Rationale of the study
In an increasingly globalized world, the importance of the English language is undeniable, as it opens doors to job opportunities and fosters connections across cultures This has led to significant changes in Vietnam's education system, where English has become a mandatory subject from kindergarten through university While the four essential skills of writing, listening, speaking, and reading are crucial, English grammar also plays a vital role in effective communication and composition However, at the University of Economic and Technical Industry (UNETI), grammar instruction faces challenges due to the reliance on traditional teaching methods Lecturers often focus on rote learning of vocabulary and grammar rules, resulting in passive learning experiences for students Additionally, the lack of engaging, communicative activities during grammar lessons diminishes students' interest and opportunities to practice grammar in real-life contexts Teachers' concerns about classroom management further hinder the implementation of interactive teaching methods, despite the rich situational contexts available in the course materials, such as "New Headway Pre-intermediate" by Liz and John Soars, which remain underutilized.
According to Harmer (2007), understanding how native speakers use a new language is crucial for students, and presenting language in context is the most effective approach This highlights the importance of situational context in English language teaching, particularly in grammar instruction Motivated by these factors, I have undertaken a study to explore the challenges faced by students and teachers in applying situational contexts in grammar teaching The study is titled “An Investigation into Using Situational Contexts in Teaching Grammar for Non-English Major Freshmen at a University in Nam Dinh City.”
Objectives of the study
The objectives of the study are as follows:
To find out if students are more interested in practicing grammar through situational contexts
To measure whether students can complete grammar exercises better after practicing with situational contexts.
The research questions
This study is intended to address the following two research questions:
Q1: Are students more interested in practicing grammar through situational contexts? Q2: Can students do grammar exercises better after their practices with situational context?
The scope of the study
This study examines the effectiveness of situational contexts in enhancing non-English major freshmen's interest in grammar practice and their ability to complete grammar exercises However, the findings are limited to this specific group at UNETI and may not be applicable to other contexts or student populations at different universities.
The significance of the study
This study is hoped to bring some benefits to both teachers and students at UNETI as follows:
It may change teachers‟ views on ways of teaching grammar into a communicative approach
It may stimulate teachers to employ situational contexts in their grammar teaching to make it more appropriate and effective
It may stimulate students, help them to be more involved and interested in grammar lessons.
Methods of the study
To address the research question, the researcher will utilize brief notes to document students' interest in the activity and their retention levels Additionally, tests administered following the presentation of situational contexts will be employed to gather in-depth data on students' progress, proficiency, and their ability to apply theoretical concepts in practical situations.
This study employs both quantitative and qualitative methods, with all findings, recommendations, and conclusions derived from a thorough analysis of test result statistics Additionally, qualitative insights are gathered from the author's observations during various grammar lessons.
Organization of the study
The study is divided into three part which are described as follows:
This study provides a comprehensive overview, detailing its rationale, aims, scope, significance, research questions, and methodologies The development section is structured into three chapters, each contributing to a deeper understanding of the research objectives and findings.
Chapter 1 (Literature Review) is the theoretical background of the thesis including a review of grammar, grammar teaching and context in grammar teaching
Chapter 2 (Methodology) outlines the data collection instruments and participant descriptions, followed by an overview of the action research process This chapter also includes the study's results and discussion.
Part C, Conclusion, presents the major findings of the study followed by the conclusion of the study.
LITERATURE REVIEW
Grammar
Grammar is a key concept in linguistics, particularly valued in the field of second language teaching Despite its importance, various linguists offer differing definitions of grammar, highlighting the complexity and diversity of the term.
From the Longman Dictionary of Contemporary English (2009), grammar is defined as
Grammar encompasses the study and application of the rules governing how words change forms and combine to create sentences As Ur (1988:4) notes, grammar can be defined as the method by which a language manipulates and combines words to construct longer units of meaning These definitions highlight the significance of morphology, which focuses on word formation, and syntax, which pertains to sentence structure Ultimately, grammar serves as the foundational element that shapes all words and structures within a sentence, providing the essential rules that construct meaning and form.
According to Larsen-Freeman (2003:142), grammar is a dynamic linguistic process that involves pattern formation in language, enabling humans to create meaning in contextually appropriate ways This definition emphasizes the importance of both form and meaning, highlighting that grammar must be applied in suitable contexts to be effective.
In summary, grammar can be understood in various ways, with many viewing it as a collection of rules for constructing sentences However, the researcher believes that Larsen-Freeman's definition, which links grammar to context, offers the most comprehensive understanding.
1.1.1.2 The importance of grammar in second language teaching
The role of grammar in second language teaching has been a significant concern for decades, with some linguists arguing against its necessity in real-life language use However, many researchers continue to recognize its importance Batstone (1994) emphasizes that "language without grammar would be chaotic," highlighting grammar's essential role in organizing and modifying language Similarly, Zhang (1999) notes that grammar serves as a criterion to distinguish between true and false language use, reinforcing its value in assessing language proficiency Thus, grammar remains a crucial component in understanding and teaching languages effectively.
Furthermore, as Wang (2010) mentioned, after the appearance of communicative approach, teachers often put much emphasis on “communicative competence” and neglect
Students often make numerous errors in both oral and written communication due to a fundamental lack of language knowledge Hymes (1972, as cited in Wang, 2010) emphasizes that "communicative competence" encompasses both "linguistic competence" and "linguistic performance." This framework identifies four essential components: sociolinguistic competence, discourse competence, strategic competence, and grammatical competence Therefore, despite the fluctuating emphasis on grammar throughout the history of second language teaching, the importance of grammar instruction in second language acquisition remains undeniable.
Teaching grammar effectively requires different approaches tailored to various student levels and contexts In his article "How to Teach Grammar," Prof Franz Ludescher MAS outlines seven methods, including the deductive and inductive approaches, the functional-notional approach, situational context teaching, and using texts, stories, and songs to enhance grammar learning.
1.1.2.1 The deductive approach – rule-driven learning
The deductive approach, as described by Rivers and Temperley, is a traditional teaching method where grammatical rules are presented to students before they engage in practice exercises (Goner, Phillips, and Walters, 1995) In this instructional style, the teacher takes a central role in the classroom, directing the learning process and ensuring students understand the outlined structures before applying them in various contexts.
Everything has two sides, and the deductive approach is not an exception There are some advantages and disadvantages of this approach given by Widodo (2006) as follows:
1 The deductive approach goes straightforwardly to the point and can, therefore, be time-saving
2 A number of rule aspects (for example, form) can be more simply and clearly explained than elicited from examples
3 A number of direct practice/application examples are immediately given
4 The deductive approach respects the intelligence and maturity of many adult learners in particular and acknowledge the role of cognitive processes in language acquisition
5 It confirms many learners‟ expectations about classroom learning particularly for those who have an analytical style
1 Beginning the lesson with a grammar presentation may be off- putting for some learners, especially younger ones
2 Younger learners may not able to understand the concepts or encounter grammar terminology given
3 Grammar explanation encourages a teacher-fronted, transmission- style classroom, so it will hinder learner involvement and interaction immediately
4 The explanation is seldom as memorable as other forms of presentation (for example, demonstration)
5 The deductive approach encourages the belief that learning a language is simply a case of knowing the rule
1.1.2.2 The inductive approach – the rule-discovery path
The inductive approach to teaching differs from the deductive approach by starting with specific examples to derive rules, as noted by Goner, Phillips, and Walters (1995:135), who describe it as a modern teaching style that presents grammatical structures in real language contexts In this method, the teacher's role shifts to creating meaningful contexts that encourage students to discover rules through examples and practice, as highlighted by Rivers and Temperley (1978:110) The following table outlines the advantages and disadvantages of the inductive approach.
1 Learners are trained to be familiar with the rule discovery, this could enhance learning autonomy and self-reliance
2 Learners‟ greater degree of cognitive depth is “exploited”
3 The learners are more active in the learning process, rather than being simply passive recipients In this activity, they will be motivated
4 The approach involves learners‟ pattern-recognition and problem solving abilities in which particular learners are interested in this challenge
5 If the problem-solving activity is done collaboratively, learners get an opportunity for extra language practice
1 The approach is time and energy-consuming as it leads learners to have the appropriate concept of the rule
2 The concepts given implicitly may lead the learners to have the wrong concepts of the rule taught
3 The approach can place emphasis on teachers in planning a lesson
4 It encourages the teacher to design data or materials taught carefully and systematically
5 The approach may frustrate the learners with their personal learning style, or their past learning experience (or both) would prefer simply to be told the rules
The functional-notional approach, as outlined by Demirbuken (2013), prioritizes the communicative purposes of language, focusing on how language is used in real-life situations This approach offers several advantages, including the provision of practical expressions, a well-structured syllabus, and a clear progression for learners It emphasizes communication, allowing learners to apply their grammatical knowledge effectively Additionally, the functional-notional approach is particularly beneficial for beginners, contributing to its popularity in second language teaching.
1.1.3.1 Teaching grammar in situational contexts
Teaching grammar within situational contexts allows students to practice grammatical concepts in real-life scenarios, making it a highly effective approach This thesis will explore this method in greater detail in the subsequent sections.
To achieve a functional command of a second language, learners must understand entire texts rather than just isolated sentences Text refers to the written words on a page, while context encompasses the meaning derived from elements like setting, characters, and themes For instance, the phrase "Put the bulb in" lacks meaning without context, as it does not specify which bulb or its location However, when placed in context—such as "The flower bed is ready for planting I’ve dug the hole for the tulips Put the bulb in"—the instruction becomes clear and meaningful.
There is a number of benefits of using texts in teaching grammar in the following table as Ludescher (2004) stated
1 They provide co-textual information, allowing learners to deduce the meaning of unfamiliar grammatical items from the co-text
2 If the texts are authentic they can show how the item is used in real communication
Advantages 3 As well as grammar input, texts provide vocabulary input, skills practice, and exposure to features of text organization
4 Their use in the classroom is good preparation for independent study
5 If the texts come from the students themselves, they may be more engaging and their language features therefore more memorable
On the other hand, the drawbacks of this method still exist to some extent based on the level of texts‟ difficulties, the content of texts, or the students themselves
1 The difficulty of the text, especially an authentic one, may mean that some of the above advantages are lost
2 The alternative - to use simplified texts - may give a misleading impression as to how the language item is naturally used, again defeating the purpose of using texts
3 Not all texts will be of equal interest to students
4 Students who want quick answers to simple questions may consider the use of texts to be the 'scenic route' to language awareness, and would prefer a quicker, more direct route instead
Stories serve as engaging tools for teaching and learning English, effectively illustrating and eliciting grammar points Through narratives, students not only grasp grammatical concepts but also gain insights into the traditions and cultures of various countries, as storytelling is a universal aspect of human experience Additionally, stories create realistic contexts for role-playing and character impersonation, enhancing student engagement and stimulating a vibrant classroom atmosphere Ultimately, storytelling fosters better retention of grammar concepts, making it an invaluable method in language education.
1.1.3.4 Teaching grammar through songs and rhymes
Songs play a vital role in daily life and can transform classroom activities into engaging experiences They serve as a valuable resource for enhancing students' abilities in listening, reading, speaking, writing, and grammar By incorporating songs, educators can teach sentence patterns, pronunciation, adjectives, and adverbs in a relaxed atmosphere, reducing tension and stress According to Ludescher (2004), using contemporary popular songs helps meet students' needs, while their memorable and motivating nature fosters a unique subculture of knowledge Additionally, traditional folk songs provide an opportunity for students to expand their cultural understanding.
Action research
Action research is a widely used research method in today's society, yet interpretations of its definition vary among researchers According to renowned education researcher Nunam, D (1992:18), action research involves a descriptive case study focused on a specific classroom, group of learners, or individual student, initiated by a question, supported by data and interpretation, and conducted by a practitioner examining their own context This definition emphasizes that teachers must be practitioners who identify problems and implement plans to address them effectively.
Action research, as defined by the Longman Dictionary of Language Teaching and Applied Linguistics (2002), is a teacher-initiated classroom research aimed at enhancing the teacher's understanding of teaching and learning processes Its primary goal is to foster improvements in classroom practices, enabling teachers to refine their instructional methods and enhance student learning in various aspects identified during their work.
Action research, as defined by Tsui (1993), is an effective method for teachers to reflect on their practices and develop alternatives for improvement This straightforward yet comprehensive definition highlights that the primary goal of action research is to address practical classroom challenges, emphasizing the actions of both teachers and students.
1.2.2 Steps to conduct an action research
According to Nunan (1992), conducting action research involves seven key steps: initiation, preliminary investigation, hypothesis formulation, intervention, evaluation, dissemination, and follow-up In this study, the researcher adopts the action research model proposed by Kemmis and McTaggart, which consists of four distinct phases.
1 Planning: a problem or issue is identified and a plan of action is developed in order to bring about improvements in specific areas of the research context
2 Action: the plan is to put into action over an agree period of time
3 Observation: the effects of the action are observed and data are collected
4 Reflection: the effects of the action are evaluated become the basis for further cycles of research
Action research is a collaborative effort involving teachers and educators, requiring support from students and educational administrators The findings of this research should be disseminated widely to engage anyone interested in the outcomes.
METHODOLOGY
The setting of the study
The University of Economics and Technical Industry (UNETI), established over fifty years ago and officially recognized as a university for seven years, has campuses in Hanoi and Nam Dinh City UNETI offers a variety of departments, including mechanics, engineering, and accountancy In response to contemporary challenges, the university emphasizes the importance of English, making it a compulsory subject in its curriculum The program aims to equip students with essential English knowledge and skills, providing four forty-five minute classes each week to enhance their proficiency.
English teaching and learning at UNETI primarily occurs in classrooms equipped with basic tools like blackboards, tables, and desks, along with some rooms featuring cassette players, projectors, and speakers However, the average class size of around 50 students poses significant challenges for effective teaching and learning.
New Headway Pre-intermediate by Liz and John Soars is the selected textbook for first-year non-major students at UNETI, renowned for its widespread use in universities globally The book comprises 12 modules, each featuring seven language inputs, including grammar, vocabulary, everyday English, listening, reading, writing, and speaking It not only covers essential grammatical concepts but also focuses on enhancing students' vocabulary and communication skills, making it the ideal choice for non-English major freshmen at UNETI Each unit is structured into seven lessons, with three lessons dedicated to grammar and the remaining lessons allocated to reading, speaking, listening, and writing.
Participants
The study involved 50 first-year students from UNETI, all non-English majors aged between 18 and 20 Hailing from urban areas, these students have collectively studied English for a decade, sharing similar academic backgrounds, age, and English learning experiences.
Instruments
This study employs key data collection instruments, including situational contexts, observation forms, and tests Each week, the teacher provides students with varied situational contexts designed to enhance their interest in practicing grammar Additionally, the teacher utilizes an observation form to monitor classroom activities and gather essential information for data collection and analysis.
This study incorporates tests administered after presenting situational contexts to gather in-depth data on students' progress, proficiency, and ability to apply theoretical knowledge in practice To facilitate data analysis, test scores are categorized into four groups: good (marks 9-10), fair (marks 7-8), average (marks 5-6), and poor (below mark 5) Over a six-week period, a total of six thirty-minute tests are conducted, with each test occurring at the end of the weekly lesson The format of these tests is outlined as follows.
Test 1 includes two parts to test students about the usage of must, should and have to by filling in the blanks exercise
Test 2 has only one part Fill in the blanks with going to or will to test students‟ recognition to the usage of going to and will
Test 3 includes two parts: using given words to fill in the blanks and multiple choice question to test students about ways to ask and give road directions
Test 4 includes multiple choice questions and mistakes recognition in sentences to test students about ways to make suggestions
Test 5 focuses on assessing students' understanding of the present perfect continuous tense by requiring them to correctly form verbs and select the appropriate answers related to its usage.
Test 6 aims to tests students about the usage of quantity expression such as a, an, some, any, much, many, and a lot of by filling the quantity expressions into the sentences.
Data collection and analysis
The data collection and data analysis below follows the steps to conduct an action research Acording to Kemmis and Mc Taggart (1988), the action reseach consists of four phases:
1 Planning: a problem or issue is identified and a plan of action is developed in order to bring about improvements in specific areas of the research context
2 Action: the plan is to put into action over an agree period of time
3 Observation: the effects of the action are observed and data are collected
4 Reflection: the effects of the action are evaluated become the basis for further cycles of research
Based on those four phases, the process of the action research is presented in the following part phase by phase
The action research spans six weeks, with three grammar sessions each week During these sessions, students engage in role-play activities centered around specific grammatical concepts, with each scenario clearly outlined to facilitate learning.
Week 1: modal verbs of obligation and permission: must, should and have to
This week’s focus is on modal verbs of obligation and permission—specifically "should," "must," and "have to"—as outlined in Unit 4 (Doing the Right Thing) of the students' course book These verbs are essential for expressing obligations and are relevant to students' daily lives, making them an ideal choice for practice The objective is to enable students to effectively use these modal verbs to give advice to friends To facilitate this learning, the researcher provides situational contexts where "should," "must," and "have to" can be applied in practical scenarios.
In a job interview scenario, a boss is evaluating three applicants for a waiter position at his restaurant The applicants engage by asking the boss essential questions regarding their responsibilities, working hours, breaks, meals, and days off The boss provides informative responses to these inquiries It's crucial for the applicants to incorporate modal verbs of obligation and permission, such as "should," "must," and "have to," to enhance their conversation effectively.
Week 2: Future forms (going to and will): Future plans
In Unit 5 of the course book, the focus is on the grammatical point of using "going to" and "will" to express future plans, decisions, and intentions The situational context of "Party preparation" is designed to be simple and relatable, allowing students to engage easily in practice In this scenario, a mother and daughter discuss their plans to prepare a meal for 20 people next week, assigning tasks to ensure a successful event The teacher enhances the conversation by suggesting additional tasks such as preparing vegetables, laying the table, making salad, stirring sauce, checking meat, and buying ingredients It is crucial for the teacher to encourage students to brainstorm as many tasks as possible to assign between the two characters.
Week 3: Asking and giving road directions
Unit 5 focuses on a crucial grammatical topic aimed at helping students learn how to effectively give directions This skill is essential in everyday situations where individuals need to guide others to various locations Understanding how to articulate directions not only facilitates communication but also enhances students' ability to assist others Consequently, the researcher has selected this topic to create practical scenarios for students to practice and improve their directional language skills.
At Tran Temple in Nam Dinh, two students volunteer to assist tourists, a couple visiting from a remote area After exploring the temple, the couple is unsure how to reach other notable attractions in the city Fortunately, they encounter the volunteers, who provide them with a map and clear directions to their desired destinations To facilitate the conversation, the teacher suggests key phrases like "turn right," "turn left," and "go along the street" to help the tourists navigate effectively.
Week 4: Making suggestions with let‟s go, why don‟t you, what about…
In Unit 8 of the students' course book, key grammar topics include conditionals, time clauses, and making suggestions The researcher focuses on making suggestions, as it is more commonly used in daily conversations and provides students with ample practice opportunities To enhance engagement, the teacher presents three distinct situations for students to choose from, allowing them to select the scenario that interests them most or feels easiest to tackle.
Situation 1: The situation is called “At a restaurant” The roles are Tom and his wife Tom and his wife are having dinner at a restaurant at 6 p.m Because it is quite early and they both have the evening free, they want to go somewhere to relax Hence, they make suggestions and discuss with each other to find out the next place to go after they finish their dinner Role play the situation
Situation 2: The situation is called “At the dorminatory” There are two characters called
Minh and Lam, best friends living together in a school dormitory, often support each other with their studies and personal matters As Lam focuses on her homework, Minh's mind drifts to her boyfriend's upcoming birthday party Unsure of what gift to choose, she turns to Lam for suggestions "What do you think I should get him?" Minh asks, seeking creative ideas Lam responds with various thoughtful options, encouraging Minh to consider his interests and preferences to find the perfect present.
Situation 3: The situation is “In the neighbor‟s house” Lam and Minh are neighbor in the same ward Because Lam works in a restaurant, he usually leaves his dog home alone every night while he‟s at work The dog barks all the time when nobody‟s home and the noise is keeping Minh awake Thus, Minh comes to Lam‟s house in the afternoon and talks about that matter and give suggestions for Lam with his dog Role play the situation
Week 5: Present perfect Continuous (I have been Ving): a past activity that has caused a present result
Unit 10 of the students' course book focuses on the present perfect continuous tense, emphasizing its use in expressing past activities that have led to present results The objective is to help students practice giving advice effectively within this context.
In a simulated "appointment with a doctor" scenario, students take on the roles of patient and doctor to practice conversational skills The patient, experiencing health issues, visits the doctor to seek advice and responds to questions to identify the causes of their symptoms Meanwhile, the doctor inquires about the patient's lifestyle, including eating, drinking, and sleeping habits, work schedule, and outdoor activities, to provide informed suggestions To facilitate a smoother conversation, teachers can offer prompts to guide students in their practice, ultimately enhancing their ability to engage in a realistic doctor-patient dialogue.
In Unit 10 of the course book, we explore the essential topic of "Ordering Food," which is relevant to everyday life This engaging scenario features a family consisting of a father, mother, daughter, son, and a waiter in a restaurant setting The waiter invites the family to review the menu and place their orders, utilizing quantity expressions like much, many, a, an, some, and little As each family member takes turns ordering food and drinks, the waiter responds by serving their selections To enhance the learning experience, teachers can introduce vocabulary related to various food items, including hamburgers, cheese, cocktails, sandwiches, and salads.
In this phase, the teacher implements a structured six-week grammar teaching plan using situational contexts Each week follows a consistent format: the teacher organizes students into groups, presents specific scenarios, and allows time for preparation Students then perform role-plays in front of the class, while the teacher observes and notes key aspects such as participation, engagement, confidence, and language proficiency At the end of each lesson, a test is administered to assess students' understanding of the grammatical concepts practiced Although the overall structure remains the same, variations in group division and role-playing methods occur weekly.
This week, there are thirteen groups formed, with eleven consisting of four members each, while the remaining six students are split into two groups Students have the opportunity to choose their own groups After the teacher provides the situational context, they have ten minutes to assign roles and prepare for their role-play Subsequently, the teacher selects six groups to perform their role plays in front of the class.
Major findings
As stated in the first part of the research, there are two research questions given in this study They are:
Q1: Are students more interested in practicing grammar through situational contexts? Q2: Can students do grammar exercises better after their practices with situational context?
The research findings indicate that students exhibit a heightened interest in grammar lessons when contextualized within real-life situations Previously, students displayed a lack of focus and a negative attitude towards grammar instruction However, incorporating situational contexts significantly transformed their approach to learning, as they found the scenarios relatable and applicable to their daily lives This relatability enabled students to integrate their existing knowledge into new conversations seamlessly Additionally, the opportunity to assume various roles—such as a mother, doctor, or tourist—adds an engaging element to the lessons, fostering creativity and active participation Ultimately, these strategies enhance students' confidence in speaking and improve their pronunciation skills.
The role play and test results demonstrate a significant improvement in students' learning Through role play, students quickly remember grammatical items by practicing in situational contexts, allowing them to construct and produce sentences accurately while showing increased interest and eagerness to participate Additionally, test scores reveal a steady rise in the percentage of good and fair marks from the first to the last test, while the rates of average and poor marks significantly decline, highlighting the overall progress in students' performance.
Implications for more effective grammar lessons
Selecting effective teaching techniques is essential for every educator, as these methods significantly impact lesson success In grammar instruction, traditional approaches have become less effective due to advancements in technology and societal changes Consequently, teachers must ensure that modern strategies are implemented effectively in the classroom.
To effectively teach English grammar lessons, thorough preparation is crucial, involving a detailed list of activities with clear instructions that serve real-life communicative purposes Additionally, to combat the monotony of textbook content, teachers should strive to make lessons more engaging and attention-grabbing for students By incorporating varied activities, adapting available resources, and catering to the needs of quieter students, teachers can successfully motivate their students and create a more dynamic learning environment.
Limitations and suggestions for further research
The research presents specific findings but has notable limitations, including its small scale, focusing solely on fifty students from the CDDI22A2 class at UNETI, which may not represent the broader student population Additionally, the study is limited to situational contexts in grammar teaching, excluding other methods and techniques Moreover, the reliance on observation and test results may introduce subjectivity from informants, raising concerns about the reliability of the collected data.
As a result of the limitations above, I hope that the next researchers who share the same interest in situational context should have a larger scale with more participants and tests
In addition, grammar mistakes should also be analyzed and discussed more specifically
At the same time, the next researcher should also cover using situational context in teaching grammar among students at different levels, not only first-year students
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APPENDICES APPENDIX 1 Test 1 (modal verbs of obligation and permission)
Exercise 1: Fill in the blank with must or should
1 We've been so busy lately! We hire a new sales assistant
2 You think I'm going to buy that? You be joking
3 I was stupid to buy that ring I have realized it was a fake
4 It was a mistake to hire that thief The manager be feeling terrible right now
5 I know I n't buy this shirt, but I'm going to
Exercise 2: Fill in the blanks with have to, must, and mustn’t
1 Yesterday I ………… finish my Geography project
2 She will ………….to wait in line like everyone else
3 All employees ………….be on time for work
4 We ………… forget to take the chicken out of the freezer
5 If you are under 13 you ………….to get your parents' permission
6 Your daughter ………… try on a few different sizes
7 The doctor ………… get here as soon as he can
8 Do you ………….work next weekend?
9 Bicyclists ………….remember to signal when they turn
10 Angela, you ………… leave your clothes all over the floor like this
APPENDIX 2 Key to test 1 (modal verbs of obligation and permission)
Exercise 1: Fill in the blank with must or should
Exercise 2: Fill in the blanks with have to, must, and mustn’t
APPENDIX 3 Test 2: Future form (going to and will)
Fill in the blanks with going to or will
1 I feel really tired I think I ………go to bed
2 Where are you going? I ………visit a customer
3 Do you want me to help you? No, thanks John ………help me
4 Would you prefer tea or coffee? I………have some coffee, please
5 Would you like to come to my house for dinner and talk about this? Good idea I
6 A: What are your plans for next week?
B: I ………visit my parents for a few days and then go walking in Scotland
7 A; What are you plans for the holidays?
B: I ………visit my parents for a few days and then go walking in Scotland
8 A; Why are you wearing your bet suit?
B: I ………have lunch with my biggest customer
9 Do you want to have chicken or beef? I think I ………have the beef
B; Sit down and I ………get you an aspirin
11 A: We need some more ink for the printer
B: I ………go to the shop and get some
12 A: Look! There‟s smoke coming out of the photocopier
B: You turn it off and I ………phone the safety officer
13 A: I can‟t see how to use this spreadsheet
14 I need to speak to you today I‟m going out now, but I ………be back later
B: I‟m sorry I completely forgot I ………do it now
16 A: Can you help me with this? I don‟t understand
B: I ………give you a hand as soon as I‟ve finished this
17 That‟s much too heavy for one person I ………give you a hand
18 A: Could somebody answer the phone?
19 A: It‟s really hot in here
B: I ………put on the air-conditioner
20 There are many dark clouds in the sky It ………rain today
APPENDIX 4 Key to test 2: Future form (going to and will)
Fill in the blanks with going to or will
APPENDIX 5 Test 3 (Asking and giving road directions)
Exercise 1: Fill in the words below correctly continue, end, excuse, get, left (2x), next, opposite, right, second, straight on, thank, turn, welcome
1 ……… me, how do I ……… to the cinema?
4 Then take the……… road on your ………
5 ……… to the ……… of the road
7 The cinema is on your ……… , ……… the castle
Exercise 2: Choose the most appropriate answer
1 Excuse me! ……….is the post office, please? a how b what c when d where
2 Could you tell me ……… to get to the History Museum, please? a how b what c when d where
3 Can you tell me where ………., please? a is the bank b the bank c the bank is d there a bank
4 Would you mind ……….me some directions, please? a explaining b giving c/ helping d offering
5 I am ……….for the new children's library a asking b finding c looking d trying
6 Walk two blocks and turn left……… a around the bank b at the traffic light c in the corner d into a large hotel
7 Go ……….the flower shop, the drugstore, and the supermarket a across b behind c opposite d past
8 The library will be on your left It's a large red-brick building You can't ………….it a find b forget c miss d see
9 Could you tell me where ……….some souvenirs, please? a can I buy b could I buy c I can buy d should I buy
10 There are several souvenir shops on Apple Street, about three blocks ……… a away from b from here c near here d not far
APPENDIX 6 Key to test 3 (Asking and giving road directions)
Exercise 1: Fill in the words below correctly
Exercise 2: Choose the most appropriate answer
APPENDIX 7 Test 4 (Making suggestions with let’s go, why don’t you, what about…)
Exercise 1: Choose the best answer
1 Hi Lee! … ………….to the beach tomorrow a What about go b Let‟s go c to go
2 No … ………….going the beach tomorrow It‟s going to be too cold a What about b Let‟s go c to go
3 Then why … ………….go to the movies? a don‟t we b doesn‟t we c we go
4 Good idea, Sam! ……….invite Mark to go with us a Let‟s to b Let‟s c Why doesn‟t you
5 Hi Mark We‟re going to the movies tomorrow Why ……….come with us? a don‟t we b doesn‟t he c don‟t you
6 The movies? No, I don‟t want to go to the movies ……… to a baseball game a Let‟s go b Let‟s to go c Let‟s going
7 A baseball game sounds fun! Hey Mark, since you live near the baseball stadium, why
……… pick up the tickets for us? We'll pay you back tomorrow a don‟t you b doesn‟t he c let‟s
8 Well, okay, but you have to pay me back Why……… get tickets as close to the players as possible? a don‟t they b don‟t we c doesn‟t he
9 Near the players? No, that's too expensive ……… buy expensive tickets We can sit farther away It's cheaper a Let‟s not b Let‟s c Why not
10 I agree with Lee ………… sit in cheaper seats at the baseball game a Let‟s not b Why don‟t we c Let‟s
Exercise 2: Find the mistakes in the following sentences and correct them
1 Why do you come swimming with us?
2 Let‟s to meet us at outside the station
3 What about have a party on Saturday?
4 Why don‟t we to go to the cinema tomorrow?
5 I‟m bored Let‟s we go to the park
APPENDIX 8 Key to test 4 (Making suggestions with let’s go, why don’t you, what about…)
Exercise 1: Choose the best answer
Exercise 2: Find the mistakes in the following sentences and correct them
APPENDIX 9 Test 5: Present perfect Continuous (I have been Ving)
Exercise 1: Put the verbs into the correct form (present perfect progressive)
1 He (work) ……… in this company since 1985
2 I (wait) ……….for you since two o'clock
3 Mary (live) ……….in Germany since 1992
4 Why is he so tired? He (play) ……… tennis for five hours
5 How long (learn / you) ……… English?
6 We (look for) ………the motorway for more than an hour
7 I (live) ……….without electricity for two weeks
8 The film (run / not) ……… for ten minutes yet, but there's a commercial break already
9 How long (work / she) ………in the garden?
10 She (not / be) ……….in the garden for more than an hour
Exercise 2: Choose the correct answer
1 I‟m very hungry I ……….all day a Didn‟t eat b haven‟t ate c haven‟t been eating d have been eating
2 Their new kitchen looks fantastic They ………… completely……….it a Have … beeen redecorating b have …….redecorated b Already ….redecorated d didn‟t ….redecorated
3 Our kitchen‟s a mess We ……….any cleaning for weeks a Didn‟t do b haven‟t been doing c have done d have been doing
4 I think they are dating They ……… a lot of each other recently a Had seen b haven‟t been seeing c have been seeing d haven‟t seen
5 We‟ve discovered this café and we ………there a lot a Have been going b are going c have went d have gone
APPENDIX 10 Key to test 5: Present perfect Continuous (I have been Ving)
Exercise 1: Put the verbs into the correct form (present perfect progressive)
Exercise 2: Choose the correct answer
Exercise 1: Complete the sentences with ¨a¨ / ¨an¨, ¨some¨ or ¨any¨
2 There´s _ meat in the dish
7 We use _ in negative sentences and questions in all nouns
8 We use _ in affirmative sentences with all nouns
9 We use _ , _ or numbers with countable nouns
10 There are _ mosquitoes in my bedroom
11 There wasn´t _ litter on the beach
12 There are _ sandwiches on my party
13 She eats _ bananas for breakfast
14 She drinks _ milk with her cereal
Exercise 2: Fill in the blanks with Much¨, ¨many¨ or ¨a lot of¨
1 Your friend has got _ brothers
2 There are _ children in his family
5 There are _ people in the room now
7 How _ lemons are there in the box?
8 How _ does that cake cost?
9 There are _ eggs in the box
12 How _ fruit do you eat every day?
13 I´ve got _ sandwiches in my schoolbag
15 There are _ books on the shelf
APPENDIX 12 Key to test 6 (Quantity expressions)
Exercise 1: Complete the sentences with ¨a¨ / ¨an¨, ¨some¨ or ¨any¨
2 There´s some meat in the dish
4 Have you got any money?
7 We use any in negative sentences and questions in all nouns
8 We use some in affirmative sentences with all nouns
9 We use a , an or numbers with countable nouns
10 There are some mosquitoes in my bedroom
11 There wasn´t any litter on the beach
12 There are some sandwiches on my party
13 She eats some bananas for breakfast
14 She drinks some milk with her cereal
Exercise 2: Fill in the blanks with Much¨, ¨many¨ or ¨a lot of¨
1 Your friend has got many brothers
2 There are many children in his family
3 She doesn´t drink a lot of milk
5 There are a lot of people in the room now
6 Eva has got a lot of homework
7 How many lemons are there in the box?
8 How much does that cake cost?
9 There are many eggs in the box
10 How much juice is there?
11 Those jeans costs a lot of money
12 How much fruit do you eat every day?
13 I´ve got some sandwiches in my schoolbag
14 We are selling a lot of hamburgers
15 There are many books on the shelf.