home

Before we start to design an activity or a worksheet, we should decide what kind of activity we will do. I shared my opinion with you in my mail. If you agree I can start to prepare the worksheet here on Wiki tomorrow, if not please inform me until tomorrow because I will not be in İstanbul until Sunday and may not connect to the internet. Ayse


 * Hi Ayşe, Pınar, Cameron and Derek!**

Here is what we are expected to produce this week:

1. A self study worksheet (500 – 1000 words long) that guides a teacher through these main areas,

You could present information and leave gaps in it, give charts to be filled in, ask for different meanings and uses to be completed, written out or categorized.

You could borrow exercises from course books, the net or grammar books, especially if you have a particular favourite that you think shows a crucial difference (though please credit where anything came from, then others can go to that reference source too and please don’t use one book wholesale to create your worksheet – mix and match).

2. One question for the grammar forum that you think is tricky, unanswerable or just deserves thinking about that arises from your area. This could be something that your learners have asked you in the past and you have always found it difficult to answer or justify – is there really a difference between MUST and HAVE TO ?. It could be about perspectives – are there two tenses in English or more ? The idea is to choose something that you think will make your fellow CPs talk on the forums.


 * Let's build our worksheet here on this Wiki, then we can copy it to a Word document and submit before the next lesson.**

If you write your name in parenthesis next to the comment you leave or a question you write, it would be easier to communicate. You can also choose a different color for your part.

Just click "EDIT" and feel free to add or change:-)

Cheers!

Burcu

I've found a chart that shows the basic verb form usage in Conditional Sentences and the meanings they imply ,I'm looking forward to hearing your ideas about it (if t works or not) (Pınar)

TRUE IN THE PRESENT OR FUTURE **A) If I __don't have__ breakfast,I always __get__ hungry during the class.** ﻿ **a) The simple present is used in the result clause to express a habitual activity or** **situation.** **B) Water __freezes(will freeze__) if the temperature __goes__ below 32 C b) Either The simple present or th simple future is used in the result clause to express** **an established ,predictable fact.** **C) If the weather __is__ nice tomorrow, we __will go__ on a picnic. c) The simple future is used in the result clause when the sentence concerns a particular** **activity or situation in the future.** UNTRUE (CONTRARY TO FACT) IN THE PRESENT/FUTURE **D) If I __taught__ this class, I __wouldn't give__ tests. d) In truth, I don't teach this class.**

**E) If he __were__ here right now, he __would help__ us. e) In truth he is not here now.**

**F) If I __were__ you, I __would accept__ their invitation. f) In truth, I am not you.**

UNTRUE (CONTRARY TO ACT) IN THE PAST

**G) If you __had told__ me about the problem, I __would have helped__ you. g) In truth,you did ot tell me about it.**

**H) If they __had studied__, they __would have passed t__he exam. h) In truth, they did not study. hey failed the exam.**

**I) If I __hadn't slipped__ on the ice,I __woudn't have broken__ my arm. i) //In truth, I slipped on the ice. I broke my arm.//**

People in the class are all aware of these structures. I think as Sally pointed it out we are expected to do something for our own level, with some tricky questions and exceptions.

Yep the thing is though, there is nothing very tricky about conditionals in theory - in terms of grammar complexity. The tricky part is getting the students to use them correctly in speaking practice. On this basis I've been thinking we could talk about strategies to actually activate the use of conditionals - in terms of different teaching methods - not that this is a requirement but making a brief connection to the area we've just covered might be cool and well recieved.

Personally I'm a fan of the audio lingual in this area. While language may not be a habit, the production of a mouthful of conditional, using correct structure is best achieved by making it into a physical muscle memory aided habit - drill drill drill.

Anyway, here's my suggestion on the assignment

1. Short sweet description of conditional types in terms of structure and purpose

2. Mention of the additional elements to the basic structure - as I think Miss Burcu listed before - unless until inversions etc

3. Discussion of strategies to activate correct useage of structures in speech.

What do you guys think?

Hey do we have to present or issue handouts etc?

Cameron


 * Cameron, **
 * What you suggested is a bit different than the thing Sally mentioned. We can bring a different perspective though. I am fine with it. Just tell me what to do because I am not in Istanbul and I can only connect to the internet for a short time. ı will be back tomorrow night so if you tell me what I can do, I can do it tomorrow night and be ready on Monday. How about the essay? Online members are supposed to do it as far as I know. **
 * bye **


 * Ayse **


 * A suggestion... **


 * Guys, this is how I teach conditionals if i'm dealing with all of them. I saw this done when i was first teaching and it's stuck with me ever since. I think if this can be converted into a work sheet, it will be more along the lines of what is expected. Maybe. Perhaps. It would also make a good demo lesson if you need to present one. This is a summary of the lesson stages. **


 * 1. Use scraps of paper to mark out 3 clear areas of the class. (Concentric circles works best, but you could mark out areas that would represent somewhere they know, such as East and West Istanbul and the river in between). **
 * 2. Elicit some suggestions of what the areas could be & then name the zones, using paper, as "real" "unreal" and "finished". **
 * 3. Give each student 2 sentences on paper strips. (Large print, using most/all forms of all conditionals) (or 1 each for large classes) **
 * 4. Tell them not to think about the form, but to read their sentences and try to focus on the meaning. **
 * 5. After a couple of minutes to think, ask them to place their strips in the correct zone. When they have finished they should walk about and discuss/check if they think the others have been placed correctly. **
 * 6. When they have finished, have them sit down again around the outside of the marked zones so that they can all see all the sentences. Start with some correctly placed examples and concept check the notion of real v unreal and finished with them. The move on to any incorrect examples, and through CC questions, elicit the correct zonal placement until all are ok. **
 * 7. Chose a sentence from a zone, read it to the ss and try to elicit possible contexts for that sentence. (If you don't hurry, we'll be late.... elicit/prompt for people getting reading to go to a party, for dinner, the cinema, to work and so on) **
 * 8. Do the same with an example or 2 from different zones. (still no mention of conditionals or form to the students at all at this stage) **
 * 9. Give the students each a page with a dialogue on it. (the sentences you gave originally are all from these dialogues you have prepared before) The conditional sentences on the floor have been deleted from each dialogue, and prompted by ................... on the end of the last sentence. Ask the students to read the dialogues and find the correct sentence on the floor and write it into their dialogue in the correct place. **
 * 10. Check everyone has the correct sentence/s. **
 * 11. Ask the ss to look at the zones again and elicit from them what happens to the verb forms as you travel out from the centre of the zones. (from REAL to UNREAL to FINISHED). **
 * 12. Elicit and prompt as required for present tense(s) to past simple/continuous to past perfect (further past). **
 * 13. When this is clearly established (orally) focus on the unreal (past simple) zone. You're pushing for realisation at this point that the use of past simple here does not reflect past time events, it's being used to establish unreal, hypothetical views on the situations. From here, compare (again, only orally) the use of past perfect to show finished events. (e.g If you had serviced the car, it wouldn't have broken down tonight)**
 * 14. LANGUAGE FOCUS.(75% fo the way through the class) Ask the students to look at the real zone and tell you what forms they can see in the sentences. On the WB write 1st Conditional, then down arrow and list the different forms (if pres simple, pres simple. pres simple, will infinitive, pres cont, will infinitive etc) Follow this with the ss giving you the forms for 2nd C and 3rd C and board these on the WB so at the end all three are clearly listed and comparable to the ss.**
 * 15. Then, give the ss a sheet with ALL the previously used dialogues and ask them to mark each one as R U or F to check their understanding of the concept conveyed in each. They can test themselves or check on the floor if they are still not sure.**
 * 16. At this point I deal with the pron of "I'd and weak forms nearly disappearing. I model several of the examples for the zones in this way.. it's one reason they often don't comprehend too clearly.**
 * 17. Next, in pairs, I have them use the dialogues to practice the pron as I go round.. also dealing with I'll and I'm gonna... as required.**
 * 18. From here, to the end, I give (orally) some situations to them and ask for appropriate responses that cover all C types to check they got both the form AND the meaning. (I really hate my job, I get $99 a week for teaching 45 hours etc etc.. looking for "If I were you, I'd quit and so forth)**


 * I hope you can visualise this from these hurried notes. I've been observed several times on this and, although sadly not all original, meets the requirements of classes taught to DELTA standards.**


 * Want me to try to worksheet this or do you have better ideas??**
 * Regard**


 * Des (Mr. Online)**