Some skills to do exercises on conditional (for weak students)

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT TRIỆU SƠN 6

SÁNG KIẾN KINH NGHIỆM

SOME SKILLS TO DO EXERCISES ON CONDITIONAL
(FOR WEAK STUDENTS)

Người thực hiện: Nguyễn Hiếu Thảo
Chức vụ: Giáo viên
SKKN thuộc lĩnh mực (mơn): Tiếng Anh

THANH HỐ NĂM 2016
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INDEX

Content
I. The openning
1. The reasons for choosing topics
2. Research objectives
3. Research subjects
4. Research methodology
II. Content
1. Background theory:
2. Real situation before applying the experience idea :
3. Some skills to do exercises on conditional sentences

(for weak students)
3.1. Grammar
3.1.1. Conditional sentence : type 1
3.1.2. Conditional sentence : type 2
3.1.3. Conditional sentence : type 3
3.2. Some skills to do exercises on conditional sentences
3.2.1. The first type: Give correct form of the verbs in
brackets
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:
IV. Reference

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I. The openning
1. The reasons for choosing topics
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).
This grammar section was taught at secondary education ( Grade 9 ). In English
10, 11 and 12 programs. 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, college entrance examination and, conditional
sentences are available whereas the majority of students at high school in the
countryside in general and especially students at Trieu Son 6 high schools. They

have not mastered basic knowledge of grammar points because of the following
reasons :
- Firstly, it is difficult grammar section, English studying environment is not
good in the countryside .
- Secondly, student’s input is not high, most of students are lazy in learning
English. Their studying purpose is to get a certificate for upper secondary
education.
- Third, If the teachers do not classify different types of exercises, lack of
teaching experience, students often confuse to recognize types of conditional
and they have difficulties in doing this sort of exercise. If the teachers give
speech to this grammar section ineffectively, it may be difficult for students to
use conditional in other skills such as listening or speaking.
Actually, teaching and learning conditional sentences at our school is limited
this leads to the majority of students have difficulties in using conditional
sentences to do exercises, tests as well as expressing their thoughts in speech or
writing
For these reasons, I have chosen the theme "Some skills to do exercises on
conditional sentences in Tieng Anh 10, 11, 12" to conduct research and apply for
teaching and learning conditional sentences more effectively.
2. Research objectives
With the successful research, this topic will help teachers and students at Trieu
Son 6 high school get the following results in teaching and learning:
- How well organized and efficient for students to learn and do conditional
sentences through unit 8, 9, and 11 in 10th grade English program standards,
unit 7 in 11th grade English program standards and unit 5 in 12th grade English
program standards.
- 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
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these sort of exercise in high school exams as well as the college entrance exam
.Morever, students know to use conditional sentence effectively in
communication.
3. Research subjects
The topic was carried out on students of class 10A1, 11C4, 12B4 at Trieu Son 6
high school in the academic year 2015 - 2016
4. Research methodology
a. Experimental Methods: Firstly, Teacher has his students learn grammar
,then teacher asks students to do two main types of exercise in the text book of
English program standards.
b. Survey methods: Teacher examines the students in the classes where they are
are teaching with skills: listening, speaking, reading and writing.
c. Statistical Methods: Teacher counts the results of the students in the class he
is teaching through regular and periodic tests.
II. Content
1. Background theory:
Nowadays, with the development of science and technology as well as
economic integration requirements in the world, English is considered as the
language of globalization.
The teaching and learning English in schools becomes extremely important.
English is a means to give students access to new scientific achievements.
Morever, English helps expand their knowledge about the country and cultures
of many countries in the world. Especially, English is a tool for communication,
cooperation and economic development, so learning English at school is now
focused and demanded. So how to teach English at schools effectivly?
Exploring new teaching methods and improving teaching and learning
effectivly is essential and important not only for those working in education

management but also for teachers of English.
In high school English program, the conditional sentence is an important part
of knowledge that always appears in the GCSE exam and universit entrance
exam. To do well types of exercises on conditional sentences, students must
master the basic issues related to the conditions, and the type of exercise
variations of conditional sentences in English. Particularly, for weak students
who are not good at English need a simple way to learn. If they do not
understand the use of the conditional sentences, and all kinds of exercises on
conditional sentences they will have difficulties in periodic exams. Therefore,
mastering the use of conditional sentences, doing exercises related to conditional
sentences is an essential and important issue to students at high school.
Moreover, according to the traditional teaching methods: teachers give
speech, students listen and record passively what teachers say. Therefore,
grammar lessons become very stressful, students lack creativity and thinking
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during lesson. Whereas, current text book requires learner central. Teachers and
students need to be more active in teaching and learning. So how to develop
students’ thought, creativity, teahers need to improve their lesson plans with
various methods, improve their pedagogic ability.
From exists above together with my experience in the process of teaching , I
chose the subject to perform. When performing this subject I try to introduce and
analyse two main types of exercises in the to help students especially weak
student understand and do homework at the same time, help them to overcome
the weaknesses of conditional grammar points .
2. Real situation before applying the experience idea :
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 :

Total
Very good
Student
Class
Quantity

Good

Average

Weak

Too weak

% Quantity % Quantity % Quantity % Quantity %

10A1

41

0

0

7

17

18

44

13

32

3

7

11C4

39

0

0

6

15

16

41

12

31

5

13

12B4

37

0

0

7

19

15

40

11

30

4

11
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( 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 skills to do exercises on conditional sentences (for weak students)
3.1. Grammar
3.1.1. Conditional sentence : type 1 ( real situations in the present or future )
a. Structure:

If clause
Main clause
- Present simple
- Future tense
- Present continuous
- Can/ may/ might/ must/ should + infinitive
- Present perfect (if the action has - Present simple
already finished)
- Imperative
Ex: If Jane gets the job, she will move to Oxford
- If you have finished my homework, you may go out with your sister
- If you mix blue and yellow, you get green
- If you miss the bus, take a taxi
* Unless = If ….not
Ex: Unless you work hard, you will fail the exam.
= If you don’t work hard, you will fail the exam.
b. The use
Conditional type 1 is used to express real or probable situations in the present or
future, general truth (main clause is used in present simple), instructions or
commands (main clause is used in imperative)
Note: If clauses either precede or follow the main clause. If they precede the
main clause, we separate them with a comma
Ex: If you get up late, you will miss the bus
BUT: you will miss the bus If you get up late
If there is a slight possibility of something happening, we can use should
Ex: If you should ever go to Colombia, visit the Museum of Gold in Bogota
In this case, “If” can be omitted, “should” comes before the subject (inversion)
Ex: should you ever go to Colombia, visit the Museum of Gold in Bogota
3.1.2. Conditional sentence : type 2 (unreal situations in the present or future)
a. Structure:

If clause
Main clause
- Past simple
- Would/ could/ might + infinitive
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- Past continuous
Ex: If he were still living with his parents, he would be able to save more money
- If I won a lot of money, I would spend most of it travelling round the world
- If there were a guitar here, I could play a music
- If I were you, I would study harder
b. The use
Conditional type 2 is used to express unreal or imaginary situations in the
present, events that are unlikely to happen in the future, to give advice
Note:
- We use “were” instead of “was” in type 2 conditional sentences in formal
English
Ex: If he were not so lazy, he would be more successful
- “If” can be omitted when it is followed by “were”: “were” comes before the
subject (inversion)
Ex: Were she taller, she would be a volleyball player
- We can use “will/ would” in the If-clause (type 1+2 conditional sentences) to
express desire, willingness, politeness, insistence, annoyance, uncertainty or to
make a request.
Ex: If you will keep on being so noisy, I will have to report you
I would appriciate it if you would turn the radio down
3.1.3. Conditional sentence : type 3 (unreal situations in the past)

a. Structure:
If clause
Main clause
- Past perfect simple
- Would/ could/ might + perfect infinitive
- Past perfect continuous
Ex: If he had known your phone number, he would have called you
- If he had been more careful, he would have passed the driving test
- If I had remembered your birthday, I would have come
b. The use
Conditional type 3 is used to express actions that didn’t happen, criticism or
regret
Note: “If” can sometimes be omitted, “had” comes before the subject (inversion)
Ex: If you had arrived earlier, you would have met your grandmother
-> Had you arrived earlier, you would have met your grandmother
3.2. Some skills to do exercises on conditional sentences
3.2.1. The first type: Give correct form of the verbs in brackets
3.2.1.1 Exercises
Exercises 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 ?
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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.
Exercises 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.
Exercises 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.
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.
Exercises 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.
if clause (past simple)
2. Where in Vietnam would you like to live if you (can) _____ choose ?
main clause (would+S+V)
3. If the weather (be) _____ good, we will have lunch outside.

main clause (S+will+Vinf)
4. If the company offers me a job, I think I (take) _____ it
if clause (present simple)
5. Many people would be out of work if that factory (close) _____ down
main clause (S+would+Vinf)
6. If you finish before 4:30, I (come) _____ and pick you up.
if clause (present simple)
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Exercises 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.
main clause (S+would have+Vpp)
2. If I (realise) __ that Greg wanted to get up early, I would have woken him up.
main clause (S+would have+Vpp)
3. If you had had breakfast, you (not/be) _____ hungry.
if clause (past perfect)
4. If they had had enough money, they (buy) _____ that house.
if clause (past perfect)
5. If she (study) _____ harder, he would have passed the exams.
main clause (S+would have+Vpp)
Exercises 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
if clause (past perfect)
interview. I can’t understand why you didn’t.
2. If John (install) _____ an alarm, the thieves wouldn’t have broken into his

house.
main clause (S+would have+Vpp)
3. I (make) a film with him if I had been a famous director, but I was not.
if clause (past perfect)
4. If you had told me earlier, I (give) it to you.
if clause (past perfect)
5. We would have sent you a Christmas card if we (have) _____ your adress.
main clause (S+would have+Vpp)
b. Step 2: Basing on the given clause students indicate which sentence belongs to
what type of conditional sentence (type 1, 2 or 3)
Exercises 1. Put the verb in brackets intothe correct form. Add ’ll/will or
’d/would if necessary. (Tieng Anh 11 page 87)
1. Conditional type 2
2. Conditional type 2
3. Conditional type 1
4. Conditional type 1
5. Conditional type 2
6. Conditional type 1
Exercises 2. Put the verbs in brackets into the correct form. (Tieng Anh 11
page 88)
1. Conditional type 3
2. Conditional type 3
3. Conditional type 3
4. Conditional type 3
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5. Conditional type 3

Exercises 3. Complete the sentences with the correct form of the verbs in
brackets. (Tieng Anh 12 page 60)
1. Conditional type 3
2. Conditional type 3
3. Conditional type 3
4. Conditional type 3
5. Conditional type 3
c. Step 3: After defining type of conditional sentence by basing on the given
clause, students complete the sentence
Exercises 1. Put the verb in brackets intothe correct form. Add ’ll/will or
’d/would if necessary. (Tieng Anh 11 page 87)
1. I would drive to work if I had a car.
2. Where in Vietnam would you like to live if you could choose ?
3. If the weather is good, we will have lunch outside.
4. If the company offers me a job, I think I will take it
5. Many people would be out of work if that factory closed down
6. If you finish before 4:30, I will come and pick you up.
Exercises 2. Put the verbs in brackets into the correct form. (Tieng Anh 11
page 88)
1. They would have paid you more if they have been told of its value.
2. If I had realised that Greg wanted to get up early, I would have woken him
up.
3. If you had had breakfast, you wouldn’t have been hungry.
4. If they had had enough money, they would have bought that house.
5. If she had studied harder, he would have passed the exams.
Exercises 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 have called you for an
interview. I can’t understand why you didn’t.
2. If John had installed an alarm, the thieves wouldn’t have broken into his

house.
3. I would have made a film with him if I had been a famous director, but I was
not.
4. If you had told me earlier, I would have given it to you.
5. We would have sent you a Christmas card if we had had your adress.
3.2.2. The second type: .Rewrite the sentences by using conditional
3.2.2.1. Exercises
Exercise 2. Express these situations using conditional sentence type 2 (Tieng
Anh 12 page 60)
1. Sarah doesn’t study hard. She hates school.
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2. I can’t do the test. It is too difficult.
3. Peter doesn’t read a lot. He can’t find the time.
4. I can’t translate this. I don’t speak Korean
.
5. They don’t travel far a lot. They are afraid of flying.
Exercise 2. Write a sentence with if for each situation (Tieng Anh 10 page
119)
1. The accident happened because the driver in front stopped so suddently.
If the driver in front hadn’t …………………………………………………
2. I didn’t know that Lam had to get up early, so I didn’t wake him.
If I had known ………………………………………………………………
3. I was able to buy the car only because Hoa lent me the money.
If Hoa hadn’t ………………………………………………………………..
4. Mary was not injured in the crash because she was wearing a seat belt
If Mary hadn’t ……………………………………………………………….

5. You did not have breakfast – that is why you are hungry now.
If you had …………………………………………………………………….
6.I did not get a taxi because I did not have any money on me.
If I had ……………………………………………………………………….
Exercise 3 Use the given information to make conditional sentences with if
(Tieng Anh 10 page 120)
1. I wasn’t working at the restaurant last night. I didn’t wait on your table
…………………………………………………………………………………
2. They weren’t paying attention, so they didn’t see the sign marking their exit
from the highway
………………………………………………………………………………….
3. Carol didn’t answer the phone because she was studying.
………………………………………………………………………………….
4. The sun was shining, so we went to the beach yesterday
………………………………………………………………………………….
5. The music was playing loudly at the restaurant, so I didn’t hear everything
Mr. Lee said during the dinner.
………………………………………………………………………………….
3.2.2.2. Solution
a. Step 1.
Teacher has students recognize situation. If the given situations are in the
present tense or future tense, use conditional sentence type 2 to rewrite. If the
given situations are in the past tense, use conditional sentence type 3 to rewrite.
Exercise 2. Express these situations using conditional sentence type 2 (Tieng
Anh 12 page 60)
1. Sarah doesn’t study hard. She hates school. (present tense -> type 2)
2. I can’t do the test. It is too difficult. (present tense -> type 2)
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3. Peter doesn’t read a lot. He can’t find the time. (present tense -> type 2)
4. I can’t translate this. I don’t speak Korean. (present tense -> type 2) .
5. They don’t travel far a lot. They are afraid of flying. (present tense -> type 2)
Exercise 2. Write a sentence with if for each situation (Tieng Anh 10 page
119)
1. The accident happened because the driver in front stopped so suddently.(past
tense -> type 3)
If the driver in front hadn’t …………………………………………………
2. I didn’t know that Lam had to get up early, so I didn’t wake him. .(past tense > type 3)
If I had known ………………………………………………………………
3. I was able to buy the car only because Hoa lent me the money. (past tense ->
type 3)
If Hoa hadn’t ………………………………………………………………..
4. Mary was not injured in the crash because she was wearing a seat belt. (past
tense -> type 3)
If Mary hadn’t ……………………………………………………………….
5. You did not have breakfast – that is why you are hungry now. (past tense ->
type 3. Present tense -> type 2)
If you had …………………………………………………………………….
6.I did not get a taxi because I did not have any money on me. (past tense ->
type 3)
If I had ……………………………………………………………………….
Exercise 3 Use the given information to make conditional sentences with if
(Tieng Anh 10 page 120)
1. I wasn’t working at the restaurant last night. I didn’t wait on your table.
(past tense -> type 3)
…………………………………………………………………………………
2. They weren’t paying attention, so they didn’t see the sign marking their exit

from the highway. (past tense -> type 3)
………………………………………………………………………………….
3. Carol didn’t answer the phone because she was studying.(past tense -> type 3)
………………………………………………………………………………….
4. The sun was shining, so we went to the beach yesterday. (past tense -> type 3)
………………………………………………………………………………….
5. The music was playing loudly at the restaurant, so I didn’t hear everything
Mr. Lee said during the dinner. (past tense -> type 3)
………………………………………………………………………………….
b. Step 2.
Teacher has students identify clause (if clause or main clause). Sentence
or clause contains “because” it will be “if clause” or base on its meaning
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(indicate reason). Sentence or clause contains “so” or “that is why, that is the
reason why” it will be “main clause” or base on its meaning (indicate result)
Exercise 2. Express these situations using conditional sentence type 2 (Tieng
Anh 12 page 60)
1. Sarah doesn’t study hard. She hates school. (base on its meaning)
2. I can’t do the test. It is too difficult. (base on its meaning)
3. Peter doesn’t read a lot. He can’t find the time. (base on its meaning)
4. I can’t translate this. I don’t speak Korean. (base on its meaning) .
5. They don’t travel far a lot. They are afraid of flying. (base on its meaning)
Exercise 2. Write a sentence with if for each situation (Tieng Anh 10 page
119)
1. The accident happened because the driver in front stopped so suddently.
if clause

If the driver in front hadn’t …………………………………………………
2. I didn’t know that Lam had to get up early, so I didn’t wake him. .
main clause
If I had known ………………………………………………………………
3. I was able to buy the car only because Hoa lent me the money.
if clause
If Hoa hadn’t ………………………………………………………………..
4. Mary was not injured in the crash because she was wearing a seat belt.
if clause
If Mary hadn’t ……………………………………………………………….
5. You did not have breakfast – that is why you are hungry now.
main clause
If you had …………………………………………………………………….
6.I did not get a taxi because I did not have any money on me.
if clause
If I had ……………………………………………………………………….
Exercise 3 Use the given information to make conditional sentences with if
(Tieng Anh 10 page 120)
1. I wasn’t working at the restaurant last night. I didn’t wait on your table.
(base on its meaning)
…………………………………………………………………………………
2. They weren’t paying attention, so they didn’t see the sign marking their exit
from the highway.
main clause
………………………………………………………………………………….
3. Carol didn’t answer the phone because she was studying.
if clause
………………………………………………………………………………….
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4. The sun was shining, so we went to the beach yesterday.
main clause
………………………………………………………………………………….
5. The music was playing loudly at the restaurant, so I didn’t hear everything
Mr. Lee said during the dinner.
main clause
………………………………………………………………………………….
c. Step 3.
Teacher helps students rewrite the sentences according to the rule. If the
given situation is in positive form, rewrite it in negative form or find the
antonyms. If the given situation is in negative form, rewrite it in positive form or
find the antonyms to rewrite the sentence
Exercise 2. Express these situations using conditional sentence type 2 (Tieng
Anh 12 page 60)
1. Sarah doesn’t study hard. She hates school.
-> If Sarah studied hard, she wouldn’t hate school.
2. I can’t do the test. It is too difficult.
-> I could do the test if it were not too difficult/ I could do the test if it were easy
3. Peter doesn’t read a lot. He can’t find the time.
-> Peter would read a lot if he could find the time.
4. I can’t translate this. I don’t speak Korean.
-> I could translate this if I spoke Korean.
.
5. They don’t travel far a lot. They are afraid of flying.
-> They would travel far if they were not afraid of flying.
Exercise 2. Write a sentence with if for each situation (Tieng Anh 10 page
119)

1. The accident happened because the driver in front stopped so suddently.
-> If the driver in front hadn’t stopped so suddently, the accident wouldn’t have
happened
2. I didn’t know that Lam had to get up early, so I didn’t wake him. .
-> If I had known that Lam had to get up early, I would have woken him.
3. I was able to buy the car only because Hoa lent me the money.
-> If Hoa hadn’t lent me the money, I would have been able to buy the car.
4. Mary was not injured in the crash because she was wearing a seat belt.
-> If Mary hadn’t been wearing a seat belt, she would have been injured in the
crash.
5. You did not have breakfast – that is why you are hungry now.
-> If you had had breakfast, you wouldn’t be hungry now (mixed conditional)
6.I did not get a taxi because I did not have any money on me.
-> If I had had some money on me, I would have got a taxi.
Exercise 3 Use the given information to make conditional sentences with if
(Tieng Anh 10 page 120)
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1. I wasn’t working at the restaurant last night. I didn’t wait on your table.
-> If I had been working at the restaurant last night, I would have waited on
your table.
2. They weren’t paying attention, so they didn’t see the sign marking their exit
from the highway.
-> If they had been paying attention, they would have seen the sign marking
their exit from the highway.
3. Carol didn’t answer the phone because she was studying.
-> Carol would have answered the phone if she had not been studying

4. The sun was shining, so we went to the beach yesterday.
-> If the sun had not been shining, we would have gone to the beach yesterday.
5. The music was playing loudly at the restaurant, so I didn’t hear everything
Mr. Lee said during the dinner.
-> If the music had not been playing loudly at the restaurant, I would have
heard everything Mr. Lee said during the dinner.
4. Effectiveness of teaching experience initiatives for educational activities ,
with myself, my colleagues and my school.
By applying the above solution in a reasonable and effective way for teaching
grammar lessons in Unit 8, 9, 11 (Tieng Anh 10), Unit 7 (Tieng Anh 11) and
Unit 5 (Tieng Anh 12), I found the following advantages
- Students became more interested in learning grammar lesson about conditional
sentences.
- Students are confident to work in pairs, groups.
- The ability to apply the conditional sentences for practising other skills is
markedly improved.
- Students get better results when doing regular and periodical test on
conditional sentences.
- Increase the creativity and dynamism of the students when using conditional
sentences to practise speaking and writing.
In summary, the majority of students in my class can do two main types
of exercises on conditioal sentences. The use of this experience in teaching
process has helped me achieve some very positive results because of the
following reasons:
- Firstly, I found this teaching experience very relevant and effective to teach
grammar topics on conditional sentences.
- Second, this teaching experience helps to solve existing situations in teaching
conditional sentences of foreign language teachers in our school.
- Third, this teaching experience helps students in general and weak students in
my school do two main types of exercises on conditional sentences more

effectively.
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Quality and efficiency has been proven through skills such as: listening speaking - reading - writing. To observe the results of student’s learning and
evaluate the practicality of the research. I have done this survey grammar section
through tests in the classes I applied my teaching experience.
Below is the statistic about tests on conditional sentences in class 11C4
and 12B4 during the school year from 2015 to 2016 before and after the
application of innovative experiences on teaching.
Table 1: Students’ test before applying teaching experience
Total
Very good
Student
Class
Quantity

Good

Average

Weak

Too weak

% Quantity % Quantity % Quantity % Quantity %

10A1

41

0

0

7

17

18

44

13

32

3

7

11C4

39

0

0

6

15

16

41

12

31

5

13

12B4

37

0

0

7

19

15

40

11

30

4

11

( Attachment: Appendix 1 students’ test before applying teaching experience )
Table 2: Students’ test after applying teaching experience
Total
Very good
Student
Class
Quantity

Good

Average

Weak

Too weak

% Quantity % Quantity % Quantity % Quantity %

10A1

41

4

10

16

39

17

41

4

10

0

0

11C4

39

5

13

13

33

15

39

6

15

0

0

12B4

37

6

16

14

38

13

35

4

11

0

0

( Attachment: Appendix 1 students’ test after applying teaching experience )
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Table 3: Comparison of quality before and after the application of teaching
experiences
the
the
the
the
the
Total increasing of increasing decreasing decreasing decreasing
Class Student very good
of
of average
weak
too weak

good
Quantity

% Quantity % Quantity % Quantity % Quantity %

10A1

41

4

10

9

22

1

2

9

22

3

7

11C4

39

5

13

7

18

-1

2.5

-6

15

-5

13

12B4

37

6

16

8

22

-2

5.4

-7

19

-4

11

III. Conclusion
1. Experience Lessons:
In the process of teaching English at Trieu Son 6 high school, I have
introduced my students basic knowledge about conditional sentences in English.
I have found that most of the students have grasped the basic knowledge and
applied to do two main types exercises on conditional sentences.
With this teaching experience I have made students interested in learning
English more positively. The atmosphere of a grammar lesson has become
passionate and gentle. Students are no longer confused, worried about grammar
lessons.
With this teaching experience I hope to contribute a small part to help
foreign language teachers and students in Trieu Son 6 high school gradually
overcome the difficulties in teaching and learning conditional sentences in Unit

8, 9, 11 (Tieng Anh 10), Unit 7 (Tieng Anh 11) and Unit 5 (Tieng Anh 12). This
teaching experience also helps students acquire grammar on conditional
sentences and use it for doing exercises, tests and daily communication
Despite many attempts, there are still certain shortcomings. I look
forward to sincere advice of my colleagues, the leaders in order to create
conditions for me to continue perfecting the subject. Thereby, I have a chance to
improve my teaching capacity, to contribute to improving the quality of teaching
and learning foreign language.
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For me I continue to inherit and promote the achievements of the
implementation of the subject. I constantly self- improve and study to draw the
experience, overcome difficulties in teaching to meet the requirements of
innovative teaching methods of English at the request of the Ministry of
Education today .
2. Recommendation:
From practical basis, as well as advantages and disadvantages during teaching
process and implementing the topic, to improve quality of teaching English at
high school. I have the following recommendations:
a. For schools:
- Exchange of experience in teaching about profession, to discuss topics in
meetings or groups.
- Groups of expertise organize thematic experiences to exchange mutual
experiences about teaching.
- Encourage and promote the application of information technology, apply new
teaching methods.
b. For the Department of Education and Training :

- Supply of equipment to serve foreign language teaching and learning such as
lab equipment, increase the reference books
- Seminars on innovative methods for teaching a foreign language should be
held regularly so that teachers of English have chances to exchange personal
experiences about teaching.
IV. Reference
1. Tieng Anh 10, 11, 12 by National education publisher
2. Enter the world of Grammar & Use of English Book 5 by MM Publications
3. TOEFL Grammar Review by KOTG Studio
Thanh Hóa, ngày 17 tháng 5 năm 2016
Tơi xin cam đoan đây là SKKN của mình viết,
khơng sao chép nội dung của người khác
XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ
Người viết
Nguyễn Hiếu Thảo

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