In an exam like IELTS first conditionals are not considered particularly complex forms - something like Band 5. Third conditionals are obviously much more complex but there is little scope for using them in the oral interview paper of the exam.
Learners though often have difficulty understanding and producing conditionals and there are a number of reasons for this.
Understanding complex conditionals which contain complex modal forms is linked to general intelligence. Some natives never master these forms.
The modal forms are not taught particularly well in the first place (with the mistaken focus of will as ‘the future’) and this has consequences for conditionals later on.
Not enough practice of both modals and conditionals.
The numbering of conditionals as 1, 2 and 3 does not really help either. It’s an abstraction based on the order they are introduced rather than a label which helps the learners understand and use the forms. Such metalanguage should be avoided whenever possible.Terms like real and unreal, possible and unlikely are much more useful.
And are there only 3 conditionals we need to worry about? No, there are zero conditionals and mixed conditionals. So, five, right?
Well I think there are seven we should be concerned about. In my system I add a ‘past zero conditional’ and split the second conditionals into two forms - one real and one unreal.
In this extract from my book The Ideas of English Grammar I discuss these seven key conditionals.
Seven Example Conditionals
Let us look at seven example conditionals which show the interplay between time distance and reality, degrees of likelihood and modal/modifying verb meaning.
Conditional 1
This is an example of the traditional Zero Conditional [Figure 8.19]. As this is purely factual it is seen as 100% likely.
Figure 8.19: Conditional 1
This is exactly the same verb pattern [If + present simple, present simple] as the example cited above: If he calls, let me know. Some might quibble and say that let is the imperative form, but in this grammar both are about facts. One is about a general factual sequence, the other a specific factual sequence. The lexical content determines which is which - not the grammatical formulation; both are about factual sequences: If fact X, then fact Y.
Conditional 2
This is a distant [past time] sort of Zero Conditional [Figure 8.20], and, as it is set in past time [and refers to ‘he’], it is seen as a factual interpretation of a particular event, rather than about a general truth. However, general truths about the past can be talked about using this combination of forms as well: If you practised witchcraft in 17th century England you ran the risk of being burnt at the stake.
Figure 8.20: Conditional 2
Like the example in Conditional 1 above, the lexical content determines whether we are talking about specific factual sequences or general truth factual sequences.
Conditional 3
These examples of the traditional 1st Conditional [Figure 8.21] show the difference in meaning depending on the modal/modifying verb used.
Figure 8.21: Conditional 3
These conditionals are about likely future factual events. The consequence of the if condition is seen from our here and now perspective I will/might get wet. The future consequence is viewed from now.
Conditional 4
This traditional 2nd Conditional [Figure 8.22] is less likely than the 1st Conditional in the previous example and this is shown by the distant verb forms used. It is a future form [if I am playing the lottery] and the distant fact of winning is seen as being possible in the future, that is still real, however unlikely. In this case I am realistic about my chances of winning [they are very, very small]. If I am not playing the lottery then, without changing any grammar, it becomes an unreal conditional. The context determines whether it is real or unreal. On the other hand if I am playing the lottery and I’m optimistic then I might say: ‘If I win the lottery, I’ll buy a big house.’ Personal choice and the exact context is very important here.
Figure 8.22: Conditional 4
Using this kind of example would enable you to discuss choice and context with your learners. They would have to chose the idea - likely, unlikely, unreal - and personalise the conditional for themselves. Conditionals should be
made psychologically real to the learners.
Conditional 5
This second example of the traditional 2nd Conditional [Figure 8.23] is clearly unreal and counter factual: I am not you. As it is unreal, it is 0% likely i.e. impossible.
Figure 8.23: Conditional 5
This next example is also unreal and impossible [with the current state of technology] but is about the past.
Ex: If you went back to the London of the 1670s, you would see an awful lot of rebuilding after the Great Fire.
Conditional 6
This traditional 3rd Conditional [Figure 8.24] is unreal as it is speculation about events which did not happen; which are contrary to the known facts: I did go to the party and I did meet you. The ‘I wouldn’t have met you’ clause uses the distant negative form of wouldn’t [meaning certainty not] and the retrospective form because we are looking back to the unreal past.
Figure 8.24: Conditional 6
Conditional 7
This last example [Figure 8.25] is a so-called Mixed Conditional which combines an unreal past and unreal present. The reality is: I did get the job and I am here now.
Figure 8.25: Conditional 7
We can bring all these examples together into an overview diagram [see Figure 8.26]. This is, like the verb pathways diagrams, not a diagram which should not be presented to learners but one which could be constructed with learners over time.
Conditionals use the form meaning ideas and modal/modifying verb ideas presented in this grammar; they use the cardinal perspectives and distance in time, formality and reality ideas we have looked at; and they show how co-text and context combine with all of these to create meaning. They are a demonstration that the ideas of our re-imagining of grammar are valid and are used consistently throughout the language. The traditional grammar of English, modelled on the grammar of Latin, suggests that there are huge areas of inconsistency of verb form use [‘The form is past but the meaning is not.’]. Conditionals are only one area with exceptions and special subjunctive uses.
In our re-imagining of English grammar this is not the case. The distance idea explains all verb form use in past, present and future, and in conditionals. Traditional grammar is aimed at making it easy to teach past, present and future ‘tenses’. Distance grammar is aimed at enabling an understanding of all verb form uses.
In my book I bring all these conditionals into one diagram which shows how these are used in a systematic way, combining the ideas of time, reality and likelihood. This gives a much more complete paradigm for conditionals than the 1, 2, 3 system.
Teaching Conditionals
When we are thinking of teaching conditionals we need to consider whether we have taught modals well enough, in the first place; then we need to consider if we are giving the learners enough practice in using and producing meaningful conditionals of their own.
© Robert Buckmaster
Rob, can you please help me with one conditional sentence.
The reality is: I have a big parcel and a small bag, not enough to fit the parcel in.
If I had known the parcel would be so big I would have taken a bigger bag?
3rd past unreal conditional
Or
If I had known the parcel would be so big I would take a bigger bag. (I’m saying this with the small bag in my hands).
Mixed conditional linked to now.
What is correct? I’m confused.
Thank you, Rob. That’s exactly what I need just in the right time.