The tasks and aims of the work

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.


Table 10. 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,

Conclusion


In the present qualification thesis 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 thesis 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 we 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, we 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. Our 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, we 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.
The problem of motivation in learning occurs in each school subject. The quality of the work and its results depend from the motivation and needs of the person. The students are usually highly motivated before learning a foreign language. Almost everyone has a desire to speak a foreign language, but then they are disappointed. Many students believe that learning grammar is frustrating and boring. The student who learning vocabulary, phonetic with joy, often loses the motivation to continue language learning when they faced with the necessity of repeating of grammatical materials and most difficult for the students is listening the dry explanations of the teacher. As practice show, game is one of the most effective methods of teaching language at an early stage. Games help students to relax, entertain, encourage them and held to develop their communicative competence. They can be used in any lessons at any time.
The practical part is showed that teaching grammar through games is a successful and effective approach. As it has been demonstrated in this work using various methods in teaching grammar can be more worthy and useful with young learners. On the other hand, as it has been stated using games while teaching and explaining grammar rules or structures, is definitely very effective and brings them amusement. This part presents such grammar games as games with phrasal verbs, games with preposition, games in which students learn to clause correctly. All games are played in groups or in pairs, as such games give students opportunity to work together and communicate in English with each other a lot. We tried to point out that while learning a game, students feel released and relaxed, and it helps them with their inhibitions. All activities mentioned in this work and piloted in
teaching practice realize requirements for effective teaching and learning grammar. We believe that we have provided only the basic set of activities for the possible way of presenting grammar to the students. This research work can be useful teaching aid for both students and teachers to reach certain results in learning and teaching grammar.
However, we consider that everything depends on teachers, if all teacher make their lesson more interesting, using new methods, it will help students student`s make progress in their studying.
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