Rationale of the study
In an increasingly globalized world, the importance of the English language is undeniable, especially in Vietnam, where it has become a compulsory subject from kindergarten to university While mastering writing, listening, speaking, and reading skills is crucial, a strong grasp of English grammar is equally essential for effective communication and composition However, at the University of Economic and Technical Industry (UNETI), grammar instruction faces challenges due to a reliance on traditional teaching methods, which often lead to passive learning and student disengagement The lack of emphasis on communicative activities further diminishes students' opportunities to practice grammar in real-life contexts, as teachers prioritize classroom control over interactive learning Additionally, although the course book used for first-year non-major students, "New Headway Pre-intermediate," offers valuable situational contexts, these resources are not fully utilized by instructors, hindering students' overall learning experience.
According to Harmer (2007:57), understanding how native speakers use a new language is crucial for students, and presenting language in context is the most effective method This highlights the importance of situational context in English teaching, particularly in grammar instruction These considerations motivated me to conduct a study focused on the challenges faced by students and teachers when implementing situational context 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 investigates the effectiveness of situational contexts in enhancing students' interest in grammar practice and their ability to complete grammar exercises successfully.
The study focuses exclusively on non-English major freshmen at UNETI, which limits the reliability of its results for different contexts, other student groups within UNETI, and students from other 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 track students' interest in the activity and their retention levels Additionally, tests will be administered following the presentation of situational contexts to gather comprehensive data on students' progress, proficiency, and their ability to apply theoretical concepts in practical scenarios.
This study employs both quantitative and qualitative methods, with findings derived from the analysis of statistical test results 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 the rationale, aims, scope, significance, research questions, and methods employed The development section is divided into three chapters, each presenting key findings and insights related to the research objectives.
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 tools and participant descriptions, followed by an overview of the action research process Additionally, this chapter presents the study's results and discussions.
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 relevant for professionals in second language teaching Despite its significance, various linguists offer differing definitions of grammar, highlighting the complexity of this linguistic term.
From the Longman Dictionary of Contemporary English (2009), grammar is defined as
Grammar encompasses the study and application of rules governing how words change forms and are combined into sentences As Ur (1988:4) notes, grammar can be defined as the method by which a language manipulates and combines words to create longer units of meaning These definitions highlight the importance of morphology, or word formation, and syntax, or sentence formation, in understanding language Ultimately, grammar serves as the foundational element that structures all words and sentences, providing the rules necessary for constructing meaning and form.
According to Larsen-Freeman (2003:142), grammar is a dynamic linguistic process of pattern formation that enables humans to create meaning in contextually appropriate ways Unlike other definitions, this perspective emphasizes the importance of both form and meaning, highlighting that grammar must be applied in suitable contexts to be effective.
In conclusion, grammar is often viewed as a set of rules for constructing sentences However, the most comprehensive definition connects grammar with context, as proposed by Larsen-Freeman.
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 While some linguists argue against grammar instruction, deeming it unnecessary for real-life language use, many researchers still recognize its importance Batstone (1994) emphasizes that "language without grammar would be chaotic," highlighting grammar's essential role in structuring language Furthermore, Zhang (1999) asserts that grammar serves as a criterion for distinguishing between correct and incorrect usage, reinforcing its value in language learning Thus, grammar is crucial for understanding and measuring the true value of a language.
Furthermore, as Wang (2010) mentioned, after the appearance of communicative approach, teachers often put much emphasis on “communicative competence” and neglect
Linguistic competence is essential for students to minimize errors in both oral and written communication, as a lack of foundational language knowledge often leads to mistakes Hymes (1972, cited in Wang, 2010) emphasizes that "communicative competence" encompasses not only linguistic competence but also linguistic performance This framework includes four key components: sociolinguistic competence, discourse competence, strategic competence, and grammatical competence Therefore, despite the fluctuating emphasis on grammar in second language teaching, the importance of grammar instruction in second language acquisition remains undeniable.
Teaching grammar effectively requires tailored approaches for varying student levels and periods In his article “How to Teach Grammar,” Prof Franz Ludescher MAS outlines seven methods: the deductive approach, the inductive approach, the functional-notional approach, situational context teaching, grammar instruction through texts, storytelling, and using songs and rhymes These diverse strategies enhance grammar comprehension and engagement among learners.
1.1.2.1 The deductive approach – rule-driven learning
The deductive approach to teaching, as described by Rivers and Temperley, involves presenting grammatical rules to students before engaging them in practice exercises (Goner, Phillips, and Walters, 1995) This traditional method positions the teacher as the focal point of the classroom, rather than the students, emphasizing direct instruction and structured learning.
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
8 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 contrasts with the deductive method by starting with specific examples before deriving general rules As noted by Goner, Phillips, and Walters (1995), this modern teaching style immerses students in real language contexts to discover grammatical structures In this approach, the teacher's role shifts to creating meaningful contexts that facilitate the demonstration of rules, allowing students to derive these rules through examples and practice, as highlighted by Rivers and Temperley (1978) The advantages and disadvantages of the inductive approach are summarized in the following table.
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 described by Demirbuken (2013), prioritizes the communicative purposes of language use, focusing on how language serves specific functions in communication This approach offers several advantages, including the provision of practical expressions, a well-structured syllabus, and a clear progression for learners Additionally, it emphasizes communication, allowing students to apply their grammatical knowledge effectively in real-life contexts.
10 functional-notional approach is that it is very suitable and appropriate to beginners Thus, due to the reasons above, this approach is also very popular in second language teaching
1.1.3.1 Teaching grammar in situational contexts
Teaching grammar within situational contexts allows students to apply grammatical concepts in real-life scenarios, making it a highly effective practice This thesis will delve deeper into this approach in the subsequent sections.
To achieve functional proficiency in a second language, learners must grasp 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 clarity as a standalone text; it is ambiguous without context However, when placed within a context such as "The flower bed is ready for planting I’ve dug the hole for the tulips Put the bulb in," the meaning becomes clear and coherent.
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 in 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 stories are a cherished aspect of nearly every culture Additionally, storytelling creates a realistic context for role-playing and character impersonation, capturing students' attention, enhancing classroom dynamics, and aiding in the long-term retention of grammatical knowledge.
1.1.3.4 Teaching grammar through songs and rhymes
Songs play a crucial role in daily life and can transform classroom activities into engaging experiences They serve as a valuable resource for enhancing students' skills in listening, reading, speaking, writing, and grammar Through songs, educators can teach sentence patterns, pronunciation, and the use of adjectives and adverbs in a relaxed environment, free from tension According to Ludescher (2004), incorporating songs in the classroom meets students' diverse needs with contemporary popular music, while also being memorable and motivating Additionally, traditional folk songs offer students an opportunity to expand their cultural knowledge.
Action research
Action research is a widely utilized research method in today's society, although interpretations of its definition can vary among researchers According to Nunam, D (1992:18), a prominent figure in educational research, action research involves a descriptive case study of a specific classroom, group of learners, or individual learner, initiated by a question and supported by data and interpretation 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 investigation conducted within the classroom to enhance the teacher's understanding of educational practices and to foster improvements in teaching methods Essentially, the goal of action research is to empower educators to refine their teaching strategies and enhance student learning based on insights gained from their own experiences.
According to Tsui (1993), action research serves as an effective tool for teachers to reflect on their practices and develop personalized strategies for improvement This straightforward definition emphasizes that action research aims to address practical classroom challenges, concentrating on the behaviors and interactions of both teachers and students.
1.2.2 Steps to conduct an action research
According to Nunan (1992:19), there are seven steps to conduct and action research including initiation, preliminary investigation, hypothesis, intervention, evaluation,
18 dissemination and follow-up However, in this research, the researcher follows the action research model of Kemmis and Mc Taggart (1988), which is composed 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
Action research thrives on collaboration among teachers and educators, requiring support from both students and educational administrators It is essential to share and disseminate the findings with anyone interested in the insights gained.
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 the past seven years, has branches in Hanoi and Nam Dinh city UNETI offers a variety of departments, including mechanics, engineering, and accountancy In response to modern challenges, the university emphasizes the importance of English as a compulsory subject in its curriculum, aiming to equip students with general English knowledge and the four essential language skills Students receive four forty-five minute English lessons each week to enhance their proficiency.
English teaching and learning at UNETI 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 presents significant challenges for effective teaching and learning.
New Headway Pre-intermediate by Liz and John Soars has been selected as the primary textbook for first-year non-major students at UNETI This widely recognized course book is utilized in numerous universities globally It comprises 12 modules, each featuring seven language components, including grammar, vocabulary, everyday English, listening, reading, writing, and speaking In addition to covering essential grammatical concepts, the book focuses on enhancing students' vocabulary skills.
The textbook is deemed ideal for non-English major freshmen at UNETI due to its structured approach, which divides each unit into seven lessons Within this framework, three lessons focus on grammar, while the remaining lessons are dedicated to reading, speaking, listening, and writing skills.
Participants
The study involved 50 first-year non-English major students from UNETI, all aged between 18 and 20 Hailing from urban areas, these participants have collectively studied English for a decade, sharing similar educational backgrounds and experiences within the same university department.
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, capturing essential information for thorough data analysis.
This study includes tests administered after presenting situational contexts to gather comprehensive data on students' progress, proficiency, and their 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 at the end of each weekly lesson The format of these tests is outlined in detail.
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 scenarios that focus on specific grammatical items Each situation is clearly outlined to facilitate effective learning and application of grammar concepts.
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 a practical choice for classroom instruction The objective is to enable students to effectively use these modal verbs to offer advice to friends To facilitate this learning, situational contexts will be provided where "should," "must," and "have to" can be appropriately applied.
In a job interview scenario, a boss evaluates three applicants for a waiter position at a restaurant The applicants engage by asking the boss about key aspects such as responsibilities, working hours, breaks, meals, and days off It is crucial for the boss to provide clear answers to their inquiries Additionally, students are reminded to incorporate modal verbs of obligation and permission, including "should," "must," and "have to," to enhance their conversational skills during the interview process.
Week 2: Future forms (going to and will): Future plans
Unit 5 of the course book focuses on a key grammatical point related to the theme "On the Move." This topic is selected for situational context practice due to its simplicity and familiarity, making it easier for students to engage with By establishing a relevant situational context, students can practice the grammar point with confidence and ease.
In this lesson, students will practice using "going to" and "will" to express future plans, decisions, and intentions through a scenario involving a mother and daughter preparing for a party They will discuss their plans to prepare a meal for approximately 20 guests next week, assigning tasks to ensure a successful event The teacher will provide suggestions, such as preparing vegetables, laying the table, making salad, stirring sauce, checking meat, and buying ingredients, encouraging students to brainstorm additional tasks for the characters This collaborative approach not only fosters communication skills but also enhances their understanding of future tense usage in practical contexts.
Week 3: Asking and giving road directions
Unit 5 focuses on a crucial grammatical topic aimed at helping students effectively give directions This skill is essential in real-life scenarios where individuals often need to ask for or provide guidance on how to reach specific locations By mastering this topic, students will be better equipped to assist others, making it a valuable addition to their language learning The researcher emphasizes the importance of this subject by creating practical situations for students to practice and enhance their directional communication skills.
At Tran Temple in Nam Dinh, a couple of tourists from remote areas are seeking directions to other famous attractions after their visit Fortunately, they encounter two student volunteers who are stationed there to assist visitors during their summer vacation The volunteers provide the tourists with a map and clear instructions on how to reach their desired destinations To facilitate the conversation, key phrases such as "turn right," "turn left," and "go along the street" are suggested for effective communication.
Week 4: Making suggestions with let‟s go, why don‟t you, what about…
In Unit 8 of the students' course book, the focus is on three key grammar areas: conditionals, time clauses, and making suggestions using phrases like "let's go," "why don't you," and "what about." The researcher has selected making suggestions as the primary topic due to its frequent use in daily conversations and the abundance of practice opportunities it offers students To enhance engagement and differentiate this week's lesson, the teacher presents three distinct scenarios for students to choose from, allowing them to select the situation that interests them the most or feels easier to navigate.
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 share their thoughts and ideas As Lam focuses on her homework, Minh's mind drifts to her boyfriend's upcoming birthday party Unsure about the perfect gift, she turns to Lam for advice "What do you think I should get him?" Minh asks, seeking creative suggestions Lam responds with enthusiasm, offering various ideas and encouraging Minh to consider his interests Together, they brainstorm thoughtful gift options, strengthening their friendship through collaboration and support.
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 student course book focuses on the present perfect continuous tense, emphasizing its use to express past activities that have led to current results The objective is to enhance students' ability to practice giving advice effectively within this context.
In a doctor's office, a patient seeks advice for health issues, while the doctor asks questions to identify symptoms and lifestyle factors The interaction involves the patient describing their health concerns, and the doctor inquiring about habits related to eating, drinking, sleeping, work, and outdoor activities To facilitate this dialogue, teachers can provide prompts that guide students in discussing these topics, enabling a more effective and engaging conversation.
In this article, we explore the essential topic of "Ordering Food," which is a common aspect of daily life Featured in a restaurant scenario, a family consisting of a father, mother, daughter, son, and a waiter engages in the ordering process The waiter invites the family to review the menu and select their meals, utilizing quantity expressions like much, many, a, an, some, and little As each family member takes their turn to order food and drinks, the waiter responds by serving their choices To enhance the learning experience, educators can introduce vocabulary related to various food items such as hamburgers, cheese, cocktails, sandwiches, and salads.
In this phase, the teacher implements a structured plan to teach grammar over six weeks using situational contexts Each week follows a consistent format: the teacher divides the class into groups, presents specific situations, and allows students time to prepare 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 skills At the end of each lesson, a test is administered to assess students' understanding of the grammatical concepts practiced Although the group divisions and role-playing arrangements vary from week to week, the overall approach remains systematic and focused on enhancing students' grammatical proficiency.
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 situational context in grammar lessons significantly enhances student engagement and attitudes towards learning Observations reveal that students previously exhibited disinterest in grammar, but after incorporating real-life scenarios into lessons, their attitudes shifted positively They became more engaged in practicing familiar topics, allowing them to integrate realistic knowledge into conversations Additionally, role-playing various characters, such as a mother or a doctor, adds an element of excitement, fostering creativity and confidence in speaking and pronunciation.
The findings from the role play and test results indicate a significant enhancement in students' learning Engaging in role play allows students to quickly recall grammatical concepts by practicing them in situational contexts, enabling them to construct and articulate sentences accurately This interactive approach fosters greater interest in the learning process.
The data reveals a positive trend in student performance, with the percentage of good and fair marks steadily increasing from the first to the last test In contrast, the rates of average and poor marks show a significant decline over the five assessments, indicating notable improvement in student progress.
Implications for more effective grammar lessons
Selecting effective teaching techniques is essential for every educator, as these methods significantly influence lesson success In grammar instruction, traditional approaches have become outdated due to advancements in technology and societal changes Consequently, teachers must ensure that their instructional strategies are adapted to meet contemporary educational needs.
Effective preparation is essential for English teachers when conducting grammar lessons, which should include a detailed list of engaging activities with clear instructions and real-life communicative purposes To combat the often boring and repetitive nature of textbook content, teachers should strive to make lessons more interesting to capture students' attention Additionally, motivating students can be achieved by varying activities daily, adapting available resources, and paying special attention to quieter students in the classroom.
Limitations and suggestions for further research
While the research yields specific findings, it has notable limitations It is conducted on a small scale, focusing solely on fifty students from the CDDI22A2 class at UNETI, which may not represent the broader student population Additionally, the study emphasizes situational contexts for teaching grammar, neglecting other techniques and methods Furthermore, the research primarily relies on observations and test results, which could introduce subjectivity from informants, potentially compromising the reliability of the data collected.
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
VII 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.