Conditional tenses are used to talk about hypothetical or unlikely situations. There are three conditional types:
1. Type I uses present tense in the if-clause and future in the main clause to talk about probable future events. Examples are given of exercises to complete sentences in this form.
2. Type II uses past tense in the if-clause and present conditional (would/could/might) in the main clause to talk about unlikely or imaginary present situations. More exercises are provided to complete sentences in this form.
3. Type III uses past perfect in the if-clause and past conditional (could have/would have/might have) in the main clause to talk about unlikely past situations and their results
Mener un questionnement sociologique face à la ruralité grâce à une réflexion sur les théories appliquées aux terroirs. Passer en revue les différentes étapes de la recherche agricole dans une perspective sociologique. Examiner les mutations sociologiques du monde agricole et rural.
The document provides examples of conditional sentences to fill in blanks with the appropriate verbs. It includes examples of type 1, type 2, and zero/first conditional sentences. The blanks require adding verbs in the correct tense to complete the conditional statements. There are over 30 sentences total with verbs missing that need to be filled in to form grammatically correct conditional sentences.
The document contains a series of conditional sentences exercises involving zero, first, second, and third conditional forms. The exercises include completing conditional sentences with the correct verb form and rewriting sentences in different conditional forms. The document provides practice with conditionals and their grammatical structures.
Simon was watching a match on TV when it broke down. The document is a test containing questions about verb tenses, specifically the past simple, past continuous, and modal verbs. It contains 24 questions requiring the student to fill in blanks with the correct verbs in the specified tenses. The questions cover a range of everyday activities people engage in, events that occurred in the past, and what people were doing at certain times.
Mener un questionnement sociologique face à la ruralité grâce à une réflexion sur les théories appliquées aux terroirs. Passer en revue les différentes étapes de la recherche agricole dans une perspective sociologique. Examiner les mutations sociologiques du monde agricole et rural.
The document provides examples of conditional sentences to fill in blanks with the appropriate verbs. It includes examples of type 1, type 2, and zero/first conditional sentences. The blanks require adding verbs in the correct tense to complete the conditional statements. There are over 30 sentences total with verbs missing that need to be filled in to form grammatically correct conditional sentences.
The document contains a series of conditional sentences exercises involving zero, first, second, and third conditional forms. The exercises include completing conditional sentences with the correct verb form and rewriting sentences in different conditional forms. The document provides practice with conditionals and their grammatical structures.
Simon was watching a match on TV when it broke down. The document is a test containing questions about verb tenses, specifically the past simple, past continuous, and modal verbs. It contains 24 questions requiring the student to fill in blanks with the correct verbs in the specified tenses. The questions cover a range of everyday activities people engage in, events that occurred in the past, and what people were doing at certain times.
The document provides examples of conversations and sentences where will or be going to should be used. It gives 10 examples with blanks to be filled in with will or be going to depending on the context. The examples cover situations involving plans for the future, offers of help, and decisions that have already been made.
This document provides examples of using the present simple and present continuous tenses in English. It gives sentence prompts and choices to select the correct verb form for the given context. Some prompts focus on habitual or repeated actions expressed with the present simple (e.g. "Tom loves ice cream"). Others focus on temporary or ongoing actions expressed with the present continuous (e.g. "Today the sun is shining"). Learners must determine when to use each verb form based on whether the action is habitual or ongoing.
The document provides a fill-in-the-blank grammar exercise with missing verbs in the correct tense. There are 25 sentences with missing verbs to be filled in present, past, future or conditional tenses depending on the context clues provided by other words in the sentence like signal words. The summary is to be provided in 3 sentences or less.
Waleid Abdel Karim Ibrahim Mohamed Atta is seeking a challenging career opportunity utilizing his 20 years of experience in food and beverage management. He currently serves as the Food and Beverage Manager at Le Royal Holiday Sharm El Sheikh, overseeing 14 outlets and 150 employees. Prior to this, he held director roles overseeing banqueting operations of up to 800 guests at other luxury resorts and hotels in Egypt. Atta has extensive experience in budgeting, purchasing, quality control, training, and ensuring customer satisfaction. He is proficient in English, Arabic, and computer skills including Microsoft Office.
The document discusses employment trends and opportunities in Italy. It notes unemployment varies regionally from high levels in the south to low levels in the north. Overall unemployment has averaged between 20-25% recently. The majority of Italians work in services, industry, and agriculture. In coming years, demand may increase for skilled workers in engineering, tourism, sales, and healthcare. The Po Delta region in particular provides seasonal jobs for youth such as catering, fishing, and tourism guides.
We provide childcare services for families with children ages 2 to 12. Our playgroup operates out of a building near a park in Alicante, Spain, containing 4 rooms divided by age. We offer workshops in painting, theatre, music, and cinema, as well as free play time. Our 8 teachers, with childcare and food handling certifications, are divided between the rooms to look after the children.
The document outlines the process taken to design an instructor's dashboard for the Caseworx web platform. It describes conducting brand analysis and competitor analysis. Personas were created for two instructors. A design studio was held where sketches of the dashboard were created. User testing of paper and digital prototypes led to iterations of the design. The final prototype included features like creating and customizing classes, uploading class materials, taking attendance, and viewing student reports and progress.
4 mil. Adhesive Clear VinylOur Adhesive Clear Vinyl uses a 4mil clear PVC film that has an outdoor durability of 4 years. The backing uses a clear permanent adhesive. Adhesive vinyl is ideal for flat surface applications. The decals cannot be removed and reapplied once they have been adhered to a surface.
Este documento apresenta o programa da área vocacional de Comércio para o ano letivo de 2014/2015 para um grupo de alunos do 3o ciclo do ensino básico. O programa inclui quatro módulos focados em competências como gestão de stocks, atendimento ao cliente, serviço pós-venda e procedimentos administrativos, com o objetivo de preparar os alunos para o mercado de trabalho.
The document provides examples of conversations and sentences where will or be going to should be used. It gives 10 examples with blanks to be filled in with will or be going to depending on the context. The examples cover situations involving plans for the future, offers of help, and decisions that have already been made.
This document provides examples of using the present simple and present continuous tenses in English. It gives sentence prompts and choices to select the correct verb form for the given context. Some prompts focus on habitual or repeated actions expressed with the present simple (e.g. "Tom loves ice cream"). Others focus on temporary or ongoing actions expressed with the present continuous (e.g. "Today the sun is shining"). Learners must determine when to use each verb form based on whether the action is habitual or ongoing.
The document provides a fill-in-the-blank grammar exercise with missing verbs in the correct tense. There are 25 sentences with missing verbs to be filled in present, past, future or conditional tenses depending on the context clues provided by other words in the sentence like signal words. The summary is to be provided in 3 sentences or less.
Waleid Abdel Karim Ibrahim Mohamed Atta is seeking a challenging career opportunity utilizing his 20 years of experience in food and beverage management. He currently serves as the Food and Beverage Manager at Le Royal Holiday Sharm El Sheikh, overseeing 14 outlets and 150 employees. Prior to this, he held director roles overseeing banqueting operations of up to 800 guests at other luxury resorts and hotels in Egypt. Atta has extensive experience in budgeting, purchasing, quality control, training, and ensuring customer satisfaction. He is proficient in English, Arabic, and computer skills including Microsoft Office.
The document discusses employment trends and opportunities in Italy. It notes unemployment varies regionally from high levels in the south to low levels in the north. Overall unemployment has averaged between 20-25% recently. The majority of Italians work in services, industry, and agriculture. In coming years, demand may increase for skilled workers in engineering, tourism, sales, and healthcare. The Po Delta region in particular provides seasonal jobs for youth such as catering, fishing, and tourism guides.
We provide childcare services for families with children ages 2 to 12. Our playgroup operates out of a building near a park in Alicante, Spain, containing 4 rooms divided by age. We offer workshops in painting, theatre, music, and cinema, as well as free play time. Our 8 teachers, with childcare and food handling certifications, are divided between the rooms to look after the children.
The document outlines the process taken to design an instructor's dashboard for the Caseworx web platform. It describes conducting brand analysis and competitor analysis. Personas were created for two instructors. A design studio was held where sketches of the dashboard were created. User testing of paper and digital prototypes led to iterations of the design. The final prototype included features like creating and customizing classes, uploading class materials, taking attendance, and viewing student reports and progress.
4 mil. Adhesive Clear VinylOur Adhesive Clear Vinyl uses a 4mil clear PVC film that has an outdoor durability of 4 years. The backing uses a clear permanent adhesive. Adhesive vinyl is ideal for flat surface applications. The decals cannot be removed and reapplied once they have been adhered to a surface.
Este documento apresenta o programa da área vocacional de Comércio para o ano letivo de 2014/2015 para um grupo de alunos do 3o ciclo do ensino básico. O programa inclui quatro módulos focados em competências como gestão de stocks, atendimento ao cliente, serviço pós-venda e procedimentos administrativos, com o objetivo de preparar os alunos para o mercado de trabalho.
Технологии Intel для виртуализации сетей операторов связиCisco Russia
This document discusses Intel technologies for network operator virtualization. It summarizes Intel's positioning of products like Xeon processors, Ethernet controllers, and SSDs to help transform telecom networks through network functions virtualization (NFV). NFV aims to reduce costs and speed service deployment by consolidating network infrastructure on standard high-volume servers, switches and storage.
This document outlines a proposed curriculum for a study abroad program in Argentina focused on environmental conservation, language, and cultural immersion. The program would be designed for undergraduate students interested in environmental sciences and would include Spanish language courses, lectures on Argentine geography and environmental issues, and a month-long conservation project in Patagonia working with local ranchers. The goal is to provide students with hands-on learning about grassland overgrazing, a major environmental problem in Patagonia, while also experiencing cultural immersion and improving Spanish skills.
The document contains 50 sentences with verbs in brackets. The task is to put the verbs in brackets into their correct grammatical forms based on the context of each conditional/if clause sentence. The assistant provides the full responses with the verbs conjugated appropriately for each sentence.
The document contains 20 sentences in the first conditional form, asking the reader to fill in the blanks with the correct verb tenses. It provides examples of "if" clauses paired with resulting actions or states, focusing on common daily situations and asking the reader to infer what would happen based on different hypothetical conditions and time frames.
The document contains 46 sentences with verbs in brackets that need to be conjugated into the appropriate conditional or modal form based on the if-clause. The assistant takes each verb in brackets and conjugates it correctly based on the context of the if-clause, filling in the blank to complete each sentence accurately.
Second and-third-conditionals 10146 (1)azhari Azhari
The document contains examples of type 2 and type 3 conditional sentences with blanks to be filled in with the appropriate verb forms. There are over 30 sentences total with blanks requiring present, past or past perfect verb tenses depending on whether they are examples of type 2 or type 3 conditional sentences. The summaries are meant to provide high-level context without copying or reproducing the document text.
This document provides examples of conditional sentences to practice putting verbs in the correct tense. There are also exercises with multiple conditional sentences to complete using the correct verb forms. The document covers different types of conditional sentences including zero, first, second, third conditionals and mixed conditionals.
The document discusses different types of conditional clauses in English, including zero, first, second, and third conditionals. It provides the structure and examples for each conditional type. The zero conditional is used for facts or generally true statements and uses the present simple in both clauses. The first conditional talks about possible future events and uses the present simple in the if-clause and will + infinitive in the main clause. The second conditional talks about imaginary situations and uses the past simple in the if-clause and would/could + infinitive in the main clause. The third conditional talks about unreal past situations and uses the past perfect in the if-clause and would/could have + past participle in the main clause.
1. This document provides examples of sentences using different verb tenses and aspects, including simple past, past progressive, and past perfect.
2. The sentences describe a variety of everyday situations involving actions that were occurring, happened, or had already happened at specific times in the past.
3. Examples involve arriving at a lecture that had started, making a pudding when the lights went out, and realizing they were traveling in the wrong direction.
Ejercicios de zero and primer condicional pdfneydadiaz3
The document provides exercises on the first conditional in Spanish. It includes examples of filling in blanks with the appropriate verb form based on whether an if-clause is present or not. It also provides translation exercises, asking to complete sentences in English that parallel the meaning of sample sentences provided in Spanish. The exercises focus on practicing using the first conditional to express possible future events that depend on certain conditions being met.
1. The document is an English quiz for 10th grade students testing their knowledge of the first and second conditional. It contains 4 sections with multiple choice, fill in the blank, and sentence completion questions about conditionals.
2. The first section asks students to match conditional structures like clauses, tenses, and modal verbs to their definitions. The second section asks students to fill in blanks to complete descriptions of the first and second conditional formulas.
3. The third section provides sentences for students to fill in using the appropriate first conditional verb forms like "would help" and "would finish".
4. The fourth and final section provides additional sentences for students to complete using second conditional verb forms like "would give
This document contains exercises on conditional sentences in Spanish. It includes 3 sections - the first with sentences to be completed with the correct form of the first conditional, the second with choices for the correct conditional form, and the third with more sentences to be completed. The document provides context and practice for different conditional structures in Spanish.
The document provides exercises on different types of conditional sentences, including:
- Type I conditional sentences with present and future time frames
- Type II conditional sentences with past time frames
- Type III conditional sentences with past time frames
- Mixed conditional sentences combining different types
- Exceptions involving different verb tenses
The exercises consist of incomplete conditional sentences for the learner to complete by supplying the correct verb forms.
The document discusses various hypothetical situations using the third conditional, which refers to unreal past situations. It provides 25 examples of 'if' clauses describing something that did not happen in the past, followed by the main clause stating what the result or consequence would have been. The examples cover topics like training for a competition, spending money, asking for help, knowing information, offering a better price, organizing an event, getting lost, being introduced, embarrassing someone, paying attention, going to a party, having money, tidying up, bringing snacks, parents meeting, investing in a business, police being nearby, being in a situation, making a mistake, knowing about a party, and being told what to do.
This document contains examples of different types of conditional sentences in English:
1) First conditional sentences refer to possible or likely present or future events, using the simple present tense.
2) Second conditional sentences refer to unlikely or imaginary present or future events, using the past tense.
3) Third conditional sentences refer to imagined past events with consequences in the present, using the past perfect tense.
This document contains a conditional sentence practice exercise with fill-in-the-blank questions requiring the correct form of verbs provided in brackets. It tests the use of conditional sentences in contexts such as "If I were Mr. John, I would give you these books" or "Michele would get a better grade if we encouraged her to read more." It also contains examples of conditional sentences to identify their meanings, such as "It means that Chris failed the exam because he did not study hard."
The document provides rules and examples for the 1st and 2nd conditional sentences in English. It gives the structure for conditional sentences referring to possible present/future events and improbable/imaginary situations in the present or future. It then provides 23 conditional sentences for the reader to fill in the missing verbs in the appropriate tense based on the conditions.
The document discusses conditional sentences in English grammar. It provides examples of conditional sentences in types I, II, and III and exercises for the learner to practice forming conditional sentences based on given prompts. The conditionals involve verbs in their appropriate forms for each type of conditional - will-future for type I, past tense for type II, and past perfect for type III. Exercises are given involving a story about a mouse trying to get its tail back from a cat by completing tasks.
This document provides examples and explanations of conditionals in English grammar. It discusses three types of conditionals - zero, first, and second - and their usage. The zero conditional describes situations that are always true, the first conditional refers to possible future or present situations, and the second conditional refers to unlikely or hypothetical past, present or future situations. Examples are given for each type of conditional along with notes on formation and usage. Exercises are also included for the reader to practice identifying and forming different conditional sentences.
BÀI TẬP UNIT 9 - ENGLISH 10 - CÂU ĐIỀU KIỆN - CONDITIONAL SENTENCES Nghĩa Trần Cẩm
The document provides examples of conditional sentences using "if" clauses. It begins by giving examples of type 2 conditional sentences using the past tense. It then provides exercises for students to complete conditional sentences using "if" clauses. It focuses on different types of conditional sentences including type 0, 1, 2, and 3 conditions. The document aims to help students practice forming conditional sentences in English.
This document contains a grammar exercise with multiple sections focusing on verb tenses including:
1. Present tenses with examples of the present continuous form.
2. Past simple and past continuous tenses with examples of putting verbs in the correct form.
3. Present perfect, past perfect, and present perfect continuous tenses with examples of completing sentences using these verb forms.
The document provides a concise review of key verb tenses and conjugations with accompanying exercises for practice.
Similar to 0 conditionals definition-&_exercises (20)
This document appears to be a test matrix for an English written exam for 11th grade students in Portugal. It outlines the contents, structures, competencies, and point values for test items for Module 1 of the exam. The test will have 3 parts (A, B, C) assessing various linguistic competencies (vocabulary, grammar, semantics, orthography) as well as pragmatic, sociolinguistic competencies. It provides details on the number and types of test items, such as multiple choice, short answer, extended response. It also provides the total possible points for each part and the exam overall.
Este documento descreve as características sociais e culturais do primeiro período medieval em Portugal, incluindo a estrutura de classes da sociedade, as cantigas de amigo e de amor, e as variedades dessas cantigas. Resume também as características das cantigas de amor provençais e como elas foram adaptadas na Península Ibérica.
Este poema de Fernando Pessoa reflete sobre a dualidade entre sentimento e pensamento no ser humano, reconhecendo que apesar de se sentir sentimental, na verdade tudo não passa de racionalização mental. O sujeito poético questiona o que constitui a vida verdadeira, entre a vivida e a pensada, mostrando a divisão inerente a todos os seres humanos.
Este documento não fornece informações substanciais para resumir. Ele consiste apenas em números sem contexto ou conteúdo. Um resumo precisa ter pelo menos algumas palavras ou frases para transmitir informações-chave. Infelizmente, este documento não fornece nenhuma informação para resumir.
1. O poema propõe-se cantar as armas, os barões e os reis de Portugal, aludindo a Ulisses e Eneias como heróis míticos que se libertaram da morte por obras valerosas.
2. Refere-se à "Ocidental praia Lusitana" como uma figura de estilo que designa Portugal.
3. Apresenta exemplos de hipérbole no texto.
O documento discute a estrutura e características da epopeia, com foco no poema épico de Camões "Os Lusíadas". Apresenta a definição de epopeia, suas características narrativas e estrutura interna e externa. Também analisa a substância lírica, épica e trágica presente na obra, bem como a ideologia por trás da mesma, que celebra os feitos heroicos dos portugueses e a viagem de Vasco da Gama à Índia.
O texto descreve a situação de sofrimento vivida pelos habitantes de uma cidade cercada por inimigos, relatando:
1) A cidade é apresentada como um ator coletivo sofrendo fome, discussões e desejando a morte, como se vê em "uũs com gram mingua do que padeciam; outros havendo doo dos atribulados".
2) Algumas pessoas desejavam a morte para fugir aos sofrimentos diários da fome e da guerra, como se vê em "rogavam a morte que os levas
1) As doze portas da cidade eram abertas durante o dia e vigiadas por guardas. Só entrava quem fosse conhecido e soubesse o motivo da entrada ou saída. De noite, dormiam junto às portas.
2) Algumas portas tinham chaves noturnas para barcos que traziam mantimentos. Outras chaves eram recolhidas pelo Mestre de Avis.
3) Junto à porta de Santa Catarina havia uma casa com suprimentos médicos para feridos das escaramuças.
Entre palavras teste_fernão_lopes_1_e_2_correcçãoCarla Ribeiro
1. A cidade é apresentada como uma personagem coletiva que age como um todo unido sob pressão do cerco.
2. Alguns habitantes desejavam a morte para escapar do sofrimento das desgraças sobre a cidade, deixando os responsáveis políticos indiferentes diante do povo sofredor.
3. A palavra "guerras" refere-se tanto à guerra real contra os castelhanos quanto à metáfora do sofrimento sem comida que a população suportava.
8 teste poesia-trovadoresca_asa_porto_editoraCarla Ribeiro
Este documento fornece um resumo conciso sobre a literatura medieval portuguesa em 3 frases:
A poesia trovadoresca no século XII marcou o início da expressão literária em português. As cantigas de amigo, amor e escárnio caracterizaram a poesia trovadoresca. A prosa medieval desenvolveu-se nos conventos e versou sobre religião, história e genealogias.
Paula Watson, an English teacher, was excited to discover an online chat community called EFL Plaza where her students could practice their English skills by chatting with other English learners around the world. She decided to have her students use this resource in class. However, her students had varying levels of computer and internet experience. So the more experienced students helped teach their classmates how to use the online chat. All the students enjoyed participating and asked how they could access EFL Plaza on their own computers at home, showing they had learned a lot through this activity.
The document discusses reported speech, or indirect speech. It provides rules for transforming direct quotes into indirect quotes, including changing pronouns, verbs, expressions of time and place, and questions. Examples are given to demonstrate how to report statements, questions, and imperative sentences indirectly. Reporting verbs that can be used when introducing reported speech are also discussed.
1. The document discusses relative pronouns in Portuguese and provides examples of their use. It distinguishes between defining and non-defining relative clauses.
2. A series of exercises are provided to practice using relative pronouns like "who", "whom", "whose", "that", and "which" in sentences, including omitting relative pronouns when possible.
3. The exercises cover topics like people, places, objects, and include questions to test understanding of relative pronoun usage.
The document discusses the passive voice in English and provides instructions on how to transform sentences from the active to the passive voice. It explains that in the passive voice, the subject of the active sentence becomes the agent and the direct object becomes the subject. The document then provides examples of transforming sentences between the active and passive voice for different tenses including the simple present, past, future, continuous, perfect and modal verbs. It also discusses omitting the agent and using idiomatic passive constructions.
O documento descreve o surgimento do modernismo em Portugal no início do século XX como uma reação contra o classicismo e o marasmo intelectual da época. Detalha os principais nomes e publicações associadas ao movimento modernista português, como Fernando Pessoa, Mário de Sá Carneiro, José de Almada Negreiros e a revista Orpheu. Fornece também uma breve biografia de Fernando Pessoa e lista algumas de suas obras mais importantes.
The Prestige oil tanker sank off the coast of Galicia, Spain in 2002, spilling millions of gallons of oil and devastating the local fishing economy and environment. Fisherman Manuel Felipez describes how the oil has prevented local boats from sailing and covered the town. Workers are trying to clean the beaches, but the oil spill has ruined the tourism industry and livelihoods of fishermen and others who harvest shellfish. The disaster highlights the dangers of old single-hulled tankers, and the EU is now banning them to prevent future spills. The long-term environmental and economic impacts on Galicia remain uncertain.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
1. CONDITIONAL TENSES
Conditional type 1
A ordem das frases é arbitrária: tanto pode vir primeiro a “if clause” como a “main
clause”.
• Probabilidades
Ex.: If he runs, he will get here in time.
The cat will scratch if you pull her tail.
• Possibilidades
Ex.: If the fog gets thicker the plan might be diverted.
• Permissão
Ex.: If it stops snowing we may go outside.
1.Complete the Conditional Sentences (Type I) by putting the verbs into the correct
form:
1. You’ll break it if you _____________ (not be) careful.
2. They _____________ (get wet) if it rains.
3. ____________________ (you / help me) if I need you?
4. If you (knock) at the door, he _____________ (let) you in.
5. You _____________ (not / find) the key if you _____________ (not /open) the bag.
6. I _____________ (not /come) if I _____________ (not / have) the time.
7. If you _____________ (go) into town, _____________ (you buy) something for me?
8. If the book _____________ (not be) too long, I _____________ (read) it in two hours.
9. We _____________ (be) very disappointed if the useum _____________ (not open)
10. If you _____________ (not leave) her alone, she _____________ (not finish) the job.
11. What _____________ (you/do) if you _____________ (see) someone steal something?
12. What _____________ (you do) if you _____________ (not have) to go to school?
13. If she _____________ (not try) very hard, she _____________ (not succeed).
14.If I_____________ (to study), I _____________ ( pass) the exams.
15.If the sun_____________ ( shine), we_____________ ( walk) to the town.
16.If he _____________( have) a temperature, he_____________ ( see) the doctor.
17.If my friends_____________ ( come), I_____________ ( be) very happy.
18.If she_____________ ( earn) a lot of money, she_____________ ( fly) to New York.
19.If we_____________ ( travel) to London, we_____________ ( visit) the museums.
20.If you_____________ ( wear) sandals in the mountains, you_____________ ( slip) on the rocks.
21.If Rita_____________ ( forget) her homework, the teacher _____________ give) her a low
mark.
22.If they _____________( go) to the disco, they _____________( listen) too loud music.
23.If you_____________ ( wait) a minute, I_____________ ( ask) my parents.
24. If she _____________ (invite) me, I _____________ (go
25. If it _____________ (rain), we _____________ (cancel) the match.
26. If I_____________ (get) a promotion, I _____________ (buy) a car.
27. If she_____________ (be late), we _____________ (go) without her.
28. If you _____________ (ask) more politely, I _____________ (buy) you a drink.
29. If you _____________ (not behave), I _____________ (throw) you out.
30. If he _____________ (win) the first prize, his mother ________________ (be) happy.
31. If he _____________ (get) proper medical care, he _____________ (survive)
1
Verbo da « if clause » - present tense (Simple Present)
Verbo da « main clause » - simple future WILL/MAY/CAN
2. 32. If the drought _____________ (continue), plants and animals_____________ (perish).
33.If you (send)___________ this letter now, she _____________ (receive) it tomorrow.
34.If I (do)_________this test, I (improve)_________ my English.
35.If I (find)___________your ring, I (give) ____________ it back to you.
36.Peggy (go)__________ shopping if she (have)____________ time in the afternoon.
37.Simon (go)_____________ London next week if he (get)_______a cheap flight.
38.If her boyfriend (phone / not)____________ today, she (leave) _____________ him.
39.If they (study / not)______________ harder, they (pass / not)______________ the exam.
40.If it (rain)______________ tomorrow, I (have to / not)______________ water the plants.
41.You (be able/ not)_________________ sleep if you (watch)_____________ this scary film.
42.Susan (can / move / not)_____________ into the new house if it (be/
not)________________ready on time.
2. Exercise on Conditional Sentences with Auxiliaries – Complete the conditional
sentences (type I). Remember to use the auxiliary verbs.
a) If it doesn't rain, we (can / go) can go swimming tomorrow.
b) If you train hard, you (might / win) _____________ first prize.
c) If we go to Canada next year, we (can / improve) _____________ our English.
d) I (may / go) _____________ to the disco in the evening if I do the washing-up now.
e) If we go on holiday next week, I (not / can / play) _____________tennis with you.
f) If you see Gareth tomorrow, you (should / tell) _____________ him that you love him.
g) If my parents go shopping in the afternoon, I (must / look) _____________after my little
sister.
h) He (must / be) _____________ a good drummer if he plays in a band.
i) If you are listening to the radio after 10 pm, you (should / turn) _____________the volume
down.
Conditional type 2
A ordem das frases é arbitrária: tanto pode vir primeiro a “if clause” como a “main
clause”.
Improbabilidades, coisas pouco possíveis.
• Quando a suposição é contrária ao que se conhece:
Ex.: If I lived near my office, I would get to work on time.
• Quando não esperamos que a acção a “if clause” se realize, aconteça:
Ex.: If I dyed my hair blue, everyone would laugh at me.
Complete the Conditional Sentences (Type II) by putting the verbs into the correct
form:
1. If it rained I _____________ (stay) at home.
2. You would get better if you _____________ (not/eat) so much.
3. If dinner wasn’t ready, I _____________ (go) without it.
4. If he _____________ (be) tired, he would go to bed.
5. He ________________ (earn) a lot of money if he ________________ (work) harder.
6. If he ________________ (be) more intelligent, he ________________ (not make) that choice.
7. If you ________________ (push) her, she ________________ (be) furious.
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Verbo da « if clause » - past tense (Simple Past)
Verbo da « main clause » - conditional tense –
WOULD /SHOULD/COULD
3. 8. What ________________ (happen) if we ________________ (lose) the map?
9. What ________________ (you /do) if you ________________ (find) a watch in the street?
10.What ________________ (he/buy) if he ________________ (be) rich?
11.If I ________________ (be) you, I ________________ (wear) a raincoat.
12.If I ________________ (be) rich, I ________________ (not work) any more.
13.If the house ________________ (have) central heating, it ________________ (not be) so cold.
14.________________ (it /not be) awful, if we ________________ (be caught)?
15.If you ________________(drive) your car into the river (you ,be able) ________________to
get out?
16.If you (not belong) ________________ to a union you ________________ (get) a job.
17.If I (win) ________________ a big prize in a lottery I________________ (give) up my job.
18.What you (do) ________________ if you ________________ (find) a burglar in your house?
19.I ________________ (tell) you what this means if I ________________ (know) Greek
20.He ________________ (get) better if he (stop) ________________ smoking.
21.If you (see) ________________ someone drowning, what ________________ (you do)?
22.I (be) ________________ ruined if I ________________ (buy) her everything she asked for.
23.If you ________________ (sleep) under a mosquito net, you (not be) ________________
bitten so often.
24.I ________________ (get) a job easily if I (have) ________________ a degree.
25.If we ________________ (have) more rain, our crops (grow) ________________ faster.
26.The whole machine ________________ (fall) to pieces if you (remove) ________________
that screw.
27.If they (ban) ________________ the sale of alcohol at football matches, there
________________(be) less violence.
28.What ________________ (you do) if the lift (get) ________________ stuck between two
floors?
29. If you ________________ (know) you had only six weeks to live, how you (spend)
________________ those six weeks?
30.If I________________ (come) home earlier, I________________ (prepare) dinner.
31.If we________________ (live) in Rome, Francesco________________ (visit) us.
32.If Tim and Tom________________ (be) older, they________________ (play) in our hockey
team.
33.If he________________ (be) my friend, I________________ (invite) him to my birthday
party.
34.If Susan________________ (study) harder, she________________ (be) better at school.
35.If they________________ (have) enough money, they________________ (buy) a new car.
36.If you________________ (do) a paper round, you________________ (earn) a little extra
money.
37.If Michael________________ (get) more pocket money, he________________ (ask) Doris out
for dinner.
38.If we________________ (hurry), we________________ (catch) the bus.
39. If it________________ (rain), Nina________________ (take) an umbrella with her.
40.If Oliver________________ (find) money, he________________ (not / keep) it.
41.If they________________ (not / wear) pullovers in the mountains, it________________ (be)
too cold during the night.
42.If Tony________________ (know) her phone number, he________________ (not / give) it to
Frank.
43.If we________________ (not /visit) this museum, we________________ (not / write) a good
report.
44.If it________________ (not / be) so late, we________________ (play) a game of chess.
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4. 45.If Jeff________________ (not / like) Jessica, he________________ (not / buy) her an ice-
cream.
46.If I________________ (be) you, I________________ (not / go) to Eric's party.
47.If you________________ (drop) this bottle, it________________ (not / break).
48.If she________________ (not / bully) her classmates, she________________ (have) more
friends.
49. If he________________ (not / print) the document, I________________ (not / correct) it.
Conditional type 3
A ordem das frases é arbitrária: tanto pode vir primeiro a “if clause” como a “main
clause”.
Os tempos são no passado e a acção da “main clause” não se poderá nunca
realizar uma vez que a acção da “if clause” não aconteceu.
• Capacidade/habilidade para:
Ex.: If we had found him earlier, we could have saved his life.
• Permissão/habilidade para:
Ex.: If our papers had been in order we could have left at once.
Complete the Conditional Sentences (Type III) by putting the verbs into the correct
form.
a) If you (study) had studied for the test, you (pass)would have passed it.
b) If you (ask) _________________________ me, I (help) _________________________ you.
c) If we (go) _________________________ to the cinema, we (see) _________________________ my
friend Jacob.
d) If you (speak) _________________________ English, she (understand) _________________________.
e) If they (listen) _________________________ to me, we (be) _________________________ home
earlier.
f) I (write) _________________________ you a postcard if I (have) _________________________ your
address.
g) If I (not / break) _________________________ my leg, I (take part) _________________________ in
the contest.
h) If it (not/ start) _________________________ to rain, we (walk) _________________________ to the
museum.
i) We (swim) _________________________ in the sea if there (not / be)
__________________________ so many sharks there.
j) If she (take) _________________________ the bus, she (not / arrive) _________________________ on
time.
k) It _________________________ (be) better if you _________________________ (wait)
l) I _________________________ (be) if they _________________________ (not come)
m) If they _________________________ (wait), they _________________________ (find) me.
n) If I _________________________ (know) that, I _________________________ (not interrupt) the
conversation.
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Verbo da « if clause » - past perfect (had + past participle)
Verbo da « main clause » - perfect conditional
(would/could + present perfect= have + past part.)
5. o) We _________________________ (come) yesterday if we _________________________ (know) about
this situation.
p) He _________________________ (win) the prize if he _________________________ (train) more.
q) If it _________________________ (not be) a fine day we _________________________ (stay) at home.
r) If you _________________________ (touch) the wire, you _________________________ (get) a shock.
s) What _________________________ (happen) if I _________________________ (lost) my passport?
t) If they _________________________ (not be) lazy, they _________________________ (pass) the exam.
u) If I _________________________ (know) that you were ill, I _________________________ (come) to
see you.
v) I _________________________ (not / go out) if I _________________________ (not / receive) his
phone call.
w) _________________________ (you / not / speak) to him if he _________________________
(apologize)?
x) If I _________________________ (inform) about it, I _________________________ (accept) the
invitation.
y) If the weather_________________________ (be) nice, they_________________________ (play)
football.
z) If we_________________________ (go) to a good restaurant, we_________________________ (have) a
better dinner.
aa)If John_________________________ (learn) more words, he_________________________ (write) a
good report.
bb)If the boys_________________________ (take) the bus to school, they_________________________
(arrive) on time.
cc) If the teacher_________________________ (explain) the homework, I_________________________
(do) it.
dd)If they_________________________ (wait) for another 10 minutes, they_________________________
(see) the pop star.
ee)If the police_________________________ (come) earlier, they_________________________ (arrest)
the burglar.
ff) If you_________________________ (buy) fresh green vegetable, your
salad_________________________ (taste) better.
gg)If Alex_________________________ (ask) me, I_________________________ (email) the documents.
hh) If he_________________________ (speak) more slowly, Peggy_________________________
(understand) him.
Exercises – Mixed Conditionals
1. Change the following sentences into the type 2 and type 3 conditional:
a) If I come, I’ll see her.
b) If he sees you, he’ll speak to you.
c) If you finish the letter he will post it for you.
d) If you come, it will be very nice.
e) If I take a taxi, I’ll catch the train.
f) If you don’t put on your coat, you’ll catch a cold.
g) If he has time he will fix the television.
h) If you don’t follow my instructions, you’ll get lost.
i) If the boys don’t shout, we won’t find them.
j) If she’s alone, she’ll be afraid.
k) What will happen if he doesn’t go to work?
l) What will you do if you don’t find your glasses?
m) Will you say hello if you see him?
n) Will he send me the money if he knows my address?
o) Will you see him if the cinema is full?
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6. 2. Supply the correct tense of the verb in brackets as adequate:
a) The teacher ______________________ (be) pleased if the students greeted him.
b) I ______________________ (certainly do) it if it’s possible.
c) If you ______________________ (do) the job carefully, you’d get better results.
d) I’d be terribly sorry if he ______________________ (break) the vase.
e) They will be foolish if they ______________________ (not / take) this
opportunity.
f) If they had given me her number I ______________________ (telephone) her.
g) I ______________________ (be) scared if a thief walked in here.
h) If she ______________________ (be) older, she would have more sense.
i) What ______________________ (you / do) if you had won the lottery?
j) What would you do if your car ______________________ (be) stolen?
k) If we hadn’t caught the 11h30 train, we ______________________ (not / arrive) in
time.
l) If I go to bed now I ______________________ (not / sleep).
m) If he ______________________ (not / work) he wouldn’t earn any money.
n) I wouldn’t have come to the party if Jane ______________________ (not / be)
invited.
o) I would have gone out if I ______________________ (not / be) so tired.
p) If the traffic lights didn’t work ______________________ (probably / there to be)
an accident.
q) I would have telephoned if I ______________________ (there to be) an
emergency.
3. Complete the Conditional Sentences (Type I, II or III) by putting the verbs into the
correct form:
a) If they (have) have time at the weekend, they will come to see us.
b) If we sneak out quietly, nobody (notice) _____________.
c) If we (know) _____________ about your problem, we would have helped you.
d) If I (be) _____________ you, I would not buy that dress.
e) We (arrive) _____________ earlier if we had not missed the bus.
f) If I didn't have a mobile phone, my life (not / be) _____________ complete.
g) Okay, I (get) _____________ the popcorn if you buy the drinks.
h) If I _____________ (tell) you a secret, you would be sure to leak it.
i) She (go) _____________out with you if you had only asked her.
j) I would not have read your diary if you (not hide) _____________ it in such an obvious
place.
4. Reword the following sentences as indicated bellow and make the necessary
transformations:
a) You’re hungry now because you didn’t have breakfast. If you had breakfast ….
b) You should leave the door open so as to hear them come. If you don’t ….
c) He didn’t follow my advice and so he didn’t succeed. If he had ….
d) He rang the bell and the servant came. If he hadn’t ….
e) They got into trouble because they drank too much. If they didn’t ….
f) He didn’t got the job because he didn’t apply for it. If he had ….
g) He didn’t study hard so he failed his exams. If he had ….
h) She’s crying because you’ve left her alone. If you didn’t ….
i) I don’t want to buy that house because it’s very small. But if it was ….
j) You really shouldn’t work so hard, you know. If I were ….
k) I don’t want to buy that book because it’s very expensive. But if it was ….
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7. l) She didn’t buy the coat because she didn’t have enough money on her. But if
she ….
m) She doesn’t go out more often because she’s too weak. But if she ….
n) He is too fat because he doesn’t take any exercise. But if he ….
o) I was able to buy the car because Jane lent me the money. But if she hadn’t ….
p) The accident happened because the driver in front stopped suddenly. But if ….
q) You shouldn’t drive so fast. If I were you ….
UNLESS = If not (a menos que / a não ser que …)
“Unless” corresponde a “if not” e utiliza-se para condições
negativas. Utilizamos “unless” para dizer que uma situação em
específico não acontecerá a menos que outra acção se realize
primeiro.
“Unless” utiliza-se para dar ênfase.
Utilizamos um verbo na sua forma positiva a seguir a “unless”
mas a ideia expressa é negativa.
Ex.: I won’t go unless you go. = I won’t go if you don’t go.
Não se deve utilizar “unless” para substituir “if” numa
condicional do tipo 3 pois o sentido não será o mesmo!
Tipo 1 = Unless + simple present.
Ex.: Unless you leave now you’ll be late.
Tipo 2 = Unless + simple past.
Ex.: Unless I was sick, I would be at work.
Tipo 3 = Unless + past perfect
Ex.: They wouldn’t have come unless they had been invited.
1. Read the following sentences and add “if” or “unless” to each of them:
a) Will you help me __________________ I need you?
b) I won’t help him __________________ he needs me.
c) __________________ I’m sick, I’ll stay at home.
d) I will not answer the phone __________________ I’m asked to do so.
e) They will come __________________ you invite them.
f) They won’t come __________________ you invite them.
g) She won’t get upset __________________ he upsets her.
h) I wouldn’t be able to read __________________ I didn’t have my glasses.
i) I wouldn’t be able to read __________________ I had my glasses.
j) I don’t drink coffee __________________ it’s hot, I hate it cold.
k) You can’t join the group __________________ you’re over eighteen.
l) You can join the group __________________ you’re over eighteen.
m) Don’t give him a present __________________ he deserves it.
n) You’ll get the job __________________ you can type well.
o) __________________ someone tells me the way, I’ll get lost.
p) I could rad his writing __________________ it wasn’t so awful.
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8. q) __________________ he had taken a little more time to think, he would have acted
more sensibly.
r) Don’t give an opinion __________________ you are asked to do so.
s) He wouldn’t have done that __________________ he hadn’t been influenced.
2. Rewrite the following sentences beginning as indicated below and make all the
necessary changes:
a) If you don’t leave now you’ll miss the class. Unless ….
b) If you don’t pay the bill, I’ll call the police. Unless ….
c) If you listen to me carefully, you’ll understand everything. Unless ….
d) If you don’t take the medicine, you won’t recover. Unless ….
e) If yu lend me a pen, I’ll write the answers. Unless ….
f) He won’t understand a thing if you don’t speak slowly, Unless ….
g) If you don’t do as I say, you’ll be punished. Unless ….
h) If we try, we’ll succeed. Unless ….
i) If they don’t hurry, they won’t catch the plane. Unless ….
j) You’ll bget a job if you consult the local newspaper. Unless ….
k) You won’t succeed if you don’t work harder. Unless ….
l) I shall miss the train if I don’t go now. Unless ….
m) Drink up your tea; if you don’t it will get cold. Unless ….
n) If you don’t speak louder, they won’t hear you. Unless ….
o) If you have got a ticket you’ll be able to go in. Unless ….
p) He can’t walk if he hasn’t got a walking stick. Unless ….
q) We’ll come tomorrow if we aren’t too busy. Unless ….
r) If nobody helps me I won’t find the house. Unless ….
s) I’ll lend you the book if you promise to give it back in two weeks. Unless ….
t) If he told me where he was I could contact him. Unless ….
u) I could afford a better flat if the pay was better. Unless ….
v) If we want to have a comfortable journey, we should reserve seats. Unless ….
w) They could take a different view of the problem if they read this report. Unless ….
x) As he didn’t give me his address, I couldn’t send him the parcel Unless ….
3. Complete the following sentences using “if” or “unless”
1. I will take the job ______ the pay is too low.
a) If / b) Unless
2. I will be back tomorrow ______ there is a plane strike.
a) If / b) Unless
3. Let’s go for a walk ______ you are too tired.
a) Unless / b) If
4. I am going to work in the garden this afternoon, ______ it rains.
a) Unless / b) If
5. I will be surprised ______ he doesn’t have an accident soon.
a) If / b) Unless
6. I think she would look prettier ______ she didn’t wear so much make-up.
a) If / b) Unless
7. ______ you don’t stop smoking, you will fall seriously ill.
a) If / b) Unless
8. ______ you start now, you will not reach there in time.
a) If / b) Unless
9. ______I were rich, I would spend all my time traveling.
a) If / b) Unless
10. ______ I have enough time tomorrow, I will come and see you.
a) If / b) Unless
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9. 4. Choose the correct answer (if or unless)
a) ____________________ you help me, I'll be unable to do it .
b) ____________________I meet him, I'll tell him the whole truth.
c) You won't get well ____________________ you stop smoking.
d) you exercise regularly, ____________________ you won't be able to lose some weight.
e) you exercise regularly, ____________________you'll lose some weight.
f) The teacher will be furious ____________________ you don't the homework.
g) You can't go on vacation ____________________ you don't save some money.
h) You will feel cold ____________________ you wear a warm jacket.
i) We'll arrive on time ____________________ we hurry.
j) Don't call me ____________________ it's an emergency.
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10. 4. Choose the correct answer (if or unless)
a) ____________________ you help me, I'll be unable to do it .
b) ____________________I meet him, I'll tell him the whole truth.
c) You won't get well ____________________ you stop smoking.
d) you exercise regularly, ____________________ you won't be able to lose some weight.
e) you exercise regularly, ____________________you'll lose some weight.
f) The teacher will be furious ____________________ you don't the homework.
g) You can't go on vacation ____________________ you don't save some money.
h) You will feel cold ____________________ you wear a warm jacket.
i) We'll arrive on time ____________________ we hurry.
j) Don't call me ____________________ it's an emergency.
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