Teaching Conditionals in Iraq: Towards a Communicative Approach

This paper aims at presenting the new method used in iraq to teach grammar. despite the fact that the curriculum now is very different from the traditional one, it still depends on the exam-based system. the new syllabi of intermediate and secondary schools focus on the communicative approach. yet, the question here is that this book will help students interact with each other inside and outside the class. due to the broad areas of grammar, the research will examine teaching conditional as a sample. so, the present study will exclusively investigate teaching conditionals in iraq compared with teaching conditionals in the uk. in this study, two course books are selected to analyze the conditionals in terms of whether they are based on consciousness raising c-r features or not. the first book is from iraq, english for iraq (2013), used as a textbook and designed for senior high schools, sixth preparatory. the second book is upper- intermediate level course book, new headway (2005), which is frequently used in british english centres for the purpose of teaching english for international students. this paper, then, aims at answering the question: to some extent teaching conditionals in iraq could attain communicative competence? in other words, it will be examined whether the iraqi textbook deals with teaching conditional in a similar way as the british book.