There are three main types of conditionals: real, predictive, and unreal. Real conditionals express factual events, predictive conditionals express likely future events, and unreal conditionals express unlikely or impossible events. Each type uses different verb tenses and structures depending on whether the condition is real, likely, unlikely, or impossible. It is also possible to mix conditionals by having the if clause refer to one time frame and the main clause refer to another.
The document discusses the changes that occur when direct speech is reported as indirect speech. It explains that verbs change from present to past tense unless the situation being reported remains unchanged. It also covers changes to pronouns, adverbs of time and place, and question and reporting structures. Indirect speech follows specific rules to report what was said or written while observing consistency in tense, pronouns and other elements.
There are three main types of conditionals: real, predictive, and unreal. Real conditionals express factual events, predictive conditionals express likely future events, and unreal conditionals express unlikely or impossible events. Each type uses different verb tenses and structures depending on whether the condition is possible, likely, unlikely, or impossible. It is also possible to mix conditionals by having the if clause refer to one time frame and the main clause refer to another.
This document provides a lesson plan for teaching travel and transport vocabulary to teenagers and adults. The lesson involves students role-playing buying tickets for a journey. Students are divided into groups and each group completes a dialogue for purchasing tickets to different destinations using different modes of transportation. The groups then perform their dialogues for the class. Vocabulary is reinforced through warm-up activities like transport pictionary and a follow-up sentence hangman game. Worksheets are used to structure the role-plays and for other students to listen and fill in information about each group's journey.
The document provides guidance on writing for different types of assignments. It discusses the key elements for different genres including stories, reports, articles, letters, essays, and reviews. For each genre, it outlines the expected structure and content, such as using paragraphs in a story, including an introduction and headings in a report, and presenting both sides of an argument in an essay. The document also provides sample answers for reference.
The document discusses different ways to talk about past and present habits in English. It explains that "used to" is used to describe past habits or states that no longer exist. It also notes that "would" can refer to repeated past actions but not states. Additionally, the past simple tense can describe past habits. For present habits, the present simple or continuous tense are used, sometimes with frequency adverbs or "always."
The document discusses the changes that occur when direct speech is reported as indirect speech. It notes that verbs change from present to past tense, adverbs of time change to reflect the new tense, and modal verbs like "will" change to "would". Reporting questions and commands also follows specific patterns outlined in the document.
The document discusses various conditional structures used to express hypothetical meanings and wishes in English:
1. Wish + past simple expresses wishes that have not come true or may come true in the future.
2. Wish + would and could refer to general future wishes. Wish + would also expresses wishes for other people.
3. Wish + past perfect refers to things one regrets from the past. "If only" expresses stronger feelings and is used to criticize others.
4. "It's time" uses past simple to say an action should have been done. "Would rather" expresses preferences.
5. "Suppose" uses various verb forms to describe hypothetical situations. "As if" implications
The document discusses different verb forms used with common expressions involving wishes, preferences, hypothetical situations, and the passage of time. It explains that "wish + past simple" expresses wishes that have not come true, "wish + would/could" refers to general future wishes, and "wish + past perfect" refers to past regrets. It also outlines the similar uses of "if only" and how "it's time" refers to present or future actions that should have happened earlier.
The document discusses the changes that occur when direct speech is reported as indirect speech. It explains that verbs change from present to past tense unless the situation being reported remains unchanged. It also covers changes to pronouns, adverbs of time and place, and question and reporting structures. Indirect speech follows specific rules to report what was said or written while observing consistency in tense, pronouns and other elements.
There are three main types of conditionals: real, predictive, and unreal. Real conditionals express factual events, predictive conditionals express likely future events, and unreal conditionals express unlikely or impossible events. Each type uses different verb tenses and structures depending on whether the condition is possible, likely, unlikely, or impossible. It is also possible to mix conditionals by having the if clause refer to one time frame and the main clause refer to another.
This document provides a lesson plan for teaching travel and transport vocabulary to teenagers and adults. The lesson involves students role-playing buying tickets for a journey. Students are divided into groups and each group completes a dialogue for purchasing tickets to different destinations using different modes of transportation. The groups then perform their dialogues for the class. Vocabulary is reinforced through warm-up activities like transport pictionary and a follow-up sentence hangman game. Worksheets are used to structure the role-plays and for other students to listen and fill in information about each group's journey.
The document provides guidance on writing for different types of assignments. It discusses the key elements for different genres including stories, reports, articles, letters, essays, and reviews. For each genre, it outlines the expected structure and content, such as using paragraphs in a story, including an introduction and headings in a report, and presenting both sides of an argument in an essay. The document also provides sample answers for reference.
The document discusses different ways to talk about past and present habits in English. It explains that "used to" is used to describe past habits or states that no longer exist. It also notes that "would" can refer to repeated past actions but not states. Additionally, the past simple tense can describe past habits. For present habits, the present simple or continuous tense are used, sometimes with frequency adverbs or "always."
The document discusses the changes that occur when direct speech is reported as indirect speech. It notes that verbs change from present to past tense, adverbs of time change to reflect the new tense, and modal verbs like "will" change to "would". Reporting questions and commands also follows specific patterns outlined in the document.
The document discusses various conditional structures used to express hypothetical meanings and wishes in English:
1. Wish + past simple expresses wishes that have not come true or may come true in the future.
2. Wish + would and could refer to general future wishes. Wish + would also expresses wishes for other people.
3. Wish + past perfect refers to things one regrets from the past. "If only" expresses stronger feelings and is used to criticize others.
4. "It's time" uses past simple to say an action should have been done. "Would rather" expresses preferences.
5. "Suppose" uses various verb forms to describe hypothetical situations. "As if" implications
The document discusses different verb forms used with common expressions involving wishes, preferences, hypothetical situations, and the passage of time. It explains that "wish + past simple" expresses wishes that have not come true, "wish + would/could" refers to general future wishes, and "wish + past perfect" refers to past regrets. It also outlines the similar uses of "if only" and how "it's time" refers to present or future actions that should have happened earlier.
Participle clauses can be used to make writing more concise. An "-ing" participle clause has an active meaning and can replace a relative clause with an active verb, while an "-ed" participle clause has a passive meaning and can replace a relative clause with a passive verb. Examples are provided to illustrate replacing relative clauses with participle clauses.
This document discusses the use of modal verbs to express possibility and certainty in English. It outlines how "can", "could", and "may", "might" are used to talk about theoretical possibility or likelihood of present and future events. It also explains how "may", "might", "could" plus the past participle are used to discuss the possibility of past events. Finally, it notes that "must" is used to express certainty about present and past situations, while "can't" and "couldn't" are used for negative statements of certainty.
Jill's roof was damaged in a storm so she arranged for a workman to repair it. The document explains that using "have/get something done" means arranging for someone else to do a task rather than doing it yourself, as Jill had the roof repaired by a workman instead of repairing it herself. Examples are provided to illustrate using "have/get" followed by an object and past participle to indicate someone else performing an action.
Cambridge English: First, also known as First Certificate in English (FCE), tests an upper-intermediate level of everyday written and spoken English skills needed for work or study. The exam consists of four papers: Reading, Writing, Use of English, and Listening. Candidates must demonstrate the ability to understand various texts and spoken materials, produce different types of writing, and accurately use English grammar and vocabulary. Test takers receive a separate grade for each paper and an overall exam result.
The document discusses the difference between active and passive verbs. It provides examples showing that active verbs indicate what the subject does, while passive verbs indicate what happens to the subject. The passive voice often omits the person or thing performing the action. It then explains the construction of passive voice sentences and compares active and passive verb forms across different tenses.
Participle clauses can be used to make writing more concise. An "-ing" participle clause has an active meaning and can replace a relative clause with an active verb, while an "-ed" participle clause has a passive meaning and can replace a relative clause with a passive verb. Examples are provided to illustrate replacing relative clauses with participle clauses.
This document discusses the use of modal verbs to express possibility and certainty in English. It outlines how "can", "could", and "may", "might" are used to talk about theoretical possibility or likelihood of present and future events. It also explains how "may", "might", "could" plus the past participle are used to discuss the possibility of past events. Finally, it notes that "must" is used to express certainty about present and past situations, while "can't" and "couldn't" are used for negative statements of certainty.
Jill's roof was damaged in a storm so she arranged for a workman to repair it. The document explains that using "have/get something done" means arranging for someone else to do a task rather than doing it yourself, as Jill had the roof repaired by a workman instead of repairing it herself. Examples are provided to illustrate using "have/get" followed by an object and past participle to indicate someone else performing an action.
Cambridge English: First, also known as First Certificate in English (FCE), tests an upper-intermediate level of everyday written and spoken English skills needed for work or study. The exam consists of four papers: Reading, Writing, Use of English, and Listening. Candidates must demonstrate the ability to understand various texts and spoken materials, produce different types of writing, and accurately use English grammar and vocabulary. Test takers receive a separate grade for each paper and an overall exam result.
The document discusses the difference between active and passive verbs. It provides examples showing that active verbs indicate what the subject does, while passive verbs indicate what happens to the subject. The passive voice often omits the person or thing performing the action. It then explains the construction of passive voice sentences and compares active and passive verb forms across different tenses.
1. BASIC TYPES OF CONDITIONALS
REAL IF-
IF-CLAUSE MAIN CLAUSE SITUATION EXAMPLES
EXAMPLES
CONDITIONALS VERB VERB
Factual Generally true
* If people don’t have any
What happens if…? PRESENT PRESENT Express events that do happen when money, they use credit cards.
certain conditions described in the if
clause are met. If can often be replaced
by when.
* If I spend too long in the
sun, I go very red.
For presenting habits, general truths,
rules, etc
Predictive Likely / Possible
* If I make a promise, I will
Express events that will or may happen keep it.
What will happen if…? PRESENT FUTURE SIMPLE in the future if certain conditions
described in the if clause are met.
OR MODAL
* If you don’t get paid, I may
For presenting future plans, real
not get my money back.
possibilities, postponing events,
predictable consequences, instructions.
2. UNREAL IF-
IF-CLAUSE MAIN CLAUSE SITUATION EXAMPLES
CONDITIONALS VERB VERB
Hypothetical Unlikely
* If you asked Jack, he
Express events that are unlikely to might lend you the
What would happen if…? PAST SIMPLE MODAL + VERB occur (but possible) if certain conditions money.
described in the if clause are met.
* If he had enough
For presenting wishes, imaginary future
situations, remote possibilities, money, he would give
willingness. you some.
Counterfactual Impossible
* If I had called Jack
Express events that are untrue because earlier, he would have
What would have PAST PERFECT MODAL + HAVE + the condition in the if clause cannot be helped.
met
happened if…? PAST PARTICIPLE
* If you hadn’t waited so
For presenting the negative of what had
long, you could have
happened, alternative past scenarios,
excuses, regrets, and blame for past avoided this problem.
events.
3. IF YOU HEAT WATER, IT BOILS.
Condition event
IF YOU EAT YOUR PEAS, I WILL GIVE YOU SOME DESSERT-
Condition future event
IF YOU ATE YOUR PEAS, I WOULD GIVE YOU SOME DESSERT.
Condition possible event
(unlikely to happen)
IF GEORGE WASHINGTON HAD BEEN HERE, HE WOULD HAVE KNOWN WHAT TO DO.
Impossible condition impossible event
* Common conditional conjunctions are: if, when, as / so long as, unless, even if, providing, provided that, on condition that, no
matter how / who / what / where / when.
When the if clause is at the beginning of the sentence, there is a comma. When the main clause begins the sentence, there is
no comma.
If you give me your number, I’ll phone you tomorrow.
If clause main clause
I’ll phone you tomorrow if you give me your number.
Main clause if clause
4. MIXED CONDITIONALS
* It is possible to have sentences that mix conditionals:
- an if clause referring to the past with a main clause referring to the present or future.
If I had invested in that company ten years ago, I would be rich now.
If we hadn’t been given all that homework, we could go swimming.
- an if clause referring to the present or future with a main clause referring to the past.
If you don’t like sweet things, you shouldn’t have ordered the dessert.
If you’ve got an exam tomorrow, you ought to have started revising by now.
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