Transcript: The Conditional Tense in under 7 minutes

If I would have one pound for every time I hear this, 

I would be a very rich woman. 

The thing is ‘If I would have’ is wrong, it is bad English, 

and a lot of people say it – including my daughters 

– which is really irritating! 

I say, ‘Don’t speak Internet, speak English!’ 


Today I am talking about the conditional tense. 

The conditional tense has four parts. 

We have Zero, One, Two and Three. 

Zero Conditional

We use Zero Conditional when we have a fact. 

So, if I go to school, it takes 10 minutes. 

This is a fact. 

If I go… 

‘Go’ is the present simple. 

It takes… 

‘Takes’ is the present simple. 

So, in Zero Conditional, we use the present simple for both of the clauses.

The First Conditional

In the First Conditional, we say, 

‘If you go outside in the cold, you will get ill’. 

If you do something, this will happen; 

there is no doubt about it. 

So, in the ‘If clause’, we say, 

‘If you go…’ 

‘Go’ is the present simple, and then in the other clause we say, ‘…you will…’ 

We always use the future ‘will’ with the First Conditional.

The Second Conditional

Today I am focussing on the Second Conditional. 

So, at the start of the lesson I said, 

‘If I would have one pound for every time somebody says this, I would be a very rich woman.’ 

‘If i would have one pound’ is wrong; 

it is: ‘If I had one pound’. 

So, we take the verb ‘have’ 

and we take it one step backwards. 

So, ‘have’ becomes ‘had’… 

If I had one pound for every time somebody says this, 

I would be a very rich woman. 

So, If I would see my friend at school, I would tell him my news. 

No! If I saw my friend at school, I would tell him my news. 

If I would eat all of these chips… 

No! If I ate all of these chips, I would have a poorly tummy.

If I would go into town… 

No! If I went into town, I would buy a new pair of shoes. 

So, we take the verb in the ‘If clause’ 

and we take it one step backwards. 

If I would go becomes: If I went. 

If I would eat becomes: If I ate. 

If I would see becomes: If I saw, and 

If I would have becomes: If I had. 

And we can use ‘had’ and ‘saw’ and ‘ate’ and ‘went’ with all of the subjects. 

So, we can say, ‘If my friend saw me in town, he would tell me his news.’ 

We can put the ‘If clause’ at the front of the sentence or at the back of the sentence. 

So, I can say, 

‘If I ate all of these chips, I would have a poorly tummy.’ 

Or I could say, 

‘I would have a poorly tummy if I ate all of these chips.’  

We can put the ‘If clause’ at either the beginning or the end of the sentence.

The Third Conditional

We use the Third Conditional when we are talking about a ‘lost opportunity’. 

(This means when something happened and it could have happened differently.) 

In the ‘If clause’, we say, 

‘If I had’ – plus past participle – and the past participle is the third row of the verb tables. 

If I had seen… 

If I had gone… 

If my friend had bought… 

If my teacher had marked… 

This is the ‘If clause’, and we use ‘If I had’ – plus the past participle. 

Then, in the other clause, we say, 

‘I would have’ plus past participle. 

I would have seen… 

I would have told… 

My teacher would have given… 

My friend would have bought. 

So, we have the ‘If clause’ and the other clause. 

If I had seen my friend in town, I would have told him my news. 

(Contractions with the Third Conditional)

We can also say, 

‘If I had seen my friend in town, I’d have told him my news.’ And we can also say, 

‘If I’d seen my friend in town, I’d have told him my news. 

Click on the link above for more information about the word I’d. 

I hope you’ve enjoyed this lesson, and that you have learned something. 

I look forward to seeing you again. 

Thanks for watching! 

Bye for now!

English From The Beginning – Transcript 4

Transcript Lesson 4



Welcome back to English From The Beginning.

This is Lesson 4.

Every lesson we learn something new.

This is Lesson 4, but we have to remember lessons 1, 2 & 3.

My Name Is…

So… This is our daughter, Hannah.

She is called Hannah.

(She’s called Hannah.)

We can also say: Her name is Hannah.

So… My name is Sarah.

My husband’s name is Alex.

My brother-in-law’s name is David.

My mum’s name is Margaret.

We can say: My mum is called Margaret and

we can say: My mum’s name is Margaret.

So we have one or two or three options.

This is my daughter, Hannah.

This is my daughter; she is called Hannah, (or she’s called Hannah.)

This is my daughter; her name is Hannah.

In Lesson 1, we talked about the verb ‘to be’.

In Lesson 2, we talked about ‘to be called’.

In Lesson 3, we talked about ‘can’, and we said: I can spell,

and in Lesson 4, we are going to learn our numbers, because I can count.


These are the numbers 1 to 19:

one…two…three…four… five…six…seven…eight… nine…ten…eleven…twelve… thirteen…fourteen…fifteen…sixteen… seventeen…eighteen…nineteen.

With the numbers 13 to 19, we just put ‘teen’ after the number.

However it is THIRteen and not three-teen, and FIFteen, not five-teen.



In English there are two TH sounds.

The first one is from ‘this’ and ‘these’…

We put our tongue between our teeth… this… this… these…these

and the second one we put our tongue between our teeth…three…three.

(So with ‘three’, you see a little bit on my tongue and with ‘this’ you see more…this…these – we see more of my tongue.)



If you can say the TH-sound, your English sounds good.

Let’s go through the numbers again…

one…two…three…four… five…six…seven…eight… nine…ten…eleven…twelve… thirteen…fourteen…fifteen…sixteen… seventeen…eighteen…nineteen.

Those are the most important numbers.


Now we need the number twenty… thirty…forty…fifty – so again we do not say five-ty, we say FIFty…sixty…seventy…eighty…ninety… and then we have ‘a hundred’.

We can either say ‘a hundred’, or we can say ‘one hundred’.

Most of the time we say ‘a hundred’.


What are these numbers?

64 = Sixty-four.

73 = Seventy-three.

92 = Ninety-two.

48 = Forty-eight.

33 = Thirty-three. (That’s difficult…thirty-three.)

12 = Twelve.

16 = Sixteen.

81 = Eighty-one

67 = Sixty-seven.

8 = Eight

78 = Seventy-eight.

32 = Thirty-two.

59 = Fifty-nine.

(Big number… little number…simple.)


So now I can count to a hundred.

Remember ‘can’ is the modal verb and ‘count’ is the second verb.

If we know the numbers one to a hundred, then we can count forever.

This is a thousand and this is a million.

This number is a hundred and one.

You have to say ‘and’.

It’s not  ‘a hundred one’; it’s ‘a hundred AND one’.

Two hundred AND forty-six.

Three hundred AND sixty-eight.

We have to put ‘and’ after the hundred, or the thousand, or the million.

The System

 The system is very simple… each part of the sentence has a colour.

Here, I can count to a hundred.

This gives information about this.

So… I can count to 100.

I can also say: I can count slowly…one…two…three, or:

I can count quickly… one-two-three.

This is ‘how we do something’.

So this (orange…question mark), it tells us ‘how we do something’.

The Direct Object

 In Lesson Three, we learnt: I can spell Eleanor.

I can spell your name.

Here we have the purple card.

I can spell your name.

I can spell Eleanor.

This is ‘what’ we can spell.

This is the subject.

The subject is important.

I am the important person in this sentence; it is my sentence.

And this is what I can do.

I can spell your name.

I can see you.

I can hear music.

I can eat an apple.

The subject does something to the ‘direct object’.

If you understand this, then English is simple.

This / These

 In this lesson, we looked at ‘this’ and ‘these’.

‘This’ is for one person or one thing.

‘These’ is for two people or two things.

So this is my niece, Ella.

And these are my nieces, Hannah, Eleanor and Rebecca.

Remember ‘niece’ ends with an S-sound, so we cannot say …

we have to say niece-s.

The same goes for child…children.

This is my child, Ella.

These are my children, Hannah, Eleanor and Rebecca.

Then we have: This is my son, Alfie.

These are my sons, David and Alex.

Normally we just add -S to make something more than one,

but sometimes we have a word like child / children…

one child…two children

one person…two people.

(Look at that word – people!)

The Question Word ‘What?’

 What is my name?

My name is Sarah.

What is his name?

His name is Alex.

What is her name?

Her name is Ella.

What are their names?

Their names are Alfie and Ella.

We can also say: What are you called?

What am I called?

I am called Sarah.

What is he called?

He is called Alex.

What is she called?

She is called Sam.

What are they called?

They are called Alfie and Ella.

If someone is not male and not female, then we say: What ARE THEY called?

Or we say: What is their name?

The Question Word ‘What?’ (with The System)

Let’s take the sentence: My name is Sarah.

Here we have two subjects, because we have the verb ‘to be’.

(‘Is’ is from the verb ‘to be’.)

These are the same.

What is her name?

Sarah is her name.

Her name is Sarah.

This and this are the same.

She is called Sarah

This and this are the same.

What is she called?

Remember ‘called’ is not the verb; the verb is ‘to be’.

‘Is’ is from the verb ‘to be’.

‘Called’ goes further down the sentence.

The Question Word ‘How Old?’

How old am I?

I am forty-eight (48).

How old is he?

He is fifty-one (51).

How old is she?

She is 48.

How old are they?

They are ten (10) and eight (8).

Of course we can also say:

How old is your brother?

He is thirty-eight (38).

How old is your mum?

She is seventy-one (71).

How old are your cousins?

They are ten (10) and eight (8).

How old are your grandparents?

They are both seventy-five (75).

Again if we have someone who is not male and not female,

then we say: How old are THEY?

The Question Word ‘How Old?’ (with The System)

Let’s take the sentence: I am 48 (years old).

(Of course I say I am 48, because that is simple.)

The question is: How old am I?

So… I am 48 (Subject…Subject.)

How old I (Subject…Subject) – because here we have the verb ‘to be’

and only with the verb ‘to be’, we can have two Subjects.

So I say: How old am I?

How old are you?

How old is he?

How old is your brother?

(because ‘your brother’ is ‘he’.)

How old are his parents?

(because ‘his parents’ are ‘they’)…

How old are they?

That was the end of Lesson Four.

Each lesson takes about 15 minutes, so in 60 minutes, you have learnt

a LOT of English.

I hope you found this lesson useful and I look forward to seeing you again soon for Lesson Five.

Thanks for watching!

Bye for now!

My Daughter is Leaving Me


Today I have sad news;

My oldest daughter is leaving me.

Actually I’m not at all sad, because

She’s going to university,

And I am thrilled that

She has this amazing opportunity.

She will be studying in a city about an hour and a half away from our house.

She will be studying Liberal Arts and Science,

which sounds like a really interesting course.

We are taking her on Sunday, together with all her things, and

Her introduction week starts on Monday.

Her actual course begins the following Monday.

We will arrive at about eleven o’clock, and then

we are going to clean her apartment.

After that she is going to unpack her things, and then

she is going to make her room her own, and  

we are going to leave her to it.

It’s an amazing opportunity for her.

However it is a massive step.

So, for the first few weeks, she is going to come home at the weekends.

After that we will see.

I don’t know whether she will come home.

I hope that she will enjoy herself so much that 

she doesn’t need to come home.

But if she comes home, she will be welcome.

She is so lucky!

She will have an apartment right in the heart of the centre.

And her apartment will be in a block, together with all of the other first years.

There will be about 220 students in the first year, so

I hope that she will find some people that she clicks with.

Of course I am going to miss her;

She’s my oldest daughter.

I have known her for 19 years.

But this is the right thing to do.

She has to move on to the next step in her life.

And she is going to have a fabulous time.

And, even though I’m going to miss her,

It works out well, because now

I have a permanent filming set in her bedroom. Da dah!

Of course I will transform her bedroom back into a bedroom every time 

she comes home.

Have a fabulous time, Darling!  Good luck! 

I will miss you, but you will have a ball!

This film was all about the future tense.

I find ‘the future tense’ a really tricky tense to teach, because

there are four or five ways of talking about the future.

(The Present Continuous)

This is when we say: I am seeing, You are drinking, He is watching…,

But you need a time with it.

So when I said, ‘We are taking her to the apartment on Sunday.’

This is the Present Continuous…

We are taking her.

And we use this when we have agreed something;

it is in the diary.

We have arranged that we are taking her on Sunday.

If we do not have a time with the Present Continuous,

Then we are talking about what we are doing NOW.

So if I say, ‘I am talking to you’, then I mean:

I am talking to you NOW.

Whereas if I say, ‘We are taking her on Sunday’,

Then I am talking about the future.

(Talking about a Plan)

To express a plan, we say: I am going or You are going or He / She / It is going,

or We are going or They are going to VERB…

I am going to see.

You are going to watch.

He is going to learn.

I am going to visit my daughter sometime between now and Christmas.

(The Future – The Modal Verb Will)

If we are talking about the future, and 

it is not a ‘plan’; 

it is just ‘the future’,

Then we use the word ‘will’.

So if I say, “My daughter has an apartment.”

That means that she has it NOW.

It is a fact that my daughter has an apartment, but

she doesn’t have an apartment NOW, but

she will have an apartment – from Sunday.

So if I take a fact from now, like:

‘She has an apartment in the middle of the city.’ and 

I put it into the future then I say,

“She will have an apartment in the middle of the city.”

(The Future Continuous)
If I say, ‘She is studying Liberal Arts and Science.’

That means that she is studying it NOW, but

I don’t mean that because she is not studying it NOW, but 

she will be studying it – from the beginning of the course.

(Other Uses for ‘Will’)

We can also use the word ‘will’ if 

we have the word ‘if’ at the beginning of the sentence…

If my daughter comes home next weekend, 

she will be very welcome.

If I see her next weekend, 

I will give her a big cuddle.

I can also say, ‘When I see her next weekend, I will give her a big cuddle.’

We also use the word ‘will’ when 

we have the words ‘I think’ or ‘I hope’ or ‘I doubt’ at the beginning of the sentence…

I think she will really enjoy herself.

I hope she will meet some really good friends.

I doubt that she will come home every weekend.

(The Present Simple)

If something is on a timetable, like

The university has a timetable and

The first day of my daughter’s course is a week on Monday.

The course starts a week on Monday.

The introduction week starts this Monday.

It is on the timetable, so 

Even though it is in the future,

We use the Present Simple.

Just like if there is a train timetable, we say,

‘My train leaves at eight o’clock in the morning.’

My plane departs…

My bus arrives – at a certain time.

If it is on a timetable, then we use the Present Simple…

My daughter’s course starts a week on Monday.

The introduction week begins this Monday.

And that is how we express the future.

I hope you’ve found this lesson useful.

Thanks for watching!

Bye for now!

How to make Tag Questions in the Present Simple

You will hear a lot of people saying, “You live in England, right?”

WRONG! Whilst this is understandable it is not good English; we need a tag… “You live in England, don’t you?”

Tag Questions are difficult, as they change in every tense. If the main part of the sentence is positive, then the tag question will be negative, and vice versa. Almost all verbs have the same negative formation, but the verbs to be (+ to be able and to be allowed) and can are exceptions.

Watch out with the first person ( I ) and the verb to be! (I am helpful, aren’t I?)