Teaching Conditional Forms to ESL Students

Teaching Conditional Forms to ESL Students 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: Ill discuss the plan if he comes to the meeting.Well discuss the issue when he arrives tomorrow. 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, well go out for a beer.When we visit our parents, we like to go to Bobs Burgers. Once students have understood this basic structural similarity, its 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 dont 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 cant 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 willPoint out that the two clauses can be switched: (then clause) future with will if present simpleNote 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, well go to Riccardos pizzeria.If we go to Riccardos pizzeria, well 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 verbPoint out that the two clauses can be switched: (then clause) would base form of verb if past simpleNote 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, Id do more grammar.If I was the teacher, Id do more grammar.I recommend using your best judgment 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 stude nt has said in the if clause. For example:If I had $1,000,000, Id buy a new house.If I bought a new house, Id get a swimming pool, too.If I had a swimming pool, wed 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 Point out that the two clauses can be switched: (then clause) would have past participle if past perfectNote 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.

College Summit The Joys of Surprise and Making a Difference (and Even the Travails of a Norovirus)

College Summit The Joys of Surprise and Making a Difference (and Even the Travails of a Norovirus) I recently heard Anthony Robbins say that as long as you have your attention on other people, and as long as you are making a difference for others, there is no way you can possibly be depressed. He is so right. This past week, despite contracting a norovirus that gave me serious gastrointestinal distress as well as flu-like symptoms, I was in as good a mood as I’ve been in in a long time. Why? I was making a difference for a group of low-income high school students at College Summit, a national program that supports young leaders to create a culture where kids go to college. I’m like a proud mother when it comes to the small group of four â€Å"peer leaders† I worked with in Berkeley. Every one of them surprised me in their own way. Let me kvell just a little (names are changed for confidentiality)! Keylon Keylon wrote his first two â€Å"free writing† exercises about topics like his relationships with girls and how he was going to find one that would make him be the man he wants to be. I feared he was bland and would not identify a relevant topic for his college admissions essay. On a break, however, he shared his real story- a story about abuse and how he turned to destructive behaviors and friends to compensate for his pain. It was also the story of how he changed direction, in part through a music program that saved his life. Keylon’s story surprised me when it came forth, and so did how industrious and focused a student he was. When I gave him questions to answer in writing, he sat down and didn’t stop until he was done. And when it came time to edit his essay, he was able to devise seamless transitions where they had been missing, and to cut out excess words without my even pointing out the spots where he could do so. Keylon says he wants to be a singer, and perhaps he will succeed. But I wouldn’t be surprised if he finds his stride as an editor! Keylon was also a great sport when we got realistic with him about his college choices. His top choices were out of his reach, and he needed to consider community college options. He adjusted course without protest or external upset. We could all learn a thing or two from this young man about acceptance and adaptation. Jaquon Jaquon had a sweetness to him and a clear, passionate life purpose under his non-plussed attitude. On the first day, he slumped down in his chair, hood over head, clearly not 100% enthusiastic about being asked to write †¦ anything. His first free write was not about much, and I had to remind him multiple times over the 10-minute time period to keep writing. Initially he would not volunteer to answer a question and would only participate if I called on him directly (though he always had something great to say when I did). Jacquon’s second free write was the big surprise. A saxophone player, he hit on the theme of music, and I’m telling you, it was pure poetry. He called music a â€Å"20-20 all access path†¦Ã¢â‚¬  and spoke about his purpose in life being to connect with people off all cultures through his gift. This goal was not just a pipe dream; Jacquon has already performed both in concert halls and on the street in the U.S. and abroad. Jacquon mentioned in his essay that he gets nervous when playing only because he is afraid people won’t connect with his music. When I asked him what it would be like for him if they didn’t connect with his music, his answer popped out: â€Å"It would be like I don’t exist.† An excerpt: â€Å"[I] put my all into every breath, note and melodic phrase so that whoever hears that will feel my passion, my struggle, my story, and my dreams.† That’s a man with a life purpose. A purpose, when not fulfilled, that makes him feel like he doesn’t exist. If only every one of us had one so clear. Rodrigo Rodrigo was my volleyball captain. He was a meticulous, methodical worker who edited himself as he wrote. The core story that emerged from Rodrigo’s free writes was about his father, who recently started working as a janitor in Rodrigo’s school. Although Rodrigo had weathered various insults as a volleyball captain for being short and young, he had a thick skin- until the insults started being aimed toward his father. Rodrigo wrote about how his father had taught him to stay positive and not judge others, and how ultimately he used what his father had taught him to rise above his anger toward his insulting classmates. Another thing that came out of Rodrigo’s writing was that he liked to make up words and had a penchant for metaphor. In one of his last drafts, his creativity emerged in a surprise conclusion: â€Å"I’m like a volleyball. You may kick me, push me around, hit me, or abandon me, but in the end I’m still persevering and surviving the ugliest actions against me.† Talisha Eager to participate and answer questions, Talisha was fast out of the gate but as the writing process went on, she somehow found a way to look like she was working when she really was spinning her wheels. I gave her what I thought were clear questions and instructions and she would nod and put her pen to paper, but 10 minutes later she would not have made progress. In my mind, we finally reached a growth point when Talisha realized that growing up as the middle of two sisters and taking care of both of them gave her management skills that have helped her in her production design projects at school. I’m not sure I’ll ever see the essay she writes on this topic though, since she only saw this connection for herself literally at the last hour. Really the biggest surprise from Talisha was what she told me at the end of the program: that I helped her learn things about herself that she might never have known- not just on the last day, but from the time we started doing free writing exercises. And all that time I thought she was refusing to let me make a difference for her. Brenda As I mentioned, there was a norovirus that went around and knocked out almost every one of the writing coaches in the program for some period of time. I barely made it through my part of the Saturday night banquet presentations- but it was worth it to hear Rodrigo say in front of the entire program, â€Å"Your joyous, encouraging, and gentle nature brought us to fully understand how and what to write †¦ [and] created a bond within our group that will never be forgotten. I will definitely not forget the experience I had with these motivated leaders from the East Bay. And I will be back next year.