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Dear Annie,
Help! A terrible thing has just happened to me! Yesterday after my classes, I went to the mall to go shopping. I forgot to lock my car, and as a result, my books were stolen from the back seat. I have a test this Friday, but now I can't study because I don't have my book, I am very upset. Could you tell me how I could have prevented this terrible situation?
Sincerely yours,
Going to fail in Buffalo
Part B
You write an advice column in the paper and sign yourself "Dear Annie." You have received a letter that describes a situation and asks your advice on how the situation could have been prevented/avoided or how it can be prevented/ avoided in the future. Write a response, using the appropriate conditional constructions. If you are asked about how a situation could have been avoided, use the untrue in the past conditional. If you are asked about how a situation can be avoided, use the present/future conditional. You may also use other conditional constructions in your response.
Example:
Dear "Going to Fail,"
If you had remembered to lock your car in the first place, your books wouldn't have been stolen and you wouldn't be in this terrible situation! Perhaps in the future you should keep your books in the trunk of your car. That way, if you forget to lock your car again, your books won't be stolen and you won’t fail any more tests.
Yours truly,
Annie
PS. If you tell your teacher about your situation, I'm sure he/she‘ll help you find a book to study with.
Worksheet 2.10: ALADDIN'S LAMP
Answer the questions based on the wishes in your group.
1. How many were past wishes?
2. How many were wishes for the present?
3. How many were wishes for the future?
4. How many wishes were about family members?
5. How many wishes were about money?
6. How many wishes were about the environment?
7. How many wishes were about stopping some habit?
8. Did any group members have the same wish?
9. What was the most popular topic of the wishes?
10. What was the most popular time for the wish (past, present, future)?
Chapter 3:
Worksheet 3.1: MEMORIZE IT
PART A
1. Mary liked to dance, bowl, and swim.
2. I admire Bob for his intelligence, honesty, and cheerfulness.
3. By getting a job and saving money, Marcia paid for her dance lessons.
_________________________________________________________________PART B
1. Mary liked to dance and bowl, and she is a good swimer.
2. I admire Bob for his intelligence and honesty, and he has a cheerful disposition.
3. By getting a job and she was able to save her money, Marcia paid for her dance lessons.
Worksheet 3.2: USING CORRELATIVE CONJUNCTIONS
Write one sentence joining the two ideas with a correlative conjunction (both . . . and, not only . . . but also, either ... or, and neither . . . nor).
1. __________ isn't from Hong Kong. She isn't from Mexico.
2. Someone just bought a new car, but I can't remember who. Maybe it was __________. Maybe it was __________.
3. __________ lost her passport. She lost her driver's license too.
4. We have an essay due next Tuesday. We have a grammar test next Tuesday.
5. I enjoy this class. I am learning lots of new things. I am meeting new people.
6. __________ doesn't like to cook. He doesn't like to eat out in
7. __________ likes cats. She likes cocker spaniels.
8. Chocolate can make some people hyperactive. It can keep people awake at night.
Worksheet 3.3: SAME/DIFFERENT
Ask your partner these questions. Then use correlative conjunctions (both . . and, not only . . . but also, either . , . or, neither . . . nor) to write sentences about the two of you.
1. What month were you born in?
_____________________________________________________________
2. Do you have a boyfriend/girlfriend?
____________________________________________________________
3. Are you married?
_____________________________________________________________
4. Do you drive?
_____________________________________________________________
5. Are you the youngest in your family?
_____________________________________________________________
6. Can you play the piano?
_____________________________________________________________
7. Do you have American friends?
_____________________________________________________________
8. Do you like cats?
_____________________________________________________________
9. Have you ever studied in another foreign country?
_____________________________________________________________
10. Can you speak more than four languages?
_____________________________________________________________
Worksheet 3.4: COMBINATION
Cross out the words or expressions that can not be used in the sentences without a change in meaning or punctuation.
1. (Although / Because / Even though) Sue is a good student, she did not receive a good grade.
2. It was hot today. (Although / However / Nevertheless), I still ran for five miles.
3. I went swimming (despite / even though / in spite of) the cold weather.
4. Mary is rich, (but / however / whereas) John is poor.
5. (However / Whereas / While) John is poor, Mary is rich.
6. I always eat breakfast. (Nevertheless / However / Therefore), I still get hungry.
7. It was raining today. (But / Consequently / Therefore), we stayed home.
8. This university, (for example / for instance / such as), has an excellent ESL program.
9. (Besides / Furthermore / In addition to) working at the restaurant, Kim works on campus.
10. I had a terrible headache today. (Furthermore / As well as / In addition), I was very tired.
Worksheet 3.5: COMPLETE THE SENTENCE
| My friend went to class although |
| Since the dog was all wet, |
| I got a raise at work; consequently, |
| Not only does the president like to go running, but |
| Because my boyfriend thinks he is God's gift to women, |
| My friend found a new job last week, so |
| I had fun at the beach this weekend; nevertheless, |
| Neither my sister nor her children |
| Both Indonesia and Thailand |
| Even though my brother has five children, |
| The population of the United States is increasing, for |
| Despite the fact that I didn't go to my friend's party last Saturday, |
Worksheet 3.6: (CONTINUED)
| Because Kim lost her car keys, |
| I went to class even though |
| Before I called ray mother, |
| Since I had lived there for five years, |
| I was born in Mexico, yet |
| Every day there is more information about the dangers of smoking; therefore, |
| My brother got involved with bad people; as a result, |
| I don't like the taste of carrots, nor |
| While my mother likes to stay home and watch movies on TV, |
| While I was walking down the street, |
| As long as you are happy, |
| He seemed happy; however, |
Worksheet 3.7: JUST BECAUSE
With your partner, select two sentences from the list and combine them using because. Be sure your sentences are logical and grammatical. Remember to punctuate correctly.
I'm not going to go camping. She studied hard for her final exams.
She has six children. She took aspirin. Air pollution in California is increasing.
I had to go to work. The bus was late.
Don't eat too much for lunch. My sister doesn't work outside the house.
My in-laws are coming for a visit. I was late for work.
It's impossible to see out the front window. She has a migraine headache.
More and more people are driving alone. She wants to get into a good university.
We are going to a great restaurant for dinner.
You should wash your car.
It's been raining all day. I ate breakfast at 7:00 A.M.
I spent the day cleaning the house.
iii. Conclusion
In the present qualification work we attempted to investigate the problem of game using at English language lessons, one of the main problems in theory of English grammar teaching. We chose the theme of our qualification work because we interested in it. We used different kind of references to investigate the role of games in teaching English.
Recently, using games has become a popular technique exercised by many educators in the classrooms and recommended by methodologists. Many sources, including the ones quoted in this work, list the advantages of the use of games in foreign language classrooms. Yet, nowhere have I found any empirical evidence for their usefulness in vocabulary presentation and consolidation.
Though the main objectives of the games were to acquaint students with new words or phrases and help them consolidate lexical items, they also helped develop the students' communicative competence.
From the observations, I noticed that those groups of students who practiced grammar activity with games felt more motivated and interested in what they were doing. However, the time they spent working on the words was usually slightly longer than when other techniques were used with different groups. This may suggest that more time devoted to activities leads to better results. The marks students received suggested that the fun and relaxed atmosphere accompanying the activities facilitated students' learning. But this is not the only possible explanation of such an outcome. The use of games during the lessons might have motivated students to work more on the vocabulary items on their own, so the game might have only been a good stimulus for extra work.
Although, it cannot be said that games are always better and easier to cope with for everyone, an overwhelming majority of pupils find games relaxing and motivating. Games should be an integral part of a lesson, providing the possibility of intensive practice while at the same time immensely enjoyable for both students and teachers. My research has produced some evidence which shows that games are useful and more successful than other methods of vocabulary presentation and revision. Having such evidence at hand, I wish to recommend the wide use of games with vocabulary work as a successful way of acquiring language competence.
The present material can be used at the lessons of grammar, practical course of English language, lexicology, and speech practice in both: universities and English classes at schools. This paper can help to create the teaching aids, textbooks, etc. Teachers and students might use the results of the present work for the further investigations.
IV. BIBLIOGRAPHY
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Abbott G., D. McKeating, J. Greenwood, and P. Wingard. 1981. The teaching of English as an international language. A practical guide. London.
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Azar B. Sh. Fun with grammar. New York. 2000
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Ersoz Aydan. The Internet TESL Journal, Vol. VI, No. 6, June 2000.
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Hubbard, P., H. Jones, B. Thornton, and R. Wheeler. 1983. A training course for TEFL. Oxford: Oxford University Press.
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Horwitz E.K., Horwitz, M.B., and Cope, J.A. 1986. Foreign language classroom anxiety. The Modern Language Journal 70 (2)
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Lee Su Kim. Creative Games for the Language. Class Forum Vol. 33 No 1, January - March 1995
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Lee, W. R. 1979. Language teaching games and contests. Oxford: Oxford University Press.
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Nguyen Thi Thanh Huyen, Khuat Thi Thu Nga. Learning Vocabulary Through Games. 'Asian EFL Journal' - December 2003
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Rinvolucri Mario. Grammar Games: cognitive, affective and drama activities for EFL students. Cambridge, 1989.
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Rinvolucri Mario and Paul Davis.1992. More grammar games. Cambridge University Press.
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Rixon, S. 1981. How to use games in language teaching. London: Macmillan Publishers Ltd.
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Wright A. Games for Language Learning. Cambridge University Press, 1984.
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Wilga M. Rivers, Mary S. Temperley. A practical guide to the teaching of English as a second language. - Cambridge, 1978.
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Yin Yong Mei and Jang Yu-jing. 'Using Games in an EFL Class for Children' Daejin University ELT Research Paper. Fall, 2000.
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World Book Encyclopedia Chicago 1993 Vol. 6 p. 56
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Internet: http://search.atomz.com/
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Internet: http://e.usia.gov/forum/vols/vol36/no1/p20.htm-games
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Internet: http://iteslj.org/Techniques/Chen-Games.html
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Internet: http://e.usia.gov/forum/vols/vol34/no2/p22.htm-note-taking
0 The full list of works and authors is mentioned in bibliography to this qualification paper
0 Abbott, G., D. McKeating, J. Greenwood, and P. Wingard. 1981. The teaching of English as an international language. A practical guide. London: Collins.
0 Lee Su Kim. Creative Games for the Language. Class Forum Vol. 33 No 1, January - March 1995, Page 35.
0 Lee, W. R. 1979. Language teaching games and contests. Oxford: Oxford University Press.
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