1
LESSON
GRAMMAR
Suggested 12–17 Your actual
teaching time: minutes teaching time:
• On the board, write conditional sentences. Direct
students’ attention to the Remember box and example
sentence. Be sure students understand that a conditional
sentence has an if clause, which introduces the condition,
and a result clause. Explain that the real conditional
expresses the results of real conditions that actually exist.
• Ask students to suggest other results for the condition If
I don’t use English in class. (Possible response: My teacher
will give me a bad grade.)
• On the board, write The unreal conditional. Explain
that, unlike the real conditional, the unreal conditional
describes an imaginary situation and its result. Write on
the board If I were you, I would study harder. Ask Is it
possible for me to be you? (No.)
• Ask a student to read the explanation under Meaning
and the example sentence. Write it on the board. Have
students circle the verbs in each clause. (Found; ’d try.)
Make sure students understand that ’d is the contraction
for would.
• Read the Formation grammar point. Call on students
to read the example sentences. After each one, ask if
the person actually has to do what is proposed in the if
clause:
Do I have to make a hard decision? (No.)
Does she know how to speak French? (No.)
Did you break something in a store? (No.)
Are you Matt? (No.)
Am I you? (No.)
Are you my friend? (Yes.)
• Read the Note and then ask students to change the order
of the clauses in the example sentences. Tell students
that in information questions, it’s more common to begin
with the question: What would you do if . . . although it’s
correct to say questions with the clauses in either order.
• Direct students’ attention to the Be careful! box. Make
sure they understand not to use would in the if clause.
Option: GRAMMAR BOOSTER (Teaching notes p. T140)
Inductive Grammar Charts
A Understand the grammar
Suggested
teaching time:
5–8
minutes
Your actual
teaching time:
• To review, ask What’s an unreal condition? (A condition
that doesn’t exist.)
• Have a volunteer read item 5. Then ask Am I you? (No,
therefore the condition is unreal.) Point out that the form
provides another hint that the condition is unreal. Ask
What is the verb form in the if clause? (Simple past tense:
were.) What is the form in the result clause? (Would + base
form, tell.)
• Have students complete the rest of the exercise in pairs.
Then review answers with the class.
Option: (+5 minutes) To expand the exercise, have pairs write
two questions for each sentence. For example,
1. Would you pay the bill if we ate in the restaurant?
Who would pay if we ate in a restaurant? Move around
the room and help as needed. Then ask pairs to read their
questions to the class. Call on volunteers to answer the
questions.
B Grammar practice
Suggested 6–9 Your actual
teaching time: minutes teaching time:
• Write on the board If I found money on the street, I
would probably keep it . Ask What is the verb in the if
clause of this unreal conditional sentence? (Found.) What is
the verb in the result clause? (Would keep.)
• Reverse the order of clauses and write on the board I
would probably keep the money if I found it on the
street . Ask Does this sentence have the same meaning?
(Yes.) Then ask students to change the sentence into a
question. (Would you keep the money if you found it on
the street?)
• Tell students to complete the exercise and watch the
order of clauses. Remind them that the simple past is in
the if clause and would + base form appears in the result
clause.
• Review answers with the class.
Extra Grammar Exercises
UNIT 10, LESSON 1 T112