If you study hard, you learn.
If you study hard, you will learn.
These are example of the two kinds of conditionals that students will first learn in the classroom.
What are the zero and first conditional?
Take another look at the example sentences at the beginning of this lesson. Native speakers use these kinds of sentences without much thought, but the difference between the two can take some time for the ESL student to understand.
The first example, "If you study hard, you learn," is called a "zero conditional" because it's not really a conditional. It's a fact, something that is true in general. It's like the sentence "If you press this button, the computer turns on." This always happens. You can always write a zero conditional sentence with "when" replacing the "if" with no change in meaning:
When you study hard, you learn.
When you press this button, the computer turns on.
Notice the tenses in each sentence. Both parts have the simple present. We use it all the time. "If it's hot on the weekends, I always go to the pool."
Now let's take a look at the second example at the beginning, "If you study hard, you will learn." This is an example of the first conditional. The result will happen on the condition that the first part happens. To continue with the example, we might say "If it's hot on the weekend, I will go to the pool."
The first conditional is sometimes called the real conditional, since it is based on an actual causal relationship, something that will really happen.
Notice the difference in the tenses. In the first conditional, the "if" part (clause) is simple present, but the other clause is simple future with "will." But we also use modals like might, could, etc. in that part: "If it's hot this weekend, I might go to the pool."
Any class on conditionals also stresses that the two clauses can be reversed, with the "if" (or "when") part coming second and without the comma in the middle: "I will go to the pool If it's hot on the weekend."
The second and third conditional: a brief introduction
The second conditional is referred to as the unreal conditional because it is based on a premise (the "if" clause) that is not true or very unlikely:
If I were superman, I would fly around the world.
If I had more money, I could buy a new car.
The third conditional is the past unreal conditional because it based on a premise that the past was different than it actually was. It is often used to express regrets:
If I had studied more, I would have passed the test.
If Hitler had never been born, maybe World War 2 would not have happened.
When to teach conditionals
The zero and first conditional are taught before the others, but otherwise there is no hard-and-fast rule about when to introduce them.
For the first conditional, students have to know at least know the future simple with will. Sometimes the zero conditional is even taught after the first.
To fully learn the first conditional, students have to know the modals in sentences such as "If it's hot this weekend, I might go to the pool."
However, teachers can introduce students to the first conditional without modals by teaching only the "If.will" form.
This lesson plan below teaches the first conditional this way, without the modals; it is for beginner or low-intermediate students who have been taught "will" and focuses on only using "will" in the second conditional, not "might" or "could" etc. That can be left for another class after the students fully understand modals.
The second and third conditionals more complicated and are usually saved for classes of intermediate level. That's because students have to know past tenses and modals before they progress to the second conditional in these kinds of sentences:
If I were you, I wouldn't do that.
If I won last weekend, I would be happy now.
Students have to know the past perfect before they progress to the third conditional and sentences like these:
If I had known, I would have told you.
If the weather had been better, we would have gone to the park.
We will explore teaching conditionals more in Lesson 10.
Now we let's check out the lesson plan.
Read the first of the two sentences and then the second. You could also circle "if it is rainy" in both sentences, and then do the same for "I will bring an umbrella" for both, to illustrate that they can just exchange places and still be the same sentence.
If you drive too fast, you will have an accident.
Practice
Note: This lesson plan has several practice exercises. It would fit into a 60 minute class, but you could pick and choose the exercises to suit your needs and your class.
For this vocabulary exercise, pass out the handout and tell them "four minutes."
Practice one: Vocabulary
Match the terms on the left with the corresponding definition on the right.
1. an accident A. To do things before an event so the event is a success
2. an invitation B. To put thing in the right order
3. a success C. A good result; not a failure
4. to solve D. a bad result; not a success
5. to organize E. to fix a problem so it is not a problem
6. to plan F. Something you send to people so they will come to an event
7. a failure G. Something that happens by mistake, like a car crash.
After four minutes (or after you give them more time if they need it) quickly check. Say "One. An Accident. A, B, C?" After they say "G," say "Good. G." Continue through to the end.
Practice two: Listen and fill in the blanks.
For this practice, hand out the dialogue with blanks. Then read the dialogue to the class. Read it twice, like always.
Here is the handout:
Dialogue
Listen and fill in the blank.
Peter: Maria, thank you for helping me plan my Christmas party.
Peter; So how do we start?
Maria: First, how many people ________________ you invite?
Peter: I'm not sure. From 20 to 50 people.
Maria: Well, that's important. ____________ there are 20 people, then we will have it at my house. If there are more than 40, then we will do it at a ________________________.
Peter: What about the food and _______________, etc? And what about decorations?
Maria: If you __________________ the idea, I will make a Mexican Christmas party. We will have Mexican decorations, Mexican food, Mexican beer. If you don't like that idea, then we ______________________.
Peter: A Mexican party sound great. What about the cost?
Maria: ___________________ we have it at my house, it will cost less. It will be more expensive if we do it at a restaurant.
Peter: Is it a lot of work?
Maria. It will be more difficult if we __________________ the party at home. If we do it at a restaurant, we won't have to work very much.
Peter: When do I send out invitations?
Maria: If you want the party _____ _______ a success, you will send out the invitations early, on December 7th. If you __________________ send out invitations early, then people won't come to the party, and it ______________ be a failure.
Here is what you read:
Peter: Maria, thank you for helping me plan my Christmas party. So how do we start?
Maria: First, how many people will you invite?
Peter: I'm not sure. From 20 to 50 people.
Maria: Well, that's important. If there are 20 people, then we will have it at my house. If there are more than 40, then we will do it at a restaurant .
Peter: What about the food and drink, etc? And what about decorations?
Maria: If you like the idea, I will make a Mexican Christmas party. We will have Mexican decorations, Mexican food, Mexican beer. If you don't like that idea, then we won't.
Peter: A Mexican party sound great. What about the cost?
Maria: If we have it at my house, it will cost less. It will be more expensive if we do it at a restaurant.
Peter: Is it a lot of work?
Maria. It will be more difficult if we have the party at home. If we do it at a restaurant, we won't have to work very much.
Peter: When do I send out invitations?
Maria: If you want the party to be a success, you will send out the invitations early, on December 7th. If you don't send out invitations early, then people won't come to the party, and it will be a failure.
After reading it aloud twice, say to the class "Okay, first blank?" Let the students call out the answers. Then, "Second blank?" and after that "Next?"
If there is any confusion or wrong answers, read the sentence again so they can write the correct word in the blank.
Practice three: Matching
To show this activity, hold up the handout, and do the first one for them. Take a pen and say, "One. When I have problems." and connect to "I always solve them." Say the answer as you do so.
Hand out the exercise and say "four minutes."
Connect the first part of the sentence to the second part.
1. When I have problems, if we organize everything.
2. If it is rainy, when I am sick.
3. If this weekend isn't rainy, if there is a traffic jam
4. It will be a failure we won't have the party in a restaurant.
5. I don't go to work I always bring an umbrella.
6. You will have an accident if we don't plan early.
7. The project will be a success if you drive too fast.
8. I won't be early we will have a picnic.
9. If there aren't many people I always solve them.
Monitor the class as usual. After, call out a random student and say "One," having the student read the sentence. Continue with random students through the exercise.
Introduce the next practice with an example on the board, getting students to offer possible completions for a sentence, and then give them the handout.
Practice 5
Go back to the dialogue from practice 2.
Read the first line by Peter, and pick a random student to read the lines by Maria. Then read the next Peter line, and have another random student read the next Maria part. Continue and start from the beginning as necessary until every student has a chance to read at least one part by Maria.
Practice 6
This fun practice is actually the start of the Production.
Students have to make chain sentences based on the previous sentence. It's a good follow-up to the previous exercise. Model this on the board. Write:
If it's sunny this weekend,
Then call on a good student. Read aloud, "If it's sunny this weekend.?" Say "what?" If still no answer, say "what will we do?" When you get an answer, write it. For example, your student said "we will go shopping." So write:
If it's sunny this weekend, we will go shopping.
Now write:
If we go shopping,
And call on another student to finish the sentence:
If we go shopping, we will buy clothes.
You can continue to write on the board if the students are struggling with the exercise, but as soon they get it, just start calling on students at random. The first time you do this, you might have to remind them to start with "if."
Continue until the students all have a couple turns in a larger class, and even more for a smaller class.
Presentation
Idea one: Put the students into pairs and have them do this same game. Hand out different starting sentences:
If there is a traffic jam, .
If it's rainy this weekend, .
If I am late to the next class, .
If I lose all money, .
If I have a car accident, .
If the next English class is canceled.
If my computer breaks, .
If my phone rings, .
If the teacher is late to class, .
If I lose my wallet or purse, .
If the president of the USA calls me on the phone, .
If I am invited to a party this weekend, .
Monitor the class. If students get stuck, give them a new sentence. You can also have the pairs exchange sentences.
Idea two:
Hand out these questions for student to ask and answer in pairs:
What will you do if your computer breaks tomorrow?
What will you do if someone invites you to the cinema tonight?
What will you do if you get a headache tonight?
What will you do if you have no food at your house?
What will you maybe see if you go out tonight at 1 a.m.?
What will you say if the president of the USA calls you tonight?
What will you do if the police knock on your door tonight?
What will you say if I invite you to go for a drink tonight?
What will you do if you are invited to a party tonight?
What will you do if the teacher doesn't give us homework?
What will you say if I tell you that you are very intelligent?
What will you do if there is no electricity in your house tonight?
Who will you call first if there is a disaster like a tornado or earthquake?
Normally it's best to have only one Production exercise that students can engage in until the end of class, but both these can be used if there is time and/or if the students finish one of the exercises.
