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Methods of teaching conditional sentences
Teaching conditional sentences dissertation
Teaching conditional sentences to foreign language learners
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A. Introduction
Conditional sentences are dedicated to expressing a possible situation and its consequences. Teaching of conditional sentences is a difficult point in secondary school English education. In mainland China, students begin the learning of the first and zero type of conditional sentences in the eighth grade, and learn the rest of second and third type of condition sentences in the eleventh grade. The long learning period of conditional sentence can reflect the great importance and difficulty of teaching this grammar. The complicacy of conditional sentences determines that its teaching requires specially designed method.
Based on the verb forms in a clause, conditional sentences can be categorized into four types (first conditional, second conditional, third conditional and zero conditional) (Collins Publisher, 2005, p367). Each type adopts a certain form to express a certain type of condition and its consequence. In general, the majority of students can master the first and second type of conditional sentences because the tense used in the first and second type of conditional sentences is direct and obvious. However, the second and third type of conditional sentence can cause a little confusion because it is hard for students to understand that the expression of “unlikely or impossible situation” adopts past or past perfect tense. This confusion might decrease students’ motivation of learning conditional sentences and once the motivation is lowered, the teaching becomes more challenging which could become a vicious circle. Thus, an effective teaching method is necessitous.
Without a reasonable and meticulous explanation, it is very easy for students to be confused. This paper aims to develop a practical method to red...
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This paper will target ELL students of a secondary age level. It will be assumed they are between levels 3 and 4 of the Ministry of Education ELL/D Performance Standards. This level of student will often need help to elaborate on certain ideas. Sequencing is generally good at this stage, as is accessing prior knowledge, however, a graphic organizer can always benefit a student no matter what level. Grammar is improving greatly through these stages, but things such as homonyms and figures of speech will still be difficult (BC Performance Standards, 2001). Having the students learn how to write a narrative will complete a Prescribed Learning Outcomes for English 10: writing in a variety...
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Grammar is essential to be taught in schools. Many educators are thinking about what levels of grammar should be taught in schools. According to Lynne Truss, an author of ‘’Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation,’’ Some public schools address that grammar is insignificant comparison to
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Lynne Flowerdew (2009) “Applying corpus linguistics to pedagogy” International Journal of Corpus Linguistics 14:3, 393–417
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Teaching English If-conditional sentences to Chinese students is always a challenge for English teachers. English teachers are still continuously seeking for an effective method to make the language point more understandable for students. The probability approach put forward by Mei Wu (2012) provides a clear classification of conditional sentences. Based on her theory, conditional sentences can be mainly divided into four types. In terms of probability, type 1 is the factual conditionals (zero condition) which mean the event is definitely happen to meet the condition stated in the if-clause. Type2 is the predictive conditionals which refer to the event that has high possibility to happen in the future while type 3 is the hypothetical conditionals (second conditional) which used to describe the situation which has low probability to become true. Both type2 and type 3 use past tense to express different meaning. Then, past perfect tense is used in the situation which is impossible to take place in the past in type 4. (Wu, 2012)
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Miller, T. P, & Faigley, L. (1982). College English. National Council of teachers of English, 44(6). Retrieved from http://links.jstor.org/sici?sici=0010-
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Based on the textbooks in Hong Kong, the students in Primary 5 get the first chance to learn conditional sentences. There are four types in all: Type 0 (any situation which is always true), Type 1(something is going to happen in the future), Type 2 (an imaginary situation which stands no chance of happening or even impossible) and Type 3 (a situation which might have happened in the past but which did not really happen) (Loo, 1996). As time goes by, students will get a better understanding about them in junior high school. Thus, it is not the first time that Miss Wong’s students get to know the target structures. However, some students find that it is hard to understand why we use simple past tense in if-clause to refer to an imaginary situation that is not a real past but impossibility.