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Table of content Page I Introduction…………………………………… 1.1 Rationale………………………………………………………… 1.2 Research scope………………………………………………… … 1.3 Aim of the study………………………………………………… 1.4 Methods of the study……………………………………………… .3 II Literature review…………………………… …………….3 2.1 An overviewon Language Teaching Methods…………………………3 2.2 The Process of teaching conditional sentences……… ………………4 III The application of process approach in teaching conditioanal sentences to the students of class 10A2 at Quan Son Upper Secondary school……………………………………………………………….….14 3.1 The purpose………………………………………………………… 14 3.2 The participants……………………………………………………… 14 3.3 Time and the process of this application……………………………….15 IV Conclusion .16 References I 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 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 comparatives and superlatives For these reasons, I would like to choose the topic “method of teaching Conditional sentences to the students of class 10A2 at Quan Son upper- secondary school” in the hope of supplying upper-secondary students, especially the students of class 10A2 at Quan Son upper- secondary school with enough knowledge of conditional sentences 1.2 Reseach scope The study focuces on applying process approach in teaching coditional 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 The study is aimed to teach conditional sentences for the grade-10students 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 teacher II 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.The process of teaching conditional sentences 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 If clause verb tense Main clause Zero General truths Simple present Simple present Type A possible condition and its probable result Simple present Simple future 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 Past perfect Perfect conditional the past 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 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 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 harder you would have passed the exam 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 If you weren't afraid of spiders you would have picked it up and put it outside Remember! - The conditional construction does not normally use will or would in ifclauses. EXCEPTION: If will or would express willingness, as in requests, they can be used in if-clauses e.g If you will come this way, the manager will see you now I would be grateful if you would give me a little help (= ± please, come this way; please, give me ) - For the second conditional, were replaces was: If I were a rich man - After if, we can either use "some(-one, -where )" or "any(-one, -where ) If I have some spare time next weekend or : If I have any spare time - Instead of if not, we can use unless e.g I'll be back tomorrow unless there is a plane strike He'll accept the job unless the salary is too low - There is a "mixed type" as well, for the present results of an unreal condition in the past: If + Past Perfect - would + inf If you had warned me [then], I would not be in prison [now] REVISION EXERCISES Exercise 1 : Put the verbs in correct forms using conditional sentences If we meet at 9:30, we (have) _plenty of time If you (find) _ a skeleton in the cellar, don't mention it to anyone The zookeeper would have punished her with a fine if she ( feed) _ the animals If you pass your examination, we (have) _a celebration Lisa would find the milk if she (look) _ for it in the fridge What (happen) _if I press this button? The door will be unlocked if you (press) _ the green button I should have voted for her if I (have) _ a vote then If you go to Paris, where you (stay) _? 10 If you (swim) _ in this lake, you'll shiver from cold 11 If someone offered to buy you one of those rings, which you (choose) _? 12 The flight may be cancelled if the fog (get) _thick 13 If the milkman (come) _, tell him to leave two pints 14 I (call) _ the office if I were you 15 Someone (sit) _on your glasses if you leave them there 16 You would hear my explanation if you (not talk) _so much 17 What I (do) _if I hear the burglar alarm? 18 If you (read) _the instructions carefully, you wouldn't have answered the wrong question 19 If Mel (ask) _ her teacher, he'd have answered her questions 20 I would repair the roof myself if I (have) _a long ladder 21 Unless they turn that radio off, I (go) _mad 22 If you were made redundant, what you (do) _? 23 We'll have a long way to walk if we (run) _out of petrol here 24 If you shake that bottle of port, it (not be) _ fit to drink 25 If you spoke louder, your classmates (understand) _ you 26 I'll probably get lost unless he (come) _with me 27 You (not have) _ so many accidents if you drove more slowly 28 If you (wear) _ a false beard, nobody would have recognized you 29 If she (leave) _ the fish here, the cat will eat it 30 You (have) _ no trouble at school if you had done your homework 31 Unless you (tell) the truth, I won’t help you 32 You'll get pneumonia if you (not change) _ your wet clothes 33 If I had known that you couldn't eat octopus, I (not buy) _ it 34 If they (hang) _ that picture lower, people would be able to see it 35 She (be) _able to walk faster if she didn’t have such high-heel shoes 36 I (bring) _ you some beer if I had known that you were thirsty 37 If you had touched that electric cable, you (be) _ electrocuted 38 If the story hadn't been true, the newspaper (not print) _ it 39 I (not buy) _ things on the installment system if I were you 40 Dan (arrive) _ safe if he drove slowly Exercise 2: Choose the best answer for each of the following sentences If I the same problem you had as a child, I might not have succeeded in life as well as you have A have B would have C had had D should have I you sooner had someone told me you were in the hospital A would have visited B visited C had visited D visit more help, I would call my neighbor A needed B should I need C I have needed D I should need then what I know yesterday, I would have saved myself a lot of time and trouble over the years A had I known B did I know C If I know D If I would know Do you think there would be less conflict in the world if all people the same language? A spoke B speak C had spoken D will speak If you can give me one good reason for your acting like this, this incident again A I will never mention B I never mention C will I never mention D I don’t mention If I had known you were asleep, I so much noise when I came in A didn’t make B wouldn’t have made C won’t make D don’t make Unless you all of my questions, I can’t anything to help you A answered B answer C would answer D are answering Had you told me that this was going to happen, I it A would have never believed B don’t believe C hadn’t believed D can’t believe 10 If Jake to go on the trip, would you have gone? A doesn’t agree B didn’t agree C hadn’t agreed D wouldn’t agree 11 J: “John went to the hospital alone”, K: “If ,I would have gone with him” A had he told me B he had told me C he has told me D he would tell me 12 If you , I would have brought my friends over to your house yesterday to watch T.V, but I didn’t want to bother you A had studied B-studied C hadn’t studied D didn’t study 13 Peter: “Did you need help with your Math last night?” Mary: “If I had needed, I you” A would call B called C would have called D will call 14 If someone in to the store, smile and say, “May I help you?” A comes B came C come D should come 15 “Here’s my phone number” “Thanks I‘ll give you a call if I some help tomorrow” A will need B need C would need D needed 16 If I didn’t work for an accounting firm, I in a bank now A work B will work C have worked D would work 17 The death rate would decrease if hygienic conditions improved A was B is C were D had been 18-The education in Japan if the basic principles of education had not been taken into consideration A would go down B would have gone down 10 C went down D had gone down 19 If there , the rice fields could have been more productive A had been enough water B were enough water C would be enough water D are enough water 20 The patient will not recover unless he an operation A had undergone B would undergo C undergoes D was undergoing 21 If she him, she would be very happy A would meet B will meet C met D should meet 22-If he a thorough knowledge of English, he could have applied for this post A had had B had C has D has had 23 If I had enough money, I abroad to improve my English A will go B would go C went D should have go to 24.The bench would collapse if they on it A stood B stand C standing D stands 25-If it convenient, let’s go out for a drink tonight, A be B is C was D were Exercise 3: Make conditional sentences She got married at such an early age, so she isn’t at university now She works in the evening She has no time to play with her children As she is often absent from class, she can’t keep pace with her friends It’s very cold, so we can’t go swimming You drink too much coffee; that’s why you can’t sleep We don’t have a big house We can’t invite friends to stay The flats are not clearly numbered, so it is very difficult to find anyone I couldn’t write to Alice because I didn’t know her address We got lost because we didn’t have a map 10 The farmers didn’t have enough rain , so they could not grow rice 11 His friends were late, so they missed the train 12 Make me some coffee, and I’ll give you one of my biscuits 13 You won’t ask the teacher He won’t explain the lesson to you 11 14 City life isn’t enjoyable because everything is very expensive 15 I didn't bring extra money with me because you didn't tell me we were going to the dinner after the movies Answers: Exercise 1: will have find had fed will looked will happen press had had will you stay 10 swim 11 would you choose 12 gets 13 comes 14 would call 15 will sit 16 don’t talk 17 will you do 18 had read 19 had asked 20 had 21 will go 22 would you do 23 run 24 won’t be 25 would have understand 26 comes 27 wouldn’t have 28 had worn 29 leaves 30 would have had 31 Tell 32 don’t change 33 wouldn’t have bought 34 35 would be 36 would have brought 37 would have been 38 wouldn’t have printed 39 wouldn’t buy 40 would drive Exercise 2: C A B A A A B B A 10 C 11 B 12 C 13 C 14 A 15 B 16 D 17 C 18 B 19 A 20 C 21 C 22 A 23 B 24 A 25 B Exercise 3: If she hadn't got married at such an early age, she would be at university now If she didn't work in the evening, she would/ could/ might have time to play with her children If she wasn't/ weren't often absent from class, she could keep pace with her friends If it wasn't/ weren't very cold, we could go swimming 12 If you didn't drink too much coffee, you could sleep If we had a big house, we could invite friends to stay If the flats were clearly numbered, it would be very difficult to find someone I could have written to Alice if I had known her address We wouldn't have got lost if we had had a map 10 If the farmers had had enough rain , they could have grown rice 11 If his friends hadn't been late, they wouldn't have missed the train 12 If you make me some coffee, I’ll give you one of my biscuits 13 If you ask the teacher, he will explain the lesson to you 14 City life would be enjoyable everything weren't/ wasn't very expensive 15 I would have brought extra money with me if you had told me we were going to dinner after the movies III The application of process approach in teaching conditional sentences to the students of class 10A2 at Quan Son Upper Secondary school 3.1.The purpose The application is aimed at teaching conditional sentences through process approach for the students of class 10A2 at Quan Son 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 3.2 The participants The application is carried out with 38 students of the class 10A2 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 Upper Secondar School in Quan Son, Thanh Hoa 13 Among 38 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 Thursday and Saturday afternoons of the class 10A2 Each lesson last 45 minutes The study lasts a month ( from March,10th, 2017 to April,10th 2017) with 12 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 Number 10A2 38 Distinction No % Credit No % Pass No % Weakness No % 19 12 18,4 50 31,6 + 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 used 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 14 + 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 for the students - 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 10A2 38 Distinction No % Credit No % Pass No % Weakness No % 14 18 2,6 36,8 47,4 13,2 IV Conclusion I have mentioned before, ethnic minority students of class 10A1 at Quan Son high 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 This is my own experience in teaching conditional sentences to the students of class 10A2 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 I ensure not to copy Quan Son, 5, 18th, 2017 15 XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ HIỆU TRƯỞNG NGƯỜI VIẾT SKKN Nguyễn Mạnh Cường Phạm Xuân Chiến 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 TT Tên đề tài SKKN Câu bị động dạng tập trắc nghiệm Phương pháp dạy câu trực tiếp gián tiếp phù hợp với Kết Cấp đánh đánh giá giá xếp loại xếp loại (Phòng, Sở, (A, B, Tỉnh ) C) Hội đồng C khoa học ngành Hội đồng C khoa học ngành Năm học đánh giá xếp loại 2011 - 2012 2013 - 2014 học sinh trường THPT Quan Sơn Teaching comparaives and superlatives to the students of Hội đồng khoa học ngành class 10A1 at Quan Son upper secondary school in Quan Son, Thanh Hoa province References 16 B 2015 - 2016 Hoàng Văn Vân( Chủ biên)( 2011) Tiếng Anh 10, Nhà xuất giáo dơc ViƯt Nam Jeremy Harmer( 2008), How to teach English, Longman 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 thông vận tải 17 ... sentences to the students of class 10A2 at Quan Son upper- secondary school” in the hope of supplying upper- secondary students, especially the students of class 10A2 at Quan Son upper- secondary... going to dinner after the movies III The application of process approach in teaching conditional sentences to the students of class 10A2 at Quan Son Upper Secondary school 3.1 .The purpose The application... loại 20 11 - 20 12 2013 - 20 14 học sinh trường THPT Quan Sơn Teaching comparaives and superlatives to the students of Hội đồng khoa học ngành class 10A1 at Quan Son upper secondary school in Quan Son,
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