THANH HOA DEPARTMENT OF EDUCATION AND TRAINING TRIEU SON HIGH SCHOOL EXPERIENCE IDEA “ EXPERIENCE TEACHING CONDITIONAL SENTENCES EFFECTIVELY AT TRIEU SON HIGH SCHOOL” Implementer: LE THI PHUOC Post: Teacher Experience: English THANH HOA: 2017 TABLE OF CONTENTS A INTRODUCTION REASONS FOR CHOOSING THE TOPIC PURPOSE AND RESEARCH TASKS 2.1 The purpose: 2.2 The research tasks: SUBJECTS AND SCOPE OF THE STUDY 3.1 Subjects of the study 3.2 Scope of the study METHODS 4.1 Observe pedagogy 4.2 Look at the document 4.3 Look at the pedagogical activities B PROBLEM SOLVING Page 1 2 THEORETICAL BASIS PRACTICAL BASIS IMPLEMENTING MEASURES 3.1 The importance 3.2 Advantages and disadvantages 3.2.1 Advantages: 3.2.2 Disadvantages: 3.3 The implementing measures 3.3.1 Introduction to the purpose and practice 3.3.2 Introduction to the purpose and practice 3.3.3 Practice doing exercises must be systematic, SOME EXAMPLES TEACHING AND EXPERIMENTAL RESULTS C CONCLUSION AND PROPOSAL 2 3 4 4 5 14 CONCLUSION PROPOSAL 2.1 For teachers 2.2 For schools 15 15 A INTRODUCTION REASONS FOR CHOOSING THE TOPIC In the curriculum at the level of general education, English is also one of compulsory subjects such as Vienamese and Math The high school English textbook of the Ministry of Education and Training is compliled on the subject and each unit corresponds to literacy and numeracy skills: Reading, Speaking, Listening, Writing and Language focus The language focus is divided into two parts: Pronunciation and Grammar In the textbook distribution, grammar is equally important, so If students won’t be able to the tests in the class and the exam later, when they don’t understand the grammar In the grammar school English upper secondary school program, conditional sentence or conditional clause - If clause It is taught by the Ministry of Education and Training systematically in all three blocks 10, 11 and 12.Forms of this clause are included in the section Language Focus in grades 10, 11 and 12 textbook ,in the structure of high school National high school exam, in the excellent student competion, ect In addition, use English as spoken language as well as writing, everyone uses a lot of Conditional sentences As such it can be said that this is an important grammar point in English in general education in particular For all students to use proficiency conditional is not easy Why ? To apply the theory to the exercises requires the learner to memorize the tructures ( Formulas), there are “ tips” to keep in mind and use correctly when doing exercises So how to improve test-taking skills as well as use conditional sentences in practice for students is a problem that concerns for teachers to teach foreign languages As a teacher of English, through the process of teaching and accumulating experience, in this article “ EXPERIENCE TEACHING CONDITIONAL SENTENCES EFFECTIVELY AT TRIEU SON HIGH SCHOOL” I would like to mention one small aspect is how to teach CONDITIONAL SENTENCES at high school effectively to help students tests in English PURPOSE AND RESEARCH TASKS 2.1 The purpose: To find ways to improve English test-taking skills effectively to apply in the teaching process 2.2 The research tasks: - Understanding the theory, how to exercises on conditional sentences - Understanding the problems of teaching English in general and teaching conditional sentences for students in Trieu son upper secondary school in the 2015-2016 school year in in particular - From the results of the research, I give some measures to enhance effective teaching about conditional sentences for high school students SUBJECTS AND SCOPE OF THE STUDY: 3.1 Subjects of the study - Teaching students of public high school system under the standard of English textbook program (7 years) 3.2 Scope of the study - Studying the best approach so that the teacher can apply when organizing activities to teach about conditional sentences in class effectively - Conducted in grades 12C4, 11D2, and 10A6 at Trieuson in the school year 2015-2016 METHODS 4.1 Observe pedagogy Attending classes, studying and teaching theories of conditional sentences and how to exercises for students 4.2 Look at the document Reading books, studying materials about theoretical basis about conditional sentences in general and particular 4.3 Look at the pedagogical activities - Looking at the lesson plan, pictures, furniture and teaching equipment - The level of the lesson and the ability of the students B PROBLEM SOLVING THEORETICAL BASIS: As teachers know it’s right to write properly to the right kind of exercise of The Conditional Sentences , the students must master the verb ( Basic English tenses) and recite the irregular verbs and regular verbs that appear high frequency verbs in the If-clause In the current high school grammar , the conditional sentences is distributed in all three grades: 10, 11 and 12 In the 10th grade program, the conditional sentences are distributed in Unit 8, Unit 9,and Unit 11 In the 11th grade in Unit In the 12th grade in Unit ( Type 1, 2, and type 3).So, to understand and use conditional sentences effectively, most students still have difficulty 2 PRACTICAL BASIS We are currently using the method of teaching English as the most “preeminent” English So students can easily absorb, to master and apply good knowledge learned in listening, speaking and the paper So that the students have a basic knowledge so that their higher education later convenient and easy.Teachers who are teaching and Dhamma teaching is” a walking stick”,also, depending on the level of ability of the teacher and the learner.After learning and practicing 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 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 The sense of subject is not high Most of the undergraduate level did not know anything about the grammar of vocabulary, words or regular and irregular verbs.Most of them use very little and sometimes they not know at all.So students are inclined “ forget, indifference or put in aside “ English.The work of the majority of students is not self-aware, but rather a desire if the teacher does not have a positive resolution to help them overcome this obstacle From the base of theory and practice, along with experience in the process of teaching by myself, I boldly launch a few experience in teaching conditional sentences through topics: " EXPERIENCE TEACHING CONDITIONAL SENTENCES EFFECTIVELY AT TRIEU SON 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 IMPLEMENTING MEASURES 3.1 The importance of the improvement of the conditional sentences for high school students "The conditional sentences" is also one of the important grammatical parts in teaching English to students likely to exercises quickly and effectively as possible The students in my school are bad at all five skills of listening, speaking, reading , writing and especially grammar points they are afraid to learn English in classes or in school for many reasons such as: difficult subject, afraid to learn vocabulary, learn by heart structures and homework But when students exercises wrong; so crowded classes are, I have less time to correct mistakes for each student If practiced in class it will help students to overcome these limitations While learning conditional sentences, students can learn from each other, correct mistakes for each other, from other students without the teacher Through learn and exercises, students can acquire knowledge in an active way, overcome the inhibition when in class only some good students take part in doing exercises, so I will encourage, appeal to all students in participating class activities including school students with average or weak Improve how to solve different exercises, different types of exercises, inspire, confident when students the quiz exercise with the conditional quiz so that the class will become easy- going, exciting and effective 3.2 Advantages and disadvantages while teaching about condional sentences for students 3.2.1 Advantages: Students have been learning English at junior high school Information technology is very developed in Vietnam, so students are exposed early to the computer, the internet and get more information from here Information technology applications in teaching is one of the easiest to attract students to learn the lesson content, making lessons more vivid through vivid pictures, attract attention, save time and get results From which students can more exercises 3.2.2 Disadvantages: In class, students’ abilities are different from each other, but most students are average or bad at English and especially difficult when too many students in the class with 42 to 45 students I can not edit the exercises for all students in the class (for the large classes and limited time) Therefore, requires me to prepare well, active pedagogical approaches, and creativity, always improve training methods in many different forms, different types of suitable exercises for each lesson content to inspire interesting and motivating all students enthusiastically doing exercises 3.3 The implementing measures teaching and learning conditional sentences 3.3.1 Introduction to the purpose and practice teaching conditional sentences with students At the beginning of the school year, I compose and distribute students handouts and revise for students according to program distribution arrangements- about the basics in English Ask students to memorize at least three sentences for each and explain what is based on what to divide in that Checking is conducted regularly throughout the school year at any time For example, I ask student A: ” Could you please give the class a sentence used in Simple present tense ?” Student A might answer: - “ I always get up at 5.30 everyday.” I can ask more: “ Why can/ you use this tense in this situation?” Student A might answer: Because in this sentence use adverb refer to the frequence So we use the present simple in this situation Then call the other student for comments and additions if necessary Interrogation is conducted to check all the tenses, depending on the situation, to put the situation into place for the student to put the revision Attention to the development of the mentality, the remarks from the students, and the student’s compulsion to memorize the prey, in situations where the words are remembered for a long time and can be used in the conditional sentences used tenses If students not know how to use the basics then it is hard to understand and conditional sentences assignments The material I compose will be kept by the student throughout the school year and use as needed For conditional sentences, structures and example sentences I apply the same way It is a requirement to memorize and be checked out as a checking up the old lessons, checking 15 minutes or checking periodically 3.3.2 Introduction to the purpose and practice learning conditional sentences with students Learning conditional sentences can be practised individually, in groups If practiced in groups, I need to know who is the leader student of each group, the student must be better off than the students in the group and tutorial for the group I also must request to school discipline 3.3.3 Practice doing exercises must be systematic, ongoing, under the motto from easy to difficult: requiring me to have the creativity, know redesign, adjust the layout of each task (if necessary) to highlight the content focus and provide opportunities for students to practice doing exercises Here are some illustrated examples: SOME EXAMPLES Example 1: Unit 8: THE STORY OF MY VILLAGE - LANGUAGE- FOCUS ( English 10- p.82) A Câu điều kiện loại I (Conditional sentence type I) Teacher: Introduce the situation through pictures From the picture , give example Student: Look at the picture, example then give structure Example: If you study hard, you will get good marks If I am hard, I shall get A mark If he studies hard, he will pass the exam Teacher: Give base structures, explain, give usage and ask students to give to add examples Ask students to learn by heart “ the structure” they have just learnt Form IF- CLAUSE MAIN- CLAUSE if S + V(s/es) + O S + will + V (b-inf) + O ( be : am/is/are + ( not) ) ( shall/ can/ must + (not) ) ( doesn’t/ don’t + V(b-inf) (1) If- Clause (the simple future), Main- Clause (the simple present) ( an obvious truth) (1) If - Clause (the simple present) , Main- Clause (the simple future) ( possible happen) Example: (1) If my dog sees a stranger, it barks (2) If it rains, I shall stay at home Usage: - It’s possible to happen in the present or future It is possible and also very likely that the condition will be fulfilled Note: “If- clause” can stand in front of or back of the clause If “ If - clause” stands in front of we use comma”,” Example: I will visit Ho Chi Minh City if I have time If I have time, I will visit Ho Chi Minh City Basic variations: 3.1 To indicate objectivity Example: It's sunny We may get a headache if we go out without a hat It's sunny If we go out without a hat, we may get a headache +Main- Clause (may/can + V) + if- Clause (the simple present) If- Clause (the simple present) + , Main- Clause (may/can + V) 3.2 To indicate permission Example: You can go home now if you finish your test If you finish your test, you can go home now + Main- Clause (must/should + V) + if -Clause (the simple present) If -Clause (the simple present), Main- Clause (must/should + V) 3.3 To indicate request, proposal Example: You must the exercises if you want to get good marks If you want to get good marks, you must the exercises If … not…= Unless (Trừ phi; 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 Student: Give examples If I have enough time, I will come to see you They won’t go out if it continues to rain Teacher: Ask students exercise in the textbook ( Enlish 10 - page 90) Exercise 3: Look at what Ha Anh hopes will happen in the future ( English 10 - p90) Make sentences, using If , will Example: If I don’t go out much, I’ll more homework If I more homework, I’ll not go out so much -> more homework -> pass the exam -> go to medical college -> study medicine -> become a doctor -> cure diseases and help sick people If teachers not pay attention to the design exercise will just get the chance for good students in class But personally, we should design the exercise as follow: ( design to multiple choice questions - prepare handouts for the students) If more homework, I’ll the exam A pass B will pass C passed D passing If I the exam, I’ll go to medical college A will pass B pass C passed D passing If I go to medical college, I _ medicine A study B studied C will study D studying If I study medicine, I’ll _ a doctor A become B will become C became D becoming If I become a doctor, I’ll _ dieases and help sick people A will cure B curing C cured D cure I can suggest the form if there are too many weak students in class Work with a different partner to choose the right answer So for the weak students in the class, they will be more confident Ask to note down the answers in the table Depending on the situation and require that teacher should prepare the appropriate forms of teaching for many students Example 2: Teacher: Give base structures, explain, give usage and ask students give to add examples Ask students to learn by heart “ the stucture”, they’ve learnt IF CLAUSE MAIN CLAUSE IF S + V( v2/ed) S + WOULD + V(b-inf) ( be: were) ( could/ should/ might) IF S + be + not S + wouldn’t + V( b-inf) IF S + don’t/ doesn’t + V(b-inf) MAIN - CLAUSE (would + V) + IF- CLAUSE (the simple past tense) If - Clause (the simple past tense) , MAIN- Clause (would + V) Example: If I were a kind of flower, I would be a sunflower I would study hard if I were you Usage: – To express an untrue or unreal condition at the present - It is possible but very unlikely that the condition will be fulfilled Student: Give examples Example: - He would fly if he were a bird If he were a bird, he would fly (But he isn't a bird and he can’t fly at all.) Note: At the traditional grammar, we use “ were” for all of the personal pronouns, now is also accepted for “ he, she, it and I” but for students only remember to use “ were” 3.Basic variations: Main-Clause (might/ could + V) + if - Clause (the simple past tense) If - Clause (the simple past tense) , Main-Clause (might/ could + V) – To indicate ability Example: - He might succeed in his job if he tried If he tried, he might succeed in his job Exercise : ( English 10 - p103 ) Put the verbs into the correct form But in my opinion, we should design the exercise as follow: ( design to multiple choice questions- give handouts) They would be rather offended if I ( didn’t go/ don’t go) to see them (not/ go) If you exercised more, you (would feel/ feel) better.( feel) If I were offered the job, I think I (took/ would take) it.(take) 10 I’m sure Amy will lend you the money, I’d be very surprised if she (would refuse/ refused) (refuse) If I sold my car, I ( didn’t get/ wouldn’t get) much money for it ( not/get) A lot of people would be out of work if the factory ( closed down/ would close down) ( close down) What would happen if I ( pressed/ would press) that red button? ( press) Liz gave me this ring She (were/ would be) very upset if I lost it.(be) Mark and Carol are expecting us They would be disappointed if we (didn’t come/ wouldn’t come) ( not/ come) 10 Would Tim mind if I (borrowed/ would borrow) his bicycle without asking him?.(borrow) 11 If somebody (would walk/ walked) in here with a gun, I’d be very frightened (walk) 12 I’m sure Sue ( would understand/ understood) if you explained the situation to her.( understand) Exercise 1: Put the verbs in brackets into the correct form Add ‘ll/will, or ‘d/would if necessary ( English 11- page 87 + 88) Example 3: Unit 11: NATIONAL PARKS ( English 10- p112 ) Teacher: Introduce the situation through pictures Student: Look at the picture, example then give structure 11 People discarded garbage into water, so water was polluted => If people hadn’t discarded into water, water wouldn’t have been polluted Teacher: Give base structures, explain, give usage and ask students to give to add examples Ask students to learn by heart “the stucture” Form: IF - CLAUSE MAIN - CLAUSE IF+ S + had + V(v3/-ed) S + would have + V( v3/-ed) IF + S + hadn’t + V (v3/ -ed) S + wouldn’t have + V (v3/- ed) Main-Clause (would have + Past part ) if -Clause (the past perfect) If -Clause (the past perfect) , Main-Clause (would have + Past part ) Ex: If they had had enough money, they would have gone to Nha Trang last year Usage: – We use the third conditional sentence when we want to say something that is unreal in the past - It is impossible that the condition will be fulfilled because it refers to the past Example: - We would have got good marks if we had prepared our last lessons carefully OR: If we had prepared our last lessons carefully, we would have got good marks 12 (But the fact that we didn’t prepare our last lessons carefully and we didn’t get good marks at all.) Basic variations: Main-Clause (could have + Past part ) if - Clause (had + Past part ) If - Clause (had + Past part ) , Main- Clause (could have + Past part ) – To indicate objectivity, permission Example: - I could have won a prize if I had taken part in the competition last week If I had taken part in the competition last week, I could have won a prize Main-Clause (might have + Past part ) if -Clause (had + Past part ) If -Clause (had + Past part ) , Main Clause (might have + Past part ) – To indicate objectivity Example: The last crop might have been better if it had rained much If it had rained much, the last crop might have been better Exercise: ( English 10 - p119) - Complete the following sentences, using the correct form of the verbs in brackets I want both average and weak students to be able to participate in this exercise so I am designing this in a multiple of options In my opinion, I am designing this exercise as follow: (I am preparing handouts for the students) If ( know) _ that you were ill last week, I would have gone to see you A had known B knew C have known D has known I would have bought a new bicycle if I (have) _ enough money A had B had had C have had D would have If I had had a motorbike, I (go) _ home immediately A went B had gone C.would have gone D has gone If he had worked hard, I (pass) _ his examination A passed B would pass C had passed D would have passed We (enjoy) _ the party better if it had not been so long A would enjoy B had enjoyed C would have enjoyed D enjoyed He wouldn’t have begun to learn Russian if he (know) _the difficulties A knew B would know C had known D have known 13 If the rain ( stop) _, I would have gone for a walk A stopped B had stopped C has stopped D would stop If you (call) _ him, he would have come A had called B would call C called D will call Exercise 3: Complete the sentences with the correct form of the verbs in brackets( English 12- page 60+61) NOTE: Mixed conditional sentence type II and III Form: Main-Clause (would + V) NOW if - Clause (had + Past part ) If - Clause (had + Past part ) , Main- Clause 2(would + V) NOW Example: - If I had been born in this town, I would like the life there now I would like the life in this town now, if I had been born there (The fact that I wasn’t born in this town, so I don’t like the life there now.) TEACHING AND EXPERIMENTAL RESULTS: This school year (2015 – 2016), when I carry out the topic, I teach some experiments in classes 12C4, 11D2 and 10A6, the result is better than that of the last school year (2014 – 2015) when I taught in two classes 12B1,11C4 and 10D2 The results shows that the higher quality of teaching hours, the number of students to understand, absorb and implement exercises The first table is the result of the last school year (2014 – 2015) Above Good Average Weakness Class Number average SL % SL % SL % SL % 10D2 42 11,9 10 23,8 19 45,2 19,0 11C4 45 6,6 17,7 25 55,5 20,0 12 B1 43 6,9 12 27,9 20 46,5 16,2 Total 130 11 8,5 30 23,1 64 49,2 24 18,5 14 The second table is the result of this school year (2015 – 2016) Above Good Average Weakness Class Number average SL % SL % SL % SL % 10A6 42 16,7 12 28,6 21 50,0 4,7 11D2 45 11,1 10 22,2 27 60,0 6,7 12 C4 43 9,3 13 30,2 22 51,2 9,3 Total 130 16 12,3 35 26,9 70 53,8 6,9 The table reports show that, good students of this school year increase significantly compare with that of the last school year from 8,5% to 12,3% Above average students increase from 49,2% to 53,8% Besides that, weak students of this school year decline noticeably from 18,5% to 6,9% C CONCLUSION AND PROPOSAL Conclusion: In order to teach the conditional sentences of high school students effectively we first have to revise, sure that students understand the tenses- basic in English This is done throughout the school year and in the teaching process I have prepared and distributed to the students a summary of the tenses ( see the appendix).Ask students to memorize sentence structures, then set up situations to set up sentences The main clause must match the condition clause of each type I encourage and test students regularly Promoting group activities in the first 15 minutes Students who are weak, poorly assigned to another student are better off and help Proposal: 2.1 For teachers: - Continue researching references - Continue learning from the masters as well as sharing experiences with colleagues - Constantly self learning and retraining through various sources like the Internet, English books or newspapers etc - Positive investment to design lectures which bring high results for learners 2.2 For schools: - Invest more teaching equipment - Create favorable conditions for teachers to participate in professional seminars, enhance professional skills CONFIRMATION OF Thanh Hoa, June 2, 2017 15 THE HEAD MASTER PLEDGE NOT TO COPY Written by Lê Thị Phước 16 REFERENCE MATERIAL 1) TEXTBOOK ENGLISH: 10, 11 AND 12 ( Ministry of Education and training) 2) THE GRAMMAR EXERCISES OF XUAN BA AUTHOR ( World pubisher) APPENDIX CÁC THÌ (TENSES ) THÌ HIỆN TẠI ĐƠN SIMPLE PRESENT VỚI ĐỘNG TỪ THƯỜNG Khẳng định: S + Vs/es + O Phủ định: S + DO/DOES + NOT + V +O Nghi vấn: DO/DOES + S + V+ O ? VỚI ĐỘNG TỪ TOBE Khẳng định: S + AM/IS/ARE + O Phủ định: S + AM/IS/ARE + NOT + O Nghi vấn: AM/IS/ARE + S + O Từ nhận biết: always, every, usually, often, generally, frequently Cách dùng: Thì đơn diễn tả chân lý, thật hiển nhiên Ví dụ: The sun ries in the East Tom comes from England Thì đơn diễn tả thói quen, hành động xảy thường xuyên Ví dụ: Mary often goes to school by bicycle I get up early every morning Lưu ý: ta thêm "es" sau động từ tận là: O, S, X, CH, SH Thì đơn diễn tả lực người Ví dụ: He plays badminton very well Thì đơn diễn tả kế hoạch xếp trước tương lai thời khoá biểu, đặc biệt dùng với động từ di chuyển THÌ HIỆN TẠI TIẾP DIỄN - PRESENT CONTINUOUS Công thức Khẳng định: S + be (am/ is/ are) + V_ing + O Phủ định: S + BE + NOT + V_ing + O Nghi vấn: BE + S + V_ing + O Từ nhận biết: Now, right now, at present, at the moment Cách dùng tiếp diễn Thì tiếp diễn tả hành động diễn kẫo dài dài thời gian Ex: The children are playing football now Thì thường sau câu đề nghị, mệnh lệnh Ex: Look! the child is crying Be quiet! The baby is sleeping in the next room Thì cịn diễn tả hành động xảy lặp lặp lại dùng với phó từ ALWAYS: Ex: He is always borrowing our books and then he doesn't remember Thì cịn dùng để diễn tả hành động xảy (ở tương lai gần) Ex: He is coming tomrow Lưu ý: Khơng dùng với động từ nhận thức chi giác như: to be, see, hear, understand, know, like, want, glance, feel, think, smell, love hate, realize, seem, remmber, forget, Ex: I am tired now She wants to go for a walk at the moment Do you understand your lesson? THÌ HIỆN TẠI HOÀN THÀNH - PRESENT PERFECT Khẳng định: S + have/ has + Past participle (V3) + O Phủ định: S + have/ has + NOT + Past participle + O Nghi vấn: have/ has + S + Past participle + O Từ nhận biết: already, not yet, just, ever, never, since, for, recenthy, before Cách dùng hoàn thành: Thì hồn thành diễn tả hành động xảy chưa xảy thời gian không xác định khứ Thì hồn thành diễn tả lập lập lại hành động khứ Thì hồn thành dùng với since for Since + thời gian bắt đầu (1995, I was young, this morning etc.) Khi người nói dùng since, người nghe phải tính thời gian For + khoảng thời gian (từ lúc đầu tới bây giờ) Khi người nói dùng for, người nói phải tính thời gian THÌ HIỆN TẠI HỒN THÀNH TIẾP DIỄN - PRESENT PERFECT CONTINUOUS Khẳng định: S has/have + been + V_ing + O Phủ định: S + Hasn't/ Haven't + been+ V-ing + O Nghi vấn: Has/HAve+ S+ been + V-ing + O? Từ nhận biết: all day, all week, since, for, for a long time, almost every day this week, recently, lately, in the past week, in recent years, up until now, and so far Cách dùng hoàn thành: Thì hoàn thành tiếp diễn nhấn mạnh khoảng thời gian hành động xảy khứ tiếp tục tới (có thể tới tương lai) THÌ QUÁ KHỨ ĐƠN - SIMPLE PAST VỚI ĐỘNG TỪ THƯỜNG Khẳng định: S + V_ed + O Phủ định: S + DID+ NOT + V + O Nghi vấn: DID + S+ V+ O ? VỚI TOBE Khẳng định: S + WAS/WERE + O Phủ định: S+ WAS/ WERE + NOT + O Nghi vấn: WAS/WERE + S+ O ? Từ nhận biết: yesterday, yesterday morning, last week, las month, last year, last night Cách dùng khứ đơn: Thì khứ đơn diễn tả hành động xảy kết thúc khứ với thời gian xác định CHỦ TỪ + ÐỘNG TỪ QUÁ KHỨ When + khứ đơn (simple past) When + hành động thứ THÌ QUÁ KHỨ TIẾP DIỄN - PAST CONTINUOUS Khẳng định: S + was/were + V_ing + O Phủ định: S + wasn't/weren't + V-ing + O Nghi vấn: Was/Were + S+ V-ing + O? Từ nhận biết: While, at that very moment, at 10:00 last night, and this morning (afternoon) Cách dùng khứ tiếp diễn: Dùng để diễn tả hành động xảy lúc Nhưng hành động thứ xảy sớm tiếp tục xảy hành động thứ hai xảy CHỦ TỪ + WERE/WAS + ÐỘNG TÙ THÊM - ING While + q khứ tiếp diễn (past progressive) THÌ QUÁ KHỨ HOÀN THÀNH - PAST PERFECT Khẳng định: S + had + Past Participle (V3) + O Phủ định: S + hadn't + Past Participle + O Nghi vấn: Had + S + Past Participle + O? Từ nhận biết: after, before, as soon as, by the time, when, already, just, since, for Cách dùng khứ hoàn thành: Thì q khứ hồn thành diễn tả hành động xảy kết thúc khứ trước hành động khác xảy kết thúc q khứ THÌ Q KHỨ HỒN THÀNH TIẾP DIỄN - PAST PERFECT CONTINUOUS Khẳng định: S + had + been + V_ing + O Phủ định: S + hadn't + been+ V-ing + O Nghi vấn: Had + S + been + V-ing + O? Từ nhận biết: until then, by the time, prior to that time, before, after Cách dùng khứ hoàn thành tiếp diễn: Thì q khứ hồn thành tiếp diễn nhấn mạnh khoảng thời gian hành động xảy khứ kết thúc trước hành động khác xảy kết thúc khứ THÌ TƯƠNG LAI - SIMPLE FUTURE Khẳng định: S + shall/will + V(infinitive) + O Phủ định: S + shall/will + NOT+ V(infinitive) + O Nghi vấn: shall/will + S + V(infinitive) + O? Cách dùng tương lai: Khi đoán (predict, guess), dùng will be going to Khi dự định trước, dùng be going to không dùng will CHỦ TỪ + AM (IS/ARE) GOING TO + ÐỘNG TỪ (ở tại: simple form) Khi diễn tả tình nguyện sẵn sàng, dùng will không dùng be going to CHỦ TỪ + WILL + ÐỘNG TỪ (ở tại: simple form) 10 THÌ TƯƠNG LAI TIẾP DIỄN - FUTURE CONTINUOUS Khẳng định: S + shall/will + be + V_ing+ O Phủ định: S + shall/will + NOT+ be + V_ing+ O Nghi vấn: shall/will +S+ be + V_ing+ O Từ nhận biết: in the future, next year, next week, next time, and soon Cách dùng tương lai tiếp diễn: Thì tương lai tiếp diễn diễn tả hành động xảy thời điểm tương lai CHỦ TỪ + WILL + BE + ÐỘNG TỪ THÊM -ING CHỦ TỪ + BE GOING TO + BE + ÐỘNG TỪ THÊM -ING 11 THÌ TƯƠNG LAI HỒN THÀNH - FUTURE PERFECT Khẳng định: S + shall/will + have + Past Participle Phủ định: S + shall/will + NOT+ be + V_ing+ O Nghi vấn: shall/will + NOT+ be + V_ing+ O? Từ nhận biết: by the time and prior to the time (có nghĩa before) Cách dùng tương lai hoàn thành: Thì tương lai hồn thành diễn tả hành động tương lai kết thúc trước hành động khác tương lai CHỦ TỪ + WILL + HAVE + QUÁ KHỨ PHÂN TỪ (PAST PARTICIPLE) 12 THÌ TƯƠNG LAI HỒN THÀNH TIẾP DIỄN - FUTURE PERFECT CONTINUOUS Khẳng định: S + shall/will + have been + V_ing + O Phủ định: S + shall/will + NOT+ have been + V_ing + O Nghi vấn: shall/will + S+ have been + V_ing + O? Cách dùng tương lai hoàn thành tiếp diễn: Thì tương lai hồn thành tiếp diễn nhấn mạnh khoảng thời gian hành động xảy tương lai kết thúc trước hành động khác tương lai Khi dự định trước, dùng be going to không dùng will CHỦ TỪ + AM (IS/ARE) GOING TO + ÐỘNG TỪ (ở tại: simple form) Khi diễn tả tình nguyện sẵn sàng, dùng will không dùng be going to CHỦ TỪ + WILL + ÐỘNG TỪ (ở tại: simple form) FURTHER EXERCISES Exercise 1: Choose the word or phrase that best complete the sentence (A,B,C or D) 1) If that hat costs much, I ……………a small one A would have bought B will buy C bought D would buy 2) If you …………more carefully,you wouldn’t have had so many accidents A drive B drove C had driven D driven 3) If I spoke English, my job …………………a lot easier A was B were C will be D would be If he …………… to London yesterday, he ………… his old friend A went / would meet B go / would meet C had gone / would have met D went / would have met I will lend them some money If they …………… me A ask B will ask C asked D had asked If we had known who he was, we …………… him to speak at our meeting A would have invited B have invited C will invite D would invite My dog will bark if it …………… any strange sound A hear B hears C heard D had heard If I ………… enough money,I will buy a house A had B had had C will have D have If you ………… away, I will send for a policeman A not go B don’t go C hadn’t gone D didn’t go 10 If I ………in your place, I would accept Mr Anderson’s invitation A were B am C be D was 11 What ……… we if they don’t come tomorrow? A would B will C did D had 12 If I …………… you, I would tell the truth A is B am C were D was 13 If I had enough time now, I ……… to my parents A would write B write C will write D wrote 14 It’s too bad Helen isn’t here If she ……… here, she …… what to A is / will know B was / knows C were / would know D are / would have known 15 If she ………… late again, she will lose her job A come B came C comes D had come 16 I will let you know if I ……… out what’s happening A find B finds C found D had found 17 If we …………… in a town, life would be better A live B lived C would live D had lived 18 I’m sure he wouln’t mind if we ……………early A arrive B arriving C arrived D had arrived 19 If I won the lottery, I …… you half the money A gave B had given C will give D would give 20 It ……… be a pity if she married Fred A will B would C can D may 21 If I’m free on Saturday, I ………… to the mountains A to go B could go C went D can go 22 we …………… you if we have time A will phone B would phone C phoned D had phoned 23 If I ………… you,I would help them A am B will be C were D had been 24 I could have understood him if he ……………more slowly A speaks B spoke C had spoken D would speak 25 If I had known that you were in hospital, I …………… you A will visit B would have visited C visit D don’t visit 26 I wouldn’t have believed it if I ………………it with my own eyes A had seen B saw C hadn’t seen D didn’t see 27 What would you have done if the lift ……… struck between two floors at that time A had got B got C gets D getting 28 If I …………that the traffic lights were red, I ………………… A had realized / would have stopped B had realized / wouldn’t have stopped C realized / would stop C realize / will not stop 29 If we have some eggs,I ……………you a cake A made B makes C will make D would make 30 If you …………so busy, I would have shown you how to play A hadn’t been B weren’t C aren’t D wouldn’t be Exercise 2: Choose the best answer Had you told me that this was going to happen, I _ it A would never have believed B don’t believe C hadn’t believed D can’t believe Put all the toys away……… someone slips and falls on them A provided that B unless C in case D so long as Many argue that the world will never make the switch to cleaner forms of energy………… easily obtainable soil sources remain A suppose that B providing that C unless D as long as ………… you to be offered that job, would you have to move to another city? A should B Were C had D Provided that You will find their house you take a good street map with you A as long as B even if C if only D otherwise: You’d better stop spending money, _ you will end up in debt A unless B otherwise C if D in case Henry a rich man today if he had been more careful in the past A will have been B will be C would have been D would be _ you visit him, give him my best wishes A Could B Would C Should D Might Were she ten years younger, she the beauty contest A will enter B had entered C would enter D would have entered 10 If it……… their encouragement, he could have given it up A had been for B hadn’t been C hadn’t been for D wouldn’t have been for 11 _ any employee be ill, they must call the office to inform their head of departure A Were B Should C Had D If 12 If Lucy’s car _ down, she would be here right now A didn’t break B hadn’t broken C wouldn’t have been D doesn’t break 13 Harry would certainly have attended the proceedings _ A if he didn’t get a flat tyre B had he not had a flat tyre C had the tyre not flattened itself D if the flat tyre didn’t happen 14.If I _ my wallet at home this morning, I _ money for lunch now A leave / will have B didn’t leave / would have C hadn’t left / would have D hadn’t left / would have had 15.I………you sooner had someone told me you were in the hospital A would have visited B visited C had visited D visit 16.………then what I know today,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 17.If someone ……in to the store,smile and say, “May I help you?” A-comes B-came C-would come D-could come 18.Trees won’t grow ……… there is enough water A if B when C unless D as KEY EX1: 1B, 2C, 3B, 4C, 5A, 6A, 7B, 8D, 9B, 10A, 11B, 12C, 13D, 14C, 15C, 16A, 17B, 18C, 19D, 20B, 21D, 22A, 23C, 24C, 25B, 26C, 27A, 28A, 29C, 30A EX2: 1A, 2C, 3C, 4B, 5A, 6B, 7D, 8C, 9C, 10C, 11B, 12B, 13B, 14C, 15A, 16A, 17A, 18C ... article “ EXPERIENCE TEACHING CONDITIONAL SENTENCES EFFECTIVELY AT TRIEU SON HIGH SCHOOL? ?? I would like to mention one small aspect is how to teach CONDITIONAL SENTENCES at high school effectively. .. myself, I boldly launch a few experience in teaching conditional sentences through topics: " EXPERIENCE TEACHING CONDITIONAL SENTENCES EFFECTIVELY AT TRIEU SON HIGH SCHOOL? ?? So the question here... approach so that the teacher can apply when organizing activities to teach about conditional sentences in class effectively - Conducted in grades 12C4, 11D2, and 10A6 at Trieuson in the school year