Conditional sentences rules and examples pdf

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You can learn and practise on this website for free as much as you need. All materials have been written by a teacher who has been teaching English for more than twenty years. You will find a lot of exercises and grammar rules with examples of verb forms and sentence structures at e-grammar. All the materials are designed for self-study learners who want to learn English for free. They are suitable for beginners, elementary, pre-intermediate, intermediate and advanced students. They are all free to download to your computer and print easily. They include keys with answers and practise different aspects of English grammar and basic sentence structures.

All gap-filling, matching or multiple choice online exercises include answers. You can use the “check” button to find out if your answer is correct or the “show” button if you want to see the correct answer. In these grammar lessons you can also study online grammar rules with examples. You will be surprised how quickly you can learn English grammar rules owing to this website. Modal auxiliary verbs can – can’t.

PDF exercises with answers to download for free. Modal auxiliary verbs can – can’t: PDF exercises for elementary students of English to download for free. Put words in the correct order to make sentences. Rewrite sentences with can – can’t and keep the same meaning. Choose the correct endings to complete sentences.

Put words in the correct order to make questions. Printable grammar rules with examples from everyday English. Interactive exercises and online grammar rules. All these materials are written for students and teachers of English as a foreign language. The use of the terms “antecedent” and “subsequent” is ambiguous. In logic, while “antecedent” usually means the if-clause, it might refer to whichever comes first, so in a statement like, “I’d do it, if I knew how”, it’s preferable to avoid the use of the words altogether.

Protasis and apodosis avoid the issue entirely. Experimental evidence indicates that people’s thoughts about counterfactual conditionals differ in important ways from their thoughts about indicative conditionals. Participants in experiments were asked to read sentences, including counterfactual conditionals, e. Mark had left home early he would have caught the train’.

Afterwards, they were asked to identify which sentences they had been shown. They often mistakenly believed they had been shown sentences corresponding to the presupposed facts, e. In other experiments, participants were asked to read short stories that contained counterfactual conditionals, e. Later in the story they read sentences corresponding to the presupposed facts, e. Experiments have compared the inferences people make from counterfactual conditionals and indicative conditionals. Given a counterfactual conditional, e.