English Grammar: The Subjunctive And The Conditionals

A)
Essay by sophia_lispectator, October 2004 download word file, 3 pages ( 4 KB ) 3.9 3 reviews Downloaded 73 times Keywords committee, senate, existence, best friend, gradually 0Like 0

The Subjunctive Modern grammarians and semanticists dispute he existence of subjunctive in modern English, as there is no explicit form marked for this category. The formally marked subjunctive existed once but it was gradually reduced to the present and preterit forms which do not differ from the indicative form. Still the hypothetical meaning and the "wishing" meaning can be carried across by these rudimentary forms especially with the verb BE. The present subjunctive of this verb uses the BE form for all persons, and the past subjunctive uses WERE. The subjunctive is recognized for the lack of concord with the subject and for that reason some grammarians consider it a non-finite form. The Senate has decreed that such students NOT BE exempted from college fees. If I WERE not your best friend, you would regret this. The PRESENT SUBJUNCTIVE expresses hope and probability for the hope becoming true. I demand that the committee RECONCIDER its decision. I insist that he LEAVE immediately. I suggest that she TRY again. The committee proposes that he BE ELECTED. These examples represent the class of subjunctive which is called the MANDATIVE SUBJUNCITVE. It can be used with any verb in that-clause if the main clause contains verbs such as demand, require, insist, suggest, ask etc. that's to say expressions of recommendation, resolution, demand etc. The mandative subjunctive is used in American English and is characteristic of formal styles of communication. In less formal situations it can be substituted by: 1. the putative should + bare infinitive:

It is demanded that every member inform himself on these rules. = It is demanded that every member should inform himself on these rules. 2. for +to infinitive:

= It is demanded for every member to inform himself on these rules. The PAST SUBJUNCTIVE expresses hypothetical situations, but... Read Full Essay Now

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English Grammar: The Subjunctive And The Conditionals. (2004, October 08). In WriteWork.com. Retrieved 08:42, February 10, 2012, from http://www.writework.com/essay/english-grammar-subjunctive-and-conditionals

Reviews of: "English Grammar: The Subjunctive And The Conditionals":

English Grammar by johnjjp on 08/Oct/2004 Many people could probably benefit from reading your informative essay on the use of the subjunctive and the conditionals. Misuse of the subjunctive and the conditionals is quite common in everyday speech and also not infrequently shows up in so called standard written academic English. Your report should serve as a useful guide to those who want to properly use the troublesome subjunctive and conditionals. Your paper was educational and helpful. Well done! 11 out of 11 people found this comment useful. So true by sundayriverusa on 07/Feb/2008 Nobody pays attention to their grammar. Awesome write up 1 out of 1 people found this comment useful. English Grammar by madgaun06 on 09/Oct/2004

It is of course an educational piece of essay. I for one need to give more time to the English Grammar and how it is applied in every day speaking and writing.

Goog work 8 out of 9 people found this comment useful.

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Assignment 1 / Language focus

The car's going to crash

Form

describe the form: Be going to

Affirmative:

Subject + be + going to + bare infinitive

Interrogative: Be + subject + going to + bare infinitive ?

Negative:

Subject + be + not + going to + bare infinitive

Short form response: Yes, subject + be + going to + bare infinitive No, subject + be + not + going to + bare infinitive

Phonology : /g

Anticipated Problems confusion with will for future purposes confusion with getting for future plans (getting more certain)

Context

Look at these dark clouds! It's going to rain.

1 Use

certainty that something is going to happen to the future(imminent)/prediction (Look at this car! It is going to crash into the yellow one)

Contributions to learning I could use personalization (Based on my possible knowledge of a students other activities, I could use an example like: John is going to walk back home) Have the students listen or read from the board/student book/handout some examples with going to (these receptive skills make learning more concrete and give confidence by repeating the structure) Give the students the chance to repeat the structure (produce) via speaking, exercises and writing Use contrast, concept questions and other technics in order to clarify, in case the students get confused

You should have done your assignment

Form

describe the form: Should (Should is the conditional form of shall, which is a modal verb)

Affirmative:

Subject + should + verb

Interrogative: Should + subject + verb

Negative:

Subject + should + not + verb

Short form response: Yes, subject + should + verb No, subject + should + not + verb

Phonology : /

d/

Anticipated Problems: differences between should and shall differences between should and would (future in the past) differences between should and must to (obligation) differences between should and will (only about the future) phonology, should not should confusion with the irregular verb in the example, make one with a regular Should + present = advise, desirability (You should go to the doctor) Should + past = criticism (You should have paid your bills)

Context

By the time John woke up, it was too late to visit the local museum. I should have used my alarm clock, he said to himself.

Use to give advice (You should take regular exercise) in hypothetical situations (Should you need any help, just call me)

to give tentative opinions (I should think the cost will be about 50 euros)

Contributions to learning I could use personalization (Based on my possible knowledge of a students other activities, I could use an example like: John missed the deadline. He should have been more responsible) Have the students listen or read from the board/student book/handout some examples with should (these receptive skills make learning more concrete and give confidence by repeating the structure) Give the students the chance to repeat the structure (produce) via speaking, exercises and writing Use contrast, concept questions and other technics in order to clarify, in case the students get confused

I have to complete this assignment on time

Form

describe the form: have to

Affirmative:

Subject + have to + verb

Interrogative: Should + subject + verb

Negative:

Subject + should + not + verb

Short form response: Yes, subject + should + verb No, subject + should + not + verb

Phonology: /hf/ (obligation)

but /hv/ for possession

Anticipated Problems confuse with the verb have (possess) confuse with have as an auxiliary verb used in tense formation have got to (the same, mostly British english) to has a weak sound

Context

John was late. He had to leave the hotel immediately if he wanted to catch his train. But first he had to go to the reception and pay the bill.

Use to talk about strong obligation that comes from somewhere else, for example from you boss, you parents, a rule at school or work. we do not use have to when we talk about what is a good idea to do, but we don't do it yet Instead,we use should.

Contributions to learning I could use personalization (Based on my possible knowledge of a students other activities, I could use an example like: John lost his jacket. He has to buy a new one) Have the students listen or read from the board/student book/handout some examples with have to (these receptive skills make learning more concrete and give confidence by repeating the structure) Give the students the chance to repeat the structure (produce) via speaking, exercises and writing Use contrast, concept questions and other technics in order to clarify, in case the students get confused ------------------------------------------------------------------------------------------------------------------------------

B) CELTA Assignment 1

I ve been waiting here for two hours.

1. Meaning I was waiting here 2 hours ago. I am still waiting here.

2. Form Subject + have/has + past participle (been) + present participle

3. Pronunciation Contraction of I and have. Been has a short /i/. Stress on /Wei/ in waiting.

4. Eliciting Show picture 1 of a man standing with a clock above his head. The time is 12pm. Show picture 2 of the man still standing but the clock now says 2pm and he looks unhappy while looking at his watch. Ask What is he doing? He s waiting. How long for? 2 hours. Is he still waiting? Yes To elicit so give me a sentence, I....

5. Concept Questions Was he waiting 2 hours ago? Yes Is he still waiting now? Yes

6. Anticipated Difficulties + Solutions Form: Subject +have/has + past participle (been) + present participle. Students might say I has or he have. They may say I m waiting for 2 hours . They may say wait instead of waiting . Solution: Drill. Highlight form on whiteboard.

Phonology: Students might wrongly pronounce been by extending the ee . /i:/ rather than /i/. Students might not use the contraction I ve, you ve, he s etc. Students might put stress on wrong syllables. Solution: Drill and model on fingers, write phonemes on whiteboard.

Concept: Students might think waiting only refers to something that happens now. Solution: Draw timeline on whiteboard

It suits you -versus- It fits you

1. Meaning

Suits: It looks good on you. You and the item go well together.

Fits: It s not too small for you. It s not too big for you It s the right size for you. It s the right shape for you.

2. Form

(For both) Subject + present simple +s + Object

3. Pronunciation Fits Stress on whole word. Suits ui sounds like /u:/.

4. Eliciting Fits: Show students a picture of a man wearing clothes which are too small for him. Ask Are the clothes too big or small for him? Yes Show students a picture of a man with clothes that fit him. Ask Are the clothes too big or small for him? No To elicit [pic] So, the clothes.....

[pic]

Suits: Show students a picture of a man wearing a pink jumper with flowers on it. Ask does this look good on him? No Show students a picture of a man with a nice shirt on. Ask Does this look good on him? Yes To elicit The shirt......

[pic]

[pic]

5. Concept Questions Fits: Is it too big for you? No Is it too small for you? No Is it the right size for you? Yes Suits: Does it look bad on you? No Does it look good on you? Yes

6. Anticipated Difficulties + Solutions

Form: Subject + base form + Object For fits, the students might get the subject and the object mixed up and say; I fit it , whereas, I suit it is acceptable. Students may drop the inflected s in third person form, or add it to other forms, eg. It suit me, I suits it. Solution: Drill and highlight form on whiteboard.

Phonology: Students may mispronounce suit as /sju:ts/. Solution: Drill and model on fingers, write phonemes on whiteboard.

Concept: Students could mix up the meanings. Solution: Ask CCQs and correct when appropriate

Other: Suit and fit can act as synonyms in another meaning. For example, music that fits my mood is the same as music that suits my mood . This meaning has nothing to do with being too big/small or looking good/bad. If students already know this meaning, it could pose a problem.

Solution: If students know the other meaning of suit and fit, explain that that meaning is different. Explain that many words in English have various meanings.

I wish I didn t live in London

1. Meaning I live in London. I don t want to live in London. I have no plans to move from London.

2. Form Subject + base form + subject + past simple+not

3. Pronunciation Weak /t/ in didn t. Stress on wish.

4. Eliciting Show a picture of a man with a speech bubble above his head saying I don t like living in London but I must stay here . Ask Does he live in London? Yes Does he like living in London? No Can he move from London? No Elicit what possible reasons he could have for not being able to leave London, eg. Why do you think he can t leave London? Family, job, he has a house. Ask Does he want to be in London? No Does he want to be somewhere else? Yes To elicit so, he.... (wishes.....)

5. Concept Questions

Does he want to live in London? No Can he move away from London? No Does he want to live somewhere else? Yes

6. Anticipated Difficulties + Solutions Form: didn t is past simple, but the sentence refers to an action that is happening in the present, so students might want to say I wish I don t live in London .

Solution: Drill and highlight form on the whiteboard.

Phonology: students might not use the contraction didn t and instead say did not . Solution: Drill, model and write on whiteboard.

Concept: Students may not understand that the person still lives in London because of didn t . Solution: Ask CCQs and correct when necessary.

You should ve locked the window

1. Meaning The window was open You didn t lock the window. It was a better idea to lock the window.

2. Form

Subject + should have + past participle

3. Pronunciation

Contracted should have . Locked ending ed is pronounced /t/.

4. Eliciting

Show a picture of a cold girl in a house with the window open. Ask Was the girl happy? No Why not? Because she was cold. Why was she cold? Because the window was open. If the window was closed, would she have been cold? No. What could she have done to not be cold? Close the window. To elicit So, she should have....

[pic]

5. Concept Questions

Was the window closed? No Did the girl close the window? No Was the girl cold? Yes Would it be cold if the window was closed? No

6. Anticipated Difficulties + Solutions

Form: Students might replace have for of as in the contraction should ve ve sounds like of . Students may say should lock or should locked . Solution: Drill and highlight form on the whiteboard.

Phonology: students don t contract should and have. They might say lock /ed/ instead of /t/. Solution: Drill, model and write on whiteboard.

Concept: students might not understand that it would have been better if the window was closed. Solution: ask concept questions.

C) 1. She needn t have got up so early.

Meaning: Needn t is short for need not.

This action happened in the past. She got up early but it wasn t necessary.

Context

Mary has a job interview tomorrow and she was feeling very nervous. The next day Mary woke up early to catch the 9am bus to her interview location. However she had forgotten that the interview was at 3pm. It was not necessary for Mary to get up so early. As a result she waited for several hours in a caf.

CCQs: Did Mary wake up early? (yes)

What time was her interview at? (3pm)

Was it necessary to get up early? (no)

Tell me about a time when you were too early for something and had to wait.

Form:

She+ needn t have got up

Subject +need not+ have +verb (past participle)

Pronunciation: /ni .d nt/: needn t (2 syllables with stress on the first) have (weak form) / v/

________________________________________

2. I didn t mean to break it.

Meaning:

I felt bad that I broke it but I didn t do it on purpose.

I didn t want to break it. It was an accident. Context

I was playing with my brother s new toy. Then I fell and dropped my brother s toy. I was afraid my brother would get angry at me but it was an accident. I didn t want to break it.

CCQs:

Did I want to break the new toy? (no)

How did I feel? Why? (sad, bad, scared)

Tell me a time when you didn t mean to break something? How did you feel?

Form:

I + didn t + mean + to break

Subject + did not + verb +infinitive form of verb

Pronunciation: didn t / d d. nt/ (2 syllables stress on first) mean to: (weak form) /t /

3. My brother is very ambitious.

Meaning: Ambitious is an adjective form. The context describes my brother as very ambitious because he has a strong desire to be successful and rich.

Context:

My brother studies all day and night in college. Sometimes he works so hard he has no free time. His dream is to become a successful architect. After college he plans to open a big architectural firm and make it the best in the world. He says this will make him a rich man.

CCQ:

Does my brother study very hard? (yes)

What is his dream job? (Architect)

What does he plan to do after college? Why? (to open a big firm and be rich)

Form: Adjective (Adjectives are often called describing words because the provide information about the qualities of something described in a noun). [i]

Pronunciation: ambitious (3 syllables-stress on the 2nd) /m b . s/ ___________________________________________

4. I wish I d gone to the party.

Meaning: I wish is used with the past perfect tense to express that I am sad or regretful about a particular action in the past that happened. So I wish I had gone to the party. I am feeling sorry for myself now that I didn t go.

Context:

I was invited to a birthday party last week. I really wanted to go but I had to work that night. I heard it was a great party but I had to go to work to pay my bills.

CCQ:

Is the party in the past, present or future? (past)

Did I go to the party? (no)

How do I feel about my decisions? (unhappy, sorry, regret it)

Form: I wish I d gone

Subject + wish + had+ (past participle) past perfect)

__________________________________

Party

now (wishing I had gone)

Pronunciation: I wish: /w sound)

/ I d: /a d/ (1 syllable) I d gone (stress on wish and gone) I d (weak

5. I told her off.

Meaning: This is a phrasal verb to speak angrily to someone because they have done or said something wrong.

Context:

The teacher was very angry when he saw one of his students cheating during the exam. The teacher quickly took her out of the classroom. He was so mad he began shouting at her. She wasn t allowed to continue the exam so she left.

CCQs: Did the student do something wrong? (Cheat in exam)

How did the teacher feel about this? (Angry, annoyed)

How did the teacher tell her off? (Start to yell/shout at student)

Did the teacher speak loudly or quietly to the student? (Loudly)

Tell me about a time someone told you off and why did it happen?

Form: Phrasal verb: to tell someone off

I told her off.

subject +told (verb) + object pronoun+ off

Pronunciation: told /t ld/ her (weak form /h r/) off/ f/

Focus the stress on told and off . "her has a weak sound.

----------------------[i] Grammar for English Language Teachers by Martin Parrott (CUP, 2000 D) CELTA WRITTEN ASSIGNMENT 1 - Language Related Task

1. The plane leaves at 10.00 tomorrow.

a) The present simple + time marker. Subject + verb in present simple tense + time marker.

b) Talking about a scheduled future event.

c)

Students may have difficulty understanding the concept that this is talking about a future event, as the present tense is used. Students may have difficulty when pronouncing tomorrow , esp. the weak form at the beginning of the word: tomorrow. Students may struggle pronouncing the weak form in the and at .

d) A businessman needing to book a last-minute flight for an urgent meeting.

e) Has the event already taken place? (No) When is it? (The future) What is happening at 10.00? (The plane leaves) How does the businessman know? (He booked the flight, he was told the schedule)

Some conditional clauses/if-clauses suggest that the situation is real. Eg. If scientists invent a pill to keep you awake forever, will you take it?

In this example the condition is real, and both clauses, if clause and the main clause, refer to the present or the nearest/distant future, although the verb in the if clause is in the present tense. The situation is viewed as a real possibility. In unreal conditionals we use a past tense (either simple or continuous) in the if clause and would + bare infinitive in the main clause to talk about present or future situations. The situation is viewed as not a real possibility but as a hypothetical one. Eg. If scientists invented a pill to keep you awake forever, would you take it? Do you know any animals or other living beings who never sleep? No What do bats do in the day time? They sleep. How many hours do you usually sleep at night? 7-8 hours. Do you feel well if/when you sleep less? No. How do you feel then? If I sleep less, I don t feel well.

2. If I had a lot of money, I d buy a boat.

a) The past and present tenses together with the second conditional. If + subject + past simple + noun, + modal verb (would) + verb in the present + noun. b) Talking about a hypothetical event in the present. c) Students may have difficulty with understanding the hypothetical context. Students may struggle with the pronunciation of the contracted form of the verb I d . Students may have difficulty with understanding the hypothetical context. Students may use an incorrect tense in the result part of the sentence. E.g. If I had a lot of money, I ll buy a boat. If I had a lot of money, I d have bought a boat. Students may have difficulty with pronouncing the weak forms in I , a , of . d) Somebody talking to his friends about playing/doing the lottery. e) Did he have a lot of money? (No) Does he have a lot of money now? (No).

Did he buy a boat? (No) Why? (doesn t he buy a boat?) (He doesn t have enough money) Would he like to buy a boat? (Yes) How do you know? (because that s what he would do if he had the money). 3. You should go to the doctor.

a) Subject + modal verb should + the main verb (the infinitive without to ) + noun.

(Negative: subject + should + not (or nt) + verb infinitive You shouldn t go to the doctor) (Question: Should + subject + verb infinitive Should I go to the doctor)

b) To advise/suggest somebody to do something and talk about obligation and deduction.

c) Students may struggle with the concept that the recipient of the advice had not yet completed an action. (He hasn t been to the doctor, nor has he decided to go to the doctor yet). Students may struggle with the meaning of the modal verb, should . Not as strong a command as must or to have to . Merely advising somebody, saying something is a good idea. Students may have difficulty pronounces the weak form of the modal verb should and also to not pronounce the silent letters. Also when practising the negative form, students may struggle with saying the contracted form of the verb shouldn t . Students may struggle with the weak forms in to and the . Students may struggle understanding that the modal verb does not change, except in the negative form (no subject-verb agreement). Students may struggle with grasping how to use this modal verb in the question form. E.g. Should I go to the doctor? Instead of the normal question form of Can I of Do I. Student may struggle with forming the negative, shouldn t , as do/don t is not used. Irregular past form.

I like football/ I don t like football You go horse riding/ you don t go horse riding

You should go to the doctor/ you shouldn t go to the doctor NOT You don t should go to the doctor.

d) Somebody (Person A) looking ill and describing/groaning some symptoms of illness to a friend (Person B or Friend). Person A asks for advice, the friend offers advice.

e) What is wrong with Person A? (She s not feeling well) Has she been to the doctor? (No) What does her friend do? (Advises her to go to the doctor) Does she have to go to the doctor? (No) Why not? (it was only advice, a suggestion) Do you think she will go to the doctor? Was it good advice?

4. I ve just had lunch.

a) The present perfect + adverb of time just .

Subject + verb in present perfect (with just in the middle) + noun.

b) Talking about a very recent action/ a moment ago.

c)

Students may struggle with the position of the word just in a sentence using the present perfect tense. E.g. I have just had

Students may make the mistake of following just with a present tense verb. E.g. I just have lunch changing the meaning of the word just to only .

Students may struggle with the concept that just (an adverb of time) indicates that the action took place recently/a short time ago.

Students may struggle with the pronunciation of the contracted form of the verb I ve .

Students may struggle with using the present perfect with just and may want to use the past simple instead. Students may struggle with understanding why this is acceptable too. E.g. I just had lunch.

Students may struggle with the word stress in a sentence when using just to emphasise the time of the action. E.g. I ve just had lunch.

Students may struggle with the pronunciation of the weak forms in had and I ve .

d) Somebody (Person A) who meets up with a friend (Person B) for a coffee. The friend asks if she wants anything to eat but she declines as she has just had lunch .

e) Why is Person A not hungry? (she s already had her lunch) Did she have lunch a long time ago? (no) When did she have her lunch? (very recently not long before she met with her friend) How do you know? (she said that she just had her lunch, indicating the time.

I m going to visit my aunt tomorrow.

a) Future tense using the auxiliary verb going to .

Subject + verb to be in the present simple + going + main verb in the infinitive.

b) To talk about present intentions and decisions in the future. A future arrangement.

c)

Students may confuse this sentence to be in the present continuous, not recognising the going to auxiliary verb as a way of talking about the future.

Students may use the main verb in the infinitive without the to . E.g. I m going visit my aunt tomorrow.

Students may struggle with the pronunciation of the contracted form of the verb I m .

Students may struggle with the pronunciation the word going , as the weak sound ing is difficult to say. It is also commonly pronounced goin , without the g , or gonna .

Students may struggle with the pronunciation of aunt as the next word tomorrow begins with the same letter as the last letter of aunt .

Students may have difficulties with the weak forms in the I m , to , and my aunt .

Students may use the auxiliary verb going to without a verb to be in the present simple before it. E.g. I going to visit my aunt tomorrow.

d) Somebody trying to arrange to go to the cinema with a friend, only her friend has already made plans to visit her aunt.

e) Has she visited her aunt? (no) Is she visiting her aunt now? (no) When is she going to visit her aunt? (tomorrow) Is the action in the past, present or future? (future) Does her aunt know she s coming? (yes) How? (She d already planned it with her).

Bibliography

Practical English Usage, Third Edition, Oxford Michael Swan

New Cutting Edge Intermediate, Pearson, Longman. ----------------------word stress