Award Scheme on Instructional Design

2017/2018

Fun with Conditionals

Application Number: C147

Subject: English
Level: Recurrent Senior Secondary 3
 Introduction

There are obvious differences between teaching children and adults. They think, speak and behave

differently. According to Harmer(1998), the biggest difference between adults and younger learners is that

they come to class with great learning experience. Adults who are the major students in our school, most of

them have gone through many years of education and have been absent for several years. Their purpose of

coming back school is to acquire more knowledge and complete their secondary school programme in order

to be adaptive in the society.

We believed that Communicative Language Teaching method is a useful and effective way for teaching

adults English as the primary goal for learning English is to enable students to communicate with others in

English. With the aim of promoting our students to learn English effectively, we tend to design many activities

through teaching the grammar. In addition, ‘Adults are frequently more nervous of learning than younger

pupils are.’ (Harmer, 1998:11) Therefore, it is our goal to create a relaxing and interactive learning

environment for our students.

Our topic for this lesson design is ‘Fun with Conditionals’. There will be six lessons and they will cover

speaking, listening, writing and reading skills. However, mastering speaking skill is mainly designed for

students during grammar learning process. We expect to build up students’ confidence in speaking in front of

others and allowing them to be used to communicating with others by using the obtained knowledge. There

will be a speaking activity in each lesson and we provide some peer or group work for students in order to

develop their collaborative skills and let them get used to learning with peers. Hopefully, students will be

engaged in the activities and group work to acquire the language and they will be provoked their interests in

learning English via the learning environment that teachers create.

1
 Table of Contents
Introduction ............................................................................................................................... 1
Table of Contents....................................................................................................................... 2
Teaching Schedule ..................................................................................................................... 3
1. Brief Introduction .................................................................................................................. 4
1.1 Teaching objectives .......................................................................................................... 4
1.2 Major contents ................................................................................................................. 4
1.3 Creative aspects and features of the design ..................................................................... 4
1.4 Key points in teaching ..................................................................................................... 4
1.5 Difficulties in teaching ..................................................................................................... 4
2. Lesson Plans .......................................................................................................................... 5
2.1 Lesson Plan 1&2: ‘Zero conditional’ & ‘First conditional’ ........................................... 5
2.2 Lesson Plan 3: ‘Second conditional’ ............................................................................... 9
2.3 Lesson Plan 4: ‘Third conditional’ ................................................................................ 11
2.4 Lesson Plan 5&6: Conditionals revision ....................................................................... 13
3. Teaching Evaluation ............................................................................................................ 16
4. Reflection and Suggestions ................................................................................................. 17
References and Internet Resources ......................................................................................... 18
Appendices .............................................................................................................................. 19
Photos of the lessons ............................................................................................................... 32

2
 Teaching Schedule

Lesson Topic Detail Date Duration

1. Make comparison of zero
conditional & first conditional
Lesson 1
Conditionals sentences
& 13th March, 2018 70 mins
type 0&1 2. Become familiar with the usage of
Lesson 2
the learnt grammar through
practice
1. Identify the usage
of second conditional
Lesson 3 Conditionals type 2 2. Apply the second conditional to 14th March, 2018 35 mins
express impossible and unreal
situations
1. Allow students to explore the
usage of third conditional through
the activities provided and give
Lesson 4 Conditionals type 3 16th March, 2018 35 mins
explanation to them afterwards
2. Provide exercise for students to
utilize the third conditional
1. Give students opportunities to
Lesson 5 differentiate four types of
Four types of
& conditionals 20th March, 2018 70 mins
conditional
Lesson 6 2. Review the four types of the
conditionals via exercise provided

3
 1. Brief Introduction

1.1 Teaching objectives

By the end of the lessons, students are able to:
a. recognize the forms and the usage of conditionals
b. use four types of conditional in different contents correctly
c. apply the conditionals sentences in their daily lives
d. enhance their writing and speaking skills
e. develop their cooperative and collaborative learning skills

1.2 Major contents

Students will learn four types conditionals including zero conditional, first conditional, second
conditional and third conditional. In addition, there will be a double lesson provided to review the mix
conditionals that students have learnt.

1.3 Creative aspects and features of the design

The specialty of our lesson plans is allow students to learn four types of conditionals in context provided.
Students are able to practice the usage of conditionals through authentic theme and apply what they have learnt
into their daily lives. In addition, we expect students to build up collaborative skills and develop language
usage via a variety of interactive and communicative activities.

1.4 Key points in teaching

Students will practice four types of conditional in various speaking activities. They will be encouraged
to use obtained knowledge to express their own ideas orally and will be provided writing task to enhance their
writing skill.

1.5 Difficulties in teaching

Students will mix up four types of conditional either in forms or in usage. Some of them may be shy to
speak in front of others.

4
 2. Lesson plan
2.1 Lesson Plan 1&2

Learning objectives:
At the end of the first and the second lessons, students will be able to
 identify the usage of zero conditional & first conditional sentences.
 be familiar with the structures of zero conditional & first conditional sentences.
 utilize the correct forms of conditionals in speaking and writing tasks.
Level: Recurrent Senior Secondary 3 No. of Students: 20 Time: 70 minutes
A double lesson
Topic: Zero Conditional & First Conditional Date: 13th March, 2018
Teaching materials: PPT, Video, Worksheets

Interaction
Stage Time Procedure Aims
pattern

The first lesson

Warm up 6 mins - T greets Ss and ask Ss a - To get Ss’ attention T <-> Ss
question “What do you do when - To arouse students’
you get hiccups? interest
- T shows a video about “17 - To elicit zero
Hiccup Cures in 91 seconds” conditional sentence
- T asks Ss which methods from from the warm up
the video they use activitiy
- T models a few sentences and
shows on PPT

Presentation 12mins - T introduces the form of the - To have Ss T<- > Ss

example sentences on PPT is understand the usage
called ‘Zero conditional’ and form of zero
- T explains the usage of zero conditional
conditional - To enable Ss to give
- T provides if-clause sentences in own words using
Presentation and let Ss guess the main clause zero conditional
sentences sentence
- T shows a conditional sentence - To have students
to Ss and let Ss guess the main recognize the the
clause and if-clause usage of ‘if’ in
- T explains the form of the zero conditional sentences
conditional and reminds Ss the
position of ‘if’ is changeable

5
practice 13mins - T asks Ss to have a speaking
practice ‘What’s true for you?’
- Have Ss to think a question
using zero conditional ‘What do
you do if …?’ to ask their
partners who sit next to them
For example:
What do you do if you forget to
bring your room key?
Students’ expected answer:
If I forget to bring my room key,
I call my parents.
- T shows an example to Ss
- T prepares prompts on PPT in
case Ss don’t have any ideas
Conclusion 4mins - Have students to answer the
questions related to the usage of
zero conditional
The second lesson
Presentation 10 mins - T shows a dialogue to Ss and
elicits Ss to explain the
grammar of the sentences in the
dialogue
- T nominates Ss to answer the
following questions:
‘What tense do we use in the if-
clause?’
‘What tense do we use in the
main clause?’
‘What do we talk about when
we use this type of conditional?’
(Expected answer: ‘When we
talk about what will happen in
the future.’)
- T praises Ss for what they’ve
overserved from the example
sentences
- To develop speaking Ss <-> Ss
skill by expressing
their own ideas using
zero conditional
- To provide contextual
practice and allow
students to use target
grammar related to
themselves
- To let Ss get used to
using the form of zero
conditional
- To let students learn
in peers
- To check students’
understanding T <-> Ss
- To allow Ss to T <-> Ss
explore the usage of
first conditional
- To develop Ss’
observation skill
through learning first
conditional
6
Presentation 10 mins - T explains the usage and the - To enable Ss to T <-> Ss
form of the first conditional by understand the usage
and the form of first
providing some example
conditional
sentences
- T points out that we can also
use modals to replace ‘will’ in
main clause
Practice 20mins - T tells Ss that the school is - To provoke Ss’ Ss <-> Ss
going to help an election for the interest in practicing
speaking and writing
best student representative
skills
- Ss are divided into groups of
- To develop Ss’
two or three and they are asked collaborative skill
to create a short text for their through the activity
campaign using the first - To allow Ss to apply
conditional explaining why their first conditional
classmates should vote for them sentences
- To create a lively
(Appendix 1)
atmosphere of study
- T shows an example to Ss on
- To encourage Ss to
PPT speak in front of the
Example short text: class confidently
1. If you vote for us, we will
help you with the
examination revision.
Practice
2. If you vote for us, we will
open a coffee bar at school.
3. If you vote for us, you will
have a round-trip ferry ticket
to Hong Kong.
- T encourages Ss to come out
and present what they have
written and try to persuade other
classmates to vote for them
- Have students to vote for the
group they like and the winner
is one that gets the most votes

7
Conclusion 4mins - T compliments Ss’ performance - To build up Ss’ T <-> Ss
in the activity confidence
- T asks Ss what they have learnt - To consolidate
during these two lessons students’ obtained
- T shows a table with the usage knowledge
of zero and first conditional

8
2.2 Lesson Plan 3

Learning objectives:
At the end of the third lesson, students will be able to
 identify the form of the second conditional
 ask and answer questions using the second conditional
 use the second conditional for 'impossible' or 'unreal' situations
 utilize the second conditional to create sentences
 construct a shared story
Level: Recurrent Senior Secondary 3 No. of Students: 20 Time: 35minutes
Topic: Second Conditional Date: 14th March, 2018
Teaching materials: PPT, Worksheets, Cards, Audio clip

Interaction
Stage Time Procedure Aims
pattern
Warm up 5mins - T plays the song ‘If I had a million - To arouse Ss’ interest T -> Ss
dollars’ (without lyrics) to Ss - To get Ss involved in Ss <-> Ss
- T asks Ss to listen to the song and fill class
in the missing information - To let Ss appreciate
(Appendix 2) the song
- T asks Ss to share their answers
voluntarily after listening to the song
Presentation 7mins - T shows the lyrics on PPT and asks - To help Ss identify T <-> Ss
Ss whether these sentences are the the use and the form Ss <-> Ss
zero conditional sentences or the first of the second
conditional sentences conditional
- T elicits that these sentences are the - To encourage Ss to
second conditional give answers and
- T asks Ss what tense is used in the make questions by
second conditional using the second
- T indicates the use and the form of conditional
the second conditional
- T nominates a student to answer a
question and let the student to ask
another classmate a question using
second conditional sentence and so
on
Example question: ‘Sally, what
would you do if you lost your mobile
phone?’

9
Presentation Expected answer: ‘I would buy a - To practice Ss’ Ss <-> Ss
new one if I lost my mobile phone.’ speaking skill in
Sally’s question: ‘Judy, what would using the second
you do if you were late for class?’ conditional
Expected answer: ‘If I were late for
class, I would apologize to my
teacher.’
Controlled 10mins - T asks Ss to work in pairs - To let Ss practice the Ss <-> Ss
Practice - T gives worksheets and asks Ss to correct form of the T <-> Ss
complete the gap filling exercise second conditional
(Appendix 3)
- T asks Ss to give their answers
voluntarily
Speaking 10mins - T divides Ss into groups of three or - To stimulate Ss’ T -> Ss
Practice four interest and Ss <-> Ss
- T gives each group a set of cards and imagination
ask Ss to shuffle the cards and place - To encourage Ss to
them face down on the desk share their ideas
- T explains that Ss are going to take it
in turns to pick up a card and make
second conditional sentences about
what life would be like without the
item on the card (Appendix 4)
Example: computers
Example answer: If we didn't have
computers, we would have to……
- T monitors the class during the
practice
Conclusion 3mins - T gives an assignment to Ss - To reinforce the use T -> Ss
‘What would you do if you won the of the second
lottery?’ (Appendix 5) conditional
- T provides guidance to Ss with the
writing prompts

10
2.3 Lesson Plan 4

Learning objectives:
At the end of the forth lesson, Ss will be able to
 identify the usage of third conditional sentences.
 be familiar with the structures of third conditional sentences.
 use the third conditional to show regrets in activities
Level: Recurrent Senior Secondary 3 No. of Students: 20 Time: 35minutes
Topic: Third Conditional Date: 16th March, 2018
Teaching materials: PPT, Worksheets

Interaction
Stage Time Procedure Aims
pattern
Warm up 5 mins - T shares Ss a personal experience - To get Ss’ T<->Ss
My husband and I went to Shanghai for attentions
Christmas in 2016. We bought two round - To arouse Ss’
way air tickets and the return fight was on interest in the
25th Dec. We had a very happy journey, we topic
went to Shanghai Disneyland and… On the
day we left, we missed the flight because we
were two minutes late before the check in.
So I had to buy another ticket for the next
day and I had to stay in Shanghai for
another night. If We hadn’t been late to the
airport, we wouldn’t have missed the
flight. If we hadn’t missed the flight, we
wouldn’t have stayed in Shanghai for
another night.
Presentation 10 mins - T tells Ss that these are third conditional - To get Ss T<->Ss
sentences, and explains how they are familiar with
formed the structures
If / I / not / be / late / the airport , I / miss / of third
the flight. conditional
- Get Ss explore and identify the tenses of the sentences
verbs in main clause
( would have (past participle) and if
clause ( past participle ) in third
conditional sentences
If I hadn’t been late to the airport,
I wouldn’t have missed the flight.

11
Presentation - T elicits the form: - To allow Ss to
If + had + past participle + would + have + understand T<->Ss
past participle the other
- Notice that other modal verbs ( e.g. ‘could’, modal verbs
‘might’ ) can be used instead of ‘would’ used in main
- T explains the usage of third conditional clause
Third conditional sentences describe the
past. They describe something that didn’t
happen
- T shows Ss some examples with pictures,
and explains how to change these sentences
into third conditional
Practice 5 mins - Matching game - To let Ss T->Ss
stage - T divides the Ss into pairs and gives each practice the Ss<->Ss
pair some cut up sentences correct form of
- Ss are asked to reorganize into third the third
conditional sentences conditional
- T nominates Ss to read out their answers
- The activity will be set up as a race, teacher
will show the names of each pair of Ss on
the board after they have completed all the
sentences. It will also allow others Ss to
keep track of how many the other pairs
have completed.
(Appendix 6)
Practice 10 mins - Past consequence chains - Use the third T->Ss
stage - T asks Ss to write four possible chain conditional to Ss<->Ss
sentences of taking a different action in show regrets in
their past, e.g. ‘If I had studied hard, I activity
would have graduated last year’. They
continuously put a further consequence of
that action, e.g. ‘If I had graduated last year,
I would have gone to university'. They
continue writing two more possible
sentences
- T asks Ss to share their sentences with their
partners
Conclusion 5 mins - T reviews the meaning and usage of third - To reinforce T->Ss
conditional sentences the use of the
- T makes a conclusion of the lesson third
conditional

12
2.4 Lesson Plan 5&6

Learning objectives:
At the end of the fourth and fifth lesson, students will be able to
 be familiar with the forms of different types of conditional
 express their own ideas by using the conditionals appropriately in writing task
 develop collaborative skill through peer work
 present their writings to their partners
Level: Recurrent Senior Secondary 3 No. of Students: 20 Time: 70 minutes
( A double lesson )
Topic: Conditionals revision Date: 20th March, 2018
Teaching materials: PPT, Worksheets, Audio clip, Kahoot website

Interaction
Stage Time Procedure Aims
pattern
Warm up 10mins - T asks Ss to use their mobile phones to - To arouse Ss’ T->Ss
open the website ‘Kahoot’ interest in the warm Ss<->Ss
up activity
*(T sends the website links to Ss through
- To recall the usage
WeChat group in advance)
of different
- Ss input the Game Pin and input their conditionals
English name in the required box - To get Ss involved
- T asks Ss to answer the multiple through the activity
questions by using their mobile phones
- Ss need to choose the answer as soon as
possible and if they answer correctly,
they will get marks
- After the activity, t shows a table which
indicates who has answered the most
questions fast and correctly, and that
student will be the winner
- T shows all the answers to Ss
Presentation 12mins - T distributes the worksheets of reading - To brings out what T <-> Ss
comprehension ‘IF generation’ to Ss the new generation
concern nowadays
(Appendix 7)
via the reading
- T explains the difficult words to Ss
comprehension
- Have Ss to read the passage quietly and - To review the
to underline ‘if sentences’ in the passage conditionals in the
context provided

13
Presentation - T shows guiding questions to Ss and - To allow Ss to T <-> Ss
elicits Ss to give answers understand the
passage
Questions:
1. Is the author annoyed with the fact that
nowadays people don’t appreciate their
lives?
Example answer:
No, she is annoyed with people
who keep complaining but don’t try to
change something in their lives.
Instead, they keep saying what they
would do if..
2. Does the author regret not being able
to train tennis?
Example answer:
No, she says that she was jealous
of her cousin who could afford that, but
when she thinks about it now, she didn’t
even like sports.
3. Does the author think that expensive
clothes may compensate for an
uninteresting character?
Example answer:
Yes, she says that it can cover the
lack of personality.
4. Does the author think that people often
say things which they don’t mean?
Example answer:
Yes, because they try to be polite.
Controlled 8mins - T asks Ss to finish the matching exercise - To reinforce the Ss <-> Ss
Practice (Appendix 8) forms of different
conditionals
- T asks Ss to exchange the worksheets
- To motivate Ss in
with their partners and to check the
learning through
answers peer work
- T asks Ss to give their answers
voluntarily

14
Freer 15mins - T brings out a question “If you were the - To let Ss practice T<-> Ss
Practice author, what would be your ‘ifs’?” the correct form of
- T gives worksheets and asks Ss to conditional
rewrite the conditional sentences in the sentences via
passage ‘IF generation’ with their own writing task
ideas
(Appendix 9)
- T monitors the class to see if students
need help
Sharing 15mins - T divides Ss into a group of three or four - To encourage Ss to Ss <-> Ss
- T asks Ss to present their passages which share their own
were written in previous class ideas confidently
(* After sharing, T asks Ss to have peer-
check for their writings if time is allowed.
Otherwise, T asks Ss to hand their writings
to T so that T can check the answers.)
Conclusion 10mins - T distributes Ss worksheets about the - To get Ss involved T<->Ss
song lyrics in the conclusion
(Appendix 10) - To consolidate Ss’
- T explains the instructions of doing the obtained knowledge
worksheets
- T plays the song twice
- T nominates Ss to share their answers
- T elicits Ss to explain the usage to each
type of conditional

15
 3. Evaluation

By the end of the six lessons, we have got a lot of valuable experiences. But we also encountered some

difficulties. Some students were passive to learn because they lacked of English vocabulary, so we gave

detailed guidance and encouragement along with their peer support. In order to draw students’ attention to

learn this unit, a variety of activities are set up to develop their four language skills. Students are divided into

groups or pairs, so with the help from their peers, we could see that those students with low confidence or who

are weak at English can speak bravely in front of the class.

For example, in lesson 1, the activity “What’s true for you?” enabled students to express about

themselves with their classmates. Although there were some mistakes of pronunciation and grammar usage

especially the weak students, they were willing to communicate with their classmates in English, which was

a good beginning. Afterwards, students are asked to do a more challenging group work in lesson 2, “The

election of the student representative”, students are asked to listen and vote for the group they like after the

discussion and presentation. Surprisingly, students found the activity interesting and were really engaged in it.

However, some of them still made the mistakes in forming the first conditional. In lesson 3, students are given

a set of cards to make second conditional sentences about what life would be like without the item on the card.

This activity can stimulate their imagination and encourage students to share their ideas confidently in front

of their classmates. Nevertheless, we found that we should have given more time to students to prepare, as

they were not able to construct the sentences immediately.

Moreover, in order to arouse students’ interest in learning, for example, in lesson 4, teacher started

the lesson with a warm-up activity that shared her daily life experience about missing a flight, which impressed

the students every much. Some students were surprised to know it, and they were motivated to learn more

about the third conditional.

Finally, we made good use of the modern technology, their mobile phones and with a game-based

platform “Kahoot!” which teacher created a quiz and it was set up as a race, which made English learning

more interesting and effective.

16
 4. Reflection and Suggestions

The aim of the design of these lessons is to gain students’ interest in learning conditional sentences. Since

the majority of our classes are held in the evenings for adult students, it is important to learn grammar in a

meaningful context. We expect our students can learn English in an effective way, so that they are able to

communicate with others.

Since we design the activities in real-life context, which are interesting and practical, students can

internalize the grammar rules naturally and make grammar learning less boring. Some students may feel

confused in the forms and use of different types of conditional. However, after they had gone through those

activities, they have a clear understanding of the target grammar and be able to construct their own sentences

and stories.

Although the activities and tasks provided students with opportunities to communicate in a meaningful

context, it is a long-time way for teachers to create more authentic and contextual materials for teaching

English to students, and students need much time to improve their language skills. With the evaluation and

reflection after the six-lesson section, here are our suggestions for our teaching design: firstly, we can provide

the worksheets for students in advance so that they can preview what they are going to learn before class;

secondly, we should plan the lesson with emphasizing a language skill, which makes the lessons objectives

clear and students can master the language skill better. Finally yet importantly, we should provide more time

after class to correct students’ mistakes such as pronunciation, vocabulary and grammar usage that they made

during the classes.

17
 References and Internet resources
 Harmer Jeremy, (1998). How to Teach English, Longman

 Richards, Jack C., Jonathan Hull, and Susan Proctor (2013).Interchange 2 Teacher’s Edition (3rd
Edition). Beijing: Foreign Language Teaching and Research Press,35

 Videos and Audios from YouTube:

https://www.youtube.com/watch?v=KCbkX2r-qyA
https://www.youtube.com/watch?v=B4L3ls_6UYg
https://www.youtube.com/watch?v=p_zE64PwEss

 Teaching tool website:

https://kahoot.com/welcomeback/

 Reading comprehension “IF generation” in lesson plan 4:

https://busyteacher.org/17048-conditionals-reading-comprehension-and-speaking.html

18
 Appendices
Appendix 1

School election for the best student representative

Create a short text for your campaign using first conditional explaining why your
classmates should vote for you.

19
 Appendix 2

Here are four sentences of lyrics in the song ‘If I had a million dollars’, listen carefully
and fill in miss words.
If I had a million dollars
If I had a million dollars,
(If I had a million dollars,)
Well, I’d buy you a house.
(I you a house.)
And if I had a million dollars,
(If I had a million dollars,)
I’d buy you for your house.
(Maybe a nice chesterfield or an ottoman.)
And if I had a million dollars,
(If I had a million dollars,)
Well, I’d buy you a K-Car.
(A nice reliant .)
And if I had a million dollars, I’d buy your love.
If I had a million dollars,
(I a tree-fort in our yard)
If I had a million dollars,
(You could help it that hard.)
If I had a million dollars
(Maybe we could put a little in there somewhere)

20
 Appendix 3

Fill in the blanks with the second conditional.

1. A: My brother won’t come. He’s watching the DVD he bought yesterday.
B: If I _________ ( be ) your brother, I _________________( not / stay ) home on such a fine day.
2. I can’t understand what he’s saying. If he _______________________ ( speak ) more clearly,
I ____________________ ( understand ) more.
3. A: What do you think of these trainers?
B: They’re beautiful. I ____________ ( buy ) them if they _________________( not / be ) so expensive.
4. I feel very sorry what I have done in life. If I __________________ ( go ) back and correct my
mistakes, I __________________ ( live ) a life with no regrets.
5. She __________________ ( give ) everyone free health care if she _________ ( be ) President.
6. I think he ________________ ( be ) happier if he __________________ ( not / live ) alone.
7. John is in debt now. If he _____________ (have) enough money, he ________________ (go) to Japan.
8. Beth eats a lot of junk food. If she _____________________ ( eat ) healthier food, she
____________________ ( lose ) weight.

21
 Appendix 4

television mobile phones police

alarm clocks banks the Internet

cars social welfare homework

paper public transport air-conditioner

22
 Appendix 5

Winning the Lottery

Do you ever buy lottery tickets or play the lotto? Just imagine that one day you hit the jackpot and
win $ 1 million.
What would you do if you won the lottery?
Think about …
 … what would you do with the money.
 … what would you buy for you / family / friends.
 … who you would give some to.
 … how your life would change.

You can use words from the word bank below. Make a plan and start writing.

If I won the lottery, I would …

bank charity flashy sports car party expensive

invest gold early retirement world trip swimming pool

23
Appendix 5 (Continued)

24
Appendix 5 (Continued)

25
Appendix 6

26
 Appendix 7

THE IF GENERATION
Nowadays, many people have issues with appreciating what they have; it is always the matter of ‘If I
were rich, I would buy an expensive house’, ‘If I were younger, I would study abroad. ’ etc. I don’t have a
problem with the fact that we want more from our lives; what annoys me is the fact that we keep saying
what we would do ‘IF’ …

When I was younger, I thought that if my parents had been richer I could have been more fortunate
with my life. I was losing my time on thinking that if I had been born in the family of my cousin, I would
have enjoyed private tennis lessons, skiing holidays in Austria or expensive, fashionable clothes. What I
didn’t take into consideration back then was the fact that I didn’t really like sport, I absolutely hated skiing
and expensive clothes often covered the lack of personality. In other words, I was jealous of the things that
I didn’t want in reality.

Nowadays I keep finding myself the new ‘ifs’ that can successfully keep me away from being happy. I
think that if I had more time, I would start going to the gym; if I had more money, I would eat healthy etc.
However, the result is that I am always complaining about how difficult life is.

But the problem of ‘ifs’ doesn’t finish here. We tend to overuse the 1st conditional in quite
straightforward situations. ‘I’ll visit you if I have time’ usually means ‘I won’t visit you, I’m busy’ or ‘I will
lend you the money if I can’ equals: ‘ I will not lend you the money, don’t put me in an uncomfortable
situation’. Why do we choose to send confusing messages when we can simply say what we think? We
have to be not only politically correct anymore, we must be socially correct too.

27
 Appendix 8

According to the passage, match the column A with column B in order to make logical
sentences. Write the letter in the blank.

A B
1. If my parents had been richer,______ A. I would start going to the gym.
2. I’ll visit you______ B. I would have enjoyed private tennis lessons
3. If I were younger, ______ C. I could have been more fortunate with my life.
4. If I had been born in the family of my cousin, ______ D. I would study abroad.
5. If I had more time, ______ E. if I have time.

28
 Appendix 9

Name: ______________ ( ) Class: _____________ Date: _____________

THE IF GENERATION

Nowadays, we keep saying what we would do ‘IF’… If I were rich, I ______________________

_____________________. If I were younger, I ___________________________________________.

When I was younger, I thought that if my parents_______________________________________,

I ________________________________________. I was losing my time on thinking that if_________

_________________________________________________________________________.

Nowadays I keep finding myself the new ‘ifs’ that can successfully keep me away from being

happy. I think that if I_________________________________________________________________.

If I______________________________________________________________________. However,

the result is that I am always complaining about how difficult life is.

But the problem of ‘ifs’ doesn’t finish here. We tend to overuse the 1st conditional in quite

straightforward situations. For example, when we are in the stores, we tend to say ‘______________

_____________________ if ______________________________________’ to a salesman, usually

means ‘I won’t buy this product.’ Or ‘If ____________________________________________,

______________________________________’ equals ‘I don’t want to talk with you, don’t waste my

time.’ The reason why we often say things that we don’t really mean is just to look polite.

29
Appendix 9 (Continued)

30
Appendix 10

31
Photos of the lessons

32
33
34
35
36