If I were a wolf, would you hunt me in my lair – terror and delight flung in my wake than the sacrament, destroy? You say it’s but a ploy to to make sport of life and joy. Man, let me be.
Language point: unreal present
If I were a wolf, would you hunt me?
Main clause: If + subject + were + noun (or adjective).
Subordinate clause: would + subject + base infinitive.
We use this structure to propose a hypothetical present or future scenario.
If you were a king, would you be just and kind?
Perhaps, but you know what they say about power:)
Who but the most callous could pass by unmoved by the sight of a poor stranded crab, pincers click-clacking “Help me, the tide’s going out sans moi!” Certainly not my darling little one.
Lyme Regis, on the Jurassic Coast, is about seven miles from my hometown, Axminster.
A picturesque seaside resort, bustling in summer, comatose in winter, it is renowned for its dinosaur fossils – you`ll have to look for `em, mind! – and the Victorian paleontologist Mary Anning.
A feature of the town is The Cobb (backdrop to the momentous Crab Incident), a curving stone jetty nestling a small marina replete with fishing boats. Having its share of fame in recent years, it featured in the film The French Lieutenant`s Woman and in an adaptation of Jane Austen`s Persuasion, in which the heroine slips and falls from the wall. But unlike Humpty Dumpty she survives, as does the dreary novel.
Imagine you`re in your runabout `68 E-type jaguar on the way to a pop concert with a friend. Things are running a little late so you decide to take a short cut but have to stop for a lorry which is blocking the road.
Your conversation (for the purposes of this exercise) may go like this:
1)Friend: If we`d left earlier, we`d be there by now.
2)You: Well if I`d known about this damn lorry, I wouldn`t have taken this route.
3)Friend: You know how it is, when we try a new route we always end up late.
4)You: Of course, if we had GPS, we wouldn`t be stuck behind this lorry now.
5) Bugger it, let`s go to the pub instead.
Sentence 1) mixes the third and second conditional forms. The `if clause` (if + subject + past perfect) is in the third conditional and expresses a situation which is contrary to reality in the past i.e. they didn`t leave earlier for the concert. The `subordinate clause` (subject + would/n`t + short infinitive) is in the second conditional and expresses the result of the `if` clause i.e. a situation which is contrary to reality in the present i.e. they aren`t at the concert now.
Sentence 2) is entirely third conditional, the `if clause` (if + subject + past perfect) expressing an unreal past situation which in turn results in an unreal past effect in the `subordinate clause` (subject + would/n`t + past perfect) i.e. you didn`t know about the lorry so you didn`t take an alternative route.
Sentence 3) is zero conditional in form with verbs in both the `if` and `subordinate` clauses in the present tense. This conditional form is used to talk about things we perceive to be true in general e.g. when the summer sun dips low over the fields the swifts begin their audacious display, making those archaic red arrows look like so many laughable and idiotic toys.
Sentence 4) is a second conditional sentence, expressing a situation contrary to reality in the present and future. The fact of the situation is that they don`t possess GPS and consequently are stuck behind the lorry. In terms of form, the `if` clause uses the simple past and the `subordinate` clause uses would + short infinitive.
Sentence 5) The pragmatic solution.
I am pleased to provide conversation lessons for upper-intermediate and advanced level students. I place an emphasis on improving your fluency by means of the discussion and analysis of news stories, business or medical articles, video clips and other on-line media .
So how does it work? Questions and discussion points relating to a specific article, video clip, etc, are sent to you prior to each lesson. This helps to structure the lessons and deepen your engagement with them.
But conversation alone, though an aid to fluency, is not sufficient to achieve the Holy Grail that is English proficiency so lessons also focus on vocabulary, idiomatic phrases, collocations, phrasal verbs, pronunciation, word/sentence stress and intonation (among other things), according to your needs.
As a native English teacher, I hope I will be able to answer any questions and stimulate your interest with regard to English cultural life and customs.
If you think you may be interested or have any queries I would be happy to help you.
mobile: (Hungary) 0630 279 6803
‘Happiness is less a matter of pursuit than an appreciation of what you already have.’
Canada geese on the river Otter estuary, Devon, England
Just a quick blog this time to help you with your intonation. Read and listen to the following polite requests. Each request (examples 1 to 7) is recorded three times – the first time with ‘flat’ intonation, the second and third with ‘ordinary’ intonation. Notice how the ‘ordinary’ intonation in each request makes the speaker sound both friendlier and more interesting than the duller sounding ‘flat’ intonation. Try to copy the ‘ordinary’ intonation and rhythm of each example. Good luck!
1) Would you mind opening the window? It’s rather hot in here.
2) Could I sit here, please?
3) I wonder if you could help me out tomorrow morning? I’m moving house.
4) Would you like to see a movie tonight? Avatar is showing at The Odeon.
5) How about going to the beach this weekend? It’s going to be 35 degrees on Saturday.
6) It would be really helpful if you could stay on tonight – as you know, we have to finish the accounts audit.
7) Can you pass me the newspaper, please? I’m afraid I’ve hurt my back.
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