Conditional tic tac toe
- 1. Conditional Tic Tac Toe If I were you, She would have finished the exam Unless he finishes soon, If they had known He takes his umbrella, if You wouldn´t have been late if He wishes If you hadn´t been so rude, He would give you some help if How to Teach Conditionals By Kenneth Beare, About.com Guide See More About: teaching techniques conditional sentences how to teach tenses Ads Free IELTS Practice Testwww.testden.comTake our 21 minute practice test and get your results right away. Máster Dif. Aprendizajeisep.es/Dificultades-AprendizajeNo Dudes Más, Apúntate al Master. ¡Últimas Plazas! English Class in Torontowww.LSBF.ca/English-CoursesBuy 4 weeks – Study for 6 weeks. Improve your vocabulary & fluency! More English as 2nd Language Ads Teach English Teach ESL Fun Activities to Teach ESL Classes How to Teach Reading Ads English worksheetswww.ESL-Library.com/WorksheetsExercises, Lesson Plans, Flashcards Ready To Print Materials, Join Now! Cupones para Imprimirwww.GROUPON.com.mx/DFImprime tus propios Cupones Hasta 70% de Descuento en México DF Conditional forms should be introduced to students once they are familiar with the basic past, present and future tenses. While there are four conditional forms, it is best to start off with the first conditional focusing on real situations. To help students understand, I find it helpful to point out parallels in future time clauses: I'll discuss the plan if he comes to the meeting. We'll discuss the issue when he arrives tomorrow.
- 2. This will help students with the structure of using the 'if' clause to begin the sentence, in parallel with the same structure for future time clauses. If we finish work early, we'll go out for a beer. When we visit our parents, we like to go to Bob's Burgers. Once students have understood this basic structural similarity, it's easy to continue on with the zero conditional, as well as the other conditional forms. It is also helpful to use other conditional names such as "real conditional" for the first conditional, "unreal conditional" for the second conditional form, and "past unreal conditional" for the third conditional. I recommend introducing all three forms if students are comfortable with tenses as the similarities in structure will help them digest the information. Here are suggestions to teaching each conditional form in order. Zero Conditional I recommend teaching this form after you have taught the first conditional. Remind the students that the first conditional is similar in meaning to future time clauses. The main difference between the zero conditional and a future time clause with 'when' is that the zero conditional is for situations which don't happen on a regular basis. In other words, use future time clauses for routines, but use the zero conditional for exceptional situations. Notice how the zero conditional is used to underline that a situation does not regularly occur in the examples below. Routines We discuss sales when we meet on Fridays. When she visits her father, she always brings a cake. Exceptional Situations If a problem occurs, we immediately send our repairman. She informs her director if she can't deal with the situation herself. First Conditional The focus in the first conditional is that it is used for realistic situations that will take place in the future. Make sure to point out that the first conditional is also called the "real" conditional. Here are the steps to teaching the first conditional form: Introduce the construction of the first conditional: If + present simple, (then clause) future with "will" Point out that the two clauses can be switched: (then clause) future with "will" + if + present simple Note that a comma should be used when beginning the first conditional with the "If" clause. To help students with the form, use a first conditional grammar chant to repeat the construction. Use a first conditional worksheet to ask students to practice the form. Create a first conditional chain by asking each student to repeat the result of what the previous student has said in the "if" clause. For example: If he comes, we will have lunch. If we have lunch, we'll go to Riccardo's pizzeria.
- 3. If we go to Riccardo's pizzeria, we'll see Sarah. etc. Second Conditional Stress that the second conditional form is used to imagine a different reality. In other words, the second conditional is an "unreal" conditional. Introduce the construction of the second conditional: If + past simple, (then clause) would + base form of verb Point out that the two clauses can be switched: (then clause) would + base form of verb + if + past simple Note that a comma should be used when beginning the second conditional with the "If" clause. One problem with the second conditional is the use of "were" for all subjects. Cambridge University now also accepts "was". However, many academic institutions still expect "were". For example: If I were the teacher, I'd do more grammar. If I was the teacher, I'd do more grammar. I recommend using your best judgement based on your students' objectives. In any case, point out the difference in common usage and academic expectations. To help students with the form, use a second conditional grammar chant to repeat the construction. Use a second conditional worksheet to ask students to practice the form. Create a second conditional chain by asking each student to repeat the result of what the previous student has said in the "if" clause. For example: If I had $1,000,000, I'd buy a new house. If I bought a new house, I'd get a swimming pool, too. If I had a swimming pool, we'd have lots of parties. etc. Discuss the differences in usage between the first and second conditional. You can also use this ready to go conditionals lesson plan to further help students with the two forms. Practice the differences between the first and second conditional forms with a comparative forms quiz. Third Conditional The third conditional can be challenging for students because of the long verb string in the result clause. Practicing the form repeatedly with the grammar chant and conditional chain exercise are especially useful for students when learning this complicated form. I suggest also teaching the similar form of expressing wishes with "I wish I had done ..." when teaching the third conditional. Introduce the construction of the first conditional: If + past perfect, (then clause) would have + past participle
- 4. Point out that the two clauses can be switched: (then clause) would have + past participle+ if + past perfect Note that a comma should be used when beginning the third conditional with the "If" clause. To help students with the form, use a third conditional grammar chant to repeat the construction. Use a third conditional worksheet to ask students to practice the form. Create a third conditional chain by asking each student to repeat the result of what the previous student has said in the "if" clause. For example: If I had bought that car, I would have had an accident. If I had had an accident, I would have gone to the hospital. If I had gone to the hospital, I would have had an operation. etc. The Internet TESL Journal
- 5. Grammar Teaching Plan: Real Conditional Sentences Background Setting: a university ESL/EFL class Students: university level students (Age 20 to 30) -- flexible Level: high beginning or low intermediate Class size: 40 students Time: 50 minutes Detailed Lesson Plan 1. Warming up Have you traveled a lot in the United States? Have you ever visited a travel agency in America to get information on popular places? If you have enough money and time, which famous places would you like to visit first? How would you like to celebrate your wedding anniversary? 2. Pre-teaching of Vocabulary (OHP) wedding anniversary surprise cruise honeymoon hula dance relive3. Watching the Video. Students will watch a skit with the following dialogue on the video. Setting: The Travel Agency Download and view the QuickTime movie. video.mov (1.2Mb) The QuickTime Player is available for free. http://www.apple.com/quicktime/download/ A: Good afternoon. B: Good afternoon. May I help you? A: It's my wedding anniversary next month. I want to surprise my husband with a wonderful vacation plan. Would you recommend some famous places? B: Of course. Em, if you go to Europe, you'll have a wonderful time for your wedding anniversary. If you
- 6. go to London, you can go to Buckingham Palace and you might even see the Queen's guards there. If you go to France, you can go to the sidewalk cafe and drink cafe au lait or French wine with your husband. And... A: Well, it's outside the U. S. B: Oh. You want to stay in the U. S. If you go to California, you might go to Yosemite National Park or Disneyland. A: Yosemite National Park? What will I see if I go to Yosemite Park? B: If you go to Yosemite Park, you'll see giant trees, mountains, bears .... A: But, I don't like bears. B: If you go to Disneyland, you won't see any bears. You'll see Mickey Mouse. Isn't that interesting? Well, if you have children... A: Well, it's interesting, but.... B: O.K. What do you like to do in your free time? A: Well, I like skiing. B: If you like skiing, you can go to Colorado. A: But my husband doesn't like skiing. B: If your husband doesn't like skiing, probably he won't like to go there. What does he like? A: He likes fishing. B: Oh, you can still enjoy fishing at many beautiful lakes if you go to Colorado. A: But I don't like fishing. And if it rains, we can't go fishing. B: Then, how about Hawaii? Hawaii is really great. If you go to Hawaii, you can go to Waikiki Beach, you can take a romantic cruise for two, you can see beautiful sunset at the beach, you can see palm trees, beautiful flowers, and pretty girls wearing leis. A: It's gorgeous. But we went there on our honeymoon just after we got married. B: Well, this is your wedding anniversary. You can relive your romantic honeymoon if you go there again. A: Oh, that sounds good. I just love hula dances, and we can go surfing. We'll go to Hawaii. 4. Comprehension Check-up 1. What kind of trip will it be? 2. If you go to London, what place can you go to? 3. If you go to California, what famous places might you go to? 4. If you go to Disneyland, what will you see? 5. What can you enjoy if you go to Colorado? 6. If you go to Hawaii, which place can you go to? 7. What can you see, if you go to Hawaii? 8. Which place did the woman decide to go to for her wedding anniversary? 5. Repeating the Model Sentences If you go to Europe, you'll have a wonderful time. If you go to London, you might see the Queen's guards. If you go to France, you can drink coffee at a sidewalk cafe.
- 7. 6. Generalization: The Conditional If-clause (OHP) If I go to Europe, I'll have a wonderful time. Questions and Explanations: 1. How many clauses are there? 2. Which is the main clause? 3. Which is the subordinate clause? 4. Which is the subordinator? 5. The subordinate clause gives some details to the main clause. The detailed information is usually time or condition in the adverbial clause. In this sentence, does this subordinate clause tell us time or condition? (Condition). Then which word introduces a condition? (If) "If" introduces a condition that may or may or may not happen in the future. It is called an if-conditional clause. This condition is real in a sense that the condition can actually happen. 6. What does the main clause do? (It tells us the result if the condition happens. It is called a result clause.) 7. Now, tense. Which is the verb in the subordinate clause? 8. Which tense is the verb? (It takes simple present tense.) 9. Which is the verb in the main clause? 10. Which tense is the verb? (It takes future tense.) 11. What does the comma after the if-clause do? (Pause) Substitution drill Directions: Repeat: If I go to Europe, I'll have a wonderful time. Visit London, If I go to Europe, I'll visit London. See Buckingham Palace, If I go to Europe, I'll see Buckingham Palace. If I go to Europe, I'll have a wonderful time. see Buckingham Palace stay at a hotel eat at a nice cafe. spend a lot of money. take many pictures. 7. Generalization: Reversal of Two Clauses (OHP) If I go to Europe, I'll have a wonderful time. 1. Which clause comes first in this sentence? 2. Can I switch these clauses? (OHP) You'll have wonderful time if you go to Europe.
- 8. 1. Is there any difference in meaning? ( No.) 2. What's different about punctuation? What happened to the comma? 3. When the main clause comes first, there is no need to put a comma. Transformation drill Directions: I'll say: "If I go to Europe, I'll have a wonderful time." You'll say: "I'll have a wonderful time if I go to Europe." T: If I go to Europe, I'll have a wonderful time. visit London. go to France. stay at a hotel. eat at a nice cafe. spend a lot of money. 8. Generalization: Might (OHP) If I go to California, I will go to Yosemite Park. If I go to California, I might go to Yosemite Park. Questions and Explanations: 1. What's different between these sentences? Compare the auxiliaries. 2. One tells that something is definite or decided. The other tells that something is not definite or not decided, but that it's possible. Which indicates "definite or already decided"? Which indicates "not decided yet, but possible"? Transformation Drill (will ---- might) Directions: I'll use "will", and you'll change it into "might." e.g. I'll say: If I go to California, I'll go to the Yosemite Park. You'll say: If I go to California, I might go to the Yosemite Park. If I go to California, I will/might go to the Yosemite National Park. go to Disneyland. go to L. A. visit my friend. stay at my friend's. need warm clothes. 9. Generalization: Can If you go to California, you might go to Disneyland. If you go to Hawaii, you can go to Waikiki Beach.
- 9. 1. What's different here about auxiliary? 2. How do they differ in meaning? ("Can" implies possibility. "Might" also implies "possibility" "It's possible for you to go to W. Beach." Besides, "might" also offers a suggestion to someone. "I suggest you to go to Waikiki Beach.") Substitution Drill Directions: Repeat: If you go to Hawaii, you can go to Waikiki Beach. Go to Waikiki Beach, If you go to Hawaii, you can go to W. Beach. Take a romantic cruise, If you go to Hawaii, you can take a.... If you go to Hawaii, you can go to Waikiki Beach. take a romantic cruise. enjoy surfing. see palm trees. see beautiful sunsets. see hula dances. relive your honeymoon. 10. Generalization: Negation A. Affirmative Condition + Negative Result If it rains, we can wear our raincoats. If it rains, we can't go fishing. 1. What's different about the verb? (One is negated ) 2. Which clause has the negative verb? (main clause) 3. What does "can't" mean? (contraction of "can not" ) Repeat: can't 4. An affirmative condition can cause a negative result. B. Negative Condition + Affirmative Result If it doesn't rain, we'll go fishing. 1. Which clause is negated? (main clause) 2. Which is the main verb in the first clause? (rain) 3. How do you make the verb, rain negative? (Use "doesn't" or "does not." ) 4. A negative condition can cause an affirmative result. C. Negative Condition + Negative Result If he doesn't like skiing, he won't go to Colorado. 1. Which clause is negated? (Both clauses) 2. A negative condition can cause a negative result. 3. Repeat: won't: - o-
- 10. Therefore, negation can be expressed in three ways. (+) condition, (-) result (-) condition, (+) result (-) condition, (-) result Substitution Drill Directions: Repeat: If it rains, we can't go fishing. Go fishing: If it rains, we can't go fishing. Go hiking: If it rains, we can't go hiking. If it rains, we can't go fishing. go hiking. go swimming. go jogging go on a picnic. work in the garden. Substitution Drill Directions: Repeat: If it doesn't rain, we'll go fishing. Go fishing: If it doesn't rain, we'll go fishing. If it doesn't rain, we'll go fishing. go hiking. go on a picnic. go jogging. take a cruise on the sea. look around the city. Substitution Drill Directions: Repeat: If he doesn't like spicy food, he won't cook chili. Cook chili: If he doesn't like spicy food, he won't cook chili. If he doesn't like spicy food, he won't cook chili. cook spaghetti. buy hot peppers. go to a Korean restaurant. go to a Thai restaurant. go to an Indian restaurant...
- 11. Sentence Completion Drill Directions: Think about the situations that might happen. I'll give you if-clauses. You'll complete my sentences adding result clauses. Answer truthfully. For example: I'll say: If it rains,... You'll say: If it rains, I will stay home. I'll say: If it doesn't rain, You'll say: If it doesn't rain, I can see birds. (Drills between the teacher and individual students): 1. If it rains, 2. If it doesn't rain, 3. If I go to Chicago, 4. If I have time, 5. If my friends visit me, 6. If I go to a Special English Party, 7. If my wedding anniversary comes, 8. If I go to Washington D.C., Sentence Completion Drill Directions: Now I'll give you result clauses. You'll complete them adding if-clauses. For example: If I say: I'll go to my country,... You say: I'll go to my country if my sister gets married. I'll say: I might go to Europe... You'll say: I might go to Europe, If I have enough money. (Drills between Teacher and individual students): 1. I will go to my country... 2. I might go to Europe... 3. I can see hula dances... 4. I can drink nice coffee... 5. You can eat delicious Chinese food 6. You might need a lot of money... 7. You can see the 1992 Olympic Games... 8. I'll make delicious food 9. You'll have a wonderful time..
- 12. Culminating Activity (Drills between students) Ask your partner these questions. What will I see if I go to your country? What might I need if I go to your country? What can I do if I go to your country? Answer your partner using conditional if-clauses. For example, If you go to my country, you'll see kangaroos. If you go to Japan, you can visit Tokyo. 1. Switch your roles and ask your partner the same questions. 2. Take notes while you are listening. You'll need the notes to do your homework. 11. Distribution of Homework 12. Distribution of Summary Handouts Homework I. The following sentences talk about the future. Fill in the blanks with the correct form of the verb in the parentheses. Example: If it rains, I _________ (stay) home. 1. If you ________ (go) to Europe, you _______ (have) fun. 2. He __________ (see) the Queen's guards if he ________ (go) to Buckingham Palace. 3. We __________ (not go) on a picnic if it rains. 4. If she _____ (not like) spicy food, she ________ (not cook) chili. II. Change the following sentences to negative conditions and results. Example: If Susan likes skiing, she'll go to Colorado. ________________________________________________ 1. If I go to Hawaii, I'll take a cruise on the sea. ________________________________________________ 2. If John visits England, he'll visit London. ________________________________________________
- 13. 3. If it's sunny, I'll wear my sunglasses. ________________________________________________ 4. If Jack likes dancing, he'll go to the dance party this evening. ________________________________________________ III. Complete the following sentences with an appropriate result or if-clause. Examples: If my friends come to my house, ____________________. I can go shopping to Market Place ____________________. 1. If I have time, ____________________. 2. I might miss my classmates and my teachers ____________________. 3. I'll go to my country ____________________. 4. I'll make delicious food ____________________. IV. Write a paragraph describing what you can do, what you will see and what you might need if you visit your partner's country. Give your paragraph a title. Use if-clauses and result clauses in your paragraph. Example: If I go to Korea, I can eat delicious Kimbap and try spicy Kimchi. I will see many rice field and mountains if I go to Korea. I might need a lot of money if I go to Korea. Partner's name: _________________ Partner's country: _______________ Title: __________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________ ________________________________________________
- 14. CLASS OBSERVATION Teacher´s name___Monica Tinajero_________________________________ Professional profile____English__________________________________________ Level_________4______ Schedule__Tuesday and Friday________ Methodology used______________________________________ OBSERVATION ASPECTS Excellent Very Good Good Regular Deficient Lesson planning X Warm up X Introduction of the topic X Teaching material Use of book Teaching Grammar techniques X Teacher´s talking time x Classroom management X Work in teams Language usage x Group rapport x Correction strategies x Feedback techniques x Class closure
- 15. COMMENTS ________Most of the students were working with the teacher. Reported Speech commands and requests. The teacher personalize the sentences The students practices in pairs pretending to be doctors and patientes.___________________________________________________________________ _____________________Manejo dee grupo no le preguntó a todos algunos alumnus no participaron y estan con el celular______________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________ OBSERVER’S NAME: _____________________________________ _ OBSERVED __________________________________ _ SIGNATURE _____________________________________ _ SIGNATURE __________________________________ _ DATE: ___________________________________