Experience teaching conditional sentences effectively at trieu son 4 high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
TRIEU SON 4 HIGH SCHOOL

EXPERIENCE IDEA
“ EXPERIENCE TEACHING CONDITIONAL SENTENCES
EFFECTIVELY AT TRIEU SON 4 HIGH SCHOOL”

Implementer: LE THI PHUOC
Post:
Teacher
Experience: English

THANH HOA: 2017


TABLE OF CONTENTS
A. INTRODUCTION
1. REASONS FOR CHOOSING THE TOPIC.
2. PURPOSE AND RESEARCH TASKS
2.1. The purpose:
2.2. The research tasks:
3. SUBJECTS AND SCOPE OF THE STUDY
3.1. Subjects of the study
3.2. Scope of the study
4. METHODS
4.1. Observe pedagogy.
4.2. Look at the document.
4.3. Look at the pedagogical activities.
B. PROBLEM SOLVING

Page

1
1
2
2

1. THEORETICAL BASIS
2. PRACTICAL BASIS
3. 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
4. TEACHING AND EXPERIMENTAL RESULTS
C. CONCLUSION AND PROPOSAL

2
2
3
3
4
4
4
4
4
5

5
5
14

1. CONCLUSION
2. PROPOSAL
2.1. For teachers
2.2. For schools

15
15


A. INTRODUCTION
1. 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 do 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 4 HIGH
SCHOOL” I would like to mention one small aspect is how to teach
CONDITIONAL SENTENCES at high school effectively to help students do
tests in English.
2. 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:

1


- 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 Trieu son 4 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.

3. 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 4 in the school year
2015-2016.
4. METHODS.
4.1. Observe pedagogy.
Attending classes, studying and teaching theories of conditional
sentences and how to do 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
1. THEORETICAL BASIS:
As teachers know it’s right to write properly to do 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 7. In the 12th grade in
Unit 5 ( Type 1, 2, and type 3).So, to understand and use conditional sentences
effectively, most students still have difficulty.

2


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 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. 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 do 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 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.
3. 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 do exercises quickly and
effectively as possible.

3


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 do homework. But
when students do 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 do 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 do 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 do 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.
4


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/ do 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 do
not know how to use the basics then it is hard to understand and do 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:

5


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.
1. 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)....

6

(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.
2. 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.
3. 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 do the exercises if you want to get good marks.
If you want to get good marks, you must do the exercises.
4. 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.
7


→ 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 do 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 do more homework.
If I do more homework, I’ll ..............................
not go out so much ---> do more homework ---> pass the exam --->
go to medical college ---> study medicine ---> become a doctor ---> cure
diseases and help sick people
If teachers do 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)
1. If do more homework, I’ll __________ the exam.
A. pass
B. will pass
C. passed
D. passing
2. If I ______ the exam, I’ll go to medical college.
A. will pass
B. pass
C. passed
D. passing
3. If I go to medical college, I _________ medicine.
A. study
B. studied
C. will study
D. studying
4. If I study medicine, I’ll _______ a doctor.
A. become
B. will become
C. became
D. becoming
5. 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:
8


Unit 9: UNDERSEA WORLD.( English 10 - p94)
B. Conditional sentence type II
Teacher: Introduce the situation through pictures. From the picture , give
example
Student: Look at the picture, example then give structure
1. Form:

9


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.
2. 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)
1. They would be rather offended if I ( didn’t go/ don’t go) to see them.
(not/ go)
2. If you exercised more, you (would feel/ feel) better.( feel)
3. If I were offered the job, I think I (took/ would take) it.(take)
10

4. I’m sure Amy will lend you the money, I’d be very surprised if she
(would refuse/ refused). (refuse)
5. If I sold my car, I ( didn’t get/ wouldn’t get) much money for it.
( not/get)
6. A lot of people would be out of work if the factory ( closed down/
would close down). ( close down)
7. What would happen if I ( pressed/ would press) that red button?.
( press)
8. Liz gave me this ring. She (were/ would be) very upset if I lost it.(be)
9. 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”
1. 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.
2. 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.)
3. Basic variations:

Main-Clause (could have + Past part...) if - Clause (had + Past part...)
If - Clause 1 (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 2 (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: 1 ( 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)
1. 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
2. I would have bought a new bicycle if I (have) _____ enough money
A. had
B. had had
C. have had
D. would have
3. If I had had a motorbike, I (go)_____ home immediately.

A. went
B. had gone
C.would have gone D. has gone
4. If he had worked hard, I (pass)_____ his examination.
A. passed
B. would pass
C. had passed
D. would have passed
5. We (enjoy) _____ the party better if it had not been so long.
A. would enjoy
B. had enjoyed
C. would have enjoyed
D. enjoyed
6. 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


7. If the rain ( stop) _____, I would have gone for a walk.
A. stopped
B. had stopped
C. has stopped
D. would stop
8. 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
1. 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.)
4. 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
5
11,9
10 23,8 19
45,2
8
19,0
11C4
45
3
6,6
8
17,7 25
55,5
9
20,0
12 B1
43
3
6,9
12 27,9 20
46,5
7
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
7
16,7 12
28,6 21
50,0 2

4,7
11D2 45
5
11,1 10
22,2 27
60,0 3
6,7
12 C4 43
4
9,3
13
30,2 22
51,2 4
9,3
Total 130
16
12,3 35
26,9 70
53,8 9
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
1. 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.
2. 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)

1


APPENDIX

CÁC THÌ (TENSES )
1. 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 hiện tại đơn diễn tả một chân lý, một sự thật hiển nhiên.
Ví dụ: The sun ries in the East.
Tom comes from England.
Thì hiện tại đơn diễn tả 1 thói quen, một hành động xảy ra thường xuyên ở hiện tại.
Ví dụ: Mary often goes to school by bicycle.

I get up early every morning.
Lưu ý: ta thêm "es" sau các động từ tận cùng là: O, S, X, CH, SH.
Thì hiện tại đơn diễn tả năng lực của con người
Ví dụ: He plays badminton very well
Thì hiện tại đơn cịn diễn tả một kế hoạch sắp xếp trước trong tương lai hoặc thời khoá biểu,
đặc biệt dùng với các động từ di chuyển.
2. THÌ HIỆN TẠI TIẾP DIỄN - PRESENT CONTINUOUS
Cơng 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 thì hiện tại tiếp diễn
Thì hiện tại tiếp diễn tả một hành động đang diễn ra và kẫo dài dài một thời gian ở hiện tại.
Ex: The children are playing football now.
Thì này cũng thường tiếp theo sau câu đề nghị, mệnh lệnh.
Ex: Look! the child is crying.
Be quiet! The baby is sleeping in the next room.
Thì này cịn diễn tả 1 hành động xảy ra lặp đi lặp lại dùng với phó từ ALWAYS:
Ex: He is always borrowing our books and then he doesn't remember Thì này cịn được dùng để diễn tả một hành động sắp xảy ra (ở tương lai gần)
Ex: He is coming tomrow
Lưu ý: Không dùng thì này với các động từ chỉ 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.

1

She wants to go for a walk at the moment.
Do you understand your lesson?
3. THÌ HIỆN TẠI HỒN 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 thì hiện tại hoàn thành:
Thì hiện tại hồn thành diễn tả hành động đã xảy ra hoặc chưa bao giờ xảy ra ở 1
thời gian khơng xác định trong q khứ.
Thì hiện tại hoàn thành cũng diễn tả sự lập đi lập lại của 1 hành động trong q
khứ.
Thì hiện tại hồn thành cũng được dùng với since và for.
Since + thời gian bắt đầu (1995, I was young, this morning etc.) Khi người nói dùng since,
người nghe phải tính thời gian là bao lâu.
For + khoảng thời gian (từ lúc đầu tới bây giờ) Khi người nói dùng for, người nói phải tính
thời gian là bao lâu.
4. 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 thì hiện tại hoàn thành:
Thì hiện tại hoàn thành tiếp diễn nhấn mạnh khoảng thời gian của 1 hành động đã xảy ra
trong quá khứ và tiếp tục tới hiện tại (có thể tới tương lai).
5. 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 thì quá khứ đơn:
Thì quá khứ đơn diễn tả hành động đã xảy ra và kết thúc trong quá khứ với thời gian xác
định.

2


CHỦ TỪ + ÐỘNG TỪ QUÁ KHỨ
When + thì quá khứ đơn (simple past)
When + hành động thứ nhất
6. 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 thì quá khứ tiếp diễn:
Dùng để diễn tả hành động đã xảy ra cùng lúc. Nhưng hành động thứ nhất đã xảy ra sớm
hơn và đã đang tiếp tục xảy ra thì hành động thứ hai xảy ra.
CHỦ TỪ + WERE/WAS + ÐỘNG TÙ THÊM - ING

While + thì quá khứ tiếp diễn (past progressive)
7. THÌ Q KHỨ HỒN 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 thì quá khứ hoàn thành:
Thì quá khứ hoàn thành diễn tả 1 hành động đã xảy ra và kết thúc trong quá khứ trước 1
hành động khác cũng xảy ra và kết thúc trong quá khứ.
8. THÌ QUÁ KHỨ HOÀN 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 thì quá khứ hoàn thành tiếp diễn:
Thì quá khứ hoàn thành tiếp diễn nhấn mạnh khoảng thời gian của 1 hành động đã đang xảy
ra trong quá khứ và kết thúc trước 1 hành động khác xảy ra và cũng kết thúc trong quá khứ
9. 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 thì tương lai:
Khi đốn (predict, guess), dùng will hoặc be going to.
Khi chỉ dự định trước, dùng be going to không được dùng will.
CHỦ TỪ + AM (IS/ARE) GOING TO + ÐỘNG TỪ (ở hiện tại: simple form)
Khi diễn tả sự tình nguyện hoặc sự sẵn sàng, dùng will khơng được dùng be going to.

3


CHỦ TỪ + WILL + ÐỘNG TỪ (ở hiện 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 thì tương lai tiếp diễn:
Thì tương lai tiếp diễn diễn tả hành động sẽ xảy ra ở 1 thời điểm nào đó trong tương lai.
CHỦ TỪ + WILL + BE + ÐỘNG TỪ THÊM -ING hoặc
CHỦ TỪ + BE GOING TO + BE + ÐỘNG TỪ THÊM -ING
11. THÌ TƯƠNG LAI HOÀN 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 là before)
Cách dùng thì tương lai hoàn thành:
Thì tương lai hồn thành diễn tả 1 hành động trong tương lai sẽ kết thúc trước 1 hành động
khác trong tương lai.
CHỦ TỪ + WILL + HAVE + QUÁ KHỨ PHÂN TỪ (PAST PARTICIPLE)
12. THÌ TƯƠNG LAI HOÀN 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 thì tương lai hoàn thành tiếp diễn:
Thì tương lai hoàn thành tiếp diễn nhấn mạnh khoảng thời gian của 1 hành động sẽ

đang xảy ra trong tương lai và sẽ kết thúc trước 1 hành động khác trong tương lai.
Khi chỉ dự định trước, dùng be going to không được dùng will.
CHỦ TỪ + AM (IS/ARE) GOING TO + ÐỘNG TỪ (ở hiện tại: simple form)
Khi diễn tả sự tình nguyện hoặc sự sẵn sàng, dùng will khơng được dùng be going
to.
CHỦ TỪ + WILL + ÐỘNG TỪ (ở hiện 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.
4


A. was
B. were
C. will be
D. would be
4. 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
5. I will lend them some money If they ……………. me.
A. ask
B. will ask
C. asked
D. had asked
6. 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
7. My dog will bark if it ……………. any strange sound.
A. hear
B. hears
C. heard
D. had heard.
8. If I …………. enough money,I will buy a house.
A. had
B. had had
C. will have
D. have
9. 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 do 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 do.
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.
5


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.
1. 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
2. Put all the toys away……….. someone slips and falls on them.
A. provided that

B. unless
C. in case
D. so long as
3. 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
4. ………….. you to be offered that job, would you have to move to another
city?
A. should
B. Were
C. had
D. Provided that
5. 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:
6. You’d better stop spending money, _______ you will end up in debt
A. unless
B. otherwise
C. if
D. in case
7. 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
8. _________ you visit him, give him my best wishes.
A. Could
B. Would

C. Should
D. Might
6