Developing some competencies for 11th graders through instruction in teaching content types of conditional sentences

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING QUANG XUONG HIGH SCHOOL EXPERIENCE IDEA DEVELOP SOME CAPACITY FOR GRADE 11 STUDENTS THROUGH TEACHING TYPES OF EXERCISES CONTENT TYPES OF CONDITIONS Performed by: Hoang Thi Hien Position: Teacher Experience idea in subject: English Thanh Hoa, 2021 TABLE OF CONTENTS Introduction………………………………………………………………… … 1.1 Rationable………………………………………………………………… 1.2 Research purposes…….……………………………………………………1 1.3 Research subjects…………… ……………………………………………1 1.4 Research Methods………………………………………………………… Content of experience initiatives… ………………………………… …………2 2.1 Rationale for empirical innovation……………………………………… 2.1.1 Capacity concept ……………………………………………………… 2.1.2 Capacity structure ……… ……………………………………….……2 2.1.3 Developing some competencies for students in teaching English … 2.1.4 Problem solving ability…………………………………… .… 2.1.5 Types of conditional sentences ………………… …………………….4 2.2 Actual situation before applying experience initiatives………………… 2.3 Experience initiatives or solutions used to solve the problem…………… 2.3.1 Methods of solving conditional sentence essays ……… ……………4 2.3.1.1 Verb conjugation exercises…….……………………… …………4 2.3.1.2 Exercise rewrite sentences…………… ………………… ………7 2.3.2 Methods of solving multiple-choice conditional sentences ……… 10 2.3.2.1 Verb conjugation exercises …………….……………………… 10 2.3.2.2 Exercise rewrite sentences.……… …… ……………… ….…12 2.3.2.3 Error finding exercise ……………….…….……………………14 2.4 Effectiveness of the Teaching Experience…………………… ………15 Conclusions and recommendations………………………………………… 16 3.1 Conclude………………………………………………… ………………16 3.2 Recommendations 16 Introduction 1.1 Rationable The new curriculum oriented towards the development of learners' capacity is the educational process that changes sharply from mainly equipping knowledge to comprehensively developing learners' capabilities and qualities Therefore, innovating English teaching methods to achieve the goal of developing learners' quality and capacity is the task posed in the educational reform process However, the teaching and learning of English at high schools in order to develop students' capacity still face many difficulties Language knowledge is limitless, while studying at school is limited, only enough to convey and grasp a part of basic knowledge In order to develop English competence, students need to meet two important conditions: - Motivated to learn and practice English - There is an English speaking environment With the subject of English, besides the project "Teaching and learning foreign languages in the National education system, period 2008-2020" has been piloted for three years years, the current textbook program has also been improved, but on teaching methods to achieve the goal of developing capacity to use students' use of English with special emphasis on skills as well as attitudes students' level in the learning process With the determination of the Ministry of Education and Training with the efforts of teachers and teachers directly teaching, The quality of English subject has initially improved, but in fact teaching, the quality of education has not yet met expectations want As teachers directly in the classroom and responsible for the quality the amount of English teaching in the school, we are very concerned, struggling to find methods and ways of doing things in order to really innovate and improve high quality subject Therefore, I boldly write an experiential initiative: “Developing some competencies for 11th graders through instruction in teaching content types of conditional sentences” 1.2 Research purposes The purpose of the study is to provide a thinking method for students in the exercises of the knowledge unit of conditional sentences to help grade 11 students review well and help grade 12 students to be able to get high score in the High School Graduation exam in 2020 and help colleagues in the expert team have more reference resources in teaching 1.3 Research subjects This topic aims to summarize and classify and provide solutions to the exercises of the knowledge unit of conditional sentence types in the high school graduation exams in recent years 1.4 Research Methods - Methods of theoretical research: Studying textbooks, reference books - Methods of field survey, information collection: Gathering of teachers and students - Pedagogical experiment method: Organizing some teaching period - Methods of statistics and data processing: taking surveys of the degree of interest, checking test scores of students in experimental and control classes Content of experience initiatives 2.1 Rationale for empirical innovation 2.1.1 Capacity concept According to the General Education Program – Master Program of the Ministry of Education and Training, it is defined: “Capability is an individual attribute that is formed and developed thanks to the inherent qualities and the process of learning, training and enabling people to learn mobilize the synthesis of knowledge, skills and other personal attributes such as excitement, belief, will, etc., to successfully perform a certain type of activity, achieve the desired results under the conditions Specifically" In this topic, we conceive: "Capacity is a reasonable combination of knowledge, skills and willingness to participate in active and effective activities" 2.1.2 Capacity structure According to author Bernd Meier: “There are different types of Competence Ability to act is also a type of Ability The concept of capacity development is also understood as synonymous with the development of capacity for action” The structure of Action Capacity includes: Personal capacity Method capacity Specialize capacity Social capacity Figure 1.1: Model of components of action capacity From the structure of Competency, it shows that education is oriented to develop Competency not only to develop Professional competencies including knowledge and professional skills but also to develop Methodological competencies, Social competences and competences Personal capacity These Capabilities are not separate from each other, but closely related Action Capabilities are formed on the basis of a combination of these Capabilities 2.1.3 Developing some competencies for students in teaching English Due to the difference in socio-economic and cultural characteristics in each country, ethnic group or locality, the competencies that need to be formed for students in different regions are also different And this is also the reason why the components of Competency become diverse Specific competencies that need to be developed for students in English subject: Competence to use English language, Competence to practice communicating with native speakers, Ability to detect and solve problems through English subject , Oratory capacity, Ability to apply British knowledge and culture to life 2.1.4 Problem solving ability * Concept of problem solving and problem solving capacity: Problem Solving: “is the ability to think and act in situations where there are no conventional processes, procedures, or solutions available The Problem Solver may be able to more or less identify an action goal, but not immediately know how to achieve it Understanding the problem situation and gradually explaining the achievement of that goal on the basis of planning and inferring the results of the Problem Solving process” Thus, “Problem solving is a complex thinking process, including understanding, making arguments, inferring, evaluating, communicating, to come up with one or more solutions to overcome difficulties difficulty, challenge of the problem In the process of Problem Solving, the subject usually has to go through two basic stages: (i) discover the problem and organize his own resources (find the problem; find the direction, method, process to gradually move towards a solution to the problem); (ii) implementation of the solution; and evaluate the solution just implemented, or look for another solution” Problem Solving Competence is approached in two ways: “Traditionally, Problem Solving Competence is approached according to the process of Problem Solving and the subject's change of perception after Problem Solving In a modern way, Problem Solving Competence is approached according to the information processing process emphasizing the following factors: Thinking of a Problem Solver or “information processing system”; problem; problem space” “Problem solving competence is an individual's ability to effectively use cognitive, behavioral and attitudinal, motivational, and emotional processes to solve problem situations for which no processes are available, common procedures and solutions * Structure and manifestation of Problem Solving Competence: The Structure of Problem Solving Competency that is expected to develop in students consists of components, each element includes some individual expressions/behaviors when working independently or when working in groups in the Problem Solving process Specifically: - Learn and explore the problem: Identify the problem, analyze the specific situation, discover the problem situation, share the understanding of the problem with others - Establish problem space: Select, arrange, synthesize information with learned knowledge Identify information, learn to find out relevant information, thereby determine ways, processes, strategies to solve and agree on how to act - Planning and implementing the solution: + Planning: Design the implementation process (consultation, discussion, data collection, goals, ) and the time to complete the goals + Implement the plan: Provide solutions and implement, adjust the plan when necessary to match reality when there is a change - Evaluate and reflect on the solution: Implement the solution, give and evaluate the results obtained, reflect on the method and process of Problem solving Adaptability and applicability to new situations, validating acquired knowledge and experience Suggest solutions to similar problems 2.1.5 Types of conditional sentences * Definition: Conditional sentences There are two parts: if-clause and main clause For example : If it rains, I will stay at home If- clause: If it rains Main clause: I will stay at home Conditional sentence: type - Expresses actions, events that are likely to be done, or are likely to happen in the present or future Conditional sentence: type - Describe actions and events that cannot happen in the present; Completely opposite to the current situation Conditional sentence type - Describe events and actions that could not have happened in the past; completely contrary to the situation in the past 2.2 Actual situation before applying experience initiatives From teaching practice, through contact and exchange, sharing thoughts and attitudes with many students from 15 to 17 years old, I realize that most of them are still not fluent in English when being taught English interviewing and exchanging very basic information, the main reason is not because they not have knowledge of vocabulary and grammar, but because they lack social knowledge, communication skills, flexibility and confident It can be assessed that the ability to communicate or in other words the ability to express and use language in communication of Vietnamese students is still limited, especially in English The perception in studying English of students is mainly to study for exams, but the current methods of examination and assessment are mainly reading, writing and grammar tests Therefore, students have underestimated communication skills Another reason lies in the awareness of many teachers today We have simply understood the goal of the educational program and the educational implementation of our students is: as long as there is knowledge, there will be capacity, capacity will be formed spontaneously Therefore, education follows the path of simply transmitting knowledge from books and theories, but paying little attention to children's attitudes and skills in real life Moreover, in reality, there are many reasons that affect psychology and class time when teaching Therefore, many communication activities have been omitted or sent home to students without the specific guidance of teachers, leading to the effectiveness of communication practice hours being almost very low It is time for us to understand that competence is the application of book knowledge to real life, specifically speaking, learning English is to use English with international friends as a second language, not a second language Not just for research and exams 2.3 Experience initiatives or solutions used to solve the problem 2.3.1 Methods of solving conditional sentence essays 2.3.1.1 Verb conjugation exercises To this exercise, before doing the test, I ask you to make sure you know how to conjugate verbs in two clauses: How to conjugate verbs with different subjects, with verb structures in the affirmative and negative forms determination or question, the verb is in the conditional or main clause As I worked on this exercise, I directed the children to the first sentences, then asked them to continue with sentences to 20 on their own Conditional sentence: Type 1(real condition) will If - S – V(simple present), S shall – V (bare infinitives) Unless can may Example: If he runs, he will get there in time The cat will scratch you if you pull her tail Unless he tries harder, he will fail the exam (if he doesn’t try harder, he will fail) Usage: + Future action If he tries much more, he will improve his English If I have money, I will buy a new car + Habitual if + S + simple present tense … + simple present tense … If the doctor has morning office hours, he visits every patients in the affternoon I usually walk to school if I have enough time + Command If + S + simple present tense … + command form of verb + … If you go to the Post Office, mail this letter for me Please call me if you hear anything from Jane Exercise 1: Put the verbs in brackets into the correct tenses If I see _ (see) Him, I will give _ (give) him a lift The table will collapse _ (collapse) if you _stand (stand) on it If he _eats (eat) all that, _will he be _ (be) ill? If I _find _ (find) your passport, I will telephone _ (telephone) you at once Unless he _sells (sell) more, he _won’t get _ (not/ get) much commission If he _reads (read) in bad light, he _will ruin (ruin) his eyes Someone _will steal (steal) his car if he _leaves (leave) it unlocked What will happen if my parachute _doesn’t open (not open)? If he washes _ (wash) my car, I will give _ (give) him Ј10 10 If she _needs (need) a radio, she _will borrow (borrow) mine Conditional sentence: Type (unreal present condition) would If - S – V(simple past) , S might - V were should Ex : If I were you , I would give her some help If I had $10000, I would travel to Japan If I didn’t get traffic jam , I would be there now Exercise Put the verbs in brackets into the correct tenses If I had _(have) a typewriter, I would type _(type) it myself If I knew _ (know) his address, I would give _ (give) it to you He _would look (look) a lot better if he _shaved (shave) more often If you _played (play) for lower stakes, you _wouldnot lose_ (not/ lose) so much If he _worked (work) more slowly, he wouldnot make (not make) so many mistakes I would not drink _ (not/drink) that wine if I _were (be) you More tourists _would come (come) to this country if it _had_ (have) a better climate? If I _were (be) sent to prison, _would you visit _ (visit) me? If someone _gave_ (give) you a helicopter, what _would_ you (do) with it? 10 I would buy_ (buy) shares in that company if I _had (have) some money Conditional sentence: Type (unreal past condition) would If - S – had - past participles, S should - have - past participle could might Example: - If we had found him earlier, we could have saved his life - If the patient had got the treatment, he wouldn’t have died Exercise 3: Put the verbs in brackets into the correct forms If I had known that you were in hospital, I ’d have vsited (visit) you If the ground _hadnot been (not/be) soft, my horse would have won (win) If you had arrived ten minutes earlier, you _would have got (get) a seat You would have seen my garden at its best if you _had been_ (be) here last week If he had not been (not/be) quick, _he_would have been (be) killed I _would have believed (not/believe) it if I hadnot seen it with my own eyes If he _had slipped _ (slip), _would he have been _ (fall) 500 metres? If he had asked _ (ask) you, would _ you have accepted (accept)? If I _had had (have) a map, I _would have been (be) all right 10 If I had known that you were coming, I would have baked _ (bake) a cake Exercise 4: Put the verbs in brackets into the correct forms.(three types ) If Mary had worn _ (wear) a raincoat, she would not have got a cold There _would not have had_ (not/have) an accident if that driver hadn’t stopped so suddenly If there is _ (be) a good breeze on Sunday, we’ll go hang-gliding If she had eaten something, she wouldnot have felt _ (not/feel) hungry If I had had _ (have) a sound sleep last night, I would have been well 6.The earthquake would have caused less damage if the house had been _ (be) of stronger construction 7.You can get there more quickly if you take (take) the short cut across the playing field If he were _ (be) taller, he _would be (be able) to join the police If she _reads (read) in bad light, she’ll ruin her eyes 10 If it’s cold, I will need _ (need) a heavier coat 2.3.1.2 Exercise rewrite sentences Type Rewrite the sentences with Unless a Rewrite the sentence from IF => UNLESS: How to this exercise as follows: - Case 1: In a conditional sentence containing a negative word (not, no, never, don't, doesn't) – We only need to omit the negative word once, preferably from the conditional clause That is, if in the conditional sentence both clauses contain the same negative word, we can only omit the negative word in the conditional clause, while in the main clause, it will remain the same Example: If Mai is not free, she will not come => Unless Mai is free, she will not come If they don’t study harder, they will fail the exam => Unless they study harder, they will fail the exam Note: If we omit " doesn't", we have to re-conjugate the verb (add -s/-es after V) Example: If it doesn’t rain, I will visit you => Unless it rains, I will visit you - Case 2: In conditional sentences that not contain negative words, we just add "not" to the main clause (after will/shall/can) Example: If they come earlier, they will see her => Unless they come earlier, they will not see her b Rewrite the sentence from UNLESS => IF: There are ways to this exercise as follows: - Method 1: add or remove "not" in the main clause That is, if the main clause is in the affirmative form, we add "not" after "will" ; If the main clause is negative, we omit "not" Example: Unless she waters these trees, they will die => If she waters these trees, they will not die Unless they believe me, they will not tell me the truth => If they believe me, they will tell me the truth - Method 2: Change the verb in the conditional to negative (add not, don't, doesn't ) and the main clause stays the same Example: Unless she waters these trees, they will die => If she doesn’t water these trees, they will die Unless they believe me, they won’t tell me the truth => If they don’t believe me, they won’t tell me the truth Exercise 5: Rewrite the following sentences using “Unless/If” If John plays for our football team, we will not lose the game => Unless John plays for our football team, we will lose the game If I win a big prize in a lottery, I’ll give up my job => Unless I win a big prize in a lottery, I will not give up my job If you don’t like this one, I’ll bring you another => Unless.you like this one, I’ll bring you another I’ll help you if you promise to try harder => Unless you promise to try harder, Iwillnot help you 5.If she doesn’t work harder, she’ll lose her job > Unless she works harder, she’ll lose her job I’ll call the police if you don’t leave me alone => Unless you leave me alone, I’ll call the police 7.If you don’t tell me about Sue’s hair, I won’t notice => Unless you tell me about Sue’s hair, I won’t notice She will tell him to ring me up if she sees him =>Unless she sees him ,She willnot tell him to ring me up If he comes late, they won’t let him in => Unless he comes late, they will let him in 10 If he is late, he will miss the train => Unless he is late, he willnot miss the train Type Rewrite in conditional sentences from the situation Steps to take To this exercise, students need to follow these steps: Step 1: Identify the conditional clause and the main clause + The cause clause (after "because", before "so" and "that's why") is changed into a conditional clause The result clause (the remaining clause) is changed to the main clause - Step 2: Determine situations in the present or past through verbs to convert them into suitable conditional sentences + Present situation ( Verb(infinitive), verb-s/-es, don't, doesn't, am, is, are) => Rewrite with conditional sentence type + Situation in the past ( Verb-ed, P1, didn't, was, were) => Rewrite it in conditional sentences of type - Step 3: The verb structure is reversed (affirmative to negative and negative to affirmative) according to the structure of conditional sentences type and Situation 1: They don't have enough time, so they cannot me a favour Step 1: Identify the conditional clause and the main clause + The causal clause "They don't have enough time" - before "so" is converted into a conditional clause + The resulting clause "they cannot me a favour" is changed to the main clause - Step 2: The situation is in the present because the verbs are "don't have" and "can't do"=> Rewrite in conditional sentences type - Step 3: The verb structure is in the negative form, so it is converted into affirmative according to the structure of the conditional sentence type 2: don't have=> had, cannot do=> could Answer: They don't have enough time, so they cannot me a favour => If they had enough time, they could me a favour Situation 2: He had a sore throat because he didn't stop smoking - Step 1: + The cause clause "he didn't stop smoking" - after "because" is changed to a conditional clause + The resulting clause "He had a sore throat" is changed to the main clause - Step 2: Situation in the past because the verb is “had” and “didn’t stop”=> Rewrite it in conditional sentences of type - Step 3: The verb structure is reversed according to the structure of the conditional sentence type 3: didn't stop => had stopped, had => wouldn't have had Answer: He had a sore throat because he didn't stop smoking => If he had stopped smoking, he wouldn’t have had a sore throat Exercise 6: Change present situations into conditional sentences ( Type 2) They are poor, so they can’t help us => If they werenot poor/ were rich , they would help us He doesn’t his homework He is always punished => If he did his homework, he wouldnot be punished He doesn’t have enough time He can’t help me => If he had enough time , he could help me She doesn’t take morning exercise, so she is overweight => If she took morning exercise, se wouldnot be overweight He doesn’t have a bicycle, so he always goes to class late => He wouldn’t go to school late if he had a bicycle I am bad at English, so I can’t homework well => I could homework well if I werenot bad at English He doesn’t practise speaking French, so he doesn’t speak it fluently => If he practised speaking French, he would speak it fluently The meeting can be cancelled because it snows heavily => If it didnot snow heavily, the meeting wouldnot be cancelled We don’t go out with you because it rains => If it didnot rain, we would go out with you 10 John is fat because he eats so many chips => If John did not eat so many chips, he would be fat 11 We can’t bathe in this part of river because the water is too dirty => If the water werenot dirty, we could bathe in this part of river 12 I can’t write to Linh because I don’t have her address => If I had Linh’s address, I would write to her 13 Dick often causes accidents because he drives carelessly => If Dick did not drive carelessly, he wouldnot often cause accidents 14 She is very shy; that's why she doesn't enjoy parties => If she werenot shy, she would enjoy parties 15 He doesn't take exercise; that's why he is not healthy => If he took exercise, he would be healthy Exericse 7: Change past situations into conditional sentences ( Type 3) He didn't hurry, so he missed the train => If he hadnot hurried, he wouldnot have missed the train We didn't go out for dinner because it rained => If it hadn't rained, we would have gone out for dinner We got lost because we didn't have a map => If we had had a map , we wouldnot have got lost He lost his job because he was late many times => If he hadnot been late , he wouldnot have lost his job The airport was closed She didn't fly to Rome => If the airport hadnot been closed, she would have flown to Rome Sue felt sick because she ate four cream cakes => If Sue hadnot eaten four cream cakes, she wouldnot have felt sick My brother didn't leave the car keys, so I couldn't pick him up at the station => If my brother had left the car keys, I would have picked hi up at the station We didn't go on holiday because we didn't have enough money => If we had had enough money , we would have gone on holiday He didn't have the ticket to the game last week He wasn't be able to get in => If had had the ticket to the game last week, he would have been able to get in 10 Robert got a bad cough because he started smoking cigarettes => If Robert hadnot started smoking cigarettes , he wouldnot have got a bad cough 2.3.2 Methods of solving multiple-choice conditional sentences 2.3.2.1 Verb conjugation exercises - To this exercise effectively, it requires students to firmly grasp the structure of types of conditional sentences With sentences where one of the two verbs has been conjugated, you must base on the structure of that verb to distinguish what kind of conditional sentence it is and how the remaining verb must be conjugated - For sentences with two verbs to conjugate, ask the children to identify the situation that can happen, cannot happen in the present or contrary to the past - Besides, it is important for students to omit the answers that not match the structure of the conditional sentence 10 - While doing this exercise, I guide the children to the first sentences, then ask them to continue from sentences to 20 After correcting 15 sentences, I ask them to name the mistakes you have made so that the whole class can learn from it Exercise 8: Choose the best answer by circling A, B, C or D to complete the following sentences If I _hungry now, I _five sandwiches, but I’m not A am – can eat B were – can eat C were – could eat D were – will eat What would you if you _a lottery A win B will win C won D had won If you _a millionaire, you might be happy A became B will become C become D had became If you had tried your best, you _the job A, will get B got C had got D would have got If he _now, he _the rush hour A leaves / missed B leaves / will miss C leaves / would miss D left / missed If I _in his shoes, I _the Browns A am / wouldn’t invite B were / wouldn’t invite C were / won’t invite D would be/ invite If he _late, he would have caught his bus A worked B has worked C had not worked D would work It _quicker if you use a computer A will be B would be C were D.been If I knew his address, I _ round and see him A go B will go C would go D went 10 If we want to get higher salary, we _harder A work B would work C worked D must work 11, If I _her, I _her your love A see / would give B see / will give C saw / gave D saw / will give 12 If I were him, I _somebody for help A asked B would ask C will ask D had asked 13 If you fell, you _yourself A would hurt B are hurting C will hurrt D hurt 14 What _you if you stop this work? A would B C are D will 15 If I _ time, I’ll help you A have B had C had had D will have 16 If I found a wallet in the street, I _ take it to the police A will B can C would D may 17 What would you if you _ a million pounds? A win B won C will win D A and C 11 18 If Ken _ the train, he would have been late for his interview A missed B has missed C miss D had missed 19 It _ be a pity if she married Fred A will B would C can D may 20 I know I’ll feel better if I _smoking A will stop B stopped C.stop D had stopped 21 I _ that coat if I _you A wouldn’t buy/ were B didn’t buy/ were C don’t buy/ am D won’t buy/ am 22 If the driver in front _ so suddenly, the accident wouldn’t have happened A hasn’t stopped B hadn’t stopped C didn’t stop D don’t stop 23 If I _ a lot of money now, I _a new car A have/ will buy B have/ would buy C had/ will buy D had/ would buy 24 If you _here yesterday, you _me A were/ would meet B had been/ would meet C were/ would have met D had been/would have been 25 If I find it, I _ you A will tell B could tell C would tell D A and B 26 If I _ you were in hospital, I _ to see you A know/ will go B knew/ would go C had known/ would have gone D all are incorrect 27 You are late If you _a few minutes earlier, you _him A came / would meet B had come / would have met C come / will meet D had come / would meet 28 I’d have gone swimming yesterday afternoon if I _ time A had B have had C had had D would have had 29 If you didn’t this, you _ punished A are B will be C should D would be 30 If he had told me the truth, I _ him A will not punish B would not have punished C would not punis D.would have not punished 2.3.2.2 Exercise rewrite sentences With this exercise, you have to read the sentence to determine if it is an equivalent structure related to "Unless" or a situation to eliminate inappropriate answers and choose the correct answer If it is an equivalent structure related to "Unless", then you have to read the sentence to determine if it is a case of adding or removing "not" then just glance at the answers to choose the correct one If it is an equivalent structure related to the situation, you must read the sentence to determine if it is a present or past situation, the verb conjugate is positive or negative, and then glance at it the answers to eliminate the answers that not match any conditional sentences, whether the verb has been reversed or not, whether the clauses are true or not and choose the correct answer 12 Exercise 9: Choose the sentence A, B, C or D that has the closest meaning to the If you are not careful, you will cut yourself with that knife A Unless you are careful, you will cut yourself with that knife B If you are careful, you will cut yourself with that knife C Unless you are not careful, you will cut yourself with that knife D Unless you were careful, you will cut yourself with that knife Because he doesn’t leave immediately, I call a policeman A If he left immediately, I wouldn’t call a policeman B If he leaves immediately, I won’t call a policeman C Unless he leaves immediately, I will call a policeman D Unless he leaves immediately, I won’t call a policeman Today isn’t Sunday, so the pupils can’t go swimming A If today were Sunday, the pupils could go swimming B If today is Sunday, the pupils could go swimming C The pupils could go swimming unless today is Sunday D The pupils could not go swimming if today isn’t Sunday Unless you stop talking, you won’t understand the lesson A If you don’t stop talking, you won’t understand the lesson B If you stop talking, you won’t understand the lesson C If you hadn’t stopped talking, you wouldn’t understand the lesson D If you hadn’t stopped talking, you wouldn’t have understood the lesson If the homework is difficult, I will ask you for help A Unless the homework is easy, I will ask you for help B Unless the homework is difficult, I will ask you for help C Unless the homework is easy, I won’t ask you for help D Unless the homework isn’t difficult, I won’t ask you for help I’ll let you borrow the book but you must promise to return it next week A If you promise to return the book, I let you borrow it B If you promised to return the book, I’ll let you borrow it C If you promise to return the book next week, I’ll let you borrow it D If you promise to return the book next week, I won’t let you borrow it She is too weak; she can"t sit up and talk to you A If she weren"t too weak, she could sit up and talk to you B If she hadn"t been too weak, she could sit up and talk to you C If she isn"t too weak, she can sit up and talk to you D If she wasn"t too weak, she can sit up and talk to you I didn't have an umbrella with me, so I got wet A If I had had an umbrella, I wouldn't get wet B If I had had an umbrella, I would get wet C If I had had an umbrella, I wouldn't have got wet D If I had had an umbrella, I would have got wet She is too busy that she can’t come to the party A If she was not so busy she must come to the party B If she was not so busy she could come to the party C If she was not so busy she needs to come to the party D If she was not so busy she should come to the party 13 10 We did not visit the museum because we had no time A If we have time, we will visit the museum B If we had time, we would visit the museum C If we had had time, we ‘d have visited the museum D If we had had time, we will visit the museum 11 He mised the train because he didn’t come to the station earlier A If he had come to the station earlier he would not have missed the train B If he have come to the station earlier he would not have missed the train C If he had came to the station earlier he would not have missed the train D If he had come to the station earlier he would have not missed the train 12 I watched T.V, so I didn’t hear the the burglar alarm go off A If I hadn’t watched television, I had heard the burglar alarm go off B If I didn’t watch television, I would have heard the burglar alarm go off C If I hadn’t watched television, I would have heard the burglar alarm go off D If I hadn’t watched television, I would heard the burglar alarm go off 13 If it hadn’t been so late, I would have called you A It was not late when I called you B It was late, so I did not call you C It was late, but I called you D It was not late but I did not call you 14 I didn’t have an umbrella, I would get wet A If I had had an umbrella, I wouldn’t get wet B If I had had an umbrella, I would get wet C If I had had an umbrella, I would have got wet D If I had had an umbrella, I wouldn’t have got wet 15 I haven’t enough money, so I’m not going on holiday A If I have enough money I would go on holiday B If I had enough money I would go on holiday C If I had had enough money I would go on holiday D If I have had enough money I would go on holiday 2.3.2.3 Error finding exercise With the exercise of finding mistakes related to conditional sentences, usually the error will fall on one of two verbs Exercise 10: Error identification If you keep on playing games on computer, I would sell it A B C D If I realized how upset she was, I would have given her some advice A B C D What would you have if you were in my position? A B C D You can’t sell all your wares if you didn’t have them advertised on T.V A B C D I sometimes wish that I will have another car A B C D If I were you , I will accept his invitation 14 A B C D If I see the sight, I could tell you about that A B C D My children won’t go to bed unless they don’t have some milk A B C D If he fails the final exam, he wouldn’t be able to graduate A B C D 10 If you are on the Mars, what would you ? A B C D 11 If I go to bed late in the evening, I had a headache after that A B C D 12 “If you believed in Santa Clause, he’ll come and visit you ” he said to his son A B C D 13.No one would have attended the lecture if you told the truth about the speaker A B C D 14 If she bought that house now, she ran out of money A B C D 15 If Al had come sooner, he could eat dinner with the whole family A B C D 2.4 Effectiveness of the Teaching Experience After finishing the lessons in grades 11B1, 11B2, I conduct tests to assess the quality, assess the ability to acquire knowledge, and the ability to apply knowledge of students in the experimental(TN) and control classes (ĐC) 45-minute test results on "three basic types of conditional sentences and exercises" Table 1.1 Test frequency distribution School Class Number of Point students 1 11B1 45 0 0 11 11 Quang Xuong (TN) High School 11B2 46 0 0 11 (ĐC) Table 1.2 Summary and classification of learning results "three basic types of conditional sentences and types of exercises" through the test Categorize student learning outcomes (%) Medium Rather Great Bad (0 – Point) (5 – Point) (7 – Point) (9 – 10 Point) TN ĐC TN ĐC TN ĐC TN ĐC 0 5,49 19,78 19,78 24,17 16,48 14,28 Table 1.3 Summary table of typical parameters "three basic types of conditional sentences and types of exercises" 15 School Quang Xuong High School S TN 7,61 ĐC 6,71 TN 1,28 V ĐC 1,47 p TN ĐC 16,89 21,89 0,006 ES 0,703 Analyze experimental results Based on the experimental results and through processing the obtained pedagogical experimental data, we found that the learning quality of students in the experimental classes was higher than in the control classes This is shown: * Percentage of weak, average, good and good students: The percentage of students who got good and good scores in the experimental class was higher than the percentage of students who got good and good scores in the control class; On the contrary, the percentage of students who achieved low and average scores in the experimental class was lower than the percentage of students who achieved poor and average scores in the control class Thus, the experimental plan implemented in classes and schools has had the effect of developing students' competencies, contributing to reducing the rate of weak and average students and increasing the percentage of good and good students - The average score of students in the experimental class is higher than that of the students in the control class This proves that students in the experimental class mastered and applied knowledge and skills better than students in the control class Therefore, the experimental results obtained are reliable, which once again proves that the teaching in the angle applied to the experimental class is effective in education Conclusions and recommendations 3.1 Conclude In the process of making the initiative and applying the initiative in teaching practice at grade 11B1, the effect brought to the school's teaching practice has been presented above From that, it can be seen that experience idea: "Developing some competencies for grade 11 students through instruction in teaching content types of conditional sentences" has made a significant contribution to teaching at Quang Xuong High School Specifically: In theory: experience idea has contributed to affirming the construction of a process to solve problems about the monotony of composite functions, helping students to quickly deal with highly applied and highly applied problems in high school graduation exams In practice: experience idea is an effective English 11 practice lesson plan for myself and my colleagues in the Department Through this experience, I myself have really learned a lot of valuable experiences, helping me to better complete my teaching work I look forward to receiving comments from colleagues and comrades in the scientific council of the Department of Education I sincerely thank! 3.2 Request 16 Through the process of applying experiences and initiatives, I have found that to achieve high results, it is necessary to note a few points as follows: For teachers: - It is necessary to actively innovate teaching methods in the direction of promoting students' creative thinking ability, after each teaching period, it is necessary to draw experiences and adjust directions for the next lessons to help them be excited study, actively cooperate with teachers, understand the lesson better, self-study more self-disciplined and more passionate about studying math - Must choose exercises that promote creativity for students, persistently apply teaching methods oriented to promote students' abilities Before teaching advanced knowledge, teachers need to equip students with the basic knowledge related to them For schools: There needs to be more encouragement in the movement to innovate teaching methods, test and evaluate students in the direction of promoting student capacity, writing and applying skills For the Department of Education and Training: - It is necessary to disseminate throughout the industry good experiences and ideas, the S experience idea has been evaluated and graded by the Faculty of Science for colleagues to refer and apply to have the best effect in teaching - The Department of Education and Training should organize a symposium on writing experiences, thereby helping teachers to form good writing skills Finally, I would like to thank my colleagues in the technical team and students for helping me complete this experience idea References English Grammar in Use Bài tập Tiếng Anh 11 Bài tập bổ trợ nâng cao Tiếng Anh 11 Bài tập trắc nghiệm ngữ pháp Tiếng Anh THPT Thực hành kiến thức Tiếng Anh 11 CERTIFIED BY THE PRINCIPAL - Raymond Murphy - Hoàng Văn Vân - Hoàng Thị Xuân Hoa - Đào Ngọc Lộc/ - Vũ Thị Lợi - Đỗ Tuấn Minh/ - Nguyễn Quốc Tuấn - Lưu Hoằng Trí - Đỗ Tuấn Minh - Đỗ Bích Hà – Đặng Kim Anh Huỳnh Túy Phượng Thanh Hoa, May 18, 2021 I hereby declare that this is my own writing experience, not copying other people's content 17 Hoang Thi Hien DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Hồng Thị Hiền Chức vụ đơn vị cơng tác: Giáo viên, trường THPT Quảng Xương Cấp đánh giá Kết xếp loại đánh giá TT Tên đề tài SKKN (Ngành GD cấp xếp loại huyện/tỉnh; (A, B, Tỉnh ) C) EFFECTIVVE METHODS Ngành giáo dục C TO TEACH cấp tỉnh VOCABULARIES IN HIGH SCHOOL FOCUS ON ENGLISH 12 Năm học đánh giá xếp loại 2019-2020 18 ... competencies for 11th graders through instruction in teaching content types of conditional sentences? ?? 1.2 Research purposes The purpose of the study is to provide a thinking method for students in the... determination of the Ministry of Education and Training with the efforts of teachers and teachers directly teaching, The quality of English subject has initially improved, but in fact teaching, ... competencies for grade 11 students through instruction in teaching content types of conditional sentences" has made a significant contribution to teaching at Quang Xuong High School Specifically: In theory: