"I'm a teacher of English. I'd be grateful if you could help me on the best way to teach conditional sentences type 3 to pupils."
Quick terminology overview
Conditionals are often described as falling into three catergories:-
- Type 1 (first conditional) - If it rains, I'll take an umbrella.
- Type 2 (second conditional) - If I were you, I'd take an umbrella.
- Type 3 (third conditional) - If it had rained, I would have taken an umbrella.
Do you have any tips for Aida? Do you have any great practice or explanation activiities to recommend? Contact us
This question is from Aida, UAE
Comments
rebecca2
Hello Aida
Try to tell your students a story which took place in the past. For example: My brother had a birthday party last night. A lot of people came. We had a lot of food. Unfortunately, I ate so much that I had a stomachache. I went to the doctor. He told me to take a long rest at home. I didn't go to school. I missed several English lessons.............etc
The next step is to ask your students some questions concerning the story
Now you should start a chain of conditional sentences.
Of course write this sentence on the blackboard, and explain the structure of the third conditionals.
HES, England
"Third Conditional". This is for the advanced pupil and we would not dream of manufacturing and mounting a lesson on this specific structure as part of a formal progressive course in the grammar of the English Language.
Aspects such as this are best left to explanation and example when discussing and analysing works of English Literature, wherein the author under discussion has provided both the situation and the dialogue together in a context which has already become understood by the pupil. The slight complexity of the situation described by the author then invites the form of words required and the examples drop readily into place for the teacher to point out. Poetry then can become even more useful: "But were I Brutus, and Brutus Anthony......"
Natasha Jovanovich
Dear Aida
I have a nice illustrated story in pictures by OUP which can be used as a learning tool. Can you send me your email for me to send it to you?
Natasha
natasa-jovanovic@sbb.rs
Natasha Jovanovich
Here is the link I ve found it! Just print it and use in the classroom to construct the plot. Possible variations are present continuous, past simple with linkers and 3rd conditional
If he had not gone to the party, he would not have got drunk
etc etc
http://www.oup.com/elt/teachersclub/articles/3rd_conditional_story?cc=yu
giganick
If I'd had known what I know now about forgetting, meaningful learning and TBL, I would never have spent so much time trying to teach the 3rd conditional.
Is complex grammar best developed through exposure and analysis? Is forced practice really redundant? Using Q's idea with TBL, would the trick be to have the discussion first, then some examples of 3rd conditional use when the students are fully involved in the meaning; and then I guess to have another similar discussion to see how well the students pick up the language?
high school teacher, Japan