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Conditionals are sentences containing ‘if’ which refers to the past, present and future possibilities. the ‘if’ clause contains the condition that has to be satisfied before the action or state in the main clause can be realised. For instance in a sentence, ‘if I had the money, I would but a new car’, or ‘I would buy a new car if I had the money’. Therefore, there are five main conditionals which are zero conditional, first conditional, second conditional, third conditional and mixed conditional. In zero conditional, it refers to actions and facts that are irrefutable. That would mean that you can use ‘if’ or ‘when’ with no change in meaning. For example, ‘when you run around, you will sweat’ or ‘the water will boil if you turn up the heat’. As for first conditional, it talks about a ‘real’ situation in the future that is possible, probable or even certain, once the condition has been satisfied. For instance, ‘if he practices music, he will pass the test’. In second conditional, it communicates a present or future ‘unreal’, hypothetical situation that is presently not true and is unlikely ever to be true. For instance, ‘if she wins the lottery, she will donate half of it to charity’. In third conditional, it refers to a hypothetical past action and the hypothetical past consequence/result. As the ‘action’ was purely hypothetical, the condition could never have been satisfied and subsequently the consequence is or was impossible. For instance, ‘if I had eaten in the morning, I would not be having gastric’. In mixed conditional, we sometimes combine a second conditional clause with a third conditional clause. A teacher may be able to use a few techniques such as split sentences, complete the conditional, chain conditionals, what a question, nuclear bunker role play, what would happen if. Pronouns, can be noticed that the pronoun denoting who is spoken to can also change, very much depending on the context. For instance,” ‘I love you’, she said” can become, ‘she said she loved me, she said she loved you, she said she loved him, she said she loved him, she said she loved her, she said she loved it, she said she loved us or she said she loved them. Time expressions for example, ‘today’ becomes ‘that day’, ‘yesterday’ becomes ‘the day before’ or ‘the previous day, ‘tomorrow’ becomes ‘the next day’, or ‘the day after’. These changes need to be taught as students progress through the levels. But the golden rule with all the different categories is to take each one at a time and to do it slowly and thoroughly. Teachers may use different ideas to teach their students, and there are different approaches available such as for the intermediaries, in groups of three, one person says a sentence which is then ‘reported’ to a third. For example, a role-play where the husband and wife have stopped speaking and will communicate only through a third party. The same idea can be used for employer/employee disputes, parent/teenager, quarrelling neighbours, warring countries and etc. As for higher levels, could be first asked to make a list as many verbs as possible that can replace the ‘reporting’ verb that is ‘say’. As above with media interviews, it is often a report with third parties speech and students can devise their own based on current events.