Conditionals
Presentation
Kim, Yoon-Jung
Lee, Kil-Lim
Jung, Sun-Gi
Kim, Hye-Ryon
Conditionals
- If-clause, main clause
- It has different types of conditionals according
to the degree of the possibility of the event in the
main clause.
• Generally true
• Likely
• Unlikely
• Impossible
If incomes, prices of related goods, or
preferences change, the entire demand curve
shifts.
=> Generally true (Factual)
If the weather is okay, we will have lunch outside.
=> Likely (Predictive)
If I asked Jack, he might lend me the money.
But if he was broke, he couldn't help me.
=> Unlikely (Hypothetical)
If I were not sick, I could
attend the meeting.
If our primitive ancestors hadn't
decided to stand upright, we
wouldn't have developed speech as
we know it.
=> Impossible (Counter-factual)
Forms
Conditionals
Possibility
If-clause verb
(Antecedent)
Main clause
verb
(Consequent)
Factual
Generally
true
present
/past
present
/past
Real
Predictive
Hypothetical
Likely
unlikely
present
present modal
past
past modal
* the use of past tense forms is an
indication of the remoteness of
the possibility of the event.
subjunctive
/past perfect
Unreal
Counter
-factual
Impossible
Typical contexts of use
academic texts, habits,
general truths, rules,
typical patterns,
correlations
future plans, instructions,
real possibilities,
postponing events,
steps in an argument,
points in a procedure,
predictable consequences
wishes and desires,
imaginary or fictional situations,
alternative potential outcomes,
remote possibilities,
willingness
past modal
/past modal
perfect
* extreme remoteness,
both in time and possibility
* In contemporary spoken English,
there is increasing use of 'was'
instead of 'were' in the use of the
subjunctive.
alternative past scenarios,
excuses, regrets,
blame for past events
Meanings in context
- The function of the if-clause is to establish a
state of affairs which is to be assumed in order for
the situation in the main clause to be considered.
• The information-structuring functions of
conditionals
Restate, Contrast, List alternatives, Giving examples
• Conditionals in uncertainty and politeness
Uncertainty, politeness
• Exceptional and concessive conditionals
Only if and if only, Unless, Even if
The information-structuring functions of conditionals
Restating:
If A, (then) C
The information presented in an if-clause has already
been mentioned or suggested in the preceding
discourse.
On the money, if you need the money, you
could get that.
Reduced or truncated conditionals can only be
interpreted in terms of the immediately preceding main
clause.
You have to testify against him. If you do, we
can put a stop to all this killing.
The information-structuring functions of conditionals
Contrast: But if not A, (then)
Indicates that a situation is being assumed which
is opposite to, or in contrast with, the information in
the immediately preceding discourse.
Sometimes can be indicated by other contrastive
connection such as but, however, conversely.
We’d like you to come, but if you don’t want
to, that’s okay, we’ll understand.
The information-structuring functions of conditionals
List alternatives: So, if A-1, (then)
C-1, if A-2, (then) C-2,
Presents a number of alternative ways of looking of an issue.
Okay it’s raining and we have to decide what we’re
doing this afternoon. So, if you want to stay home,
that’s fine.
If you want to play in your room, okay, but if you
want to go to a movie, we have to get moving soon.
Preceded by a marker like so to indicate that the set of
alternatives follows from an already established state of affairs.
Occurs where choices are presented one by one and each is
followed by instructions to do something.
The information-structuring functions of conditionals
Giving examples: (for example), if
A-l, (then) C-1
Introduce examples to support a preceding statement,
marking with introductory expressions such as for instance,
for example but may have not explicit marker.
Used with real, and unreal conditionals.
The researcher should consider which approach will be most
efficient in giving answers to the research questions. For
example, if you decided to use a case study approach to
investigate relative clauses, you would not likely be
disappointed.
Sometimes a number of if-clause will e used in parallel
sentences to examplify and support a main point.
Occur in a concluding sentence that illustrates how a series
of previous statements can be understood via a single example.
Uncertainty
(Except factual conditionals)
•
•
•
•
•
Yes/no questions
Inverted forms
Indirect questions
Reporting doubts
Options (whether)
Conditionals in uncertainty and politeness
Uncertainty
(Except factual conditionals)
Interpreted as an indication that the speaker does not accept
one situation as certain prior to making the commitment in the
main clause. The meaning of the if-clause can be treats as the
equivalent of a ‘yes/no’ question which invites or assumes a
positive answer before the statement in the main clause is to
be accepted.
If you are going to the party, I’ll go too.
☞ Yes/No question: Are you going to the party?
Had I known, I could have come sooner.
Were he to do that, he’d be making a big mistake.
☞ Inverted form: used in counterfactual conditionals
Conditionals in uncertainty and politeness
Uncertainty
Conditional may have something in common with questions:
If you are ready, we can leave ->> Are you ready?
Okay we can leave.
After reporting verbs like ask and wonder is an if-clause.
In these cases, the word if is not introducing conditional
clause, but it is marking uncertainty.
He asked If you were coming to the party.
Conditionals in uncertainty and politeness
Uncertainty
The word ‘whether’ is used when the uncertainty involves
choice between two options.
I don’t know whether they will arrive today or
tomorrow.
The whether… or construction often marks the choice as having
no influence or relevance for the situation expressed I the main
clause.
We are going whether he wants to or not.
Politeness
• If-clauses mentioning
: Willingness (will or would),
Potential (can or could)
• Possibility (may or might)
• Time imposition
• Personal imposition
Conditionals in uncertainty and politeness
If-clauses mentioning
: Willingness, Potential, Possibility
When one speaker appears to be imposing upon another, there
is a tendency to soften that act of imposition by mentioning
willingness, potentials, or possibility within an if-clause
These if-clauses seem to be designed to mark the speaker’s
uncertainty about his or her right to make an imposition on
another
Ask him to wait a moment, if he would.
☞ Willingness
Hold that open for me, if you can.
☞ potential
I’d like to borrow one of your pens, if I may.
☞ possibility
Conditionals in uncertainty and politeness
Politeness (Others)
These polite conditionals conveying an unwillingness to
assume that another person’s time or schedule can be easily
imposed on.
I you have time, could you photocopy this for me?
Other forms of politeness serve general politeness markers
for a variety of situations.
I’m going to switch on the TV, if that’s OK/ if you wouldn’t mind/
if you don’t have any objections.
It prompts the inclusion of a hedge on some reminders to pay
bills or fees
It is time to renew your subscription, if you haven’t done so
already.
Exceptional Conditions
Exceptional and concessive
conditionals
•
•
•
•
•
Exclusive
Surprising
Negative
Irrelevant
A type of concession
Exceptional Conditions
Only if: Exclusive conditions
If only: Intensifying unreal conditions
When a condition is emphasized as exclusive the form only if
tends to be used. It is to draw attention to the very
exceptional circumstances required for the situation in the
main clause to take place.
We can use the emergency funds only if it is absolutely
necessary.
Typically functions to intensify unreal conditionals
expressing surprise, regret, or whishes. It will frequently
occur without a main clause consequent stated.
A: Yesterday was Bill’s birthday.
B: Ah, if only I’d known earlier (I could have got him a card)!
Exceptional Conditions
Unless; if…not: Exceptional
negative conditions
When the exceptional condition is viewed as a negative, the
form unless can be used.
Don’t start unless you’re sure you can finish
☞ Meaning: except under the following circumstances
Many of its uses, unless can be treated as a strong version of
if…not.
Don’t start if you are not sure you can finish.
While if… not can occur very generally, unless cannot be used
in counterfactuals or when the state described in the conditional
or when then is in the main clause.
If I weren’t so broke, I’d help you out.
If he didn’t have such a big nose, he’d look okay.
If you’re not enjoying it, then I’ll stop.
Exceptional Conditions
Even if: Possible conditions that
will have no effect
When the exceptional condition is presented as expressing a
possibility that has no effect on the main clause, the form even
if can be used.
I would enjoy working here even if they didn’t pay
me.
☞ described as a concessive conditional->> similarity in
function to the expression even though
☞ Subtle difference
You should try it, even though it’s difficult
You should try it, even if it’s difficult
The concessive use of even if is to be found in parenthetical
conditionals, marked off in the middle of a sentence by commas
or brackets
Drinking, even if it’s just a glass of wine, is not
permitted here.
Activity 1 : Just The Facts
(Memory Game)
1.Goal of Activity: Students can use
factual conditional in a given context.
2. Type of activity : Group work
3. Approximate Time : 10 ~ 20 minutes
4. Materials : cards
5. Students' profile
- Mid intermediate
- 1st graders in high school
6. Procedure :
1. Divide the class into a group of 10. Ask them to
sit in circle. On each card write cue words in large
letters so that it can be seen around the room.
2. Distribute each card to each student of the group
3. The first student holds up his/her card and
composes a sentence, using the factual conditional.
Example card : heat water to 100 ̊C
Example fact : If you heat water to 100 C, it boils.
(general truth - factual conditional)
5. The second student says his/her sentence and repeats the
previous student's sentence.
6. Continue around the circle, with each new student
adding a sentence and repeating all the previous
sentences.
7. The last student will have to remember the sentences
from all the other students.
It is important that students hold their cards toward the
circle at all times because they serve as clues. Also, don't
let any of the students write. Students may cue their
classmates through gestures.
heat water to 100 ̊C
use sunscreen
fly east from here
have a baby
read a lot
overwater plants
pour oil on water
eat five pizzas at once
put ice cubes in the sun
never study
Activity 2. The Fortuneteller's
Prophecies
1. Goal of Activity: Students can use predictive
conditional in a given context.
2. Type of activity : Group work
3. Approximate Time : 10 ~ 20 minutes
4. Materials : several sets of strips for each group
5. Students' profile
- Mid intermediate
- 1st graders in high school
6. Procedure :
1. Divide the class into a group of 4 or 5
2. Each group have one set of laminated strips
3. Ask each group to face all the stripes down on the table
4. Tell students as following:
These days Mr. Choi is very depressed.
He thinks everything goes wrong when he tries to do
something.
So he decided to meet a fortuneteller and ask her
what he should and should not do.
These are what the fortune teller says to him.
5. Ask students to choose one of the stripes on the table
and complete sentences using creativity.
Example1:
If you choose "If you eat an apple every day, “ you
complete the main clause sentence like, " you will get a
chance to marry a beautiful woman.“
Example2:
If you choose "you will make a lot of money." you
complete the If clause sentence like, "If you meet a girl
named Elizabeth,"
6. When one student finish answering, the strip faces up
7. Keep going the same way in turn until all the strips face
up
8. After facing up all the strips, students match the most
plausible prophecies and write them using "he"
Now rewrite the prophecies using "he".
(Ex) If he eats an apple every day, he will get a
1
chance to marry.
2
3
4
5
6
If you eat an apple every day
you will lose your money.
If you take a trip to Europe,
you will make a lot of money.
If you meet a girl in a red cap,
you will meet bad luck.
If you have a quarrel with your
you will get a promotion.
boss,
If you find a spider in your room,
you will lose your health.
If you keep a pet,
you will get fame and applause.
Activity 3. Experiment Report
1. Goal of Activity: Students can use factual or
predicative conditional in a given context.
2. Type of activity : Group work
3. Approximate Time : 10 ~ 20 minutes
4. Materials : strips for experiment
5. Students' profile
- Mid intermediate
- 1st graders in high school
6. Procedure :
1. Divide the class into groups of three or four.
2. Assign each group an experiment.
Suggested Experiments :
putting a spoon in the microwave
mixing blue and yellow paint
boiling eggs in water with onion skins
touching your tongue to a frozen surface
shaving your eyebrows
frowning all the time
smiling all the time
jump roping 100 times without stopping
3. The students discuss what they think the result will be.
Then each group reports to the class, using some
conditional sentences.
NOTE: Because the results of these experiments can be
perceived as a habitual result or as a predictable fact,
either the present or the future can be used in the result
clause.
ex) If you mix blue and yellow paint, it turns green.
(a habitual result)
If you jump rope 100 times without stopping, you will
faint. (a predictable fact)
4. For the more activity, ask each group to suggest their
own experiments.
Then teachers collect all of them and distribute it to
other each group.
Each group think about the result and present it.
putting a spoon in the microwave
→
mixing blue and yellow paint
→
boiling eggs in water with onion skins
→
touching your tongue to a frozen surface
→
shaving your eyebrows
→
frowning all the time
→
smiling all the time
→
jump roping 100 times without stopping
→
Poetic Text
◎ Aim : to understand counterfactual
conditionals through a poem
◎ Level : intermediate
◎ Age : 9th graders
◎ Time : 45 minutes
◎ Grammar points
: counterfactual conditionals
◎ Procedure
1. Before class
- Have students imagine what would
happen and what they would like to do
if they were one inch tall at home before
learning a poem.
2. In class
- Explain people's desire about
transforming by reminding them of
movies and books like "Kids became
small” or "Gulliver's travels"
- Share student's rich imagination
◎ Procedure
- Have students read the text for some time
guessing the meaning of difficult words in the
context
- Question and answer for comprehension
checkup
- Have students repeat the teacher's model
reading
◎ Procedure
- Have students understand that we use the
forms 'If you were ~, you would ~' instead
of 'If you are~, you will~', in terms of the
remoteness of possibility.
- Do speaking practice with students’
ideas
One Inch Tall
Shel Silvertein
If you were only one inch tall, you'd ride a
worm to school
The teardrop of a crying ant would be your
swimming pool
A crumb of cake would be a feast
And last you seven days at least
A flea would be a frightening beast
If you were one inch tall
If you were only one inch tall, you'd walk
beneath the door
And it would take about a month to get
down to the store
A bit of fluff would be your bed
You'd swing upon a spider's thread
And wear a thimble on your head
If you were one inch tall
You'd surf across the kitchen sink upon a
stick of gum
You couldn't hug your mama, you'd just
have to hug her thumb
You'd run from people's feet in fright
To move a pen would take all night
(This poem took fourteen years to write
'Cause I'm just one inch tall)
Life in the 1400s in Korea
◎ Aim
: To write and say counterfactual
conditionals
◎ Level : intermediate
◎ Age : 9th graders
◎ Time : 20 minutes
◎ Grammar points
: counterfactual conditionals
◎ Procedure
1. Divide the class into groups of four
2. Have students imagine how different life
would have been if they had lived six
hundred years ago
3. Write five sentences within groups
4. Say what they wrote in groups
If I had lived six hundred years ago,
I would have worn different clothes.
- If I had lived six hundred years ago,
I ______________
- If I had lived six hundred years ago,
I ______________
Comic Strip Advice
◎ Aim : to understand hypothetical
conditionals and give some advices with
hypothetical conditionals
◎ Level : intermediate
◎ Age : 9th graders
◎ Time : 20 minutes
◎ Grammar points
: hypothetical conditionals
◎ Procedure
1. Divide the class into groups of four
2. Distribute copies of the comic strip
Cathy to each group
3. After they read the comic strip, have the
groups work together to complete the ifclause. They can use the information
provided by the mother in the strip.
4. Have students present the advices in
groups
Example conversation
* Cathy says : If I weren't so fat
* Student results:
I would wear my new dress
I would feel better
I could have more boy friends