%30%8th A
Marks 1 – 4
Marks 4.1 – 5
Marks 5.1 – 6
Marks 6.1 – 7
Marks 7.1 – 8
Marks 8.1 – 9
Marks 9.1 – 10
103
Some different reactions to using modern techniques can be seen depending
on the methods used. Most students react positively to combining assessment
methods, when they are evaluated using modern techniques, th ey use more
information sources.
During the invest igation, the students formed a positive attitude towards the
evaluation act, attitude that stimulates the result into success or failure. The fear,
the stress, the lack of self -confidence, the feeli ng of failure that usually appear
during testing period were greatly diminished, being replaced by the desire to
express ideas, to share knowledge.
The interactive learning, followed immediately by evaluation, inter –
evaluation and self -evaluatio n started to influence the learning style of every
student.
104
CONCLUSIONS
People who are new to the language te aching profession often forget one of its
essential characteristics. Language itself is dynamic , infinite and ever-changing. The best
language teachers are generally dynamic themselves, in terms of the way they develop
add-to and experiment with their teaching meth odology. Methodology shouldn`t be seen
as an indoctri nated set of "standardized" or "acceptable" te chniques . We should see
teaching methodology as our own personal domain, certainly open to outsid e influences
and examples, but ours to experiment with and develop. We should d ecide what our
language learning principles are and select techniques from vario us "methods" that appear
to match them. We should t ry adapting , experimenting and finally using various
techniques in a variety of combinations.
I tried here to use a system of traditional assessment tools combined with modern
assessment methods in order to underline the active attitude of student, to stimulat e the
student’s unique identity, his creating abilities: flexibility, originality and sensitivity. Most
students react positively to combining assessment metho ds; when they are evaluated using
modern techniques, they use more infor mation sources. The fear, the stress, the lack of
self-confidence, the feeling of failure that usually appear during testing period were
greatly diminished, being replaced by the desir e to ex press ideas, to share knowledge.
The final conclusion is that the use of modern assessment methods combined with
the traditional assessment methods lead to increasing efficiency of teaching.
105
ANNEXES
WORKSHEET 1
“IF” CLAUSES
Use the verbs in brackets in the correct form:
TYPE I
a) He will catch the train if he (to hurry).
b) They (to go) for a walk if the weather is fine.
c) If she (to read) this b ook, she will like it.
d) The children will eat all the cakes if they (to find) them.
e) If Tom (to work) hard, he will pass the exam.
f) If you take this medicine, you (to feel) much better.
g) Unless your brother is more careful, he (to have) an accident.
TYPE II
h) I would finish my work much earlier if you (to help) me.
i) If I (to be) you I would go there at once.
j) The kids would be disappointed if it (to rain) in the afternoon too.
k) If you knew the truth, you (not to be) so happy.
l) Your mother (to help) you if you asked her.
m) We would understand her much better if she (to speak) more slowly.
n) She wouldn’t accept that prize even if the manager (to offer) it to her.
TYPE III
o) The woman would have died if the doctor (not to arrive) in time.
p) If his father had been at home, he (to answer) the phone.
q) The tourists wouldn’t have got lost if they (to take) a map.
r) Your sister would have won the race if her horse (not to lose) one of its shoes.
s) If you had come to the party, you (to have) a very good time.
t) Mary wouldn’t have married that man if she (not to love) him so much.
u) They (not to be) angry with her if they had known the truth.
106
WORKSHEET 2
I. Put the verbs in brackets into the Simple Future or the Present Tense:
1. If Tom (not leave) …………………now, he (miss) …………the bus.
2. If Mary (work) ………hard, she (pass) ………her exams.
3. If it (ra in) ………, they (go) ………into a shop.
4. If Alice (not practic e) ………her French, she (not improve) ……… .
5. If he (not send) …………any invitations, nobody (come) ………to the party.
6. If it (rain) ………tomorrow, their friends (not go) ………swimming.
7. If Mark (come) ………late, the teacher (be) ………angry.
8. If she (lend) ………me your dictionary, I (look up) ………the word.
9. If we (see) ………her tomorrow, we (tell) ………her you want to see her .
10. If her mother (go) ………to bed early, she (not feel) ……… tired in the morning.
II. Choose the correct form of the verbs in each sentence:
1. If we press/ will press that button, the bell rings.
2. If I wear my coat tomorrow, I am not / won’t be cold.
3. If you feel/ will feel tired, you ’ll go to bed earlier.
4. If you will come/ come home late, Mary will be very angry .
5. If it rains/ will rain next week, they will not go fishing.
6. If she goes to work tomorrow, you ‘ll do/ do whatever you like.
7. If her mother is/ will be ill, she ’ll do all the work.
8. If he will leave/ leave s early he won’t miss the train.
9. If she goes fishing tomorrow, I go/ will go with her.
10. If they don’t like/ won’t like the show, they will be allowed to leave.
III. Complete the sentences with the Past Simple or the Present Conditional of the
verbs in brackets:
1. If you (meet) ………a famous person, you (ask) ………him some questions.
2. If he (see) ………an accident, he (call) ………an ambulance.
3. If she (have) ………a helicopter, she (fly) ………away from here.
4. If she (win) ………the lottery, she (not spend) ………it on rubbish.
5. If your fat her (own) ………a bank, you (be) ………an important person.
6. If he (live) ………on a desert island, he (eat) ………fish every day.
107
7. If you (eat) ………much fish, you (not be) ………fat.
8. If you (sleep) ………in the classroom, the teacher (not feel) ………very delighted.
9. If her siste r (be) ………an astronaut, she (visit) ………other planets.
10. If I (be) ………you, I (go) ………to the dentist right now.
108
If I found a lost dog… I would buy a new dress/suit…
If I were born in China… If people could fly…
If I didn’t have to attend class… There would be no war…
We would live in a peaceful world… If I were famous…
I would be rich… My country would be a better place…
109
If I were the president for one day… There would be less pollution…
If humans could fly… I would be happier…
If weekends lasted 3 days… I would be a better person…
If I had superpowers… My English would be better…
If I could change one mistake I have made
in my life… I would participate in the Olympics…
110
TEST PAPER I
Put the verbs into the correct tense:
1.I (help)………………. You if you need help.
2.If you clean your room, I (give )…………………you money.
3.If I won the match, I (be)………………….. very happy.
4.I (feel)………………… better if I were at home.
5.He will watch the 8 o`clock show if he (have)………………. Time.
6.I would climb the Everest if I (be)……………. younger.
7.If she had watched TV, she (know) …………………………..the news.
8.If they had left in time, they (not be) …………………………late for school.
9.I would have cooked somethin g good if I (know)…………………you were coming.
10.He would have gone to the mountain if it (snow)…………………
Answer key: 1.will help; 2.will give; 3.would be; 4.would feel; 5.has; 6.were; 7.would
have known; 8.wouldn`t have been; 9. Had known; 10.had snowed.
TEST PAPER 2
Put the verbs into the correct tense:
1. It (be) … better if he had waited.
2. If I (be) … you, I would go to school immediately.
3. She (answer) … your questions if she can.
4. He (tell) … her if she had asked him.
5. If you (drive) more carefully, you wouldn`t have an accident.
6. If her child is good, he (get) a bar of chocolate.
7. He will be at the airport in time if he (leave) … now.
8. If you (see) … her, you would speak to her.
9. If I had written to him a letter, he (answer) … it.
10. Your brother (be) … ill if he eats so much.
Answer key:1.would have bee n; 2.were; 3.will answer; 4.would have told; 5.drove; 6.will
get; 7.leaves; 8.saw; 9.would have answered; 10.will be.
111
WORKSHEET 3
I. Put the verbs into the right tenses:
1. If you see her, you (greet) … her.
2. If he doesn`t hurry, he (be) … late.
3. If he finds out what has happened, he (be) … very upset.
4.I (lend) … her the book if she promises to return it in time.
5. If he tells you something, you … (promise) … to keep it a secret?
6. Unless I study more, I (not pass) … the exam.
7. If it (go on) … raining, they will have floods.
8. If she (take) … a dog, she will have to look after it.
9. If I like the jumper, I (buy) … it.
10. Unless he comes at 7, he (not find) … me at home.
II. Put the verbs into the right tenses:
1.If I (know) … her phone n umber, I would ring him up.
2. If he (move) … to the countryside, would you visit her?
3. … her mother (buy) … that house if she had money?
4. If I were more careful, I (not make) … so many mistakes.
5.What would he do if he (be) … prime minister?
6. If yo u (give up) … smoking, you would be nervous.
7. If Mark won the lottery, he (buy) … a car.
8. She would take a pill if she (have) … a headache.
9. If I were in your place I (not do) … that.
10. Where … you (go) … if you had a holiday?
III. Put the verbs into the right tenses:
1. If he had known English, he (read) … Shakespeare in original.
2. If you (work) … harder, you would have succeeded.
3. If you had taken his advice, you (not get) … into trouble.
4. If she (know) … he had no driving licence, she wouldn`t have come with him in his car.
5.I would have been arrested if I (try) … to leave the country.
112
6. You wouldn`t have come unless I (invite) … you.
7. If they had learned English grammar, they (not make) … so many mistakes in their
translations.
8. If I (realize) … it was so late, I would have gone home.
9. If we (not tell) … him, he would never have known.
10. If she had been home, she (answer) … the phone.
113
LESSON PLAN
School : Ion Creanga
Teacher : Ciocarlan Corina
Grade : 8th C
Lesson : Conditionals. Revision
Level : Intermediate
Time :50 mi nutes
Date : 21st May 2017
Objectives :- to create interest in the topic and to initiate discussion anticipating the
content of the lesson
– to make Ss talk about conditionals
– to raise expectations and create involvement in a listening task
– to make Ss give their own examples with conditionals
– to give Ss practice in speaking and writing skil ls
Skills : speaking, reading, writing, listening
Materials : laptop, blackboard, task sheets
Activity 1
Organiz ing moment: greeting the class, checking homework.
Warm up – Ss are asked to remember The Conditional Clauses (0,1,2,3)
– Ss are asked: `What would you do if you had one million dollars?`
Aim: to remember Conditionals
Interaction: pair work
Strategy: discussion
Time : 10 minutes
Activity 2
Ss are asked to watch a video about conditionals and then to write their own sentences.
Aim: to write if clauses
Interaction: pair work
114
Strategy: listening, writing
Time: 10 minu tes
Activity 3
Ss are asked to do some exercises with conditionals. They have to use the verbs in
brackets in the correct form, to match the first part of the conditional sentences with their
endings, to fill in the spaces with the correct verbs.
Aim: to do exercises with conditionals
Interaction: group work
Strategy: matching exercises
Time:15 minutes
Activity 4
Ss are asked to choose a card and to complete the conditionals then to read them. Ss are
asked to play `the if game`, for ex. the first student starts with a conditional `If I had had
enou gh money I would have gone to that trip` and the second student will continue `If I
had gone to that trip I would have met my favourite band` and so on.
Aim: to practice Conditionals through games
Interaction: individ ually / pair work
Strategy: completing exercises
Time: 10 minutes
Activity 5
Home assessment: Ss are asked to do 3 exercises with conditionals.
Aim: to explain the exercises
Interaction: individually
Strategy: explaining
Time: 5 minutes
115
WORKSHEET 4
I. Complete the Conditional Sentences Type I .
1. If Mary and Alice ________ ______ (prepare) the salad, Tom ______________
(decorate) the house.
2. If her sister ______________ (cut) th e onions for the salad, her mother
______________ (peel) the mushrooms.
3. You ______________ (hover) t he sitting room if your aunt ______________
(move) the furniture.
4. If Mark ___________ ___ (tidy up) the kitchen, his sister ______ ________ (clean)
the toilet.
5. I ______________ (buy) the drinks if so mebody ______________ (help) me carry
the bottles.
6. If we ______________ (or ganise) the food, they ______________ (make) the
sandwiches.
7. If my uncle ____________ __(look after) the ba rbecue, my aunt ______________
(let) the guests in.
8. Her brother ______________ (play) the DJ if the others ______________ (bring)
along their CDs.
9. I ______ ________(mix) the drinks if you ______________ (give) her some of
his cocktail recipes.
10. If we ______________ (do) our best, the party ______________ (be) great.
11. If we ________ (eat) an apple every day, we ___________(be) very healthy.
12. If they ___________(not/protect) the elephant s, it ________ (become) extinct.
13. His mother ________ (look) complet ely different if she ___________(cut) her
hair.
116
14. He ________ ___(pay) higher insurance if he ________(buy) a sports car.
II . Complete the conditional sentences type II.
1. If you ______________ (hit) the jackpot, you ______________ (be) rich.
2. If his father ______________ (be) rich, his life ______________ (change)
completely.
3. She __________ ____ (buy) a lonely island, if she ______________ (find) a
nice one.
4. If she _______ _______ (own) a lonely island, she ______________ (build) a
huge house by the beach.
5. Alice ______________ (invite) all her friends if she ______________ (have)
a house by the beach.
6. She ______________ (pick) her friends up in her yacht if they
______________ (wan t) to spend their holidays on her island.
7. They _________ _____ (have) great parties if her friends ______________
(come) to her island.
8. If they ______________ (like) to go shopping in a big city, they
______________ (charter) a helicopter.
9. If our friends ______________ (have) a yacht, they ______________ (sail)
the seven seas.
10. If I ____ __________ (have) more time, I ______________ (learn) karate.
11. If her cousins ______________ (tell) her father, he ______________ (be)
very angry.
12. I ______________ (spend) a year in the USA if it ______________ (be)
easier to get a green card.
13. If her aunt ____________ __ (live) on a lonely island, she ______________
(walk) around all day.
117
14. Our grandma ______________ (help) us if she ______________ (know) how.
15. Your father ______________ (buy) a sports car if he ______________ (have)
the money.
16. If they ______________ (feel) better, they ___________ ___ (go) to the
cinema with her .
17. If your aunt ____________ __ (go) by bike more often, she ______ ________
(be / not) so flabby.
18. We __________ ____ (not / talk) to you if we ______________ (be) mad at
you.
118
TEST PAPER 3 – CONDITIONAL CLAUSES – TYPE I
1. Connect the phrases to make sentences. 30p.
1. If she hides behind the tree,
2. If they don’t hurry,
3. If I read more books,
4. If he doesn’t eat,
5. If we don’t do ou r homework, a) I’ll know more words.
b) her sister will see her .
c) they’ll be late.
d) our teacher will be angry.
e) he’ll be hungry.
2. Complete the conditional sentences. 30p.
a) If Alice ____________ (not/behave), she ____________ (get) a bad mark.
b) If you ____________(wear) a raincoat, you ____________ (not/get) wet.
c) Tom ____________(not /talk) to her if she ____________(not/ keep) his secret.
d) If she ____________(leave) now, they ____________ (never/ talk) to her again.
e) If her children ____________(work) hard, their results ____________ (be) a lot
bette r.
f) If he ____________(wait) a minute, she ____________ (be) here with them .
3. Use the words given and make sentences in the first conditional. 30p.
a. her sister / not go to England / not practice her English.
_________________________________________________________
b. he / not go to Italy / his family / not be happy
_________________________________________________________
c. she has time / help them
_________________________________________________________
d. you see Alice / give her the letter
_________________________________________________________
e. we / not happy / not lend him the money
119
_________________________________________________________
f. you / go to Paris / visit the Eiffel Tower
_________________________________________________________
10 points granted
120
Answer key
1. 30p.
1. If she hides behind the tree, he r sister will see her .
2. If they don’t hurry, they ’ll be late.
3. If I read more books, I ’ll know more words.
4. If he doesn’t eat, he’ll be hungry.
5. If we don’t finish our homework, ou r teacher will be angry.
2. 30p.
a) doesn’t behave ; will get
b) wear / won’t get
c) won’t talk / do esn’t keep
d) leaves / they ’ll never talk
e) waits / will be
3. 30p.
a) If her sister doesn’t go to E ngland, she won’t practice her English.
b) If he doesn’t go to Italy his family won’t be happy.
c) If she has time she ’ll help them .
d) If you see Alice you ’ll give her the letter.
e) We won’t be happy if we don’t lend him the money.
f) If you go to Paris you ’ll visit th e Eiffel Tower.
10 points granted
121
TEST PAPER 4
Write the correct form of the verbs in brackets.
a) If you have enough money, you _________(buy) a new pair of jeans.
b) We ________(win) if they support us .
c) She will leave early if she ________ (not /like) the party.
d) The police ________(arrest) them if th ey don’t obey.
e) You ________ (not/ go) out if the weather isn’t good.
f) You________(take) us to the cinema if we ________ (finish) our homework in time.
g) If she ________ (not pass), she ________(be ) punished.
h) If they ________(make) the beds; we ________(wash) the floor.
i) Her brother ________ (feed) the dogs if she ________(want).
j) They ________ (not / come) to the our party if we ________ (not / send) them
invitatio ns.
k) You________(stay) at home if it ________(rain)
l) Her brother ________(not / emigrate) if he (find) a good job.
122
Answer key
a) ‘ll buy
b) ‘ll win
c) doesn’t like
d) ‘ll arrest
e) won’t go
f) ‘ll take / finish
g) doesn’t pass / ‘ll be punished
h) make / ‘ll wash
i) ‘ll feed / want s
j) won’t come / don’t send
k) ‘ll stay / rains
l) won’t emigrate / finds
123
TEST PAPER 5
A- Choose the verbs to complete the sentences.
45p.
1. If you ___________ lonely, you ___________ your friends over.
2. She ___________ angry if she ___________ you had lied.
3. If I ___________ to the cinema, ___________you ___________ me?
4. If they ___________ the exam, they ___________.
5. If he ___________ English, he ___________ that job.
6. You ___________ her if you ___________ her phone number.
B- Complete the following sentences.
45p.
1. If I were rich, ____________________________
2. If I were Prime minister, ____________________________
3. If Tom had a yacht, ____________________________
4. If Mark had two lives, ____________________________
5. If Alice met her idol, ____________________________
6. If I found a treasure map, ____________________________
10 points granted.
get celebrate have be
know accompany pass go
speak invite feel call
124
Answer key
A – 45p.
1. felt / would invite
2. went / would be / knew
3. went / would… accompany
4. passed / would celebrate
5. spoke / would get
6. would call / had
B (suggestion) – 45p.
1. …. Would make a trip around the world.
2. … I would implement employment policies.
3. … He would sail to America.
4. … He would do everyth ing differently the second time.
5. She would ask for his autograph.
6. I would try to find the treasure.
125
TEST PAPER 6
A- Complete the sentences to form past conditions.
1. If they ____________(not / enter) the Space Race, the exploration of space
____________(be) slower.
2. If Sputnik 1’s mission ____________(not / be) successful, the space program
____________ (slow down).
3. If the Moon ____________ (not/be) the first celestial body to be explored, Neil
Armstrong ____________ (walk) there.
4. If China ___ _________ (not / launched) its own space station, only the USA
and Russia ____________(remain) in that race.
5. Those people say that if the US government ____________(not / spend) so
much money on space, they ____________(solve) other problems on Earth.
6. Othe r point out that if they ____________(not / explore) space, they
____________ (not/ achieve) success in other areas. 60p.
B- Write sentences according to the example.
1. The car broke down. You didn’t check it.
If you had checked the car, it wouldn’t have broken down.
2. He didn’t use the map. He got lost.
If _________________________
__________________________
3. We didn’t but any water. We were very thirsty.
If _________________________
__________________________
4. There weren’t any taxis going by. Tom and Mary waited for hours.
If _________________________ 40p.
__________________________
126
Answer key
A 60p.
1. hadn’t enter / would have been
2. hadn’t been / would have slowed down
3. hadn’t been / wouldn’t have walked
4. hadn’t launched / would have remained
5. hadn’t spend / would have solved
6. hadn’t explored / wouldn’t have achieved
B 40p.
2. If he had used the map, he wouldn’t have got lost.
3. If you had bought some water, you wouldn’t have been thirsty.
4. If there had been taxis going by, they wouldn’t have waited for hours.
127
TEST PAPER 7
A. Complete the sentences. 30p.
1. If he ___ ____________ (arrive) on time, he wouldn’t have missed the Romanian
lesson.
2. If your grandpa _____ __________(be) more careful, he might not have broken his
glasses.
3. If you hadn ´t watched TV until midnight, you _______________ (not be) late for
work.
4. I ________ _______ (not get) the job if I hadn´t applied for it.
5. If he had invited you to his wedding party, _______________ (you/go)?
6. My sister _______________ (have) better grades in her exams if she had worked
harder.
B. Rewrite the following sentences. Use the third conditional. 60p.
1. She didn´t get the job because she forgot to come to the interview.
If
______________________________________ _______________________________
2. You didn´t do any part -time jobs while you were at school , so you gained no work
experience.
If
_____________________________________________________________________
3. Tom broke into their house and went to prison.
If
________ _____________________________________________________________
_
4. It was more expensive becaus e they didn´t come on the bus.
___________________________if
___________________________________________
5. He didn´t get better because he refused to go to the doctor.
128
If
_____________________________________________________________________
_
6. You didn´t pass because you didn´t study.
___________________________if
___________________________________________
7. Their brother didn´t go out with them because he broke his leg.
If
_____________________________________________________________________
_
8. His cousin broke his leg because he fell.
___________________________if
___________________________________________
10 points granted
129
Answer key:
A. 30p.
1. had arrived;
2. had been;
3. wouldn´t have been;
4. wouldn´t have got;
5. would you have gone;
6. would have had.
B. 60p.
1. If she hadn´t forgotten to come to the interview, she would have got the job.
2. If you had done some part -time jobs while you were at school, you would have gained
some work experience.
3. If Tom hadn´t broken into their house, he wouldn´t have gone to prison.
4. It wouldn ´t have been so expensive if they had come on the bus.
5. If he hadn´ t refused to go to the doctor, he would have got better.
6. You would h ave passed if you had studied.
7. If their brother hadn’t broken hi s leg he would have gone with them .
8. His cousin wouldn´t have broken his leg if he hadn´t fallen.
10 points granted
130
TEST PAPER 8
1) Read the text:
Question I : If you could go anywhere in the world, where would you go?
Tom: If I could go anywhere in the world I would go to England . I’ve always wa nted to go
there because I’d love to see all the famous places and buildings in the UK, such as
Buckingham Palace, The Tower of London, London Eye and especially the great Stonehenge
monument . Those are wonderful and unique places.
Mark: If I could go an ywhere in the world , I would choose a country in Africa. I’ve always
wanted to see Africa because I think here there are spectacular places : a different culture,
different people and the amazing desert.
Question II : If you could meet a famous person , who would you choose?
Tom: If I could meet a famous p erson I would choose Mariah Carey . She is a great singer
and her songs are so special.
Mark : If I could meet a famous person I would choose Tom Cruise , because he is a very good
actor, he is so funny and great in all his films.
Question III : If you had a lot of money, what would you buy?
Tom: If I had a lot of money, I would buy a lot of presents for all my friends and my family. I
love buying presents for them because I want to make them happy. I’d also buy a lot of nice
clothes for me.
Mark : If I had a lot of money, I’d buy a great car because I love cars. And I love travelling in
many places.
A: Answer the questions :
a) If Mark could meet a famous person, who would he choose?
b) Why would To m go to Great Britain ?
c) What would Tom buy if he had a lot of money?
(3×0,5=1,5p. )
B: Underline the If Clauses in the text. ( 5×0,3=1,5p )
131
C. Using the model in the text, answer the questions I, II, III. ( 3×0,5=1,5p )
2) Complete the sentences using the right form of the verb – first conditional (type I ):
1. They will grow faster if their parents (cuddle) and (kiss) them.
2. You ( feel) good if you eat vegetables.
3. If we ( have ) time ,we will go to the sea side.
4. Alice ( give) us the book if she (come) here. ( 5×0,5=2,5p. )
3)Complete the sentences using the 1ST conditional ( type I) or the 2ND conditional (type
II):
1.You will s tay at home if ………….………….………… .
………………………………………….
2.They would have a party if ……………….…….……
…………………………………………..
3. If he visits your country, …… …………………………….…
…………………………………..
4. If we saw a ghost,
……………… …………………………………………………………. ( 4×0,5=2p. )
Timp de lucru: 50 min.
1 p. granted
132
WORKSHEET 5
1.Complete the If -Clauses. Use the simple present and the will -future.
1. If she_____________________ (to dive) into that river, she ______________________ (to
hurt) yourself.
2. If the sun______________________ (to shine) , the kids______________________ (to
play) outside.
3. Mark ______________________ (to walk) to school if he______________________ (to
miss) the bus.
4. Alice ___________________ (to buy) the cola if you____________________ (to pack) the
picnic basket.
5. If you______________________ (to be) in Venice, you ______________________ (to not
rent) a boat.
6. Tom 's teacher______________________ (to phone) his parents if
he______________________ (to write) text messages during the History lesson.
7. If your uncl e______________________ (to not answer) this question correctly,
he______________________ (to not get) an extra point.
8. Her brother ____________________( to be) angry if she__________________ (to turn) on
the music too loud.
9. Their room ______________________ (to not look) much tidier if
they______________________ (to not keep) their hamster in the cage.
10. If she______________________ (to surf) the Internet, she______________________ (to
find) a lot of information about it .
2. Comp lete the sentences (if -clauses). Use will, won’t and can.
Be careful about the sequence of the if-clause and the main clause !
Example: She – win the lottery – buy – lots of nice things.
If she wins the lottery, she can buy lots of nice things.
133
1) You – win the competition – buy – a new car .
________________________________________________________________________
____________________
2) not save money – they – go out at the weekend .
________________________________________________________________________
____________________
3) Mary – travel to Paris – see the Eiffel Tower .
________________________________________________________________________
____________________
4) buy something nice afte r a while – I – save money.
________________________________________________________________________
____________________
5) the sun – shine – their friends – go to the beach tomorrow .
________________________________________________________________________
____________________
134
BIBLIOGRAPHY:
Bachman, L.F&
Palmer, A.S. 1996 Lang uage Testing in Practice, Ed. Oxford University Press
Branzeu, P.
Frentiu, L.
Parlog, H.
Croitoru, C.
Harrison, M.
Harmer, J. 2004
2010
2009
1991 Instant English/ English for the Baccalaureate and Entrance
Examinations , Ed. Polirom
Limba engleza –Verbul – Exercitii , Ed. Booklet
First Certificate Skills/ Use of English, Ed.Oxford University
Press
The Practice of English Language Teaching New Edition , Ed.
Longman
Huzdup, L. 2010 Let`s learn English correctly! 1st volume – The verb ,
Ed. Eikon
Ionescu, V., 2004 Focus on English grammar and exams , Ed. Polirom
Pavel, G.
Negescu,C. , 2002 Grammar through rephrasing, Ed. Carminis
Cioaca, C.,
Croitoru, S.,
Sora, A.,
Neacsa,D.
Sautean, M.,
Predescu, D.,
Muntean, D.,
Letitia, M.
Seffer, C.,
Tarta, L.S.
Surugiu, S.,
Chifor, M.,
Guina, S. G.,
Pop, D. C.
Surugiu, S.,
Chifor, M.,
Guina, S. G.,
Pop, D. C.
Thornbury, S.
Vizental, A. 2010
2010
2015
2015
2007
2008 Adventures through English, caiet lb. engleza clasa a 8 a, Ed.
Sinapsis
Adventures through English, caiet lb. engleza clasa a 7 a, Ed.
Sinapsis
Upgrading, caiet lb. engleza clasa a 8 a, Ed.
Sinapsis
Upgrading, caiet lb. engleza clasa a 7 a, Ed.
Sinapsis
How to teach grammar , Ed. Longman
Metodica predarii limbii engleze , Bucuresti:Ed. Polirom
135
http://busyteacher.org/10185 -third -conditional -worksheet.html
http://busyteacher.org/14822 -conditional -clauses -type-i-worksheet.html
http://busyteacher.org/17939 -first-conditional -worksheet.html
http://busyteacher.org/18037 -conditional -sentences -type-2-worksheet.html
http://busyteacher.org/18038 -conditional -sentences -type-3-worksheet.html
http://busyteacher.org/20044 -if-clauses -type-1-conditional -clauses -type-1.html
http://evasimkesyan.com/2014/02 /16/fun -activities -with-conditionals/
http://linguapress.com/grammar/conditionals.htm
http://www.bbc.co.uk/worldservice/learningenglish/grammar/learnit/learnitv315.shtml
http://www. englisch -hilfen.de/en/grammar/if_i_were_you.htm
http://www.englishteachermelanie.com/grammar -an-introduction -to-conditional -sentences
http://busyteacher.o rg/15179 -conditional -clauses -a-complete -review -for.html
http://busyteacher.org/15652 -conditional -clauses -intermediate -worksheet.html
http://www.eslcafe.com/grammar/conditional_sent ences01.html
http://www.nclrc.org/essentials/grammar/grindex.htm
http://www.iasj.net/iasj?func=fulltext&aId=86251
http://www.nclrc.org/essentials/grammar/developgram.htm
http://www.nclrc.org/essentials/grammar/stratgram.htm
http://www.perfect -english -grammar.com/first -conditional.html
http://www.perfect -english -grammar.com/zero -conditional.html
http://www.quickanddirtytip s.com/education/grammar/getting -your-tricky -conditionals -right
http://www.quickanddirtytips.com/education/grammar/weird -conditionals -if-clauses -that-are-
always -true?page=1
http://www.quickanddirtytips.com/education/grammar/weird -conditionals -if-clauses -that-are-
always -true?page=2
http://www.tefl.net/elt/ ideas/grammar/activities -second -conditional/
http://www.versuri.ro
https://learnenglish.britishcouncil.org/en/english -grammar/verbs/verbs -time-clauses -and-if-
clauses
https://www.ego4u.com/en/cram -up/grammar/conditional -sentences
https://www.ego4u.com/en/cr am-up/grammar/conditional -sentences/type -1
https://www.ego4u.com/en/cram -up/grammar/conditional -sentences/type -2
https://www.teach -this.com/resources/grammar/conditionals
Copyright Notice
© Licențiada.org respectă drepturile de proprietate intelectuală și așteaptă ca toți utilizatorii să facă același lucru. Dacă consideri că un conținut de pe site încalcă drepturile tale de autor, te rugăm să trimiți o notificare DMCA.
Acest articol: INTOCMIT A IN VEDEREA OBTINERII GRADULUI DIDACTIC I COORDONATOR ȘTIINȚIFIC: Prof. dr. FLORIANA POPESCU CANDIDAT: Prof. CIOCARLAN CORINA GALATI 2017 2… [621688] (ID: 621688)
Dacă considerați că acest conținut vă încalcă drepturile de autor, vă rugăm să depuneți o cerere pe pagina noastră Copyright Takedown.