SKKN some experriences in teaching conditional sentences for high school students with high efficiency

THANH HOA EDUCATION AND TRAINING DEPARTMENT THACH THANH I SENIOR HIGH SCHOOL EXPERIENTIAL INITIATIVE SOME EXPERIENCES IN TEACHING CONDITIONAL SENTENCES FOR HIGH SCHOOL STUDENTS WITH HIGH

THANH HOA EDUCATION AND TRAINING DEPARTMENT

THACH THANH I SENIOR HIGH SCHOOL

EXPERIENTIAL INITIATIVE

SOME EXPERIENCES IN TEACHING CONDITIONAL SENTENCES FOR HIGH SCHOOL STUDENTS WITH HIGH EFFICIENCY

Author: Mai Thị Thùy Hương Occupation: Teacher

Experiential initiative on: English

THANH HOA YEAR 2020 -2021

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

1 INTRODUCTION:

1.1 Reasons to choose the topic:

In the curriculum at the level of general education, English is one of the compulsory subject such as Maths and Literature Th 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 schoolschool program, conditional sentences or conditional clauses, it is taught by the 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, us 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 studentsis 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 EXPERIENCES IN TEACHING CONDITIONAL SENTENCES FOR HIGH SCHOOL STUDENTS WITH HIGH EFFICIENCY

I would like to mention one small espect is how to teach conditional sentences

at high school effectively to help student do test in English

This dissertation entitled IMPROVING THE TEACHING OF THE CONDITIONAL SENTENCES AS STRUCTURES AND THEIR FUNCTIONAL USES deals with conditional sentences from a functional perspective Several reasons underlie the choice of the field of investigation (grammar) and especially the subject itself (conditional sentences as a structure and their functional uses) Starting from the conception of language as a means

of communication, mastery of grammar as well as the other language elements (pronunciation, spelling, language function ) in foreign language learning is considered as a need for language learners in order to be able to communicate with the target language This importance of grammar for language proficiency leads us to choose the field of our investigation Furthermore, within the framework of communicative approach to language teaching, grammar needs to

be more than a set of rules or a language element, which simply lay out the forms and structures of the target language In fact, the study of grammar actually includes the study of forms as well as the study of its grammatical functions, meanings and usages defines the grammar of a language as “a description of the forms, structures and grammatical functions of common occurrence in the use of a language and the way that these play their part in various situations in real life” This work focuses on a brief study of a particular grammar item: “conditional sentences” Conditional sentences are part of the official syllabus of classes de Seconde, classes de Première and classes Terminales in the section called “structures” In fact, Lycées learners are likely

to meet this grammar item at least during the three years of their stay at the Lycées The reason for such a plan might be the complexity of this particular grammar item Many students claim that conditional sentences are difficult On the other hand, many teachers have problems when teaching it These facts are not surprising because within the form of conditionals, two complimentary verb

forms are to be remembered Yet, these forms often involve past tense and past participles, which are themselves difficult to remember

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 feeling 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" ”

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 10C1 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 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 EXPERIENCES IN TEACHING CONDITIONAL SENTENCES FOR HIGH SCHOOL STUDENTS WITH HIGH EFFICIENCY” 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, wed 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 Brief, the didactic purpose of this work leads us to consider only the basic types

of conditionals with some exception in the theoretical study and especially in our teaching suggestions, which are primarily meant for both Malagasy Lycées learners and teachers

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 The second part relates with the actual teaching of conditionals in Malagasy Lycées covering the investigations concerning the problems of teaching and learning conditionals The third part contains personal suggestions on the teaching of conditional sentences to Malagasy Lycées learners These suggestions are based on the essential findings

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 1Conditional 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.

Type 2The 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?