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0 TABLE OF CONTENT Page INTRODUCTION…………………………………… 1.1 Rationale…………………………………………………………… 1.2 Research scope……………………………………………………….1 1.3 Aim of the study…………………………………………………… 1.4 Methods of the study……………………………………………… LITERATURE OF REVIEW………………………………………….2 2.1 An overviewon Language Teaching Methods……………………… 2.2 The theory of tag question………… ……… …………………….….2 THE APPLICATION OF PROCESS APPROACH IN HELPING THE WEAK STUDENTS OF CLASS 10A4 AT QUAN SON LOWER&UPPER SECONDARY SCHOOL TO CONQUER CONDITIONAL SENTENCES… .… 13 3.1 The purpose……………………………………………………… … 13 3.2 The participants…………………………………………………….… 13 3.3 Time and the process of this application…………………………… 13 CONCLUSION .15 References 1 Introduction 1.1 Rationale for the study English may not be the most spoken language in the world, but it is the official language in a large number of countries It is estimated that the number of people in the world that use in English to communicate on a regular basis is billion! English is the dominant business language and it has become almost a necessily for people to speak English if they are to enter a global workforce, research from all over the world shows that cross-border business communication is most often conducted in English Its importance in the global market place therefore cannot be understated, learning English really can change your life In the National curriculum, English is one of the core subjects, which are complusory in the high school final examination Therefore, students have to study all the English skills for their tests However, there still exist many difficulties facing teachers in teaching English to students, especially those from ethnic minorities Quan Son is one of the mountainous districts of Thanh Hoa province The living condition and studying condition are poor and restrict Most of the students of Quan Son lower & upper – secondary school are ethnic minorities such as Thai, Muong, Mong Ethnic minority students mainly use their mother tongue to communicate inside their families and small communities As a result, ethnic minority students fail to make progress in learning English Especially, they have many difficulties in learning English grammar One of the most difficult grammar parts that students have to face is conditional sentences For these reasons, I would like to choose the topic “HELPING the weAk students of class 10A4 at Quan Son lower & upper- secondary school TO CONQUER CONDITIONAL SENTENCES” in the hope of supplying upper-secondary students, especially the students of class 10A4 at Quan Son lower & upper- secondary school with enough knowledge of conditional sentences 1.2 Reseach scope The study focuces on applying process approach in teaching conditional sentences to the students who are in grade 10 so that they can have enough knowledge to exercises related with conditional sentences 1.3 Aim of the study Helping the weak students to conquer conditional sentences 1.4 Methods of the study In order to achieve the above aim, the teacher supplies or teaches the necessary knowledge about process approach and an overview of conditional sentences to the students After that, students will have time to practise them and get feedback as well as correction from their friends and teachers 2 Literature review 2.1 An overview on Language Teaching Methods In the discussion of the history of Language Teaching Methods, it can be understandable that a teaching method which may be effective at one point of time in history may still be ineffective at the other point This dynamic character of the language teaching goals make the history of foreign language teaching ever-changing, ever-adapting Moreover, one method is replaced by another it does not mean that the former is worse than the latter and will be thrown into the wastebasket of history It only means that the replaced method fails to correspond to a certain need at a certain time in history As a result, the history of foreign language teaching method is not the history of replacement of one method by another Rather, it would be the history of adapting one new method to the treasury of existing methods A number of methods have been envolved for the teaching of English and also other foreign language in the past; howerver in Viet Nam three method which enjoy significant use and dominate the language teaching are the Grammar – Translation, the Audio – lingual method and the Communicative language teaching 2.2 Theory of conditional sentences Conditional tenses are used to speculate about what could happen, what might have happened, and what we wish would happen In English, most sentences using the conditional contain the word if Many conditional forms in English are used in sentences that include verbs in one of the past tenses This usage is referred to as "the unreal past" because we use a past tense but we are not actually referring to something that happened in the past There are five main ways of constructing conditional sentences in English In all cases, these sentences are made up of an if clause and a main clause In many negative conditional sentences, there is an equivalent sentence construction using "unless" instead of "if" Conditional sentence type Usage Zero General truths Type If clause verb Main clause verb tense tense Simple present Simple present A possible condition and Simple present its probable result Simple future Conditional sentence type Usage If clause verb Main clause verb tense tense Type A hypothetical condition and its probable result Simple past Present conditional or Present continuous conditional Type An unreal past condition and its probable result in the past Past perfect Perfect conditional Mixed type An unreal past condition and its probable result in the present Past perfect Present contditional The zero conditional The zero conditional is used for when the time being referred to is now or always and the situation is real and possible The zero conditional is often used to refer to general truths The tense in both parts of the sentence is the simple present In zero conditional sentences, the word "if" can usually be replaced by the word "when" without changing the meaning If clause Main clause If + simple present simple present If this thing happens that thing happens If you heat ice it melts 4 If clause Main clause If it rains the grass gets wet Type conditional The type conditional is used to refer to the present or future where the situation is real The type conditional refers to a possible condition and its probable result In these sentences the if clause is in the simple present, and the main clause is in the simple future If clause Main clause If + simple present simple future If this thing happens that thing will happen If you don't hurry you will miss the train If it rains today you will get wet Type conditional The type conditional is used to refer to a time that is now or any time, and a situation that is unreal These sentences are not based on fact The type conditional is used to refer to a hypothetical condition and its probable result In type conditional sentences, the if clause uses the simple past, and the main clause uses the present conditional If clause Main clause If + simple past present conditional or present continuous conditional If clause Main clause If this thing happened that thing would happen (but I'm not sure this thing will happen) OR that thing would be happening If you went to bed earlier you would not be so tired If it rained you would get wet If I spoke Italian I would be working in Italy Type conditional The type conditional is used to refer to a time that is in the past, and a situation that is contrary to reality The facts they are based on are the opposite of what is expressed The type conditional is used to refer to an unreal past condition and its probable past result In type conditional sentences, the if clause uses the past perfect, and the main clause uses the perfect conditional If clause Main clause If + past perfect perfect conditional or perfect continuous conditional If this thing had happened that thing would have happened (but neither of those things really happened) OR that thing would have been happening If you had studied you would have passed the exam 6 If clause Main clause harder If it had rained you would have gotten wet If I had accepted that promotion I would have been working in Milan Mixed type conditional The mixed type conditional is used to refer to a time that is in the past, and a situation that is ongoing into the present The facts they are based on are the opposite of what is expressed The mixed type conditional is used to refer to an unreal past condition and its probable result in the present In mixed type conditional sentences, the if clause uses the past perfect, and the main clause uses the present conditional If clause Main clause If + past perfect or simple past present conditional or perfect conditional If this thing had happened that thing would happen (but this thing didn't happen so that thing isn't happening) If I had worked harder at school I would have a better job now If we had looked at the map we wouldn't be lost 7 If clause Main clause If you weren't afraid of spiders you would have picked it up and put it outside REVISION EXERCISES Exercise 1: Part 1: Put these verbs into correct forms using conditional sentence type 1 If I (study), I (pass) the exams If the sun (shine), we (walk) into town If he (have) a temperature, he (see) the doctor If my friends (come), I (be) very happy If she (earn) a lot of money, she (fly) to New York If we (travel) to Hanoi, we (visit) the museums If you (wear) sandals in the mountains, you (slip) on the rocks If Giang (forget) her homework, the teacher (give) her a low mark If they (go) to the disco, they (listen) to loud music 10.If you (wait) a minute, I (ask) my parents Part 2: Put these verbs into correct forms using conditional sentence type 11.If I (come) home earlier, I (prepare) dinner 12.If we (live) in HCMC, my boyfriend (visit) us 13.If Tung and Thanh (be) older, they (play) in our football team 14.If he (be) my friend, I (invite) him to my birthday party 15.If Xuan (study) harder, she (be) better at school 16.If they (have) enough money, they (buy) a new car 17.If you (do) a paper round, you (earn) a little extra money 18.If Minh (get) more pocket money, he (ask) Lam out for dinner 19.If we (win) the lottery, we (fly) to London 20.If I (meet) Brad Pitt, I (ask) for his autograph Part 3: Put these verbs into correct forms using conditional sentence type 21.If the weather (be) nice, they (play) football 22.If we (go) to a good restaurant, we (have) a better dinner 23.If An (learn) more words, he (write) a good report 24.If the boys (take) the bus to school, they (arrive) on time 25.If the teacher (explain) the homework, I (do) it 8 26.If they (wait) for another 10 minutes, they (see) the pop star 27.If the police (come) earlier, they (arrest) the burglar 28.If you (buy) fresh green vegetable, your salad (taste) better 29.If Alex (ask) me, I (email) the documents 30.If he (speak) more slowly, Peggy (understand) him Part 4: Put these verbs into correct forms using conditional sentences 31.If we meet at 9:30, we (have) plenty of time 32.Lisa would find the milk if she (look) in the fridge 33.The zookeeper would have punished her with a fine if she (feed) the animals 34.If you spoke louder, your classmates (understand) you 35.Dan (arrive) safe if he drove slowly 36.You (have) no trouble at school if you had done your homework 37.If you (swim) in this lake, you’ll shiver from cold 38.The door will unlock if you (press) the green button 39.If Mel (ask) her teacher, he’d have answered her questions 40.I (call) the office if I (be) you 41.If they (listen) carefully, they might hear the woodpecker 42.If I had lain down on the sofa, I (fall) asleep 43.Ngoc could have worked as a model if she (be) taller 44.The soil (not/dry out) if you water the plants regularly 45.If you (give) the young boy this stick, he’d hurt himself 46.We (not/take) the wrong tram if Dzung had asked the policewoman 47.If the cat hides in the tree, the dog (not/find) it 48.The students would have solved the problem if they (use) their textbooks 49.If he washed his feet more often, his girlfriend (visit) him more often 50.Manh (read) the newspaper if he went by train Keys: Phần Phần Phần study/will pass shines/will walk has/must see come/will be earns/will fly travel/will visit wear/may 11 came/would 21 had been/could prepare have played 12 lived/would 22 had gone/would visit have had 13 were/would play 23 had learnt/could 14 were/would have written invite 24 had taken/could 15 studied/would have arrived be 25 had 16 had/could buy explained/could Phần 31 will have 32 looked 33 had fed 34 could understand 35 would arrive 36 would have had 37 swim 38 press slip forgets/will give go/have to 10 wait/will ask 17 did/could earn 18 got/could ask 19 won/would fly 20 met/would ask have done 26 had waited/might have seen 27 had come/could have arrested 28 had bought/would have tasted 29 had asked/would have emailed 30 had asked/could have understood 39 had asked 40 would call/were 41 listened 42 could have fallen 43 had been 44 won’t dry out 45 gave 46 wouldn’t have taken 47 won’t find 48 had used 49 would visit 50 would read Exercise 2: Choose the best answer among A, B, C or D to complete each sentence I would have visited you before if there _ quite a lot of people in your house A hadn't B hadn't been C wouldn't be D wasn't If you had caught the bus, you _ late for work A wouldn't have been B would have been C wouldn’t be D would be If I _, I would express my feelings A were asked B would ask C had been asked D asked If _ as I told her, she would have succeeded A she has done B she had done C she does D she did Will you be angry if I _ your pocket dictionary? A stole B have stolen C were to steal D steal You made a mistake by telling her a lie It _ better if you _ to her A would have been / hadn't lied B would be / didn't lie C will be / don't lie D would be / hadn't lied John would be taking a great risk if he _ his money in that business A would invest B invested C had invested D invests She wouldn't have given them all that money if we _ her to A wouldn’t advise B won't advise C hadn't advised D didn't advise If the tree hadn't been so high, he _ it up to take his kite down A could have climbed B climb C is climbing D climbed 10 10 If the wall weren't so high, he _ it up to take his ball down A climbed B could climb C is climbing D climb 11 If I _ her phone number, I _ her last night A had known / could have phoned B knew / would have phoned C know / can phone D knew / could phone 12 If he the truth, the police wouldn’t arrest him A tells B told C had told D would tell 13 If you press that button what _? A would happen B would have happened C will happen D happen 14 She says if she _ that the traffic lights were red she _ A had realized / would stop B realized / could have stopped C has realized / stopped D had realized / would have stopped 15 I am very thin I think, if I _ smoking, I might get fat A stop B had stopped C will stop D stopped 16 If I _ that yesterday, I _ them A had discovered / would inform B had discovered / would have informed C had discovered / could inform D discovered / can inform 17 If you _ to the course regularly, they a certificate last year A go / gave B go / give C had gone / would have given D went / would give 18 I think he is not at home If he _ in, he the phone A was / answered B were / would answer C were / would have answered D.had been / would have answered 19 If I in London now, I could visit British Museum A were B had been C have been D would be 20 If Columbus _ money from Queen Isabella, he _ across the Atlantic A not receive / could not sail B had not received / might not have sailed C did not receive / might not have sailed D would not receive / might not sail 21 If you didn't wear shabby clothes, you _ more good-looking A will be B would be C would have beenD can be 22 If your hair _ grey now, what you ? A went / would / B goes / would /do C had gone / would/do D had gone / would have / done 23 If you be someone, who you ? A could / would / have been B could / would / be C can / will / be D are able to / will / be 24 If I an Angel, I would try to make happy all the children A am B have been C were D had been 11 25 John would be taking a great risk if he _ his money in that business A would invest B invested C had invested D invests 26 It if nobody had reminded them A would have be forgot B would have been forgot C would have forget D would have been forget 27 The car if somebody takes it there A will be repaired B would be repaired C will been repaired D is repair 28 You to prison if you did that A would be send B would have been sent C would be sent D were sent 29 You would study Italian if it _ here A was teaching B were taught C would be taught D is taught 30 It _ if nobody reminded them A was forgotten B would be forget C would be forgot D would forgot 31 The magazine _ by more people if it had better articles A would be reading B would read C would be read D been read 32 The joke would not be funny if it _ into French A were translated B is translated C was be translated D translated 33 A doctor _ if somebody falls ill A will be cold for B will be called for C will call for D would be call for 34 Would she go if she _? A were invited B was be invited C have been invited D be invited 35 He _ the death penalty if he were found guilty A would be given B would be gave C would given D were given 36 Who would have won the World War II if the nuclear bomb _ by the Nazus first A had be produced B had produced C had been produced D would be produced 37 The room if it is not empty A couldn’t be repainted B cannot be repainted C could be repainted D can be repainted 38 He _ the death penalty if he had been found guilty A would has given B would has been given C would have given D would have been given 39 The cars _ if we had not done such a huge advertising campaign A would not have been bought B would not have be bought 12 C would have been bought D would not had been bought 40 If I were a better conversationalist , _ to parties more often? A I would be invited B I would have been invited C would I be invited D would I have been invited 41.Kevin never seems to get tired I wish I _ his energy A can have B have had C had D would have 42 If I him yesterday, I would have to come back tomorrow A didn’t meet B have met C met D hadn’t met 43 If she the truth, I think she’d never want to see you again A would know B knows C will know D knew 44 I would never have believed it with my own eyes A if I didn’t see B if I hadn’t seen C if I haven’t seen D if I wouldn’t have seen 45 I wish I had remembered your number Otherwise, I you A phoned B would phone C would have phoned D will have phone 46 Such typing mistakes _ avoided if you had been more careful A can have been C would be C might have been D should be 47 Carol was late for work this morning But for the traffic jam, she half an hour earlier A could come B could have come C had come D can have come 48 Don’t worry home late tonight A when I’ll be B if I’ll be C unless I’ll be D if I’m 49 I one of my special desserts for dinner, if you like A make B will makeC am going to makeD am making 50 When you Bob, tell him he still owes me some money A see B are going to see C will see D are seeing * Keys: B A A B D A B C A 10 B 11.A 12.B 13.C 14.D 15.D 16.C 17.C 18.B 19.A 20.B 21.B 22.A 23.B 24.C 25.B 26.B 27.A 28.C 29.B 30.C 31.C 32.A 33.B 34.A 35.A 36.C 37.B 38.D 39.A 40.C 41.C 42.D 43.D 44.B 45.C 46.C 47.B 48.D 49.B 50.A The application of process approach in HELPing the weAk students of class 10A4 at Quan Son lower & Upper Secondary school TO CONQUER CONDITIONAL SENTENCES 3.1.The purpose The application is aimed at teaching conditional sentences through process approach for the students of class 10A4 at Quan Son lower & upper secondary school then improving English grammar for them From this, they will prepare better for their tests and may get good mark for this part 13 3.2 The participants The application is carried out with 35 students of the class 10A4 who have been learning English for years( years at lower secondary school with English 6,7, 8, and years at upper secondary school with English 10) These students are from Quan Son Lower & Upper Secondary School in Quan Son, Thanh Hoa Among 35 students who take part in the study, about one- third of them has good knowledge in English and the rest are not interested in learning, so they not have enough vocabulary as well as structure to master English grammar 3.3.Time and the process of the application The study is carried out on extra lessons on Wednesday afternoons of the class 10A4 Each lesson last 45 minutes The study lasts a month (from April,2nd, 2021 to April,28th 2021) with lessons The teacher teaches related knowledge (as mentioned in Literature review) and gets the students to practise the process,then give feedback and correction The teacher followed these stages below: + Stage 1: The teacher used traditional method: providing the students with the full theory of conditional sentences and then giving them examples to illustrate + Stage 2: The teacher asked the students to lots of exercises and checks their results Students’ results based on the first survey: Class 10A4 Number 35 Distinction No % Credit No % 14 Pass No % 23 Weakness No % 22 63 + Stage 3: Because of the students’ low results, the teacher was really worried about the students’ study The teacher disscussed the problem with other teachers Moreover, the teacher directly talked with the students about the difficulty that they were facing with The result showed that the method the teacher using was not suitable It was too fast that the students couldn’t catch up with the entire theory of conditional sentences, which the teacher provided them The teacher realized that there might be a change in teaching method + Stage : During reviewing periods, the teacher tried to applied a new teaching method With the knowledge system as above, the teacher proceeded as follows: - Firstly, the teacher gave examples and analysted stuents understand - Secondly, the teacher draw the formula from the examples - Next, the teacher began to provide the theory of conditional sentences and give structures in detail for the students CONDITIONAL SENTENCE Type 1: Real conditional sentences 14 Situation Future possible Habitual Command If Clause Main Clause If + S + V(simple S + will/can/may/must + present) V Ex: If I have the I will be a new car money, If + S + V (simple S + V(simple present) present) she usually walks to school Ex: If Ann has enough time, If + S + V (simple Command form present) please call me Ex : If you hear from Bill, Type 2: Present unreal conditional sentences If Clause If + S + Vsimple past (be were) Main Clause S + would/could/ might/ had to + V Ex: I don’t have free time, so we can’t go to the beach with you If I had time, I would go to the beach with you Type 3: Past unreal conditional sentences If Clause If + S + V(past perfect) Main Clause S + would/could/might + have + P.P (V3/ed) Ex: I didn’t know that you were there, so I didn’t write you a letter If I had known that you were I would have written you a letter there, After that, the teacher gave students another examples to help them understand more + Stage : After applying the new teaching method, the teacher did survey again and received better results as follows: Students’ results based on the second survey: Class Number Distinction Credit Pass Weakness 10A4 No % No % No % No % 35 12 34 Conclusion 17 49 14 I have mentioned before, ethnic minority students of class 10A4 at Quan Son Lower & Upper Secondary School are not good at English This makes students usually feel tired and bored and don’t concern about this subject, so the teacher should combine all activities to creat excitement for students and make stuents love English 15 This is my own experience in teaching conditional sentences to the weak students of class 10A4 this school year I believe that the students will have more confidence in their study I hope this method can be applied in our school widely Finally, I hope to receive ideas from other teachers so as to have the better study XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Quan Sơn, ngày 15 tháng năm2021 Tôi xin cam đoan SKKN viết, khơng chép nội dung ngi khỏc Phm Xuõn Chin References Hoàng Văn Vân( Chủ biên)( 2011) Tiếng Anh 10, Nhà xuất giáo dơc ViƯt Nam Jeremy Harmer( 2008), How to teach English, Longman 16 Brow, H Doughlas( 2001), Teaching by principles, New York Pearson Education Randolph Quirk (2003), A University Grammar of English, Nhà xuất Hải Phòng Raymond Murphy (2003), Essential Grammar In Use, Nhà xuất Giao thơng vận tải Tìm hiểu khai thác kênh mang Internet Một số tài liệu tham khảo khác DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN 17 Họ tên tác giả: Phạm Xuân Chiến Chức vụ đơn vị công tác: Giáo viên trường THCS&THPT Quan Sơn Cấp đánh TT Tên đề tài SKKN giá xếp loại (Phòng, Sở, Tỉnh ) Câu bị động dạng Hội đồng tập trắc nghiệm khoa học Phương pháp dạy câu trực ngành Hội đồng tiếp gián tiếp phù hợp với khoa học học sinh trường THPT Quan ngành Sơn Teaching comparaives and Hội đồng superlatives to the students of khoa học class 10A1 at Quan Son ngành upper secondary school in Quan Son, Thanh Hoa province Kết đánh giá Năm học xếp loại đánh giá xếp (A, B, loại C) C 2011 - 2012 C 2013 - 2014 B 2015 - 2016 ... topic ? ?HELPING the weAk students of class 10A4 at Quan Son lower & upper- secondary school TO CONQUER CONDITIONAL SENTENCES” in the hope of supplying upper- secondary students, especially the students. .. 50.A The application of process approach in HELPing the weAk students of class 10A4 at Quan Son lower & Upper Secondary school TO CONQUER CONDITIONAL SENTENCES 3.1 .The purpose The application... lower secondary school with English 6,7, 8, and years at upper secondary school with English 10) These students are from Quan Son Lower & Upper Secondary School in Quan Son, Thanh Hoa Among 35 students
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