Grammar games - motivation in teaching English

3. Your dog always barks late at night. As a result, your neighbor has threatened to kill the dog. What will save your dog's life?

4. You were out having a good time. On your way home, a policeman gave you a ticket for speeding. How could you have avoided getting a speeding ticket?

5. Although you know that you are not a very good cook, you prepared dinner for all of your friends. As a result, all of your friends got sick and had to be taken to the hospital. How could this situation have been avoided?

6. While you were playing, you left a little ball on the stairway. When your mother came down the stairs, she fell and broke her leg. How could this have been avoided?

7. Every time you go shopping, you go at 5:00 when the store is busiest. As a result, you always have to stand in a long check-out line. How can you avoid standing in a long line the next time you go to the store?

Example:

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.

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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