Some techniques to teach and do exercises on conditional sentences. (at Trieu Son 4 high school)

THANH HOA DEPARTMENT OF EDUCATION
AND TRAINING
TRIEU SON 4 HIGH SCHOOL
EXPERIENCE IDEA
SOME TECHNIQUES TO TEACH AND DO EXERCISES ON CONDITIONAL SENTENCES.
(AT TRIEU SON 4 HIGH SCHOOL).
 Implementer: Le Thi Phuoc
 Position: Teacher
 Workplace: Trieu Son 4 high school.
 Subject: English
THANH HOA 2019
INDEX
Contents
Page
I. The openning
1. The reasons for choosing topics
2. Research objectives
3. Research subjects
4. Research methodology
4. 1. Experimental Methods
4. 2. Survey Methods
4. 3. Statistical Methods
II. Content
1. Theoretical basis
2. Real situation before applying the experience idea
3. Some techniques to teach and do excercises on conditional sentences ( at Trieu Son 4 high school ) 
3.1. Grammar 
3.1.1. The conditional sentence consists of two parts 
3.1.2. Types of conditional sentences in English 
a. Conditional sentences type 1
b. Conditional sentences type 2
c. Conditional sentences type 3
d. Using “ mixed time” in conditional sentences
3.1.3. Some variation of conditional sentences
3.1.4. These types of conditional exercises 
3.2. Practice
3.2.1. The first type: Give correct form of the verbs in brackets /Multiple-choice (In the GCSE exam )
3.2.2. The second type: .Rewrite the sentences by using conditional 
4. Effectiveness of teaching experience initiatives for educational activities , with myself, my colleagues and my school.
III. Conclusion
1. Experience Lessons:
2. Recommendation:
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I. THE OPENING
1. The reasons for choosing the topics.
In the current trend of economic integration, learning foreign languages, especially English in any country, is focused, cared and invested appropriately.
Maybe with the same meaning of the sentence, but by different ways of expressing words that the speaker or writer will bring to the reader, listener a vivid sense of your words or sentences.
Example: If you don’t get up early, you will be late for school.
 OR Unless you get up early, you will be late for school.
 You will be late for school unless you get up early.
Conditional sentences is one of the important English grammatical structures of the high school English program in general as well as the English program 10, 11, 12 (basic curriculum).
Conditional sentences continue to be taught at the basic level in Unit 8, 9, 11 (Tieng Anh 10), Unit 7 (Tieng Anh 11) and Unit 5 (Tieng Anh 12). This grammar points are fully taught from intermediate level to advanced one with various type of exercises
In the GCSE examination, conditional sentences are available whereas the majority of students at high school in the countryside in general and especially students at Trieu Son 4 high school.
This created creativity in the author’s way of speaking and writing and urged me to choose the subject: SOME TECHNIQUES TO TEACH AND DO EXCERCISES ON THE CONDITIONNAL ( AT TRIEU SON 4 HIGH SCHOOL)
2. Research purposes.
Supplement and improve knowledge for students in grades 10, 11 and 12 on the part: The conditional sentences.
- Understanding the theory, how to do exercises on conditional sentences.
- Understanding the problems of teaching English in general and teaching conditional sentences for students in grades 10, 11 and 12 at Trieu son 4 high school in the 2018-2019 school year in particular.
- From the results of the research, I give some measures to enhance effective teaching and learning about conditional sentences for Trieu Son 4 high school students.
- Guiding students to learn and practice so that they get skills to do some types of exercises on conditional sentence better in general. They can also do well these sort of exercise in high school exams as well as the GCSE exam
Morever, students know to use conditional sentence effectively in communication.
3. Subjects of the study.
- Teaching students of public high school system under the standard of English textbook program (7 years), and some sentences in the GCSE exam.
- Conducted in grades 12B1, 11C2 and 10A4 at Trieuson 4 in the academic year 2018-2019.
4. Research methodology
4. 1. Experimental Methods:
Attending classes, studying and teaching theories of conditional sentences and how to do exercises in the text book of English program standards for students.
4. 2. Survey Methods.
Reading books, studying materials about theoretical basis about conditional sentences in general and particular.
Teacher examines the students in the classes where they are are teaching with skills: listening, speaking, reading and writing.
4. 3. Statistical Methods: Teacher counts the results of the students in the class he is teaching through regular and periodic tests.
- The level of the lesson and the ability of the students.
II. CONTENT
1. Theoretical basis:
 In the current high school program, the conditional sentences are distributed in Unit 8 , 9, 11 ( Tieng Anh 10 ); Unit 7 ( Tieng Anh 11 ): Unit 5 ( Tieng Anh 12 ). In the GCSE exam and is all in the form this kind of exercise Instead of writing sentences; Rewrite the sentence, this type of exercise is released as Multiple Choice - Objective test. In the way that students can rewrite the types of situations with this form, they will not have any difficulty in doing multiple-choice exercises. So that the students have a basic knowledge so that their higher education later convenient and easy. After learning and practicing the exercises and checking the results, the number of students who master and use the grammar points will be a measure of the method of application ( teaching methods- teaching techniques), which method and technique is superior and can be applied approriately to the object of students, their own area of teaching- where most of them do not know how to learn English in a combination of the skills of listening, speaking, reading and writing.In a normal classroom, there is only from 25% to 40% the learner acquires knowledge called basic grammar and a modest vocabulary. And the reality may be lower. 
From the base of theory and practice, along with experience in the process of teaching by myself, I boldly launch a few experience in teaching the conditional sentences through topics: SOME TECHNIQUES TO TEACH AND DO EXCERCISES ON THE CONDITIONNAL ( AT TRIEU SON 4 HIGH SCHOOL)
So the question here posed with me is to really innovate our teaching methods to meet new current training needs and must realize the value of using conditional sentences in the life and understand how to practice this kind of instruction to improve myself to benefit for my students.
2. Real situation before applying the experience idea :
- Students have been learning English at junior high school program.
In standard English program textbooks, conditional grammar point spread and is widely distributed via the lesson of Reading, Speaking, Listening, Writing, and especially the Language Focus of unit 8, 9, 11 (Tieng Anh 10), Unit 7 (Tieng Anh 11) and Unit 5 (Tieng Anh 12):
For students of our school, most of students find difficult to learn English. Students are farmer’s children, English learning environment is weak. Student’s input is rather low. In addition, actual teaching and learning conditions of the school is limited. Foreign language teachers is young in teaching experience, time for practising this grammar in the textbook is not much, this leads to the most students find difficult to apply for doing exercises, improving their other skills as well as exams.
With the existence of the above difficulties and limitations. So the results achieving in the process of teaching and learning is not high. That is evidenced by the results survey test on grammar problems before applying innovative experiences in teaching with the following statistics :
Class
Total
Student
Very good 
Good
Average
Weak
Too weak
Quantity
%
Quantity
%
Quantity
%
Quantity
%
Quantity
%
10A4
44
0
0
5
11,3
19
43,2
15
34,1
5
11,4
11C2
44
2
5,4
10
22,7
19
43,2
10
22,7
3
6,8
12B2
42
1
2,4
8
19
17
40,4
12
28,6
4
9,5
( Attachment: Appendix 1 students’ test before applying teaching experience )
To troubleshoot and resolve the above situation I have studied, explored, and found out a number of measures in order to share with my colleagues the experiences of teaching conditional sentences. I hope to improve and enhance the quality of teaching and learning the grammar, to create dynamic grammar lessons, I also have specific instructions and details for the students to do various forms of exercises which is easy for students to understand, apply for their tests, exams and especially use in four skills: listening - speaking - reading - writing . 
Here are some specific measures .
3. Some techniques to teach and do excercises on conditional sentences: 
3.1. Grammar 
3.1.1. The conditional sentence consists of two parts: 
IF CLAUSE
MAIN CLAUSE
Example: If it rains, I shall stay at home.
	 	 I would buy that house if I were you.
+ “ If it rains” and “ if I were you” : IF- CLAUSE
+ “ I shall stay at home” and “ I would buy that house”: MAIN-CLAUSE
3.1.2 Types of conditional sentences in English 
a. Conditional sentences type 1
Teacher: Introduce the situation through pictures. From the pictures , give examples
Student: Look at the pictures, example then give structure
Form
IF- CLAUSE
MAIN- CLAUSE
 If S + V(s/es) + O
 ( be : am/is/are + ( not)...)
 ( doesn’t/ don’t + V(b-inf)....
 S + will + V (b-inf) + O
 ( shall/ can/ must + (not)...)
 Example: 
 If I am tired, I won’t go to school.
Usage: 
- It is used to express a possible condition and a probable result in the present or the future, instructions or commands (main clause is used in imperative).
Notes: 
+ Use the present tense in the main clause to describle something that is always true or an obvious fact.
Example: 
 If you heat ice, it turns to water.
+ can/ may dùng thay cho will/shall possible.
 Example: 
 If you study hard, you can pass the exam.
+ If- clause can use the progressive tense or the present perfect tense.
 Example:
 If you are looking for Peter you’ll find him upstairs.
	 If you have finished dinner I’ll ask the waiter for the bill.
+ In some situations, use WHEN instead of IF when things happen surely.
 Example:
 When I go home tonight, I will have a bath.
b. Conditional sentences type 2
Teacher: Introduce the situation through pictures. From the pictures , give examples
Student: Look at the pictures, example then give structure
Form
IF CLAUSE
MAIN CLAUSE
IF S + V( past tense ) ...
( be: were)
IF S + be + not ......
IF S + didn’t + V(b-inf)...
S + WOULD + V(b-inf) .....
 ( could/ should/ might)
S + wouldn’t + V( b-inf)......
 Example: If I had a map, I wouldn’t get lost.
Usage: It is used to talk about things which are unreal (not true or not possible) at present or in the future.
Eg. If he knew my phone number, he would call me.
c. Conditional sentences type 3
Teacher: Introduce the situation through pictures. From the pictures , give examples
Student: Look at the pictures, example then give structure
Form
IF - CLAUSE
MAIN - CLAUSE
IF+ S + had + PP 
IF + S + hadn’t + PP 
S + would/could have + PP 
S + wouldn’t /couldn’t have + PP 
Usage: It is used to talk about unreal situations in the past.
Eg. If I had invited her to my party, it would have been more fun.
d. Using “ mixed time” in conditional sentences( type 2,3).
Form
IF- CLAUSE
MAIN- CLAUSE
If + S + had + P.P
S + would + bare infinitive
Usage: This statement describles the past supporting conditions and the resuilts are not possible at present.
Eg. If I had gone to bed early last night, I wouldn’t feel sleepy now.
NOTE: Some variation of conditional type 2,3:
d.1. But for + noun + conditional type 2,3:
But for ( Nếu không có )- Use: If it weren’t for + noun instead of but for
Eg: You help me every day so I can finish my work.
=> But for your daily help, I couldn't finish my work.
OR: If it weren't for your daily help, I couldn't finish my work.
Eg: She encouraged him and he succeeded.
=> But for her encouragement, he wouldn’t have succeeded.
d.2. Without (nếu không có ... ) instead of if:
Eg: Without your help, I wouldn't pass the exam.
 => If you didn't help, I wouldn't pass the exam.   
Without water, we would die. => If there were no water, we would die. 
d.3. Or, otherwise using if :
 Command + or, otherwise + S will . Use : If you don’t ... (Rewrite, leaving or, otherwise) 
Eg: Hurry up, or you will be late. => If you don't hurry, you will be late.
+ Any clauses that precede are also possible and the meaning of the sentences does not change. If- clause precedes this clause, use a comma.
Example: If I were you, I would study harder. 
 Or: I would study harder if I were you.
3.1.3. Some variation of conditional sentences
A. Conditional sentences type 1
 If . not= Unless (Trừ phi; nếu ...... không) 
IF CLAUSE => UNLESS
+ negative=> affirmative
+ affirmative=> affirmative
MAIN CLAUSE
 + keep intact
+ changes main verb => negative
 Example: I won't visit you if I don't have time. 
 => Unless I have time, I won’t visit you.
 If you don't attend the lecture, you can't say you understand it. 
=> Unless you attend the lecture, you can't say you understand it. 
Note: The clause containing “unless” does not use the negative.
B. Inversion or omitting if
B.1. Conditional sentences type 1
IF CLAUSE
 Should + S + V 
MAIN CLAUSE
 S + will/can/may  + V
 Example: If anybody calls me, please tell them I’m busy.
 => Should anybody call me, please tell them I’m busy.
B. 2. Conditional sentences type 2
 + Inversion or omitting if
IF CLAUSE
 Were + S .
 Were +S + to-V + 
( Weren’t => were + S + not + ) 
MAIN CLAUSE
S + would/could/should + V
 Eg: If I were you, I wouldn’t do that.
 => Were I you, I wouldn’t do that.
 Eg: If it weren’t for your progress, I wouldn’t be here.
 => Were it not for your progress, I wouldn’t be here.
 Eg: If I spoke English well, I could be offered a good job.
 => Were I to speak English well, I could be offered a good job.
B. 3. Conditional sentences type 3
 + Inversion or omitting if
 IF CLAUSE
 Had + S + PP + 
( hadn’t => Had + S + not + PP
Were + S + to have + PP
MAIN CLAUSE
 S + would/could + have + PP 
 Eg: If I had known, I would have told you.
 => Had I known, I would have told you.
 Eg: If it hadn’t been for hot weather, we would have had a wonderful holiday.
=> Had it not been for hot weather, we would have had a wonderful holiday.
3.1.4. The types of conditional exercises ( Level of attack )
A. The first type: Give correct form of the verbs in brackets 
 OR: Multiple-choice (In the GCSE exam )
- At the level of ordinary people basically sharing their one side and so they simply observe that these categories that apply the formula correctly.
 Example: If I meet him, I (give) him this book.
- See the cautionary statement to the party if the current is so I know it's kind of one so we use type 1: If I meet him, I will give him this book.
- Also somewhat difficult case than they would close the brackets on both sides. In this case, first the children see things have happened in the past, if the right is to use of type 3, if there are no signs of the past, then you have to translate: if found incapable or unlikely to occur, use of type 2, if there is the possibility of the use of type 1.
Example: If he (go) there yesterday, he (meet) the her.
Signs of the past (yesterday) so we use type 3:
 => If he had gone there yesterday, he would have met the her.
Example: I (go) there if I (be) you.
No signs of the past, so we literally: ... if I were you => improbable story should use type 2: => I would go there if I were you. 
B. The second type: Rewrite sentences by using IF:
This form of question one would give two separate or connected by the word as: so that's why = (so), (because)
For this form if you see:
- The second sentence, the future division, use type 1 (not negative)
- A current party, a party future / present, use type 2 (negative)
- If the past in which the user types 3 (negative)
 Note: - Negative is the problem have not, we have not used not and vice versa.
- If there is because to immediately position because óIf.
- If so, that's why it so if contrary to their position.
Example: I will go there. I will buy you a dog.
 => If I go there, I will buy you a dog.
 I can not go out because it is raining.
 => If it were not raining, I could go out. (One can, I use, not changed will)
OR: Type rewrite sentences ranging from sentence to the user “ Unless :
“Unless” in place of “if”, leaving not, the main clause remains the same.
Example: If you do not speak loudly , he will not hear.
 => Unless you speak loudly, he will not hear. 
3.2. Practice
3.2.1. The first type: Give correct form of the verbs in brackets 
 Multiple-choice (In the GCSE exam )
3.2.1.1. Exercises
Exercise 1. Put the verb in brackets intothe correct form. Add ’ll/will or ’d/would if necessary. (Tieng Anh 11 page 87)
1. I (drive) _____ to work if I had a car.
2. Where in Vietnam would you like to live if you (can) _____ choose ? 
3. If the weather (be) _____ good, we will have lunch outside.
4. If the company offers me a job, I think I (take) _____ it
5. Many people would be out of work if that factory (close) _____ down
6. If you finish before 4:30, I (come) _____ and pick you up.
Exercise 2. Put the verbs in brackets into the correct form. (Tieng Anh 11 page 88)
1. They would have paid you more if they (be told) _____ of its value.
2. If I (realise) __ that Greg wanted to get up early, I would have woken him up.
3. If you had had breakfast, you (not/be) _____ hungry.
4. If they had had enough money, they (buy) _____ that house.
5. If she (study) _____ harder, he would have passed the exams.
Exercise 3. Complete the sentences with the correct form of the verbs in brackets. (Tieng Anh 12 page 60)
1. If you had sent the application on time, they might (call) _____ you for an interview. I can’t understand why you didn’t.
2. If John (install) _____ an alarm, the thieves wouldn’t have broken into his house. 
3. I (make) a film with him if I had been a famous director, but I was not.
4. If you had told me earlier, I (give) it to you.
5. We would have sent you a Christmas card if we (have) _____ your adress.
Multiple-choice (In the GCSE exam )
Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions
ĐỀ THI ĐH KHỐI A1 ( MĐ 248) - NĂM 2013
Question 12: I would join that running competition ______.
A. when I was 5 years older	B. if I were 5 years younger
C. if it would happen 5 years ago	D. unless I were 5 years younger
Question 16: “What ______ if the earth stopped moving?”
	A. happened	B. would happen	C. happens	D. will happen
ĐỀ THI ĐH KHỐI A1 ( MĐ 285) - NĂM 2014
Question 2: ________ a few more minutes, we could have finished the task.
A. Unless we had.	 B. If we had had.	C. If we have D. If we had
ĐỀ THI THPTQG ( MĐ 931) - NĂM 2015
Question 7: Students will not be allowed into the exam room if they______their student cards.
A. don’t produce	 B. didn’t produce	 C. produced D. hadn’t produced
ĐỀ THI THPTQG ( MĐ 403) - NĂM 2018
Question 13: If you didn’t have to leave today, I _____ you around the city.
A. have shown B. showed C. will show D. would show
3.2.1.2. Solution: 
- After having students learn or learn by heart the structures of conditional
a. Step 1: Teacher asks students to realize type of conditional by looking through the given clauses, students have to indicate the given clause in each sentence is if clause or main clause. 
Exercise 1. Put the verb in brackets intothe correct form. Add ’ll/will or ’d/would if necessary