Tag: grammar

Posted in Conversation Classes, Grammar Classes

Requests and Offers – Shall/could/can etc.

Posted on by Tim Warre

This is an activity to practice various ways of making offers and requests.

First go over the language on the handout for making offers and requests then cut up the situation cards and have students role-play them, simple as that. Here are the handouts:

Offers and Requests Situations

Making Offers and Requests language

Making Offers and Requests

It is common that English speakers make offers in conversations in order to be polite and helpful. When they do so they use these expressions:

Can I… ?
Shall I… ?
Would you like … ?
How about …?

English learner must be able to make offers as well as accept or reject them. The following are useful expressions to do so.

Can I help you?
Shall get you some juice?
Would you like a glass of water ?
How about some pizza?

 

Examples:

·         “Can I help you?”

·         “Shall I open the window for you?”

·         “Would you like another cup of coffee?”

·         “Would you like me to clean the board?”

·         “How about a juice? “

 Remember:

·         Shall, can and will are followed by the verb without to.
Example:
“Can I help you?”
“Shall I bring you the mobile phone?

·         Shall is more formal than can.

·         Would you like… is followed either by a noun, or by the verb with to.
Example:
“Would you like some tea ?”
“Would you like to drink some coffee?

 

 

 

 

Responding to offers

Accepting Declining
Yes please. I’d like to.
That would be very kind of you.
Yes please, that would be lovely.
Yes please, I’d love to.
If you wouldn’t mind.
If you could.
Thank you, that would be great.		 It’s OK, I can do it myself.
Don’t worry, I’ll do it.
No, thanks
No, thank you

Examples:

·         “Can I help you?”
“No thanks, I’m just having a look.” (With a shop assistant.)

·         “Can I help you?”
“Do you know where the post office is.”

·         “Shall I help you with your maths problem?”
“Yes, please. That would be very nice of you.”

·         “Would you like a cup of tea?”
“No thanks.” Or, “No thank you.”

 ·         “Would you like another piece of cake?”
“Yes please, that would be nice .”
“Yes please, I’d love one.”

·         “Would you like me to do the the ironing for you?”
“If you wouldn’t mind.”
“If you could.”

·         “I’ll do the washing, if you like.”
“It’s OK, I can do it.”
“Don’t worry, I’ll do it.”
“Thank you, that would be great.”

Asking others to do things – making requests

Asking Saying Yes Saying No
Can you…? Yes, sure. Well, I’m afraid + reason
Could you…?
Is it all right if you…?
Do you think you could…?
Will you…?
Would you…?		 Yes, of course.
Certainly.		 Well, the problem is
Sorry, but…
Do you mind -ing…?
Would you mind -ing…?		 No, not at all.
Of course not.

Situation cards:

Offers and Requests Situations

You have just broken your leg. You have to stay in bed for 2 months. You have 3 children and 2 dogs. Ask your friends for help. You have to go away for the weekend for a business trip. You have lots of plants in your house and 3 cats. Your house is in a bad state: the walls need painting, one window is broken and the front door doesn’t close properly. You have no money for repairs. Ask your friends for help.
You have an important job interview tomorrow morning but your car is at the mechanics being fixed. You also need to take your children to school at the same time as the interview. You are organising a cocktail dinner party but you can’t cook or make cocktails and you don’t have any CDs or records to play. You had a big party last night and your house is a complete mess, the carpet is stained with red wine, all the dishes are dirty, there are cans and bottles everywhere and the toilet is broken. Ask your friends (who were also at the party) for help.
You are a little old lady. You have just been to the supermarket, you are carrying a lot of heavy bags and you want to cross the road. Ask a group of teenagers for help. You are in an expensive restaurant with friends. There is a group of loud football players at the table next to you singing and shouting. The restaurant is also too cold and smells bad. Ask the waiter for help. You had an accident at work and you have to wear two patches over your eyes for 2 weeks. Ask your friends for help with your daily activities.
You are moving house. You have to transport everything in your old house to your new one. You don’t have a van, ask your friends for help. You have a new boss at work. You want to impress him/her because you want a promotion. Offer to do some extra work. You are an old man, you have come to visit your children, you have arthritis and you need help with lots of things.

Credits for the language explanations to:

http://www.ecenglish.com/learnenglish/lessons/polite-requests

and

http://www.myenglishpages.com/site_php_files/communication-lesson-offers.php#.VOM_5vnF8k1

and the photo:

https://www.guidedogs.org.uk/microsites/guide-dogs-in-school/puppy-resources/guide-dogs-in-the-community/sighted-guiding/

Posted in Exam Preparation Class, Grammar Classes

Might/may…. but worksheet

Posted on by Tim Warre

This is a worksheet on might/may… but for qualifying criticism.

You can download the worksheet here:

might may… but

Might/may  – qualifying criticism

Messi may/might be small, but he’s the best Player in the world.

She might/may not speak much in class, but she always does well in the exams.

We use “may/might…., but” as another way of expressing “although/even though”

Even though he’s small, Messi is the best player in the world.

Although she doesn’t speak in class, she always does well in exams.

Match the sentence halves together.

1.    It might be cold, a.     But he’s fitter than me.
2.    He might be handsome, b.    But it has charm.
3.    She might look stupid, c.     But it’s sunny.
4.    He may be a heavy smoker, d.    But he’s great company.
5.    Exeter might be a small city, e.     But when you get to know him he’s really sweet.
6.    The dog might be really annoying, f.       But he’s a nasty piece of work.
7.    He might seem unfriendly, g.     But it gets me from A to B.
8.    It might not be the best car in the world, h.    But she knows a lot more than you.

Key: 1-c, 2-f, 3-h, 4-a, 5-b, 6-d, 7-e, 8-g

Make sentences about these celebrities using the structure:

Posted in Grammar Classes, Video Classes

Video Lesson: Jurassic Park 3rd Conditionals

Posted on by Tim Warre

This is a lesson plan to practice the 3rd conditional using clips from the film Jurassic Park. There are two different activities, one for FCE level and one for CAE/CPE.

FCE

Use the Jurassic Park powerpoint to introduce the characters from the film and the formula for the 3rd conditional and then show the t-rex attack video:

Then students come up with as many 3rd conditional sentences as they can.

If Ian hadn’t run to the toilet, the t-rex wouldn’t have eaten Gennaro.

If the kids hadn’t been so stupid, the t-rex would have left them alone.

If Alan hadn’t distracted the t-rex, it would have eaten the kids.

You can also repeat the exercise with Dennis Nedry’s death scene:

CAE/CPE

The video can also be used to practice the more advanced conditionals needed for the CAE and CPE exams. Use my prezi on advanced conditionals to go over the grammar first. Then introduce the characters and story with the powerpoint from the link above.

Use the video to practice conditionals with noun phrases:

If it hadn’t been for Alan’s bravery, the t-rex would have eaten the kids.

But for Ian’s stupidity, Gennaro wouldn’t have been eaten.

Or inverted conditionals:

Had the kids not attracted the t-rex’s attention, it might have left them alone.

Had it not been for the glass, the t-rex would have eaten the kids.

I recommend giving students the noun phrases you want them to use before watching, then let them watch the video. Afterwards, they make the sentences together in pairs.

Noun phrases:

the flashlight/torch

Alan Grant’s bravery

the kid’s stupidity

Ian Malcolm’s stupidity

the glass

Again, if you have time or if you want to recap at the end of the class or the beginning of the next lesson, show the Nedry video.

Follow up:

Composition: Review/letter of complaint about a trip to Jurassic Park. It would be a good way to practice formal phrases for complaining but in a funny context.

Posted in Grammar Classes, Young Learners

There Was/There Were Picture Memory Game

Posted on by Tim Warre

IMG_0567

This is a class for low levels to practice the structures “there was/were” and prepositions of place.

Quickly recap prepositions of place with a pen and paper: on, in, under, above, next to, in front of etc.

Now tell students you are going to show them a photo and they have to remember as much detail as they can. Show them the photo above for 1 minute, then hide the photo. Students must recall as many of the objects as they can, award 1 point for each correct sentence using there was/were.

There was a cat under the table.

There were two plants on the table-

There was a green and white folder on the chair.

There were two batteries behind the plants.

The show students more photos, you can either use my photos or take photos of your own messy flats and use those. Or you could tell students to take a photo of their own messy bedroom and bring it in for the next class to recap. Here are some more photos:

IMG_0568 IMG_0570 IMG_0571 IMG_0572

Posted in Grammar Classes, Video Classes

Inversionana Jones: Video inversion lesson

Posted on by Tim Warre

This is a lesson plan based around clips from the Indiana Jones films to teach inversion structures. Specifically the following ones:

No sooner had I sat down than the phone rang.

Scarcely/hardly/barely do you enter the restaurant when you smell the delicious food.

Part 1 – Introducing the structures

Print out this handout and cut it up into separate words, keeping the “No sooner, hardly, barely, scarcely, than and when cards for yourself.” I laminated the words for future use and printed the “No sooner, hardly etc.” parts on orange paper.

Give out the cards to students in group and have them order them into correct sentences. Either do this on a central table where everyone can see, on the floor or have the students come and blu-tac the sentences on the board.

As soon as I had sat down the phone started ringing.

As soon as you enter the restaurant you can smell the delicious food.

As soon as we had stepped off the plane, it started raining.

Tell students that we can use inversion to express the same thing as these sentences in 4 different ways. Now use the “No sooner/hardly/barely etc.” cards to transform the sentences. Be sure to draw their attention to the way in which you invert the auxiliary verb or add it if it’s not in the original sentence. Note: if this is a revision class have the students do it themselves.

No sooner had I sat down, than the phone started ringing.

Barely do you enter the restaurant, when you can smell the delicious food.

Scarcely had we stepped off the plane, when it started raining.

Draw student’s attention to the use of “than” with no sooner and “when” with the others. Have them copy the following formula:

Inversion Phrase + aux verb + subject + verb

Hardly had I sat down

Part 2 – Indiana Jones Clips

Now you can show them the Indiana Jones clips, tell them to watch the action and look out for actions which can be described using the structures:

No sooner had he swapped the sandbag for the statue, than the temple began to collapse. Encourage students to look for more.

Barely had the Nazis got on the boat when Indy escaped on his motorbike. Encourage students to look for more.

Scarcely had the Nazi drunk from the fake Holy Grail, when he grew old and disintegrated. Encourage students to look for more.

There are hundreds of other video clips that can be used to teach these structures, let me know which other ones you find.

Follow up

Set a composition in which students need to describe an exciting activity they’ve done, encourage them to use the structures to make a narrative more exciting.

Posted in Exam Preparation Class, Grammar Classes

CAE / CPE Expressions for Key Word Transformations

Posted on by Tim Warre

Just a quick note…

Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. You can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉

https://soundcloud.com/2tspod


https://www.facebook.com/2tspodcast/

This is a worksheet to practice typical phrases and expressions that come up in key word transformations in both CAE and CPE. They are also very useful for writings.

Students rewrite the sentences using the word given in capitals.

Download the worksheet from here:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!388&authkey=!AAlKmGNu1itRsP0

Here’s a link to a quizlet flashcard set that can be used for preteaching or revision:

http://quizlet.com/16987300/cae-use-of-english-practice-part-5-flash-cards/

  1.  “Do you want to go and see the new play?” Petra asked her friend
    (INTERESTED)
    Petra asked her friend whether……………………………………..to see the new play.
  2.  Pat does not intend to have a holiday this year
    (INTENTION)
    Pat has …………………………………………………….. on holiday this year.
  3. Lisa was about to leave the house when.. (POINT)
  4. I think learning to use a typewriter is a waste of time (POINT)
  5. A number of sporting events had to be cancelled owing to bad weather. (LED)
  6. When it comes to computer games, Gareth is a real expert. (CONCERNED)
  7. Carlos really should get someone to mend his bike. (HIGH)
  8. The company has a good reputation in the local area (HIGHLY)
  9. Do you think Pablo is likely to win the competition? (CHANCE)
  10. I’ve been greatly impressed by the way Jasper deals with problems (MADE)
  11. Darius soon recovered after the operation (MADE)
  12. I think the weather will improve next week. (CHANGE)
  13. Pheobe was surprised to be offered a place on the course (CAME)
  14. It’s so difficult to create new ideas for the festival every year (COME)
  15. The company is almost certain to get the contract (EVERY)
  16. Sven would have called yesterday if he had had more time (SHORT)
  17. Many people believe that Garcia has the ability to become world champion (CAPABLE)
  18. In his speech, the Principal did not mention the new language courses. (REFERENCE)
  19. Sam never thought of asking me for my advice (OCCURRED)
  20. Despite all their efforts, they could not get the old car to start (HARD)
  21. “I’m sorry, but there’s no way I’m going to sleep on the floor” said Maria. (CLEAR)
  22. “Remember to write or phone,” Marta said as she waved goodbye (TOUCH)
  23. Simon really ought to make a decision about his future (MIND)
  24. If you don’t pay on time, your booking will be cancelled (RESULT)
  25. I’m sure Gemma is going to become a famous model one day (MATTER)
  26. Barbara’s parents were certain that she would be a great tennis player (DOUBT)
  27. The company isn’t able to guarantee an allocated car parking space to all employees (COUNT)
  28. Daisy said that she would no longer tolerate her colleagues being rude (PUT)

Key:

she was interested in going “Do you want to go and see the new play?” Petra asked her friend
(INTERESTED)
Petra asked her friend whether……………………………………..to see the new play.
no intention of going Pat does not intend to have a holiday this year
(INTENTION)
Pat has …………………………………………………….. on holiday this year.
Lisa was ON THE POINT OF LEAVING the house when. Lisa was about to leave the house when.. (POINT)
I think THERE’S NO POINT learning to use a typewriter. I think learning to use a typewriter is a waste of time (POINT)
The bad weather LED TO THE CANCELLATION OF a number of sporting events. A number of sporting events had to be cancelled owing to bad weather. (LED)
AS FAR AS COMPUTER GAMES ARE CONCERNED, Gareth is a real expert. When it comes to computer games, Gareth is a real expert. (CONCERNED)
IT’S HIGH TIME CARLOS GOT someone to mend his bike. Carlos really should get someone to mend his bike. (HIGH)
The company is HIGHLY REGARDED in the local area. The company has a good reputation in the local area (HIGHLY)
Do you think Pablo STANDS A CHANCE OF WINNING the competition? Do you think Pablo is likely to win the competition? (CHANCE)
The way Jasper deals with problems has MADE A GREAT IMPRESSION ON ME. I’ve been greatly impressed by the way Jasper deals with problems (MADE)
Darius soon MADE A (FULL) RECOVERY after the operation. Darius soon recovered after the operation (MADE)
I think the weather will CHANGE FOR THE BETTER next week. I think the weather will improve next week. (CHANGE)
The offer of a place on the course CAME AS A SURPRISE TO Phoebe. Pheobe was surprised to be offered a place on the course (CAME)
It’s so difficult to COME UP WITH new ideas for the festival every year. It’s so difficult to create new ideas for the festival every year (COME)
The company HAS EVERY CHANCE OF GETTING the contract. The company is almost certain to get the contract (EVERY)
Sven would have called yesterday if he hadn’t been SHORT ON / OF TIME. Sven would have called yesterday if he had had more time (SHORT)
Many people believe that Garcia IS CAPABLE OF BECOMING world champion. Many people believe that Garcia has the ability to become world champion (CAPABLE)
In his speech, the Principal MADE NO REFERENCE TO the new language courses. In his speech, the Principal did not mention the new language courses. (REFERENCE)
IT NEVER OCCURRED TO SAM TO ASK me for advice. Sam never thought of asking me for my advice (OCCURRED)
NO MATTER HOW HARD THEY TRIED, they could not get the old car to start. Despite all their efforts, they could not get the old car to start (HARD)
Maria MADE IT CLEAR THAT she wasn’t going to sleep on the floor. “I’m sorry, but there’s no way I’m going to sleep on the floor” said Maria. (CLEAR)
“Remember KEEP IN TOUCH,” Marta said as she waved goodbye. “Remember to write or phone,” Marta said as she waved goodbye (TOUCH)
Simon really ought to MAKE UP HIS MIND about his future. Simon really ought to make a decision about his future (MIND)
Not paying in time WILL RESULT IN YOUR BOOKING BEING CANCELLED. If you don’t pay on time, your booking will be cancelled (RESULT)
I´m sure IT’S ONLY A MATTER OF TIME BEFORE Gemma becomes a famous model. I’m sure Gemma is going to become a famous model one day (MATTER)
Barbara’s parents HAD NO DOUBT that she would be a great tennis player. Barbara’s parents were certain that she would be a great tennis player (DOUBT)
Employees CANNOT COUNT ON HAVING an allocated car parking space. The company isn’t able to guarantee an allocated car parking space to all employees (COUNT)
Daisy said that she would no longer PUT UP WITH her colleagues being rude. Daisy said that she would no longer tolerate her colleagues being rude (PUT)
was on the point of calling Sven was about to call the police when the burglar stopped trying to open the window and ran away.
POINT
Sven ……………………………………………… the police when the burglar stopped trying to open the window and ran away.
Posted in Conversation Classes, Grammar Classes

Giving Advice

Posted on by Tim Warre

advice

Before you use these materials, why not check out our new podcast for learners and teachers alike? It’s called 2Ts in a Pod, have a listen here:

This is a conversation class to practice different forms of giving advice for B1 – B2 students.

Put on the board:

You should quit smoking

You ought to quit smoking

You had better quit smoking

Put students in small groups and tell them to think about the difference between the 3 sentences. Then have them share their ideas.

should and ought to are basically synonyms although ought to is generally more formal, they are used for giving advice: It would be a good idea if you quit smoking.

had better has a slightly different meaning; it implies that if the advice is not followed something bad could happen. In this context maybe the speaker could be a doctor warning a patient about the results of a recent test.

In this way had better can also be used to threaten:

1: Hey! Where’s that money you owe me?

2: I’ll pay you on Monday.

1: You had better.

Here had better contains the implication of violence.

The grammatical form is as follows:

subject + should / ought to / had better + bare infinitive (infinitive without to)

The negatives are as follows:

You shouldn’t smoke.

You ought not to smoke.

You had better not smoke.

To warm the students up present them with a simple problem that you have, for example: I want to get fit / It’s my partner’s birthday, what should I buy them?

Have the students give advice for these situations.

Then tell students that there are other ways of giving advice, try and elicit the following conditionals:

If I were you, I would / n’t………….

If I were in your shoes, I would / n’t…………

Then give out the following situations for advise, have the first student read out the situation as if it was a genuine personal problem, other students then give them advice. After each situations ask the discussion questions listed below the situations.

  1. I have a friend who is really tight-fisted. Every time that we go out for a drink or a meal he says he hasn’t got any money or he mysteriously disappears to the toilet when the bill arrives. At first we thought “poor John he never has any money”, but he works 6 days a week so he must have some money. What should we do?
  2. My best friend is always flirting with my girlfriend. He always pays her lots of compliments like “Wow! You look fantastic tonight!” Also when we go to parties he often asks her to dance. It’s making me really angry. What should I do?
  3. I share a flat with a friend and she keeps borrowing my things without asking. At first it was just little things like books and DVDs but now she’s started borrowing my clothes and when I want to wear my favourite dress for example, I find it on her bedroom floor unwashed! What should I do?
  4. I have invited 20 people over for a big dinner party, they are arriving in 20 minutes. I was going to cook a big roast turkey but I put the oven temperature too high and it burned! The dinner is ruined! What should I do?

Discussion Questions

Discussion questions for first situation:

  • Do you have any tight-fisted friends?
  • What do they do?
  • What is the custom when it comes to paying the bill in your country?
  • Have you ever had an argument over a restaurant bill?

Second

  • Who has a problem in this situation?
  • Is the speaker right to feel angry?
  • Who is to blame for the anger?
  • Have you or any of your friends ever been in this situation?
  • Are you a jealous person?

Third

  • Have you ever been in a situation like this?
  • Do you lend things to friends? Why? Why not?
  • Do you borrow things from friends? Why? Why not?
  • Have you ever lived in a shared house? What problems did you encounter?

Fourth

  • Have you ever been in this situation?
  • What did you do?
  • What was the worst meal you ever cooked?

Another game to practice this is the following:

Send one student out of the classroom. All the other students have to think of an imaginary problem that he / she has. Invite the student to come back in and sit at the front of the class. The student must guess what their problem is based on the advice they receive from their classmates.

If your students aren’t very imaginative you can use these situations:

  1. I have two VIP tickets to see Barcelona vs Real Madrid on the same night as my mother in law’s 50th birthday party.
  2. I found a wallet in the street with €2000 in it.
  3. I am a great chef, I want to open 300 restaurants and get rich but I have no money.
  4. I got very drunk at the office Christmas party and kissed my boss.
  5. My best friend’s ex girlfriend wants to go on a date with me.
  6. I am the manager of a big company. I have a vacancy for a salesman and my son wants the job, but he has no experience.
  7. I saw my best friend’s girlfriend kiss another man.

Class discussion about advice

Afterwards discuss the following questions about advice as a class:

  1. Who do you go to for advice?
  2. Do they give good advice? Why? Why not?
  3. Who comes to you for advice?
  4. Do you give good advice?
  5. Do you follow your friend’s advice?
  6. What’s the best / worst advice you’ve ever received?
  7. Does advice help? Or do most people ignore it?
  8. Sometimes advice can make you less decisive. Do you agree?
  9. Do you think some people are too proud to ask for advice?
Posted in Conversation Classes, Games

The Interpreter: Game to practice direct / indirect questions and reported speech.

Posted on by Tim Warre

interpreter

Before you use these materials, why not check out our new podcast for learners and teachers alike? It’s called 2Ts in a Pod, have a listen here:

This is a game for upper intermediate students and upwards. The main focus is the differences in structure between direct and indirect questions, something even the highest level English speakers struggle with.

Arrange students into groups of 3. In each group you have 1 interviewer, 1 celebrity and 1 interpreter. Tell students that the interviewer and the celebrity don’t speak the same language (in fact they do, everyone must speak English during the exercise). The interviewer asks a question to the celebrity but for the celebrity to understand the question it must be “translated” into an indirect question by the interpreter. The celebrity can then answer the question but the interpreter must report his / her answer back to the interviewer in reported speech. It can get a little complicated, and careful monitoring is required but students tend to enjoy focusing on the specific grammar point in use. Here is an example of a typical exchange:

Interviewer: Where did you go to school?

Interpreter: He would like to know where you went to school.

Celebrity: I went to school in a big boarding school in the English countryside.

Interpreter: He says that he went to a big boarding school in the English countryside. OR He said that he had been to a big boarding school in the English countryside.

For lower levels encourage the interpreters to report in the present tense to make it easier. There is a lot of pressure on the interpreter, they’re basically doing all the hard grammar work, so make sure you switch roles often.

Other indirect question beginnings could be:

Could you tell us…………….

He /she is interested to know……………..

He / she was wondering……………

Remember the form for yes / no questions:

Direct: Did you like your school?

Indirect: She was wondering if you liked your school.

If students need subjects to ask and answer questions about you can use some of the following:

  1. your favourite film
  2. your first day at school
  3. what you did last weekend
  4. your favourite place in the whole world
  5. the best / worst thing about living where you live

The celebrity students can give true answers about themselves or they can invent fantastical lives for their celebrity persona.

Let me know how it goes in the comments.

Posted in Conversation Classes, Grammar Classes, Pronunciation Classes

Parallel Universe: 3rd Conditional Conversation Practice

Posted on by Tim Warre

Parallel_Universe_Desktop_by_VisionGfx

Just a quick note…

Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. You can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉

https://soundcloud.com/2tspod


https://www.facebook.com/2tspodcast/

Parallel Universe: 3rd Conditional Conversation Practice

Introduction

This is a class for higher levels (B2+) to help students feel more comfortable and stumble less over complex past conditionals.

Here is a link to the printable handout:

https://skydrive.live.com/redir?resid=79CFF252BEEA0A7D!313&authkey=!ADsjHXyBVtx-H1Y

As the title suggests the focus is on using the conditionals in conversation so start out by telling the class that you don’t want them to write anything down except the bare conditional structure for reference.

Tell them they are going to explore parallel universes in which they made different choices in their lives.

The exercise presents the students with different topics designed to generate past conditional sentences but also conversation. Explain that you don’t just want them to form 1 past conditional sentence from each point, they should explore each point fully in small groups and try to use the structure in a variety of ways: affirmative /negative / interrogative.

Example:

“If I hadn’t gone to the party, I wouldn’t have met my girlfriend because she was only in town for one night.”

“Do you think you would have had the chance to meet her again?”

“It’s possible, but maybe I would have met someone else.”

Note on pronunciation

For higher levels depending on how well they use the structure you can encourage them to use the weak forms:

Woulda / would’ve / wouldn’t ‘ve

If they have trouble with this start out with the contracted “had” in the if clause and slowly introduce the other forms.

 Establishing grammar

If I hadn’t gone to the party, I wouldn’t have met my girlfriend. (past result)

Maybe we wouldn’t be together now. (present result)

If I hadn’t studied drama, I probably would have studied literature.

If I had studied business, I would have got a job in an insurance company

I could have

Explain difference between would have and could have

would have = what definitely happened in this parallel universe

could have = what possibilities were available in the parallel universe

If + had/n’t + past participle + would / could + have + past participle.

Conversation Questions

What did you study at school / university? What other options did you have? Explain them to your group.

Do you remember the interview for your job? What would have happened if you hadn’t got it?

If you have a partner how did you meet? How could things have happened differently?

Think of an important exam you passed or failed in the past, how could things have happened differently?

What would you have done this week if you’d had more time? Why?

What would you have done last year if you’d had more money?

Think of a time when someone helped you with something, what would you have done without their help?

Think of a time when you helped someone, what would they have done without your help?

Think of a time when you had an accident, how could things have happened differently?

Think of a time when you or someone you know was in danger, how could things have happened differently?

Think of big decisions you have made in your life related to work / studying / family, how could things have happened differently? How could things be different now?

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