2. While the volunteer is out of the room, decide on a category (suggestions: occupations, food, school material). Have the class choose a word in that category. Brainstorm together the kinds of clues that can be given. They must be in the form of the untrue present conditional.
Example 1: Food server
Clues: If I were you, I would wear a uniform.
If I were you, I'd never have dirty hands.
If I were you, I would talk to many people.
Also, decide which clues should be saved for last. (For example: "If I were you, I would serve customers quickly in order to get a good tip.")
Example 2: mustard
Clues: If I were you, I'd be careful not to get this on my clothes.
If I were you, I'd never eat this by itself.
If you were a waitress, you would put this on the table next to the ketchup.
Last clue: If I were you, I would always put it on hot dogs.
3. When the volunteer returns, students take turns offering clues, but they must be in the form of the untrue present conditional.
3. BUILDING AROUND
Materials: None
Dynamic: Large groups
Time: 15 minutes
Procedure: 1. Put students into groups of five to seven.
2. One student begins with a sentence in the untrue present conditional.
Example: If I lived in France, I would speak French.
3. Each student builds on the story by taking the result of the previous sentence and turning it into an if-clause.
Example:
Student 1: If I lived in France, I would speak French.
Student 2: And if I spoke French, I would speak the same native language as Florence.
Student 3: And if I spoke the same native language as Florence, we would be good friends.
Student 4: And if we were good friends, we would go to parties together.
4. Encourage the students to correct/help each other within the groups.
4. SONG
Materials: Lyrics to a song, handout with questions (optional) Tape player (optional)
Dynamic: Pairs/Small groups
Time: 30 minutes
Procedure: 1. Choose a song that has several examples of the untrue present conditional.
SUGGESTIONS: "If I Were a Carpenter"
"If I Had a Hammer"
"If I Could Save Time in a Bottle"
Type up the lyrics, but leave blanks for the conditional forms--just provide the verb.
2. The students, working in pairs, fill in the missing verbs.
3. Listen to the song to check answers.
Variation: Add some questions that make use of the conditional or allow students to think about why the conditional was used. For the song "If I Were a Carpenter," questions can include:
a. What kinds of jobs are mentioned?
b. Does the man hold any of these jobs? How do you know?
С. The man asks a lot of questions about occupations, but what does he really want to know from his girlfriend? Write a conditional sentence to express what he wants.
5. LINE-UPS
Materials: Worksheet 2.4 or 3"x 5" cards See the Paragraph 2.2.3 - chapter 2 (Worksheet 2.4: LINE - UPS)
Dynamic: Whole class
Time: 20 minutes
Procedure: 1. Use the cards in the worksheet or prepare your own cards with similar questions. If you make your own cards, it is advisable to make each set a different color so you can assemble students in lines more easily. ("Everyone with a pink card, stand against the board. If you have a yellow card, stand in front of someone with a pink card.") Have all the students holding one of the colors come to the front of the room and stand against the board (or wall). Have the other students stand in front of one of these students.
2. The students in the line against the board ask their questions of the student standing in front of them. When the students in the "answer line" have answered the question, they move on to the next "questioner." The students in the "question line" do not move.
3. When the students in the "answer line" have talked to every student in the "question line," it is time to change positions.
Continue as specified in step 2.
4. To wrap up this activity, ask each student to share some of the responses he/she received.
NOTE: If you have an uneven number of students, have one student wait at the end of the line until the students move. One student will always be without a partner, but because the students will answer the questions at different rates, it will always appear as if several students are waiting. If you have a very large class, divide the class in two and do the line-ups both in front and in back of the class.
6. VALUES
Materials: Worksheet 2.5 See the Paragraph 2.2.3 - chapter 2 (Worksheet 2.5 A and B)
Dynamic: Groups
Procedure: 1. Prepare two sets of cards from Worksheets 2.5 A and 2.5 B. Break the class into small groups. Give each group a values card and a YES or NO card. Stress that they cannot let any of the other groups know if their card says YES or NO.
2. Each group is presented with a situation. They must change the wording on the card into a conditional sentence. They then choose one classmate in another group who they feel will give them the answer on their YES/NO card.
The card says: You find a wallet with $50 and an ID inside. Do you keep it?
Sentence made by the group: If you found a wallet with $50 and an ID inside, would you keep it?
YES/NO card: YES
Task: Decide which of their classmates not in their group will answer YES to the question they generated. They must make an educated guess based on what they know of their classmates.
3. Check with each group to make sure they have chosen a classmate. When all groups have done so, play a round: the first group picks a student and asks its question. If the student's answer matches the group's card, the group receives a point. Go on to the next group.
4. Play another round.
7. IMAGINE THAT! (Might and Would)
Dynamics: Groups
Procedure: 1. Write a result on the board that is either unusual or funny. Ask students when or why they might do that action. Generate as many (if-clauses as possible.
Suggested results (can be used for teacher example and for groups):
go skinny dipping
call 911
paint my body
hop on one foot
climb on the roof
attract a lot of attention
climb a tree
2. Divide the students into groups. Give each group a different result and have them brainstorm if-clauses using might.
3. After each group writes as many (if-clauses as possible, have the students in each group decide which one of the (if-clauses would produce the result they have been working with. The groups should try to reach a consensus, but that may not be possible.
4. Share sentences (or (if-clauses) with the class.
Example: attract a lot of attention
Student sentences:
I might attract a lot of attention if I screamed in class. I might attract a lot of attention if I dyed my hair green. I might attract a lot of attention if I sang a song on the street corner.
5. As a whole class, look at the sentences each group has chosen to share with the class. Decide as a whole class which sentence would most likely produce the result.
SUGGESTION: If you do this game as a competition, have the class vote on the best sentence. The group that receives the most votes gets a point for that round. Then go on to another round of sentences. The only danger here is that students may vote for their own sentence and then no one group would ever win. This could be avoided by telling students that they cannot vote for their own sentence.
8. AS IF/AS THOUGH PICTURES
Materials: Magazines
Dynamic: Small groups
Time: 10 minutes
Procedure: 1. Arrange students in groups of three or four. Find, copy, and distribute magazine pictures that have people with unusual expressions.
2. Have students discuss several pictures, making sentences using as if or as though. ("He looks as if he ate a lemon." "He looks as if he were sick.")
3. Each group takes turns holding up a picture and describing it by using their sentences.
Variation: Have students find their own pictures, perhaps as homework. Or have them each bring a magazine to class and look through them in their groups for a good picture. (In this case, you may want to have some back-up pictures just in case.)
UNTRUE IN THE PAST
1. BUILDING AROUND
Procedure: 1. Break class into groups of five to seven.
2. Have one student begin with a sentence in the untrue past conditional. Follow the steps in Building Around, 16.2.3.
Student 1: If I had gotten married after high school, I would not have come to the United States.
Student 2: If I had not come to the United States. I would not have visited the Grand Canyon.
Student 3: If I had not visited the Grand Canyon, I would not have taken so many pictures, (etc.)
2. STORY SAGAS
Materials: Worksheet 2.6 See the Paragraph 2.2.3 - chapter 2 (Worksheet 2.6: STORY SAGAS)
Procedure: 1. Have students work in groups of three or four. Give each group a story summary. If you plan to give each group a different summary, give each group a handout with all the summaries and then assign one per group. (There is a handout of sample summaries in Worksheet 2.6.)
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