Teaching the so called conditionals

Teaching the so-called “conditionals”: 

Teaching the so-called “conditionals” If you see John, would you tell him I’m not going? If she’ll help us, all our problems are over. If hadn’t broken my leg, I’d be in the Bahamas now. If it rains this afternoon, we had better stay at home. If the earth was flat, Columbus would have fallen off the edge If Karen has arrived, shall we go for coffee?

So what about the conditionals?: 

So what about the conditionals? What “conditionals”? Do we need to teach them?

So what about the conditionals?: 

So what about the conditionals? Usual approach : the “four” conditionals are presented as rigid structures – eg If + past simple, would + infinitive Not true – you can say anything you want in either clause as long as the meaning is logical. So : *If she had known, she’ll go is impossible because the meaning of the verbs in the two clauses is incompatible – not because of any structural reason.

So what about the conditionals?: 

So what about the conditionals? Usual approach : Ss are introduced to both clauses at a time, causing overload and confusion. Usual approach : No emphasis on meaning. Eg Ss rarely understand what would means and how it relates to will.

An alternative approach …: 

An alternative approach … Teach if as just another conjunction, which follows the same rules as before, after, as soon as etc - ie : Conjunction + future event = first form verb When Paula phones, … After Paula phones, … If Paula phones, …

An alternative approach …: 

An alternative approach … Whatever you’re teaching, practise conjunctions by providing an exercise where students tag them on. Eg : - if you’re teaching requests : Will you give John a message when you see him? Can you call me if Paula phones ? - if you’re teaching suggestions : Let’s go for a walk if /as soon as it stops raining - if you’re teaching offers : I’ll finish it for you before I go; I can go to the supermarket if you need anything.

An alternative approach …: 

An alternative approach … Scrap the terms present simple and past simple from the beginning. Use the terms first form and second form and make sure students understand from the start that expressing past events is just one use of the second form.

An alternative approach …: 

An alternative approach … Ensure that students fully understand the notions expressed by will (prediction and volition) before you even consider introducing would Introduce would as the second form of will in the context of past time before focusing on its hypothetical use

An alternative approach …: 

An alternative approach … Introduce the use of the second form to express hypothetical present events using I wish … and If only … This means that students only have to think about one clause. I wish it wasn’t raining. If only I knew his phone number.

An alternative approach …: 

An alternative approach … Introduce would to express hypothetical predictions /volition making it clear that it has the same meanings as will (predictions/volition), but this time is hypothetical. Initially, introduce it without tagging on the if clause – again to avoid overload. When Ss are using second form verbs easily in single clauses, bring in the if clause

A summary …: 

A summary … So called “zero” and “first” conditionals don’t need teaching at all. So called “second” conditionals need to be taken slowly. Ss need : firstly, to understand and be able to use second form verbs to express hypothetical events; secondly, fully understand and be able to use would to express hypothetical predictions; and only at a later stage bring them together.