Conditionals: If, Then, and Otherwise

• Engels
• MBO
• Studiejaar 2

Conditionals: If, Then, and Otherwise

Learning Objective

At the end of the lesson, you will be able to use conditional phrases to express possible outcomes and their conditions.

Introduce the learning objective and explain how it relates to real life situations.

What do you already know about conditional phrases?

Definition

Conditional phrases are used to express a condition and its possible outcome.

Define conditional phrases and provide examples.

Types of Conditionals

There are three types of conditionals: Type 1 (real), Type 2 (unreal), and Type 3 (hypothetical).

Explain the different types of conditionals and provide examples for each.

Type 1 Conditionals

Type 1 conditionals express a real possibility or condition. They use the present simple in the 'if' clause and the future simple in the main clause.

Provide examples and have students practice forming Type 1 conditionals.

Type 2 Conditionals

Type 2 conditionals express an unreal or improbable possibility or condition. They use the past simple in the 'if' clause and the present conditional in the main clause.

Provide examples and have students practice forming Type 2 conditionals.

Type 3 Conditionals

Type 3 conditionals express a hypothetical or imaginary possibility or condition. They use the past perfect in the 'if' clause and the past conditional in the main clause.

Provide examples and have students practice forming Type 3 conditionals.

Mixed Conditionals

Mixed conditionals combine the different types of conditionals in the same sentence. They express a hypothetical present result of a past or ongoing situation.

Provide examples and have students practice forming mixed conditionals.

Practice

Use the prompts to create conditional phrases: If I win the lottery, I ________ (buy) a new car. If I ________ (have) more time, I ________ (travel) the world. If it ________ (rain) tomorrow, I ________ (stay) at home.

Provide prompts for students to create conditional phrases, then have them share their sentences with a partner or the class.

Write down 3 things you learned in this lesson.

Have students enter three things they learned in this lesson. With this they can indicate their own learning efficiency of this lesson.

Write down 2 things you want to know more about.

Here, students enter two things they would like to know more about. This not only increases involvement, but also gives them more ownership.

Ask 1 question about something you haven't quite understood yet.

The students indicate here (in question form) with which part of the material they still have difficulty. For the teacher, this not only provides insight into the extent to which the students understand/master the material, but also a good starting point for the next lesson.