Experience teaching conditional sentences effectively at trieu son 4 high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING TRIEU SON 4 HIGH SCHOOL EXPERIENCE IDEA “ EXPERIENCE TEACHING CONDITIONAL SENTENCES EFFECTIVELY AT TRIEU SON 4 HIGH SCHOOL” Implementer: LE

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

TRIEU SON 4 HIGH SCHOOL

EXPERIENCE IDEA

“ EXPERIENCE TEACHING CONDITIONAL SENTENCES

EFFECTIVELY AT TRIEU SON 4 HIGH SCHOOL”

Implementer: LE THI PHUOC Post: Teacher

Experience: English

TABLE OF CONTENTS

1 REASONS FOR CHOOSING THE TOPIC 1

2.1 The purpose:

2.2 The research tasks:

3.1 Subjects of the study

3.2 Scope of the study

4 METHODS 2

4.1 Observe pedagogy.

4.2 Look at the document.

4.3 Look at the pedagogical activities.

3.3.1 Introduction to the purpose and practice 4

3.3.2 Introduction to the purpose and practice 5

3.3.3 Practice doing exercises must be systematic, 5

SOME EXAMPLES 5

4 TEACHING AND EXPERIMENTAL RESULTS 14

C CONCLUSION AND PROPOSAL

2.1 For teachers

2.2 For schools

A INTRODUCTION

1 REASONS FOR CHOOSING THE TOPIC.

In the curriculum at the level of general education, English is also one of

compulsory

subjects such as Vienamese and Math The high school English textbook ofthe Ministry of Education and Training is compliled on the subject and eachunit corresponds to literacy and numeracy skills: Reading, Speaking, Listening,Writing and Language focus The language focus is divided into two parts:Pronunciation and Grammar In the textbook distribution, grammar is equallyimportant, so If students won’t be able to do the tests in the class and the examlater, when they don’t understand the grammar

In the grammar school English upper secondary school program,

conditional sentence or conditional clause - If clause It is taught by the

Ministry of Education and Training systematically in all three blocks 10, 11and 12.Forms of this clause are included in the section Language Focus ingrades 10, 11 and 12 textbook ,in the structure of high school National highschool exam, in the excellent student competion, ect In addition, use English

as spoken language as well as writing, everyone uses a lot of Conditionalsentences As such it can be said that this is an important grammar point inEnglish in general education in particular For all students to use proficiencyconditional is not easy Why ? To apply the theory to the exercises requires thelearner to memorize the tructures ( Formulas), there are “ tips” to keep in mindand use correctly when doing exercises

So how to improve test-taking skills 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 the process of teaching and

accumulating experience, in this article “ EXPERIENCE TEACHING

CONDITIONAL SENTENCES EFFECTIVELY AT TRIEU SON 4

HIGH SCHOOL” I would like to mention one small aspect is how to teach

CONDITIONAL SENTENCES at high school effectively to help students do tests in English

2 PURPOSE AND RESEARCH TASKS.

2.1 The purpose:

To find ways to improve English test-taking skills effectively to apply

in the teaching process

2.2 The research tasks:

- Understanding the theory, how to do exercises on conditionalsentences.

- Understanding the problems of teaching English in general andteaching conditional sentences for students in Trieu son 4 upper secondaryschool in the 2015-2016 school year in in particular

- From the results of the research, I give some measures to enhanceeffective teaching about conditional sentences for high school students

3 SUBJECTS AND SCOPE OF THE STUDY:

3.1 Subjects of the study.

- Teaching students of public high school system under the standard ofEnglish textbook program (7 years)

3.2 Scope of the study.

- Studying the best approach so that the teacher can apply when organizingactivities to teach about conditional sentences in class effectively

- Conducted in grades 12C4, 11D2, and 10A6 at Trieuson 4 in the school year2015-2016

4 METHODS.

4.1 Observe pedagogy.

Attending classes, studying and teaching theories of conditionalsentences and how to do exercises for students

4.2 Look at the document.

Reading books, studying materials about theoretical basis aboutconditional sentences in general and particular

4.3 Look at the pedagogical activities.

- Looking at the lesson plan, pictures, furniture and teaching equipment

- The level of the lesson and the ability of the students

B PROBLEM SOLVING

1 THEORETICAL BASIS:

As teachers know it’s right to write properly to do the right kind of

exercise of The Conditional Sentences , the students must master the verb( Basic English tenses) and recite the irregular verbs and regular verbs thatappear high frequency verbs in the If-clause In the current high schoolgrammar , the conditional sentences is distributed in all three grades: 10, 11and 12 In the 10th grade program, the conditional sentences are distributed inUnit 8, Unit 9,and Unit 11 In the 11th grade in Unit 7 In the 12th grade inUnit 5 ( Type 1, 2, and type 3).So, to understand and use conditional sentenceseffectively, most students still have difficulty

2 PRACTICAL BASIS.

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

“preeminent” English So students can easily absorb, to master and apply goodknowledge learned in listening, speaking and the paper So that the studentshave a basic knowledge so that their higher education later convenient andeasy.Teachers who are teaching and Dhamma teaching is” a walkingstick”,also, depending on the level of ability of the teacher and thelearner.After learning and practicing the exercises and checking the results, thenumber of students who master and use the grammar points will be a measure

of the method of application ( teaching methods- teaching techniques), whichmethod 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 a combination of the skills of listening, speaking, readingand writing.In a normal classroom, there is only from 25% to 40%the learneracquires knowledge called basic grammar and a modest vocabulary.And thereality may be lower The sense of subject is not high Most of theundergraduate level did not know anything about the grammar of vocabulary,words or regular and irregular verbs.Most of them use very little and

sometimes they do not know at all.So students are inclined “ forget, indifference or 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 positiveresolution 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: " EXPERIENCE TEACHING CONDITIONAL

SENTENCES EFFECTIVELY AT TRIEU SON 4 HIGH SCHOOL” So

the question here posed with me is to really innovate our teaching methods tomeet new current training needs and must realize the value of using conditionalsentences in the life and understand how to practice this kind of instruction toimprove myself to benefit for my students

The students in my school are bad at all five skills of listening, speaking,reading , writing and especially grammar points they are afraid to learnEnglish in classes or in school for many reasons such as: difficult subject,afraid to learn vocabulary, learn by heart structures and do homework Butwhen students do exercises wrong; so crowded classes are, I have less time tocorrect mistakes for each student If practiced in class it will help students toovercome these limitations.

While learning conditional sentences, students can learn from each other,correct mistakes for each other, from other students without the teacher

Through learn and do exercises, students can acquire knowledge in anactive way, overcome the inhibition when in class only some good studentstake part in doing exercises, so I will encourage, appeal to all students inparticipating class activities including school students with average or weak

Improve how to solve different exercises, different types of exercises,inspire, confident when students do the quiz exercise with the conditional quiz

so that the class will become easy- going, exciting and effective

3.2 Advantages and disadvantages while teaching about condional sentences for students.

3.2.1 Advantages:

Students have been learning English at junior high school

Information technology is very developed in Vietnam, so students areexposed early to the computer, the internet and get more information fromhere

Information technology applications in teaching is one of the easiest toattract students to learn the lesson content, making lessons more vivid throughvivid pictures, attract attention, save time and get results From which studentscan do more exercises

3.2.2 Disadvantages:

In class, students’ abilities are different from each other, but moststudents are average or bad at English and especially difficult when too manystudents in the class with 42 to 45 students

I can not edit the exercises for all students in the class (for the largeclasses and limited time)

Therefore, requires me to prepare well, active pedagogical approaches,and creativity, always improve training methods in many different forms,different types of suitable exercises for each lesson content to inspireinteresting and motivating all students enthusiastically doing exercises

3.3 The implementing measures teaching and learning conditional sentences

3.3.1 Introduction to the purpose and practice teaching conditional sentences with students.

At the beginning of the school year, I compose and distribute

students handouts and revise for students according to program distributionarrangements- about the basics in English Ask students to memorize at leastthree 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 Forexample, I ask student A: ” Could you please give the class a sentence used inSimple present tense ?” Student A might answer: - “ I always get up at 5.30everyday.” I can ask more: “ Why can/ do you use this tense in this situation?”Student A might answer: Because in this sentence use adverb refer to thefrequence So we use the present simple in this situation Then call the otherstudent for comments and additions if necessary Interrogation is conducted tocheck all the tenses, depending on the situation, to put the situation into placefor the student to put the revision Attention to the development of thementality, the remarks from the students, and the student’s compulsion tomemorize the prey, in situations where the words are remembered for a longtime and can be used in the conditional sentences used tenses If students donot know how to use the basics then it is hard to understand and do conditionalsentences assignments The material I compose will be kept by the studentthroughout the school year and use as needed

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

3.3.2 Introduction to the purpose and practice learning conditional sentences with students.

Learning conditional sentences can be practised individually, in groups

If practiced 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 thegroup I also must request to school discipline

3.3.3 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 contentfocus and provide opportunities for students to practice doing exercises

Here are some illustrated examples:

SOME EXAMPLES Example 1:

Unit 8: THE STORY OF MY VILLAGE - LANGUAGE- FOCUS

( English 10- p.82)

A Câu điều kiện loại I (Conditional sentence type I)

Teacher: Introduce the situation through pictures From the picture , give

example

Student: Look at the picture, example then give structure

Example: If you study hard, you will get good marks

If I am hard, I shall get A mark

If he studies hard, he will pass the exam

Teacher: Give base structures, explain, give usage and ask students to give to

add examples Ask students to learn by heart “ the structure” they have just learnt

(1) If- Clause (the simple future), Main- Clause (the simple present) ( an

obvious truth)

(1) If - Clause (the simple present) , Main- Clause (the simple future)

( possible happen)

Example: (1) If my dog sees a stranger, it barks

(2) If it rains, I shall stay at home.

2 Usage :

- It’s possible to happen in the present or future

It is possible and also very likely that the condition will be fulfilled.

Note: “If- clause” can stand in front of or back of the clause If “ If - clause”

stands in front of we use comma”,”

Example:

I will visit Ho Chi Minh City if I have time

If I have time, I will visit Ho Chi Minh City

3 Basic variations:

3.1 To indicate objectivity

Example: It's sunny We may get a headache if we go out without a hat

It's sunny If we go out without a hat, we may get a headache

+Main- Clause (may/can + V) + if- Clause (the simple present) If- Clause (the simple present) + , Main- Clause (may/can + V) 3.2 To indicate permission

Example: You can go home now if you finish your test

If you finish your test, you can go home now

+ Main- Clause (must/should + V) + if -Clause (the simple present)

If -Clause (the simple present), Main- Clause (must/should + V) 3.3 To indicate request, proposal

Example: You must do the exercises if you want to get good marks

If you want to get good marks, you must do the exercises

4 If … not…= Unless (Trừ phi; nếu không)

IF CLAUSE => UNLESS

+ negative=> affirmative

+ affirmative=> affirmative

MAIN CLAUSE + keep intact + changes main verb => negative

Example:

- I won't visit you if I don't have time

→ Unless I have time, I won’t visit you

- If you don't attend the lecture, you can't say you understand it

→ Unless you attend the lecture, you can't say you understand it

Note: The clause containing “unless” does not use the negative.

Student: Give examples

If I have enough time, I will come to see you

They won’t go out if it continues to rain

Teacher: Ask students do exercise in the textbook ( Enlish 10 - page 90)

Exercise 3: Look at what Ha Anh hopes will happen in the future ( English

10 - p90)

Make sentences, using If , will

Example: If I don’t go out much, I’ll do more homework

If I do more homework, I’ll

not go out so much -> do more homework -> pass the exam ->

go to medical college -> study medicine -> become a doctor -> cure diseases and help sick people

If teachers do not pay attention to the design exercise will just get thechance for good students in class

But personally, we should design the exercise as follow: ( design tomultiple choice questions - prepare handouts for the students)

1 If do more homework, I’ll the exam

A pass B will pass C passed D passing

2 If I the exam, I’ll go to medical college

A will pass B pass C passed D passing

3 If I go to medical college, I _ medicine

A study B studied C will study D studying

4 If I study medicine, I’ll _ a doctor

A become B will become C became D becoming

5 If I become a doctor, I’ll _ dieases and help sick people

A will cure B curing C cured D cure

I can suggest the form if there are too many weak students in class

Work with a different partner to choose the right answer So for the weak students in the class, they will be more confident Ask to note down the answers in the table.

Depending on the situation and require that teacher should prepare the appropriate forms of teaching for many students.

Example 2:

Unit 9: UNDERSEA WORLD.( English 10 - p94)

B Conditional sentence type II

Teacher: Introduce the situation through pictures From the picture , give

example

Student: Look at the picture, example then give structure

1 Form:

Teacher: Give base structures, explain, give usage and ask students give to

add examples Ask students to learn by heart “ the stucture”, they’ve learnt

MAIN - CLAUSE (would + V) + IF- CLAUSE (the simple past tense)

If - Clause (the simple past tense) , MAIN- Clause (would + V)

Example: If I were a kind of flower, I would be a sunflower

<=> I would study hard if I were you

2 Usage :

– To express an untrue or unreal condition at the present

- It is possible but very unlikely that the condition will be fulfilled.

Student: Give examples

Example :

- He would fly if he were a bird

<=> If he were a bird, he would fly

(But he isn't a bird and he can’t fly at all.)

Note : At the traditional grammar, we use “ were” for all of the personal

pronouns, now is also accepted for “ he, she, it and I” but for students only remember to use “ were”

3.Basic variations :

Main-Clause (might/ could + V) + if - Clause (the simple past tense)

If - Clause (the simple past tense) , Main-Clause (might/ could + V)

– To indicate ability

Example :

- He might succeed in his job if he tried

<=> If he tried, he might succeed in his job

Exercise : ( English 10 - p103 )

Put the verbs into the correct form

But in my opinion, we should design the exercise as follow: ( design tomultiple choice questions- give handouts)

1 They would be rather offended if I ( didn’t go/ don’t go) to see them.

(not/ go)

2 If you exercised more, you (would feel/ feel) better.( feel)

4 I’m sure Amy will lend you the money, I’d be very surprised if she

(would refuse/ refused) (refuse)

5 If I sold my car, I ( didn’t get/ wouldn’t get) much money for it.( not/

get)

6 A lot of people would be out of work if the factory ( closed down/

would close down) ( close down)

7 What would happen if I ( pressed/ would press) that red button?.

( press)

8 Liz gave me this ring She (were/ would be) very upset if I lost it.(be)

9 Mark and Carol are expecting us They would be disappointed if we

(didn’t come/ wouldn’t come) ( not/ come)

10 Would Tim mind if I (borrowed/ would borrow) his bicycle

without asking him?.(borrow)

11 If somebody (would walk/ walked) in here with a gun, I’d be very

frightened (walk)

12 I’m sure Sue ( would understand/ understood) if you explained the

situation to her.( understand)

Exercise 1: Put the verbs in brackets into the correct form Add ‘ll/will,

or ‘d/would if necessary ( English 11- page 87 + 88)

Example 3:

Unit 11: NATIONAL PARKS ( English 10- p112 )

Teacher: Introduce the situation through pictures.

Student: Look at the picture, example then give structure