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
1. Abbott G., D. McKeating, J. Greenwood, and P. Wingard. 1981. The teaching of English as an international language. A practical guide. London.
2. Azar B. Sh. Fun with grammar. New York. 2000
3. Ersoz Aydan. The Internet TESL Journal, Vol. VI, No. 6, June 2000.
4. Hubbard, P., H. Jones, B. Thornton, and R. Wheeler. 1983. A training course for TEFL. Oxford: Oxford University Press.
5. Horwitz E.K., Horwitz, M.B., and Cope, J.A. 1986. Foreign language classroom anxiety. The Modern Language Journal 70 (2)
6. Lee Su Kim. Creative Games for the Language. Class Forum Vol. 33 No 1, January - March 1995
7. Lee, W. R. 1979. Language teaching games and contests. Oxford: Oxford University Press.
8. Nguyen Thi Thanh Huyen, Khuat Thi Thu Nga. Learning Vocabulary Through Games. 'Asian EFL Journal' - December 2003
9. Rinvolucri Mario. Grammar Games: cognitive, affective and drama activities for EFL students. Cambridge, 1989.
10. Rinvolucri Mario and Paul Davis.1992. More grammar games. Cambridge University Press.
11. Rixon, S. 1981. How to use games in language teaching. London: Macmillan Publishers Ltd.
12. Wright A. Games for Language Learning. Cambridge University Press, 1984.
13. Wilga M. Rivers, Mary S. Temperley. A practical guide to the teaching of English as a second language. - Cambridge, 1978.
14. Yin Yong Mei and Jang Yu-jing. 'Using Games in an EFL Class for Children' Daejin University ELT Research Paper. Fall, 2000.
15. World Book Encyclopedia Chicago 1993 Vol. 6 p. 56
16. Internet: http://search.atomz.com/
17. Internet: http://e.usia.gov/forum/vols/vol36/no1/p20.htm-games
18. Internet: http://iteslj.org/Techniques/Chen-Games.html
19. Internet: http://e.usia.gov/forum/vols/vol34/no2/p22.htm-note-taking
[1]The full list of works and authors is mentioned in bibliography to this qualification paper
[2]Abbott, G., D. McKeating, J. Greenwood, and P. Wingard. 1981. The teaching of English as an international language. A practical guide. London: Collins.
[3] Lee Su Kim. Creative Games for the Language. Class Forum Vol. 33 No 1, January - March 1995, Page 35.
[4] Lee, W. R. 1979. Language teaching games and contests. Oxford: Oxford University Press.
[5]See the Paragraph 2.2.3 – chapter 1 (Worksheet 1.1: SCAVENGER HUNT)
[6]See the Paragraph 2.2.3 – chapter 1 (worksheet 1.2: ERROR ANALISIS)
[7] See the Paragraph 2.2.3 – Chapter 1 (Worksheet 1.3 A: PREPOSITION BEE (LOWER LEVEL)
(Worksheet 1.3 B: PREPOSITION BEE (HIGHER LEVEL)
[8]See the Paragraph 2.2.3 – chapter 1 (Worksheet 1.4: TIC TAC TOE)
[9]See the Paragraph 2.2.3 – chapter 1 (Worksheet 1.5: PREPOSITION BEE: Phrasal verbs)
[10]See the Paragraph 2.2.3 – chapter 2 (Worksheet 2.1 and 2.2: SUPERSTITIONS MATCH)
[11]See the Paragraph 2.2.3 – chapter 2 (Worksheet 2.2: JUST THE FACTS)
[12]See the Paragraph 2.2.3 – chapter 2 (Worksheet 2.3: DIRECTIONS)
[13]See the Paragraph 2.2.3 – chapter 2 (Worksheet 2.4: LINE – UPS)
[14]See the Paragraph 2.2.3 – chapter 2 (Worksheet 2.5 A and B)
[15]See the Paragraph 2.2.3 – chapter 2 (Worksheet 2.6: STORY SAGAS)
[16]See the Paragraph 2.2.3 – chapter 2 (Worksheet 2.7:COMIC STRIP ADVICE)
[17]See the Paragraph 2.2.3 – chapter 2 (Worksheet 2.8:REVIEW MATCH)
[18]See the Paragraph 2.2.3 – chapter 2 (Worksheet 2.9:DEAR ANNIE)
[19]SEE the Paragraph 2.2.3 – chapter 2 (Worksheet 2.10: ALLADIN’S LAMP)
[20]See the Paragraph 2.2.3 – chapter 3 (Worksheet 3.1: MEMORISE IT)
[21]See the Paragraph 2.2.3 – chapter 3 (Worksheet 3.2: USING CORRELATIVE CONJUNCTIONS)
[22]See the Paragraph 2.2.3 – chapter 3 (Worksheet 3.3: SAME/DIFFERENT)
[23]See the Paragraph 2.2.3 – chapter 3 (Worksheet 3.4:COMBINATIONS)
[24]See the Paragraph 2.2.3 – chapter 3 (Worksheet 3.5:COMPLETE THE SENTENCE)
[25]See the Paragraph 2.2.3 – chapter 3 (Worksheet 3.6: JUST BECAUSE)