- •I. Introduction to the Category of Mood
- •II. Conditional Mood
- •1. Zero Conditional
- •2. First Conditional
- •3. Second Conditional
- •4. Third Conditional
- •Imagined condition imagined outcome
- •Inversion with 'had' in Type 3 conditionals
- •8. Implied conditionals
- •7. Conditional conjunctions
- •III. Suppositional Mood
- •IV. Subjunctive Mood
- •1. Subjunctive I
- •2. Subjunctive II
- •V. Methodological recommendations
- •1. Quotations
- •2. Rules of life and laws of nature
- •3. Chain conditionals (type 1)
- •4. Superstitions
- •5. If I were you
- •6. Space for imagination
- •7. The cause of ups and downs
- •8. Chain conditional writing
- •9. Chain conditional (type 3) speaking
- •10. My life sheet
- •11. Cause and effect
- •12. Tick-tack-toe
- •13. On condition that…
- •14. Dice
- •15. Giving advice
- •16. Tricky “lest”
- •17. May success attend you!
- •18. Job demands
- •19. Wishes
- •20. Magic seven-petal flower
- •21. If only…
- •22. You look as if
- •23. Would you rather… ?
- •VI. Worksheets Worksheet a
- •Worksheet b
- •Worksheet c
- •Worksheet d
- •Worksheet e
- •Worksheet f
- •Worksheet h
- •Worksheet I
- •Worksheet j
- •Worksheet k
- •Worksheet l
- •Worksheet m
- •Worksheet n
- •Worksheet o
- •Worksheet p
- •Worksheet q
- •Worksheet Worksheet r
- •I. Introduction to the Category of Mood
- •II. Conditional Mood
- •III. Suppositional Mood. Subjunctive I, II
- •1. Suppositional Mood. Subjunctive I
- •2. Subjunctive II
- •IV. Revision of the Oblique Moods
15. Giving advice
Grammar focus: the Suppositional Mood
Materials: Worksheet L
Dynamic: Pairs
Time: 15 minutes
Procedure:
Cut up Worksheet L into cards. Break the students into pairs.
Give each pair two problem cards and two advice cards. Each student from one and the same pair should have an advice card that does for his/her neighbour problem card. You may use the same cards for more than one pair.
Have the students speak in pairs. One student describes his/her problem and the other gives advice using the constructions given below. Then they change their roles.
It is important that you should…
It is necessary that you should…
It is recommended that you should…
It is strongly advisable that you should…
Your main aim is that you should…
The only condition of solving your problem is that you should…
I insist on the fact that you should…
Whatever should happen, always (do sth)…, etc.
16. Tricky “lest”
Grammar focus: the Subjunctive 1 – “lest”
Materials: Worksheet M, magnets
Dynamic: whole class
Time: 10 minutes
Procedure:
Cut up Worksheet M into cards (one card is a sentence half). Distribute the cards among the students. In the middle of the board write the word “lest”.
Explain the students that they have to circulate round the room and find the two halves of one and the same sentence. Then they stick the halves onto the board so that the word “lest” written on it can join the main and the subordinate clause.
17. May success attend you!
Grammar focus: the Subjunctive 1 – set expressions
Materials: Worksheet N
Dynamic: whole class
Time: 15 minutes
Procedure:
Make an enlarged copy of Worksheet N and cut it into cards (One picture on each card).
Show these pictures one by one to your students and have them guess what set expression containing a verb in the form of the Subjunctive 1 is implied.
Tell the students to draw one or two pictures of their own and repeat the procedure.
18. Job demands
Grammar focus: the Subjunctive 1
Materials: none
Dynamic: whole class
Time: 20 minutes
Procedure:
Have the students to think of a job and not to disclose it to their groupmates.
Tell the students to write down the main skills a person should have to get this job. The students are to use the Subjunctive 1 while fulfilling the task:
It is important that you…
It is necessary that you…
It is recommended that you…
It is strongly advisable that you …
Your main skill is that you …
The only condition of getting this job is that you…
They (e.g. people on the top) insist on the fact that you …
3. One by one the students read the demands and the others should guess what job is implied.
19. Wishes
Grammar focus: the Suppositional Mood – “I wish…”
Materials: Worksheet O
Dynamic: whole class
Time: 10 minutes
Procedure:
Cut up the worksheet or make your own.
Give each student one card and tell them not to show it to their groupmates.
Have the students one by one express their wishes on the base of the information in their cards.
After a student has expressed his/her wish, tell the others to guess the initial situation.
For example: the card is “Your neighbours play loud music late at night and you can’t fall asleep”.
The wish expressed by a student is “I wish my neighbours didn’t play loud music at night”.
The initial situation is “He/she can’t fall asleep because his/her neighbours play loud music at night”.