(SKKN 2022) some effective measures of teaching conditional sentences for students at grade 11

THANH HOA EDUCATION AND TRAINING DEPARTMENT THACH THANH I SENIOR HIGH SCHOOL EXPERIENTIAL INITIATIVE SOME EFFECTIVE MEASURES OF TEACHING CONDITIONAL SENTENCES FOR STUDENTS AT GRADE 11 A

THANH HOA EDUCATION AND TRAINING DEPARTMENT

THACH THANH I SENIOR HIGH SCHOOL

EXPERIENTIAL INITIATIVE

SOME EFFECTIVE MEASURES OF TEACHING CONDITIONAL SENTENCES FOR STUDENTS

AT GRADE 11

Author: Mai Thị Thùy Hương Occupation: Teacher

Experiential initiative on: English

THANH HOA YEAR 2021 - 2022

I Introduction ……… page 02 1.1 Reasons to choose the topic ……… page 02 1.2 Purposes of researching ……… page 02 1.3 Research subjects ……… page 02 1.4 Research methods ……… page 03

II Content ……… ……… page 03 2.1 The theoretical basis of the experience initiative ……… page 03 2.2 Actual situation before applying experience initiatives …… page 03 2.3 Innovative experiences or solutions used to solve problems page 03 2.4 Good implementation of the process of teaching ……… page 05

3 Proposals ……… ……… page 17

4 References books ……… page 19

1 INTRODUCTION:

1.1 Reasons to choose the topic:

In the curriculum at the level of general education, English is one of the compulsory subjects such as Maths and Literature The high school English text book of the Ministry of Education and Training is compiled on the subject and each unit corresponds to illiteracy and numeracy skills: Reading, Listening, Writing and Language focus The language focus is devided into Pronunciation and Grammar In the textbook distribution, grammar is equally important, so if students won’t be able to do the test in the class and the exam later , when they don’t understand the grammar

In the grammar school English upper secondary school program, conditional sentences or conditional clauses, it is taught by the Ministry of Education and Training systematically in all three blocks 10, 11, 12 Forms of these clauses are included in the section Language focus in grades 10, 11, 12, structure of high school, National high school exam, fifteen – minute Test, Fouty five – minute Test In addition, English as spoken language as well as writing, everyone uses

a lot of Conditional sentences As such it can be said that this is an important grammar point in English in general education in particular For all students to use proficiency conditional is not easy Why? To apply the theory to the exercises requires the learner to memorize the structure, there are “ tips” to keep

in mind and use correctly when doing exercises

So how to improve test-taking skill as well as use conditional sentences in practice for students is a problem that concerns for teachers to teach foreign languages As a teacher of English, through process of teaching and

accumulating experiences, in this article: SOME EFFECTIVE MEASURES

OF TEACHING CONDITIONAL SENTENCES FOR STUDENTS AT GRADE 11.

I would like to mention one small espect is how to teach conditional sentences at high school effectively to help student do test well in English

1.2 Purposes of researching:

Through the years of directly teaching English in high school, I have realized the fact that the majority of high school students, especially in mountainous areas, are afraid to study English, often feel heavy during school hours Therefore, the lessons to prepare for the National High School exam are a difficult challenge for them So we need to find the ways to improve English test – taking skills effectively to apply in the teaching process

So, how to get students interested in learning foreign languages, particularly English How do I learn English to become a class that I look forward to and do not have to wait impatiently for my time out of boredom? How can you speak and understand simple English sentences naturally? It is a number of my concerns in the teaching process, so I always try to find and think

to find the most effective solutions to make my lecture attractive to students, It

is also aimed at improving the quality of subject teaching on the basis of improving teaching methods, taking learners as a center

Stemming from practical teaching for many years as a teacher of English, I

boldly draw some experience to write experience with the topic" SOME EFFECTIVE MEASURES OF TEACHING CONDITIONAL SENTENCES FOR STUDENTS AT GRADE 11 ”

1.3 Research subjects:

The topic revolves around the study of teaching and learning English speaking

of high school teachers and students in grades 10, 11 and 12 in Thach Thanh I high schoolI But the object of typical research that I have boldly applied this topic is 11- grade students

1.4 Research method:

- Observe pedagogy: attending classes, studying and teaching theories of conditional sentences and how to do exercises for students

- Look at the document: Reading books, studying materials about theoretical basis about conditional sentences in general and particular

- Look at the pedagogical activities:

Look at the lesson plan, pictures, furniture, and teaching equipment

The level of the lesson and the ability of the students

+ Research and Practice Method

+ Synthesis method

2 STUDY CONTENT

2.1 The theoretical basis of the experience initiative.

We are currently using the method of teaching English as the most

“preeminent’’ English So students can easily absorb, to master and apply good knowledge learned in listening, speaking and the paper So that the students have

a basic knowledge so that their higher education are later convenient and easy Teachers who are teaching and Dhamma teaching is “ a walking stick ”, also, depending on the level of ability of the teacher and the learner After learning and practicing exercises and checking the results, the number of students who master and use the grammar points will be a measure of the method of application (teaching methods-teaching techniques), which method and technique is superior and can be applied approriately to the object of students, their own area of teaching – where most of them do not know how to learn English in combination

of the skills of listening, speaking, reading and writing In a normal of classroom, there is only 25% to 40% learner acquires knowledge called basic grammer and the modest vocabulary, And the reality may be lower The sense of subject is not high Most of the undergraduate level did not know anything about the grammar

of vocabulary, words and regular and irregular verbs Most of them use very little

and somethings they do not know at all So students are inclined “ forget,

indifference of put in aside ” English The work of the majority of students is not

self-aware, but rather a desire if the teacher does not have a positive resolution to help them overcome this obstacle

From the base of theory and practice, along with experience in the process

of teaching by myself, I boldly launch a few experience in teaching conditional

sentences through topics: “SOME EFFECTIVE MEASURES OF TEACHING CONDITIONAL SENTENCES FOR STUDENTS AT GRADE 11” So the question here posed with me is to really innovate our

teaching methods to meet new currents training needs and must realize the values

of using conditional sentences in the life and understand how to practice this kind

of instruction to improve myself to benefit for my students

2.2 Actual situation before applying experience initiatives

In this information technology era, in addition to the activities and types

of textbook exercises, reference books, web sites, I have designed and implemented ones which are not in the textbook so that my students will have a general view about speaking to promote their creation, to develop thinking and ability to use English in spoken language and meet the need of the academic examinations

As a result, little attention is paid to their functional uses Most of the time students master the forms of conditional sentences Teachers are actually teaching only the forms of these conditional sentences without attempting to analyse the close association of these forms and their functions It is due to all these reasons that we have taken the challenge to deal with conditional sentences through structural and functional views In brief, the present work aims at finding better ways towards teaching procedures, which would help both teachers and learners deal with forms and structures of conditional sentences In other words, the main objective of this study is to improve the teaching of conditional sentences in Malagasy Lycées

SCOPE AND LIMITATION OF THE WORK Conditional sentences include many variations like conditional sentences with single clauses, conditional sentences with two or more clauses There are many alternative conjunctions However, since our work aims at improving the teaching of conditionals in Malagasy Lycées, basic types of the conditionals with some exceptions are suggested in the present work Indeed, many grammarians and teachers call this section on the syllabus “if clause” and apparently the main conjunction these teachers involve in their lesson, is the conjunction “if” If teachers had to deal with all the other variations in types of conditionals and conjunctions, they would abandon teaching conditionals to their classes For all these reasons, we cannot claim that this work includes the recipe on how to solve any problem related to the teaching of conditionals in Malagasy Lycées In fact, it is only an attempt at providing teachers material for essentially improving the teaching of the basic types of conditionals taking account of their functional use, bringing solutions based on a case study that teachers may use STRUCTURE OF THE DISSERTATION A three-part plan seems to best serve our purposes The first part deals with theoretical considerations In fact, its first section focuses on the basic types of conditional sentences mainly with the

conjunction of subordination “If” with their respective functions The next section takes into account the basic theory on the didactic point of view on grammar teaching process

2.3 Innovative experiences or solutions used to solve problems

At the beginning of the school year, I compose and distribute students handouts and revise for students according to program distribution arrangements – about the basics in English Ask students to memorize at least three sentences for each and explain what is based on what to divide in that Checking is conducted regularly throughout the school year at any time For example, I ask student A : “ Could you please give the class a sentence used in Simple present tense? ” Student A might answer: - “ I always get up at 5.30 everyday.” I can ask more : “ Why can/do you use this tense in this situation?” Students A might answer: Because in this sentence use this tense use adverb refer to the frequence

So we use the present simple in this situation Then call the other student for comments and additions if necessary Interrogation is conducted to check all the tenses, depending on the situation, to put the situation into place for the students

to put the revision Attention to the development of the mentality, the remarks from the students, and the student’s compulsion to memorize the prey, in situations where the words are remembered for a long time and can be used in the conditional sentences used tenses If students do not know how to use the basics then it is hard to understand and do conditional sentences assignments The material I compose will be kept by the student throughout the school year and use as needed

For conditional sentences, structures and example sentences I apply the same way It is a requirement to memorize and be checked out as a checking up the old lessons, checking 15 minutes or checking periodically

2.4 Good implementation of the process of teaching conditional sentences with students:

Learning conditional sentences can be practiced individually, in groups If practices in groups, I need to know who is the leader student of each group, the student must be better off than the students in the group and tutorial for the group I also must request to school discipline

2.4.1 Practice doing exercises must be systematic, ongoing, under the motto from easy to difficult:

Requiring me to have the creativity, know redesign, adjust the layout of each task (if necessary) to highlight the content focus and provide opportunities for students to practice doing exercises

Here are some illustrated examples:

2.4.2 Activity 1:

Conditional clauses - Easy Learning Grammar

Conditional sentences consist of a main clause and a conditional clause (sometimes called an if-clause) The conditional clause usually begins

with if or unless The conditional clause can come before or after the main clause

 We’ll be late if we don’t leave now.

 We’ll be late unless we leave now.

 If we don’t leave now, we’ll be late.

 Unless we leave now, we’ll be late.

There are three main types of conditional sentence.Type 1The main clause uses will, can , may , or might + the base form of a main verb

The if-clause uses the present simple tense

 If you take the first bus , you’ll get there on time.

 She’ll be cold if she doesn’t wear a coat.

 If you need more helpers , I can try and get some time off work.

Type 1 sentences refer to the future They suggest that the action in the main clause is quite likely to happen

 They will not finish their homework unless they start now.

 If you book early, you will get a seat.

The use of the modal verb may or might in the main clause suggests that there is

some doubt whether the main verb action will be achieved

 If you book early, you may get a seat.

 Mary might deliver your parcel, if you ask her.

 If you book early, you may get a seat.

 Mary might deliver your parcel, if you ask her.

Practice:

The first, we should give students such simple exercises using the form that they learnt that they only need to apply to make meaningful sentences Such as:

EXERCISE : Complete these sentences with "if + Present Simple + will/won't"

If it rains (it/rain), we won't go (we/not/go) fishing

1 If (the weather/be) beautiful tomorrow, (we/drive) tothe beach

2 If _ (she/send) the letter now, (they/receive) ittomorrow

3 (Fred/be) angry if _ (Jack/arrive) late again

4 (I/come) to your house if (I/have) enough time

5 If (she/not/pass) this exam, (she/not/get) the job that she wants

6 _ (you/learn) a lot if _ (you/take) this course

7 If (I/get) a ticket, (I/go) to the cinema

8 (I/buy) that machine if _(it/not/cost) too much

9 (you/run) very fast, (you/catch) the taxi

10 (I/go) to the doctor's if (I/not/feel) better tomorrow

11. (they/win) this match, _ (they/be) the champions

Type 2 :

The main clause uses would, could , or might + the base form of a main verb The if-clause uses the past simple tense

 If Jim lent us his car, we could go to the party.

 We would save £3.50 a day if we didn’t eat any lunch.

 If burglars broke into my house, they wouldn’t find any money.

 Would you be very angry if I failed my exam?

or the past subjunctive

 If I were you , I’d phone her straight away.

Type 2 sentences refer to an imaginary situation They imply that the action in the if-clause will probably not happen

 If I won the lottery, I would buy a house in France (…but I don’t think I’ll win the lottery.)

 If you didn’t spend all your money on lottery tickets, you could afford a holiday.

(…but you do spend all your money on lottery tickets.)

The past subjunctive is often used when giving advice to someone, especially about what the person should do

 If I were you , I’d tell them the truth.

The first, we should give students such simple exercises using the form that they learnt that they only need to apply to make meaningful sentences Such as:

EXERCISE Supply the correct verb tense.

1 If I (have) a typewriter, I could type it myself

2 You could make much progress if you (attend) class regularly

3.If I (know) his telephone number, I would give it to you

4 If you are kind to me, I (be) _ good to you

5 He (come) _ if you waited

6 If he (study) harder, he can pass an exam

7 She may be late if she (not hurry)

8 What (you do) if you got fat?

9 f you (ring) _ the bell, the servant would come

10 If it (not, rain) _ a lot, the rice crop wouldn’t grow

11 If today (be) _ Sunday, we wouldn’t have to work

12 We lost the match If you (play) _ for us, we (win) _

13 They would not be paid unless they (do) _ their work well

14 If I became very rich, I (build) _ a hospital for the poor

15 If he (give) _ up smoking, as his doctor orders, he will be soon well again

16 You would have to stay in bed unless your health (improve) _

17 If I (have) a typewriter, I could type it myself

18 You could make much progress if you (attend) class regularly

19 If I (know) his telephone number, I would give it to you

Type 3The main clause uses would, could , or might + have + the past participle of a main verb The if-clause uses the past perfect tense

on the house.

 If I had known about the exam, I would have paid more attention in class.

In Type 3 sentences the speaker is looking back from the present to a past time and event The speaker is talking about what might have happened but did not, either because the wrong thing was done or because nothing was done This type

of sentence is used when making excuses, showing regret, blaming, or giving an explanation.Conditional clauses can also be used to talk about consequences, or

to give an opinion about a situation in the following ways:

 The if-clause uses the present simple tense and the main clause uses the present simple tense This is used to refer to universal truths

 If you heat water to 100°C, it boils.

 Plants die if they don’t get enough water.

 The if-clause uses the present simple tense and the main clause is in the imperative This is used to give advice or orders for particular situations or sets

of circumstances

 If the alarm goes off , make your way outside to the car park.

 If a red light shows here, switch off the machine.

 The if-clause uses the present continuous or present simple tense and the main clause uses a modal verb This is used to make suggestions and give advice

 If you’ re thinking of buying a lawnmower, you could try mine first.

 You should turn down his radio if you don’t want the neighbours

 The if-clause uses will/would and the main clause uses a modal verb This is used to make a request or to give a polite order

 If you’ll wait a minute, the doctor can see you.

 If you would sign here, please, I’ll be able to send you the books.

Note that a ’d in the main clause is the contracted form of would However,

a ’d in an if-clause is the contracted form of had

 I’d have gone if he’d invited me.

 I would have gone if he had invited me.

 I would’ve gone if he’d invited me.

In the main clause the contracted forms of the modals used in speech and informal writing are:

I’d have or I would’ve

I could’ve I might’ve

The first, we should give students such simple exercises using the form that they learnt that they only need to apply to make meaningful sentences Such as:

EXERCISE 3:

1 If I had known that you couldn't eat octopus, I (not buy) _ it

2 I (bring) _ you some beer if I had known that you were thirsty

3 If you had touched that electric cable, you (be) _ electrocuted

4 If the story hadn't been true, the newspaper (not print) _ it

5 If I had known that you couldn't eat octopus, I (not buy) _ it

EXERCISE 4 If I the same problem you had as a child, I might not

have succeeded in life as well as you have

A have B would have

2 I you sooner had someone told me you were in the hospital

A would have visited B visited

3.If I more help, I would call my neighbor

A needed B should I need

4 then what I know yesterday, I would have saved myself a lot of

A If I had known B did I know

C If I know D If I would know

5 Do you think there would be less conflict in the world if all people

A spoke B speak

6 If you can give me one good reason for your acting like this, this

A I will never mention B I never mention

C will I never mention D I don’t mention

7 If I had known you were asleep, I so much noise when I came in

A didn’t make B wouldn’t have made