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PearsonEducationLimited
Edinburgh Gate
Harlow
E s s e xC M 2 02 J E
England
and Associated C o m p a n i e tsh r o u g h o u t t h e w o r l d .
www.longman.com
O J i l lH a d fi e l d2 0 0 1
T h e r i g h t o f J i l l H a d f l e l dt o b e i d e n t i f i e da s a u t h o r o f t h i s W o r k h a s
b e e n a s s e r t e db y h e r i n a c c o r d a n c w e i t h t h e C o p y r i g h t .D e s i g n sa n d
P a t e n t sA c t 1 9 8 8
Permissionto copy
T h e m a t e r i a li n t h i s b o o k i s c o p y r i g h t .H o w e v e t t h e p u b l i s h e rg r a n t s
permission f o r c o p i e so f t h e p a g e si n t h e s e c t i o n sf r o m p a g e 3 7 t o 1 2 8
t o b e m a d e w i t h o u t f e e s a s f o l l o w s :p r i v a t ep u r c h a s e rm s ay make
c o p i e sf o r t h e i r o w n u s eo r f o r u s e b y c l a s s eos f w h i c h t h e y a r e i n
c h a r g e ;s c h o o lp u r c h a s e rm s a y m a k e c o p i e sf o r u s ew i t h i n a n d b y t h e
s t a f f a n d s t u d e n t so f t h e s c h o o lo n l y .T h i sp e r m i s s i o n
t o c o p y d o e sn o t
e x t e n dt o a d d i t i o n a ls c h o o l so r b r a n c h e so f a n i n s t i t u t i o n w
, ho should
p u r c h a s ea s e p a r a t em a s t e rc o p y o f t h e b o o k f o r t h e i r o w n u s e .
F o r c o p y i n gi n a n y o t h e r c i r c u m s t a n c epsr i o r p e r m i s s i o ni n w r i t i n g m u s t
b e o b t a i n e df r o m P e a r s o nE d u c a t i o nL i m i t e d .
F i r s tp u b l i s h e d2 0 0 1
lsBN 0582 42965X
P r i n t e di n M a l a y s i a P
, P
P r o d u c e df o r t h e P u b l i s h e rbs y G e n e v i d v e Talon
D e s i g n e rT: r e v o rS y l v e s t eT r ,S G D
C o p ye d i t o r : L i z H o r n b y
d y :J o h nP l u m b( u n i t s1 , 8 , 1 5 , 2 0 , 2 5 , 2 9 , 3 5 , 4 0 ) ;
l l l u s t r a t eb
A n d r e w W a r r i n g t o n( u n i t s2 , 4 , 9 [ p . 5 a ] , 1 3 , 2 2 , 2 4 , 2 6 , 2 8 , 3 8 ) ;
G a b r i e l l eM o r t o n ( u n i t s3 , 5 , 1 0 , 1 4 , 1 7 , 1 9 ,2 1 [ p p . 7 5 - 6 J ,2 3 , 3 0 , 3 2 , 3 9 ) ;
N i c kA b a d z i s( u n i t s9 [ p p . 5 2 - 3 ] , 1 2 , 1 8 ,2 1 [ p p . 7 7 , 7 9 1 ,2 7 , 3 1 , 3 4 ) .
Introduction 4
Teacher's notes
I aoran I
'7
2 alan or rhe (l)
3 alan or the (2) 8
4 Countable and uncountable nouns 9
5 Personalpronouns: subjectand object (1) 9
6 Personalpronouns: subject and object (2) 10
7 Possessive adjectives:my, your) his, etc. ll
8 Possessivet ll
9 Possessive pronouns: ntine,))ours,his, etc. t2
10 be: afftrmative and negative t3
1l 6e:yes/noquestions t4
12 be:wh- questions l5
13 this, that, these,those l5
14 haztegot: affirmative and negative l6
15 havegot: yes/no questions t7
L6 havegot: zllz-questions t7
17 Therezi and Thereare: affirmative and negative 18
18 I s t h e r e . . . ?a n d A r e t h e r e. . . ? 18
19 Place prepositions:in, at, under, etc. 19
20 Imperatives 20
2l Present simple: affirmative and negative 20
22 Present simple: yes/no questions 22
23 Present simple: a;/z-questions 22
24 someand an1,t 23
25 H o w m u c h . . . 2a n d H o w m a r y t. . . ? 24
26 Quantifiers: much, many, a lot of, a few, etc. 24
27 Frequency adverbs: always,sometimes,etc. 25
28 Present continuous: affirmative and negative 26
29 Present continuous: yes/no questions 27
30 Present continuous wh- questions 27
3l Present simple or present continuous 28
32 can and can't 28
33 rnust)mustn't and needn't 29
34 was and were 30
35 Past simple: affirmative and negative 3l
36 Past simple: yes/no questions 33
37 Past simple: wh- questions )J
4
'reinforcement'
Other games, rvhich could be callcd 4 Practicalconsiderations
games, ',vork more like substitution drills or pattern
Classroom management
practice, getting students to internalise rules b-v repcating
patterns. These games are designed not only to provide There are three main types of activity in this book:
pairwork, invcll"'ing two partners; sma11-groupwork,
intensive repetition of a grammatical structure or structures)
but to provide a meaningful context and, since these are involving groups of three or four or morc; and whole-
gamcs not drills, the repetition has a purpose: studcnts class activities, u'here everyone moves freely around the
are working towards u'inning or completing the game. room. All these activities require some flexibility in the
'reinforcement' game in the book: constitution of groups and organisation of the classroom.
These are the qpes of
It is best to have the desks or tables in a U-shape if
informatktn gap gdntes: Player t has access to some possible. Students can then u'ork u'ith the person sitting
information not held b1, Pla.ver 2. P1a-ver2 must acqulrc next to thcm for pair'*'ork, and groups of threes and fours
this information to complete a task successfully. This typc can easilv be formed b.v alternate pairs moving their chairs
of game may be one-sided, or reciprocal (where both to the inner side of the U, opposite another pair. Whole-
plaSrershave information that they must pool to solve a class activitics, u,hich involve all the students circulating
common problem). The gamcs may be played in pairs' freely, can take place in the empty area in the centre of
or in small groups (ivherc al1 members of the group have the U-shape. If it is not possible to arrange desks in this
some information). way, this need not deter you: the traditional arrangement
gttessingganrcs: a familiar variant on this principle. The of front-facing desks can be easily adapted to pairwork,
player r,r,iththe information deliberately u'ithholds it, with people at adjoining desks working together, while
while others guess r"'hat it might be. small groups can be formed b-v t'uvopeople turning their
searchgantes: another variant, involving the
"vhole
class. chairs round to face the people behind them. \fihole-class
In these games e\reryonein the class has one piece of activities present a little more of a problem, but often
information. Players must obtain a1l or a large amount of there is a space big enough for the students to move
the information available to fi11in a chart or picture or around in at the front ofthe class, or desks can be pushed
to solve a problem. Each student is thus simultaneously back to clcar a space in the centre.
a giver and a collector of information. Sometimes an alternative small-group version of the
matching gdnus: these may aiso involve a transfer of whole-class games in this book has been provided, so that
information. They involve matching corresponding pairs teachers who experience a great deal of difficulty with
of cards or pictures, and may be played as a whole-class the kind of games that require students to move around
activity, where everyone must circulate until the-v find a can play these games in a more static format.
partner rvidr a corresponding card or picture, or a pairu'ork Games are best set up by demonstration rather than
or small-group activit-v, played as a card game on the by lengthy explanation. The teacher should explain briefly
.^.^^^, --:-^;^l-
sIrdP Pr rrr! rPrL. what the game involves, hand out the photocopied cards,
'barter' principle. Players
exchangitg gdtnes:based on the make sure students have pen and paper if needcd, give
have certain articles, cards or ideas which they wish to *rem a little time to study the cards, and then demonstrate
exchange for others. The aim of the game is to make an the game with one of the students in front of the class.
exchange that is satisfactory to both sides. It will be found that the idca of the game is probably
exchanging and collectingganes: an extension of this. easier for studcnts to grasp from seeing the cards than
Players have certain articles or cards that they are u'illing from a verbal explanation, and that as they become more
to exchange lbr others in order to complete a set. These familiar with the idea of the games and the techniques
may be played as a r'vho1e-classactivity, u'here players used, any initiai problems caused by unfamiliarity lt'ill
circulate freel1,,exchanging articles or cards at randoml quickly disappear. Where more complicated card games
'rumm-v' principle.
or as a card game on the are pla-ved in small groups, a Rules sheet is provided at
Al1 the above activities may include elements of role- the back of the book and it is suggestedthat teachers
pla1, or of simulation. In role-pla-v games, players are hand out a photocop-v of this to each group of students,
given the name and some characteristics of a fictional together u'ith the cards. Thesc games are indicated in the
'l.
Teacher's notes r'r,ith the s-vmbol Fr-LEasHrr-r-ir_
character. These are not role-plays in the true sense,
The teacher's rolc in all these activities is that of
as the role-pla-v element is aill-ays subordinate to the use
'closed': once monitor and resource centre, moving trom group to group,
of language. The outcome of a game is
listening, suppllting any necessary language, notlng errors!
cards are distributed it develops in a certain predetermined
but not interrupting or correcting as this impedes fluency
way, while role-pla-v proper is open-ended and may develop
in any number of rval's. and spoils thc atmosphere. It is a good idea to carry paper
and pen and to notc anlr persistc-ntcrrors or areas of
difficulty. These can thcn be dealt rvith in a feedback
sessionafter thc game. In manv casesthe game could
then be played again r.vith different partners or with
difterent cards.
-fhe
llerage icngth of time for the games in the book
is about 15 to 20 minutes.
5
management
Resource
The resources required for each game fall into two
categories: reusable and disposable. \Where a very small
number of photocopies are needed for a whole-class
game or where students may write on their cards, it is
best to treat these photocopies as disposable, and there
is no point in collecting up the photocopies in order to
use them with another class when the game is finished.
In contrast, some of the games require a larger number
of copies and an investment of the teacher's time in accurate
copying, cutting up and sorting, so it is worthwhile
thinking of these materials as reusable resources and
investing some time in making the photocopies into a
permanent class set of materials. If you have the time
and resources, obviously printing or pasting the materials
onto card or laminating them would help preserve their
shelf-life. Flowever, this isn't absolutely necessary I have
sets of games materials printed only onto paper that have
done their duty in workshops all over the world and aren't
much the worse for wear after several years.
\i{4rat is more important is providing a system to
prevent the materials getting lost and disorganised. If you
have a class set of ten packs of cards, for example, it is
worth putting each pack into an envelope clearly labelled
with the name of the game and the number of cards.
It is then the students' responsibility to collect up all the
cards at the end of the game, check that they are all there,
put them back into the envelope and hand them back to
you. If two packs of cards are required for a game, keep
them in two smaller envelopes inside the big one, and
get the students to sort them back into their respective
envelopes at the end of the game.
Finally, if you have no access to copying facilities at
all, it is possible, though time-consuming, to make
home-made versions of the materials by getting the
students to work with you to draw and write the cards.
6
. The players should take it in turns to turn up two cards.
Ea or an . Ifthey turn up an ARTICLEcaru and a FooD caRn that
Type of activity go together (e.g. a and lemon, or an and orange) they
Pairwork. matching and guessing games may collect and keep the cards. If the two cards do not
go together, they should leave them lying face up.
Grammar point
a and an . If any cards are turned up later that go with those
- we can use d or arz before singular nouns
already face up, the first player to say the correct
we use a before a singular noun beginning with a 'A pear!' 'An
article and noun together, e.g. or apple!',
consonant: a banana can collect the two cards and keep them.
- we use az before a noun beginning with a vowel:
. The obiect of this part of the garne is to match all
an apple
articles and food narnes correctly.
Other structures
. The player with most cards at the end is the winner.
Is there... ?
Vocabulary Part 2
. Ask eachpair to discardthe anrtcLs carus and
Food:
spreadthe FooD cARDSout on the table.
an: egg) ice hlly, apple, onion, axocado, orange, artichoke,
o!ster . Give each student a copy of the rRrocE prcruRE.
a: lemon, yoghurt, tontato, lettuce, carcot, pear, chicken,
. Students should selectfive foods from the FooD
cucuntber,bdnana, sausage
(These words are provided with pictures on the cards.)
caRus and draw them in the fridge. They should not
tell their partner which they have chosen.
. Studentsshould then try to guesswhat is in their parmer's
Materials and preparation fridge, e.g. '/s rherealan in thefridge?'
. Copy and cut up one set of ,lRTtcI-E cARDS for each pair . The object of this part of the game is to guess the
of students in the class. foods in their partner's fridge.
. Copy and cut up one set of t oon caRls for each pair
of students in the class. If your students are familiar with
the vocabulary, white out the labels on a master copy
of the page before making multiple copies. (Don't cut
the labels off - the cards must remain the same slze as
rhe aRtlcLE cenos.) If your students are not familiar
with the vocabulary, leave the words on the cards and
E alan or the (1)
practise them before you play the game. Type of activity
Small group, matching game
. Make one copy of the t-nrncp IICTURE for each student
in the class. Grammar point
alan and the
we can use d or an before singular nouns
we use a before a singular noun beginning with a
How to use the game consonant: a banana
Part 1 \\.'euse an before a singular noun beginning with a
. Check that your students are familiar with the grammar vowel: an apple
in the Grarnrnar point and Other structures and we use the wheo there is only one (the moon, the sun),
with the words listed under Vocabulary, above. or when we know which of many we are referring to
. Divide the class into pairs. (the Queen lof Englanfl, the capital [of France])
. Give each pair a set of aRrrcLE cARDS and a set of Other structures
None
FOOD CARDS.
. They should shuffle the cards together and spread them Vocabulary
alan: pencil, plate, tee, flower, man, book, letter, egg,
out face dorvn on the table.
umbrella, orange, apple
the: sun, moon,world, sfu),sea,Effil Tinoer,Queenof England, Other structures
capital of France, Thj Mahal Is there a ... ? Where is (Where\) the ... ?
(These words are provided with pictures on the cards.) Place expressions: next to, between,o1>posite,
at the end, on the
leftlright
Vocabulary
Materials and preparation Animals: elephant, ostich, alligator, antelope, monkeg, tiger,
. Copy and cut up one set ofRRrrcr-E ceRos and one set
lion, bear, camel, girafle, kangaroo, zebra
of ptcruns cARDS for each group of 3-4 students in (These words are provided with pictures on the cards.)
the class.
. The player who has taken the card can look to see if . Give each pair a set of ANIl,Lqt canos and each student
it goes with any ARTICLEcano in his hand. the two ZOO PICTURES.
. If it does (e.9. the and moon, or an and apple), he can . They should spread the ANIr\,r,\LcARDS out to iook at.
lay down the two cards, saying the phrase aloud.
. Each student should decide which six animals from
. Ifit does not, he can place the PICTUREcaRl face up the cards they want in their zoo, without telling their
on the table. partner. They should draw them in their My zoo
. The first player to pair it with a card in her hand, saying picture, without showing the picture to their partner.
the phrase made by the two cards, can lay the two . Players should then try to guess what animals are in
cards down. '1s
each other's zoo, by asking questions, e.g. there alan
. Then it is the next piayer's turn. in your zoo?'
. The obiect of this part of the game is to find out
. The player to get rid of her eRrrcr-p cARDS first is
which six anirnals are in each other's zoo. and make
the winner.
a list of them.
. When they know which anirnals are in their
partner's zoo, the object of the next part is to
find out exactly where each animal is, in order to
E alan or the (2) complete the layout diagrarn in their tttv panrNER's
zoo picture.
Type of activity . In order to do this they imagine they are standing at
Pairwork, information gap game
the entrance to the zoo. They ask each other questions,
Grammar point 'Where's
e.g. t h e . . . . . . . . . . ? ' ,a n d c o m p l e t e t h e p i c t u r e
alan and the according to their partner's answers. This wiil involve
- we use a the first time we mention something: working out the layout like a puzzle, as pieces
Look-there'sagiraffe. of information are revealed, e.g:
- we use the when we know which one we mean! or when
A'. Where's the zebra?
it has already been mentioned:
B: Between the lion and the giraffe.
Look - the giraffe has got a baby.
A: Oh. Vltere's the lion then?
B: -Alexrto the elephant.
A: And where's the elephant?
B: At the end, on the left.
8
If you like, ask them to imagine that some children
E Countable and have been cooking in the kitchen. Ask them to imagine
uncountable nouns the mess, and draw the items in as strange or silly
places as they like.
Type of activity Then give out KlrcHEN IICTURE 2 to each player.
Pairwork, sorting and information gap game
Each player should then describe their picture to their
Grammar point partner, e.g.'There's a banana in the flower aase. There's
alan and sorne with countabie and uncountable nouns
someflour on the floor.'
- some nouns are countable (e.9. carrot), some are
uncountable (e.e. milk) The object of the garne is for each player to try
- countable nouns can be singular (carrot) or plural (carcots) to draw the food items in on KITCHEN plcruRn 2.
uncountable nouns do not have a plural form: milk following their partner's description.
- we use alanwith singular countable nouns: a carrot,
an avocado
- we use some with plural countable nouns (sonte carrots)
and with uncountable nouns (sornze milk)
Other structures
There'salanlsome...
Place prepositions: nexl to, on, in
E Personalpronouns:
Vocabulary subject and object (1)
Food: salr, flour, sugar, milk, coffee, tea, rice, bread, butter, Type of activity
cheese,apple, banana, orcntge,carrots, peas, to?natoes,biscuits, Small group, ordering game
potatoes(These words are provided with pictures on
Grammar point
the cards.)
Personalpronouns: he, she, they; hirn, her, thent
Kitchen furniture: table, chair, sink, fridge, cooker, light,
- he, she,theg are subject pronouns
xase, cupboard
- him, her, themare object pronouns
- we use subject pronouns for the doer of an action:
She smiles.
Materials and preparation - we use object pronouns for the object of an action:
. Copy and cut up one set of rooo caRos for each pair
She seeshint.
of students in the class. Cut the words off if your - after prepositions(e.9. at, ro) we use object pronouns:
students are familiar with the vocabulary. If they are She smilesat hhn.
not, leave the words on the cards and practise the
vocabulary before you play the game. Other structures
Present simple: helshesees,they see
. Make one copy of the xrrcuEN PIC'I'URESI and 2 for
each student in the class. Cut I and 2 apart. Vocabulary
Actions: see,smile,waz,e,zurite,read,meet,zuatch,cheer
(These words are provided on the cards.)
Also'.message,eaeryone,zrrorA(noun)
How to use the game
. Check that your students are familiar with the grammar
in the Grarnmar point and Other structures and
with the words listed under Vocabulary, above.
Materials and preparation
. Copy and cut up one set ofrRuE RoMANCE (wonns)
. Divide the class into pairs.
cards and one set of rnuE RoMANCE (lrcrurus) cards
. Give each pair a set of FooD cARDS. for each group of 3-4 students in the class.
. Tell them that when you give the signal they should sort
How to use the game
the cards into two piles countable and uncountable.
. Check that your students are familiar with the grammar
. Say'Go!' in the Grammar point and Other structures and
. V/hen they have done this, check they are right. with the words listed under Vocabulary, above.
he seesher I she seeshim i he sniles at her I she sntilesat him I . Ask students to spread the cards out face up on the table.
he uaz;esat her I she zoaaesat him I he urites a messageto
. Ask them to take a sheet of paper and a pen or pencil.
her I she writes back to hint I eL-erionereads the messagesI
they meet after wor* I eteryone watches then I thev all cheer . Teli them they will have three minutes to 'uvritedown
(Variations are possible! Also note that no punctuation as many sentences as possibie that are true for
is used in the woRos cards so that the players are not thernselves, using the words on the cards in
theqe nqfrerns'
given too many clues.)
I (don't) like llo",te i beliettein I hate ...
or
... (doesn't\make I ntakesnrc ...
10
Then ask them, n'orking individuaily for three minutes, How to use the game
to use the cards to make as many sentences as possible . Check that your students are familiar with the grammar
that they believe to be true about their partner, e.g:
in the Grarnrnar point and Other structures and
You (dott't\ like I hate I lo:ne... with the words listed under Vocabulary for this game.
or . Divide the class into groups of 3-4 students.
... (doesrt't'y
make I ntdkesyou ...
. Give each group two sets of spxrsxcr FIL{cI.IENTS.
Ask them to compare their sentences.
. Ask them to spread them out face up on the table.
Then ask each pair to use r,l'hat they have found out
about cach other to u'rite as man-v sentences as possible . The obiect ofthe garne is for each group to arrange
that are true for both of them: the SENTENCEFRAGMENTsinto as many sentences
as possible that are true for their group.
We (don't\ ...
... (doesn't)mdke I makes trs ... . Give them a time limit, say five minutes.
Set a time limit. . \7hen you say 'Go!' they may begin.
The object of the garne is to rnake as rnany true . When the time is up, find out n'hich group has made the
sentences as possible in the tirne lirnit, individually most correct sentences and ask them to read theirs out.
and as a pair.
E Possessive's
Ask each pair to read out some of their sentences.
Type of activity
Pairwork, information gap game
Grammar point
's
Possessive
E Possessiveadjectives: - Mary's husband
- with more than one name, the possessive 's generally
ffiY, your, his, etG. comes only after the last name: Susanrta and
Type of activity I{ate's father
Small group, arranging game Other structures
Grammar point I He\ I She\...
That's
Possessive nu))your) his, her, its, our, their
adjectives: Vocabulary
we use possessive adjectives before nouns: nty sister, Family relationships; ntother,father, aunt, uncle, cousin,
his mother children, daughter, son, grandfather, grandmother,
gredt grandfatherlntother, great aunt I uncle, zuife,husband,
Other structures
She is intelligent I a good cook I good ar dancing. brother, sister
He hds (eot) ...
She uears (g/asses).
He likes reading I foorball. Materials and preparation
. Make one copy of the pelatlv rRtsESA and B for each
Vocabulary
pair of students in the class. Cut A and B apart.
Family members: ntother,father, brother, sister,aunt, ttncle
Appearance: tall, snull, broun hair, beard, glasses . Make one copy of the pnoro ALBUM for each pair of
Interests: reading, football students in the class.
Possessions:bike, car, dog, cat
Characteristics: zlor*s ltard, intelligerft, attactiae, good cook,
good at dancing
How to use the game
Also: group, ice.creant
. Check that your students are familiar with the grammar
(These words are provided on the cards.)
in the Grarnmar point and Other structures and
with the words listed under Vocabulary, above.
11
Give each pair one PHoro ALBUM. . Cut the coupi-E carus along the broken lines only, not
along the solid lines (giving you four cards).Cut up the
Tell them they are cousins, looking at some family
POSSESSIONS CARDS.Each group will need paper and
photos. They each know something about the people
a pen or pencil, to keep score.
in their family but not everything.
Grammar point For groups of 8, divide the players into pairs and
Possessive pronouns:ntine, yours, ours, his, hers, give each pair one couPLE cARD.
its, theirs . Ask them to fold their coupr-E cARD over at the solid
- we can use these pronouns in the place of a possessive
line and place them in front of them, so that the others
adiective (my) and a noun (shoe), e.g:
can see their names.
It's nqyshoe.> h\ mb@. It\ your bike. ) h\ yotns.
It's onr house.) It's ours. It's her hat. ) It's hers. . Give each group a set of possESSIoNScARDS. Ask each
group to put the possESSIoNSCARDSface down in a pile
Other structures
in the middle of the table.
Game 1: 1rt ...
Game 2: Past simple of be: was,were . Students take it in turns to take a possEssloNs cARD
Whose ... ?'.Whose was this?Whose uere these? from the pile and put it on the table for everyone to see.
ThislThese: This was his. These werehis. . The obiect ofthe garne is to be the first to say correctly
I think ...i I th;nk thesewerehers.
who owns each possession.
Vocabulary . If they know (or think they can guess) who the
Personalpossessions:
possessionbelongs to, they should call out, e.g.'It's
Game L: unicyle,poodle,tutu, elc.
yours!' 'It's mine!' 'It's ours!' etc. They can cail out
Game 2: doll, kite, ribbon, etc.
whether the possessionis theirs or someone else's.
(Studentsdo not need to know the words for theseobjects
to play the games.) . If they are the first to identif]' the owner correctiy, they
get a point.
12
Divide the students into pairs. - 9 16 students: copy and cut up two sets of x'sIcueouRs
canos (for 16 students you will need a third copy
Give them the vICTozuAN pHoro and ask them to put
of Number 8). Highlight a different name on each
it on the table where they can both see it.
card and discard any spare cards.
Ask them to imagine they found this photo, with some - Fewer than 8 students: copy and cut up one set of
objects, in the attic of their house.
NEIGHBOURSCARDS.Cut houses offthe STREETMAP
Give them the set of osTgcrs cARDS. so that there is one house per student. Discard the
NEIGHBOURSCARDSthat go u'ith the houses you
They should put d1e oBIECTScARDS in a pile, face down.
have cut off. Highlight one name on each card.
The airn of the garne is to decide what oBJECT - More than 16 students: divide the class into two or
belonged to each rnernber of the farnily.
three equal-sized groups. Follow the above
As they turn up each card they should discuss who it instructions for each group.
'Whose
beionged to, e.g. was rhis?' -'I think it was his.'
- 'A'o, GAME 2
/ think it uas hers.'
. Copy and cut up one set ofwoRo cARDS for each pair
\*rhen they agree, they should put the card next to the
of students. Each pair will need two sheets sr noner
family member (or members) they think it belonged to.
and a pen or pencil.
13
. Ask them to spread the cards out on the table and
Materials and preparation
look at them. . Copy and cut up three or four sets of eUESTIoN sr-lps
. The obiect of the garne is to use the cards to for each group of 6 8 students.
rnake as rnany sentences as possible that are . Have a bag ready for the completed eUESTION sups.
true for thern.
. To do this, they will have to arrange the cards into
sentences, e.g. I'n not thirs4). We ttren't in loae.
How to use the game
They should keep a note of their sentences on their
. Check that 1'our students are familiar with the grammar
sheet of paper.
in the Grarnrnar point and Other structures and
. Set a time limit (e.g. five minutes) for this part of the
with the vocabulary topics shown under Vocabulary.
game. Check totals at the end.
. Divide the class into groups of 6-8. Groups should sit
. Then give each pair another sheet of paper.
around a table.
. Ask them to choose from their cards: . Give each group three or four sets of quEs-ticrr.-sr-rls.
'1
I a sentence beginning drat applies to one of the pair . Ask the students to take one slip each and put the rest
'.1"
2 a sentence beginning that applies to the other in a pile in the middle of the table.
'lY/e'that
3 a sentence begrnning is true for both of them.
. Ask them to think of a question beginning with the word
. They should indicate who wrote the sentences, e.g:
on the slip. This should be a question about personal
I{eiko: I'm not shy. information. They should write down the next word
Philippe: I'm not in loxe. in the question on the slip.
I{eiko and Philippe: We aren't manied. . \ffhen they have written the word, they pass the slip
. Collect up these second sheets of paper. on to the person on their right, who writes the next
word and passesit on.
. Read one out without saying the names, e.g.'Listen.
. The slip continues round the table until the question
Can you guesswhich pair this is? She isn't shy. He isn't
in lotte. They aren't married.' is complete.
. Get the class to guess. . The person who writes the last word adds a question
mark, puts the slip in the bag and takes another slip.
. Then redistribute the papers you've collected and ask each
. Do one example with the whole class to show them ho'uv
pair to tell the class about the pair whose paper they hold.
to do it. For example, the slip has Are written on it.
. The class should suess the authors.
Student I writes your. Student 2 writes eyes.Student 3
wrrtes blue, adds a question mark, puts the completed
slip into the bag and takes a new slip.
. The object of the garne is to cornplete all the slips
with questions.
. The students continue until all the slips are completed
I[ be: yes/no questions and have been placed in the bag.
Type of activity . They then take turns to draw a question out of the
Small group, combining game bag, read it out and answer rt, e.g.'Are your eyesblue?'
- 'Yes,they are. I No, they aren't.'
Grammar point
Am I ... ?Are you... ? Is helshelit ... ?Are ute ... ?
Are they ... ? Variations
- word order is reversedin questions,e.g:
I The person who completes the question passes the slip
She is an artist. ) Is she an artist?
on to the next personr who u'rites an answer underneath
Other structures and puts it in the bag. When students take quesrions
Short answers: Yes,1 ant. Yes,))oLtare. Yes,she is. etc. and answers from the bag, they try to guess who
l'{o,I'm not. No,you aren't.-Nq ir isz'r. etc. answered the question.
'general
Vocabulary 2 This game can also be played with a knowledge'
'personal
Personalinformation (vocabular-vwill be determined by theme instead of a information' theme.
'1s
the studentsbut may include the follow-ingareas): Questions would be, e.g. Paris the cdpital of France?'
'Are
marital status (single,married,etc.), age (twentyyearsold, the Andes in Chile?' The vocabularv level required
etc.), family (brother,s,ster,etc.), feelings(hoppy,sad,etc.), would be higher.
appearance(tall, short,blueeyes,etc.), favourite colours/
3 The bag of questions, when completed, can be used as
sports/foods,talents (goodat tennis,erc.)
forfeits in another game. For example, students count
in a circle, each student saying a number. Any numbers
14
containing 3 or a multiple of 3 must be replaced b1' . At the enC, the group should consider whether any of
'buzz' 'beginnings' 'endings'
and any numbers containing 5 or a multiple of the and can be re-combined to
5 m u s t b e r e p l a c e db i r J i : : ' ( s o f o r ' 1 2 ' t h e s t u d e n t make better questions.
'buzz' '15' 'y'::&i;::').
should say and for they sa5'
Part 2
Students who make a mistake have to dip into the . When the players have used all their cards, give each
bag, take a question and answer it.
group a set of pcrxt'ruur-s.
all players, rvhich they hold in their hand, and places Vocabulary
'beginnings'
the face down in a pile in the middle. Clothes and personal possessions: shoes,boots,gloxes, tte,
' Player I begins b1' turning up a 'beginning' urnbrella, bracelet, coat, rucksack, brieft:ase,sLtitcase,purse,
and
scarf, hat, zoallet,glasses,cardigan, hartdbag,jumper,
placing it on the table so everyone can see it.
iacket, uatch
. The object of this part of the game is to complete
each question using one ofthe 'ending' cards.
. The first person to do this, by producing the appropriate Materials and preparation
'ending' card and placing it next to 'beginning' . Play this game with a minimum of 8 students, as follows:
the to
form a question, asks all the other players the question For a class of 8 14 students, copy and cut up one set
1n turn. of the four Losr pRopERTy oFFrcE cARDS for four of
. They must answer. the students (one card pcr student). For the remaining
students, copy and cut up one set ofthe Los'r ARTICLES
. Completed questions should be left on the table.
cARDS.I(eep one row ofthese cards for each student.
15
- For 15 24 students, copy and cut up two sets ofthe
LOST PROPERTY OFFICECARDS(one each for eight l4l have got=affirmative
students). Copy and cut up a row of the Losr ARTTcLES
cARDS for each of the remaining students.
and negative
Type of activity
For 25-36 students, copy and cut up three sets of the
Game 1: Small group. finding game
LOST PROPERTY OFFICECARDS(one each for 12
Garne 2: Pairwork. information gap game
students). Copy and cut up a row ofthe Losr
ARTICLESCARDSfor each of the remaining students. Grammar point
haae, haae got, haoen't got; has, has got, hasn't got
- If you have a larger class than this, it would be best
- after I, you, we, they we use'. haxe, haue got ot 've got
to play in two separate groups. - after he, sherir we use: has, has got or 's got
in the negative, we say: Ilyoulwelthey hazte not
(haaen't) got and helshelit has not (hasn't) got
How to use the game - to talk about possession, the short forms of haae ('s, 'ue,
. Check that your students are familiar with the grammar haaen't and hasn't) are not normally used without gor:
in the Grammar point and Other structures and He's got a car. (Not He's a cat.)
with the words listed under Vocabulary for this game. Other structures
. Give out the Losr PRoPERTYoFFICE cARDS first. None
. Ask students with these cards to sit behind desks in Vocabulary
'Lost Physical appearance:
different areas of the room. These are the
Property offices'. Garne l: long, short, curly, staight, brown, red, blonde,
black, green, uhite, blue, yellow, hair, eyes, skirt, dress,
. They should keep the card so that they can see it but jumper, ffousers, shoes
it is not visible to the other students. Garne 2: wings, webbedfeet, arnts, heads, horns, eyeson stalks
. Give out the Losr ARTICLESCARDSto the rest of the
students. Each student receives the four cards
1n a row. Materials and preparation
. For Game 1, copy and cut up two sets of srrono canos
. The obiect of the garne is for the students to find
for each group of 3-4 students. You will also need
the things on their Losr ARTICLESCARDS.
a paper bag per group.
. To do this they will have to visit each 'Lost Property
'Have you got my shoes?'or . For Garne 2, copy and cut out one set of RttgN FA"MILIES
offrce' in turn, asking
'Haae you got my jumper2', etc., until they find one rICTURESfor each pair of students in your class.
16
. Then the turn passes to the next person. Divide the class into parrs.
. The obf ect of the garne is to rnake as rnany true For each pair give one student FAMILIEScano A and
sentences as possible. the other FAMILIEScaru B. They should not show the
picture to their partner.
. The player with the most sentences on the table at the
end is the winner. Tell them that the ieft picture on their card is their family
and the right picture is their partner's family.
GAME 2
. Divide the students into pairs. Check that they are Give each pair a set of pEr canos.
familiar with the words and phrases listed under Ask them to spread these on the table so that they can
Vocabulary for Game 2. both see them.
. Give each pair a set of eLleN FAMILIESprcrunps and The object of the game is to guess which pet each
ask them to take one each (Family A or Family B). rnernber of your partner's farnily owns.
They should not show their picture to their partner.
To do this they will have to ask questions, e.g. 'Has your
. The obiect of the garne is to find as rnany 'Haz,e yosr grandparents got
aunt got a parcot?' or a cat?'
differences as possible between the pictures.
Their partner may only give yes/no answers, e.g.'Yes
. To do this they have to imagine that they are the 'me' (shehas).' or'No (they haaen't).'
in their picture and describe their pictures to each other,
'We'te all got 'M1 As they match each pet with its owner, they may take
e.g. four arms and tzuoheads.' or mother
the PET cnRp from the table.
has wings but my sisterhasn't got wings.' erc.
The game is finished when each player has matched all
. There are six differences between the pictures.
the Dets with their owners.
17
How to use the game Materials and preparation
. Check that your students are familiar u'idl the grammar . Copy a RooM ptclruRg and a set of nar-p sENTENCE
in the Gramrnar point and Other structures and canos for each pair of students in your class. Cut up
with the words listed under \bcabulary for this game. the rt.ru sE\TENCE CARDS.
. They can use each word more than once' ROOIU PICTURIT.
Variation
El rnere is and Thereare= . For a harder version of this game, the cards can be
turned face down again if they don't match. Players will
affirmative and then have to remember where the half sentences are.
negative
Type of activity
Pairwork, matching game
Grammar point
There islisn't ... T'herearelaren't ...
we use the singular, islin't, to talk about single
IE ts there ...? and
countable objects and uncountable obiects: Are there ...?
There isn't a sofa. There isn't atty strgar.
we use the plural, arelaren't, for plural objects:
Type of activity
Smal1 group, information gap game
There aren't an! to))s.
18
Vocabulary Other structures
Furniture and household objects: ashtray, cigarettes,ntLttcltes, &e in .vesinoquestions: Are you ... ?
easel,pairtts, collar, dog lead, dog boul, (packet ttfl dog biscttits, &e in short answers: Yes,I am. No, I'nt not.
tttusic stand, t,iolin, boo/es,szzircases,
knitting, cot, childrett's There isittre . . .
toys. babies' tot's
Vocabulary
Furniture and household objects: fridge, table, chair,
cupboard, cup, saucer,jug, tLapot, trrilk bottle, sink, cooker,
Materials and preparation pan, cttrdboard box, toLrstet",kettle, floor
. Cupy and cut up a set of eEosl-tt-lxo picturcs and a set
of r-oocERs for each group of 3 .l students in -vour class.
Materials and preparation
. Make one copy of the car AND MousE tsoARD,the c,qr
How to use the game ToIiEN and the t\vo IIOUSE'I'OKENS,and two copies of
. Check that -vour studcnts are familiar with the grammar the crt' AND \rousE pIcruRE, for each pair of students
'roKENS.
in the Grarnmar point and Other structures and in -vour class. Cut apart the You will also
with the n'ords listed under Vocabulary, above. need a dice for each oarr.
. Give each group a set of LoD(;ERS. Tell them these . Give each pair a c.\T AND IIOUSE BOARD,a dice, a cA.r
eight iodgers live in thc eight rooms in the house. -I'oKEN and one rlousE TOKEN.
. Ask them to spread the LctttctRs out on the table . Ask them to decide which of them will be the cat and
where thev can a1l scc thcm. ll,hich the lnouse.
. The object of the garne is to decide rvhich lodger . They should place their tokens on START.
lives in which room. . Now give all the students a c.{T AND A.lousE prcruRE,
. They first look at the ir o\\'n litDst-t.L.lxn picture and 'mice'
and give the another r'rousE ToIiEN.
decide which t-oncsn lives in i,vhich room, using the . The 'mice' should place their secondlrousE ToKEN
objects in the room as clues.
an]'r,vherethey like on their picture (keeping it carefully
. Then they trl to rvork out 'uvherethe othcrs 1ive. To do 'cats'!).
hidden from the
this they u'ill have to ask each other questions using . The object of the garne is for the 'cat' to try to
'Is there ...' ot 'Are there ...', such as 'Is therecut ashtral'
'Are catch the 'mouse', and the 'rnouse' to try to
it Room 1?' there a lot of books in Room 2?'
escape frorn the 'cat'.
. The game is finished r'r,henthcy have rvorked out u'ho
. The 'mouse'begins. He should shake the dice and
lives where.
move.the appropriate number of squares round the
board, missing out the POUNCE squares.
. If he lands on a SCURRY square, he may, if he wants,
move the mouse to another place on his picture.
. Then it is the 'cat's' turn. She should roll the dice and
19
They may want to change rules to benefit their pair
EOlmperatives or just to have fun.
20
How to use the games Part 1
. Give each student a soLARsysrEM lrqp and a
Note: Garne 1 practises the affirmative;
PLANET CARD.
Garne 2 practises the affirmative and negative.
. Ask them to read the pr-qNn.t caRo and work out which
GAME 1 R U L E SS H E E T I planet on the soL{R sysrEM rLlp they come from.
. Check that your students are familiar with the grammar They should mark it with its name on the map.
in the Grarnmar point and with the words listed
. Ask them to rake their soL"\R sysrEM mt (but not the
under Vocabulary for Game 1.
PLANET cano) and to stand up.
. Divide the class into groups of 3 4.
. The object of this part of the garne is to narne all
. Give each group a set of t RgRKy FACTScRRos and a set the planets on the rnap.
ofvens cARDS.
. Students can do this by talking to each other and
. Ask them to deai out eight FREAKv FACTScARDS to each describing their planet using affirmative and negative
player and to spread the rest face down on the table. statements such as:
. They should place the \ERB cARDSface down in a pile Sl: IX'4teredo you comefrom?
on the table. 32: Tharg.
. The object of the garne is to make sentences using Sl: IX/hat'sthat like?
32: Well, it doesn't haz;e any mountains and it doesn't
a verb frorn a vERB cARD to cornbine two of the
have any grass. But it has trees and water.
FREAKY FACTS CARDS.
Sl: Is it planet number 2?
. Each player should take it in turn to pick up a vERB
52: No, Tharg doesn't go round the sun.
CARD from the pile. etc.
. She should take two FREAKy FACTScARDS from her . The students must not show their solqR sysrEM I,L{ps
hand and make a sentence with them using the vrRn to each other, nor say the number of their planet.
CARD to connect them (and adding any other words
'The . When they have written in the names of all the planets
she likes), e.g.'Tigers have stripes.' earth goesround
'Polar on their map, ask them to sit down.
the sun.' bears liae near the North Pole.' 'Pandas
live in China.' Part 2
's' . When everyone is sitting down, give each student an
. To make some sentences she will need an extra or
'es' INHABITANTScann. This card should not corresoond
card.
to the IIANET cARD they already have.
. She will find that sometimes she holds the right
. Tell them that they are each on a mission in outer space
combination of cards to make a fact easily, e.g. Cats
and they have each found an alien (the one on their
eat fish, but sometimes she will not have the right
INHABITANTSceRl) from another planet who is lost
combination of cards to make an obvious fact.
'invent' in space. He/she doesn't speak their language so they
In this case she should a fact. e.g. Tigerseat
don't know where he/she comes from.
fish, and try to persuade the others that it is true.
(She will obviously have more chance with a . The object of this part of the garne is to find out
'believable' fact like
the above than with obviouslv which planet the alien is from and return
false statements like Birds hatte 8 legsl) hirn/her to it.
. If the group accept the 'fact' as true or possibly true, . To do this they will have to stand up and move around
she may discard the cards and take another two FREAKv 'radioing'
the class each of the other planets rill they
FACTSCARDSfrom those on the table. find out which planet the alien is from- They could say:
. If the group reject the sentence, she must keep the Sl Spaceship Deha to Gamma 3 Are you receiz;ingme?
cards but may change as many FREAKv FACTScARDS 32 Yes. Go ahead.
as she likes from her hand with those spread out on Sl: We haz,ean alien here. He has two heads andfour arms.
the table. The cards that she outs back on the table But he doesn't hazte any feet. He's in a fllting chair.
must be face down. 32: Yes!He\ from Plarg. Can you bring him back?
. Then the turn passes to the next player.
Variation
. The winner is the player who gets rid of all her . You can play this game in a more static version by
cards first. seating students in groups of 8 or fewer around tables.
For 8 students, make eight copies of the sor-cn sysrEM
GAME 2 A.Ltp, and a copy of each of the eight pr-ANET cARDS
Note: This is a whole-class activity. and INHReit-Alirs CARDS.For groups offewer than 8,
. Check that your students are familiar with the grammar make one copy of the soLA.RsysrEM l n and white out
under Other structures and with the words listed any unwanted planets. Use this as your master to make
under Vocabulary for Game 2. the required number of copies. Select pt-tNpT cARDS
and rNHaettaNTS cARDS to correspond with the map.
21
Pair B should quiz Pla1'er I about Player 2's ans\\'ers,e.g.
EEPresentsimple: 'Does like icc crednt?'They may use the cards as cues,
he
Type of activity \flhcn she has ans'nl'crcd,Plal,er 2 ma1' say whether she
Pairwork. matching and memorl' gamc r.vasright or not.
Grammar point The-v can then ask Pla--ver2 about Player 1, and Player I
Present simple questions can confirm or disagree s'ith the answer.
we use do and doesto form questions in the present Pair B should keep a score of dre number of right answers
simple: Do Ilyoulwelthey like ... ? Does helshelitlike ... ? that Pair A give about each other.
- note that we put the subject (1, -,-ott,etc.) after do and does
Then it is Pair A's turn to question pair B.
Other structures
Short answers: Ye.r,1do. ,\1L I don't. The pair who got the most right answers at the end are
the u'inncrs.
Vocabulary
Places, things, activities: ice crean,.football, cat, dog, g/a-sse.s,
club, theatre,bicycle,tear tennis,cltess,stantps,guitar, PiLttto,
Ia rtg t tages, o.lfice. ch t t olalc. *zr'. loqgi tt g
Activity verbs: p/a1,, watch, go (clubbinglto the theatre),
gct up, ride la biq'tle\, tollecr. sptak, iLttt'k.driz'(
Other verbs: like, enjoy, haxe, zcear EEPresentsimple:
wh- questions
Materials and preparation Type of activity
. Copy and cut up one set of cul caRns lbr each pair
Small group, matching game
of students in your class. Each pair u'ill need a sheet
Grammar point
of paper and a pen or pencil.
Present simplc zr,ft-questtons
w-e form thcsc questicrns u'ith do and does:
Wtere do Itl,ouiweithe-t'liue?
How to use the game Where does hetshelitlite?
. Check that I'our students are familiar lr'ith the grammar \ve put the subject (1, /ri, etc.) after do and docs
in the Grarnrnar point and Other structures and question u'ords (arlro, u,here,uhj, tuhat, hou, tuhen)
with the q'ords listed under Vocabulary, above. go at the beginning of the question
You can u'rite the verbs, from the list, on the board
Other structures
for students to refer to.
\flith things that are gcnerall.v true, \r'e use .l or thc
. Divide the class into pairs. plural: A hedgehog rolls ittto a ball. Tigers liae in India.
22
How to use the game I R U L E SS H E E T I Materials and preparation
. Check that your students are familiar r"'ith the grammar . Copy and cut up one set of t'acxtllc PICTURES,one
in the Grarnmar point and Other structures and suITCASEand one cHECKLISTfor each group of j-4
with the words listed under Vocabulary for this game. students in your class. Put all the PAcKING PICTURES
that you have copicd together and mix them up.
. Divide the students into groups of 3.-4.
. The player who can do this correctly frrst, for example the other t\\'o to take the cIlECKLlsr. (In a group of 3,
one play'er can take either the sLrn-cASEor *re cHEcr<usr.)
by asking (matching a picture of a tiger with the answer
'II/here do tigers lite?', rnay keep both cards. . Give out the mixed-up PACKINGI']ICTURESto the players
India)
. The plaver with most cards at the end is the wtnner. with the suitcases onl.v 12 pictures to each pair.
Because the pacrctNc PI(t'fuREShave been mixed up,
each group will be missing some items and have more
than one of othcr items.
. The pair should spread the racrtNc; PI(lruRES out where
they can both see them, but conceal them from the
other pair in their group.
EEIsome and any . The obiect of the garne is to 'pack' the sulrcAsE
Type of activity with all the iterns on the cHECKLIST.
Small group, exchanging and collecting game
. The pair n'ith the cHECKLISI' should ask the other pair
Grammar point if they have items on the list, e.g.'We needsomesuncreanl.
sorne and any Hatte ue got any (suncrednt)?'
- we use some and azy with plural nouns (sonte pills,
. The players with the sUITCASEand t'aczuNc PICTURES
any batteries) and uncountable nouns (sotnentoney, 'Yes,we'aegot sonte.' or'No, we
should answer, e.g.
any shamPoo)
- we use sornein affirmative statements (I haxe sorne haren't got ttny.'
money), in offers (Wotid you like sorne ntoney?) and . If they have an item, they can put it in the SUITCASE
requests (Can you gioe me sorne monel'?) and the pla-versrvith the cHECKLIST can tick it off.
- we use any in negative statements (I haxen't got any
. If they haven't got an item, the players with the
ntoney) and in questions, except for offers and requests
cHtscKlIST should underline or circie the item.
(Have you got any money?)
- some and any may be used on their own without a noun . If they have more than one of any item, they should put
when the noun has been previously mentioned: one in thc suITCASh,,but keep the other on the table.
I haaen't got any shampoo. Haxe you got any? . $flhen they have finished going through the cuncrLtst,
Other structures thel' should decide u,'hat items they need to get,
need'.We need somestarn4s. e.g.'l'W htn-ten'tgot.tlry batteries.We needto get some.'
haae got in questions and short ans\{'ers -'Yes, and we neetl sonrcpl(lsterstoo.'
23
El uow much ..,? and EEIQuantifiers: much,
How many ...? many, a lot of,
Type of activity a few, etc.
Pairwork,informationgapgame
Type of activity
Grammar point Small group, board game
Hoz.u rnuch... 2 and Hozts ntany ... ?
- we use hou much with uncountable nouns: Grammar point
tttuch, ?natay, not ntuch, not rnany, a little, a lot
How rnuch flour ... ?
(oJ), not a lot (oJ), afeu;
we use how ntanl' with plural nouns:
- we use much with uncountable nouns: tnuch time
How many apples ... ?
- we use many with plural nouns: tnany books
Other structures - we use a lot of with uncountable and plural nouns:
haxegot a lot of time a lot of books
Thereislare... - much and many tend to be used in questions and
Other structures
Materials and preparation haae got: affirmative. negativc. questions
. Copy and cut up a set ofcupsoaRD PICTURES(A and B) There is arc: affirmative, negative, questions
for each pair of students in your class. Present simple: affirmative, negative, questions
Vocabulary
These words are provided on the board: brothers,ntone)),
How to use the game books, letters, cffie, tea, languages, hobbies, rooms, rain, pets,
. Check that your students are famiiiar with the grammar kilometres, time, exercise,problems, good friends, aunts,
in the Grammar point and Other structures and frce ritne, lrolidays. releaisionprograntntes, sisters
with the words listed under Vocabulary, above.
24
\Xlhen a player lands on a picture square he should look Materials and preparation
at the MUCH oR r'IANy cARDS in his hand to see if he . For Game 1, copy and cut up one set of pEopLE
can make a question to ask one of the other players.
carus and one set of rRnqutNcy cARDS for each pair of
For example, if he lands on 'books' and he has a 'How students in your class. Each pair will need a sheet of
many' card he can make a question such as 'How many paper and a pen or pencil.
books haae you got?' ot'Hou many books do you read eaery . For Game 2, copy one sheet of caLENoaRS and one
month?' He can ask any of the other piayers, u'ho must
set of pEopLs prc'ruREs for each pair of students in
reply, e.g. 'I don't haxe many books.' or 'N'ot many!' or
'(I reaQ two books (eaerytmonth).'or'(1 reaQ a lot (of the class. Cut up the pBoplE prcruR-Es.
always, sometimet etc. . The object of the garne is to rnake a true or false
sentence cornbining the two phrases.
Type of activity
Pairwork and small groups, connecting game . Players should take it in turns to take the top card
Pairwork/whole class, information gap game from each pile and make a sentence using the words
'A
on the cards, e.g. lot of my friends go skating on
Grammar point
Friday nighrs.' or'My bossoften shouts.'
Presentsimple* frequencyadverbsandadverbial
phrases
- frequency adverbs (always, often, frequently, usually, . They should keep a list of their sentences as they say them.
sometintes,occasionally,rarely, nexer, etc.) precede the . Then get each pair to work with another parr.
verb (1 nezter eat fish), and the main verb in questions
(Do you sotnetitnes go skating?) . Each pair in the group should take it in turns to read
- adverbial phrases (ez;eryday, once a ueek, twice a week, their sentences out.
on Sundays, on Monday nights, etc.) go at the end of . Each pair should guess whether the other pair's sentences
the sentence: I go swimming on Tuesdays.
are true or false.
Other structures . If they are right they get a point. If they are wrong,
None the other pair get a point.
Vocabulary . The pair with most points at the end is the winner.
Garne 1: Family and friends: brother, sister,aunt, uncle,
parents) cousin, friend, neighbours Variation
Other people: boss,teacher,children, politicians, babies, . You can adapt this game to practise only the frequency
people, group, British adverbs (always, often, frequently, usually, sontetin tes,
Animals: dogs, sheep, cat occasionally,rarely, neaer) if you prefer. Simply discard
Game 2: theate, ballet, orchestra, church, Italian lessons, the adverbial phrases (on Saturday nighrs, etc.) from
ztiolin, skating, birdwatching, parachuting, hiking, canoei rtg, the FREeUENCvcARDS and copy more of the adverbs.
yoga, football, boxing, art, cookery, philosophy, astononty,
clinic, sewing, finance, climbing GAME 2
. Divide the students into pairs.
Garnes I and 2: Activitv expressions: go walking I
. Give one student in each pair (Student A) a sheet of
birdwatching I swimming I hiking I parachuting, go to a class
I to church I to the clinic I to the hairdresser I to orchesta cALENDARS.He should not let his partner see it.
practice I to the ballet I to the theatre, do astronomy I yoga, . Give the other student (Student B) a set of psopLE,
play football I tennis PICTURES.She should spread these out on the table
in a way that she, but not her partner, can see them.
25
. The obiect of the garne is to match the prcrunes Other structures
to the CALENDARS. None
individual calendar and one of the pgopr-E PIC'I'URES . Check that your students are familiar with the grammar
(not the picture that corresponds with their calendar). in the Grarnrnar point and with the words listed
They should then go round the class trying to find the under Vocabulary, above.
'lost' the calendar that they have, by
person who has . Divide the class into groups of 3-4.
asking and answering questions. e.g:
. Give each group a PHoro ALBUM and a set ofcep.ltox
Sl: Do you sometinlesgo skating?
cARDS, separated into psopLE, cARDS and vERB cARDS.
32:. Yes!
Sl And do you go birduatching at weekends? . Ask each group to put both pages of the PHoro ALBUNI
S2: Yes! I loae birdwatching. face up on the table where they can all see them.
Sl: Is this your calendar? . Ask them to take the pEoPLE caRls and to spread
them out face up on the table.
. Ask them to take the vERB cRRns and to spread them
out face down on the table.
. Players then take it in turns to turn up the vERB cARDS,
EEIPresentcontinuous: one at a time. They should leave the cards face up.
. The object of the garne is to make a caption for
affirmative and each photo, using the cAPTIoN cARDS. Each caption
26
EEPresentcontinuous: EOPresentcontinuous:
yes/no questions wh- questions
Type of activity Type of activity
Small group, lotto game Smallgroup,orderingand matchinggame
Grammar point Grammar point
Present continuous questions Present continuous zr'lz-questions
the word order is changed in questions: the word order is changed in questions:
Are Stottiucithg-1, + [verb]-iiig? Am I + [verb]-l)rg? lVhat ate youlzuelthey + [verb]-ing?
Is heishelit + [verb]-rizg) LVherearn I + lverbl-ing?
lY./henis helshe + fverb]-ing?
Other structures - question words (what, uho, when, why, where, how, which)
Present continuous negatives: He isn't dancing.
come at the beginning of the question
Vocabulary
Other structures
Activities : dancing, rtmning, .jumping, kicking (a baltl,
None
drinking, typittg, singing, climbing (d tee), ironing, cooking,
washing ttp, riding (a bike), driz-ing, eating, writing, playing Vocabulary
(the gtital, painting, sleepittg, shopping, uatching (Tl), Actions: crying, smiling, looking (at), talking (to),
reading, Jighting, skating, repairing (a car) running, thinking, buging, writing (to), cooking, standing
(ort), screaming (at), going (These verbs are provided
on the cards.)
Materials and preparation Also: watch, see, catch, dreaming, trying (to reach); sad,
. Copy and cut up one set of four Lorro eoaRDs and film, hot-air balloon, bus, flouers, fried eggs, cupboard, ghost
one set of 24 lolro IICTURES for each group of 3 4
students in 1'our class. For groups of 3, discard one
board and its set of six picture cards. Materials and preparation
. Copy and cut up one set ofplc.tunp eUESTIONS,one
set of ptc-tuRl, ANS!ilERSand one set of woRo cARDS
How to use the game ] R U L E SS H E E T I
for each group of 3-4 students in your class.
. Check that your students are familiar r.l'ith the grammar
in the Gramrnar point and Other structures and
with the words listed under Vocabulary, above. You
can write the u'ords on the class board for the students How to use the game
to refer to. Part 1 t RriLEs
sHEErl
. Check that your students are familiar with the grammar
. Divide the students into groups of 3-4.
in the Grarnrnar point and with the words listed
. Give each group a set of Lorro BOARDSand a set of under Vocabulary, above.
LOTTO PICTURES.
. Divide the class into groups of 3-4 students.
. They should put the LOTTo pICTURESface dou'n in a
. Give each group a set of IICTURE eUESTIoNS and a set
pile on the table and take one LOTTo uolRl each.
ofshuffled \roRD cARDS.
. The object of the garne is to rnatch the pictures
. Ask them to spread out the \(/oRD cARDS face up on
in the pile with the pictures on the boards.
the table where they can all see them.
. Player 1 begins. He takes a picture from the pile and,
. Ask them to put the IICTURE eUESTIoNSface down in
without showing it to the others, tells them three
a pile on the table.
things that aren't happening in dre picture, e.g.'He isn't
dar'tcing.He's not eating. He isn't laughing.' . The object of this part of the garne is to make an
appropriate question using four wono carus for
. The other players then ask questions to find if the card
'1s he each picture.
corresponds to one on their boards, e.g. cooking?'
'Is 'Is . Player I should turn up the first rICTURE euESTioN
he zuriting?' he driz;ing?'
and put it face up on the table where everyone in the
. The player u'ho gets the answer 'Vs' may take the picture
group can see it.
and place it on her board on the matching square.
. The first player to see the four wono canos that make
. Then it is the next pla.ver'sturn to pick up a picture and
an appropriate question for the picture should say the
say what is not happening in his picture.
question. If the others agree it is correct, he can then
. If any player picks up a picture that matches one on her take the four vroru canos and the prcrunr euESTIoNj
own board, she should replace it at the bottom of the placing the picture in front of him with the four wonD
pile and take another. cARps underneath.
. The player rvho completes his board first is the wrnner.
27
. Then it is the next player's turn to turn up a IICTURE Materials and preparation
QUESTION. . Copy and cut up one set oflon caRts and one set of
. The player u'ith most woRD cARDS at the end is ACTION IICTURES for each group of 3-4 students in
the winner. your class.
Part 2 R U L E SS H E E T I
. V/hen they have made all the questions correctly, ask
them to put away the \x'oRD caRos and give each group How to use the game I R U L E SS H E E T ]
a set of PICTUREANS\vERS. . Check that your students are familiar with the grammar
. Ask them to put the IICTURE euESTIONSface down in in the Grarnrnar point and with the expressions
listed under Vocabulary for this game.
a pile on the table and to deal out all the ptcrune
ANS$(/ERS to the players. . Divide the class into groups of 3 4.
. The object of this part of the game is to rnatch . Give each group a set of 1on canos and a set of
question and answer. ACTION PICTURES.
. Player I takes the first pICTUREQUESTIoNfrom the pile . Ask them to place the JoB cRnos in a pile face down in
and asks the question, without showing dre others the card. the centre of the table and to deal out all the acrroN
. The player who thinks she has the right IICTURE ANS\x,T,R PICTURESto the players.
'llet
can reply, e.g. crying becausehe's uatching a sad . The obiect of the garne is to rnatch 1on cRnos and
film.' The other players can check that the question ACTION PICTURES.
and answer cards match; if they do, she can keep the
. Player I should take a 1on c,qRn from the pile and look
pair of cards.
at it, without showing the others. He should give the
. Then it is the next player's turn to turn up a PICTURE others three clues about what the person on his Joe
eUESTI()Nand ask the question. caRo does for a living and any likes, hobbies or habits
'He
he can see, e.g. wears a unform. He driaes a bus.
He likes chocolate.' Then he asks'll/hat is he doing now?'
. The player holding the matching ACTIoN IICTURE can
answer, e.g.'He's doing sontegardening.', and produce
the card.
28
Other structures . The other teams must guess what the team does,
None e.g.'You're a ciruts teant.'
Vocabulary
Variation
Activities: .juggle, ride (a horse), somersauh I turn . If you prefer to play this game in a more static version)
somersauhs,walk (the tightope), eat (ffue),Li.ft(weighn), run,
divide the class into groups of 3 4 and give each group
do (the long jump I the high jump I gltrnnasrics),swim, throw
a set of -r-nal,t carus and a set of -rar-sx.r IICTL-RES. They
(the jaaelin), play (rhe violitt I the piano I the guita),
should take one TEAM cARD each and put the TALENT
conduct (an orchestra),sing, dance, cook, sezt,,make
IICTURES face down in a pile in the centre of the table.
(furniture), sail (a boat), spin, weaxe, gizte (firsr aiQ
Llso'. desert island, castazuay . The object ofthe garne is to collect a set ofraLpxr
PICTURES that correspond with the tearn rnembers
on the TEAM CARD.
Materials and preparation . Player I takes one TALENT IICTLRE from the pile, without
. Whole class: first mentally divide your class into four showing it to the others. He should check if the picture
matches one of the six talents on his rr,Rlt cano. If it
teams. For each team, copy and cut up enough reer,r
does, he should replace the card at the bottom of the
caRps and their correspondingIALENT rICTURES for
pile and take another.
each student to have one of each, e.g. each student who
'clncus . When he has a picture ttrat does not match the talents
will be in the circus team should have the
'crRCUS'TALENT PICTURE.
TEtuM' CARD and a different on his rna"r'r CARD, the others may ask questions,
(If there are fewer than 6 in a team, you will have to 'Can you
e.g.'Can you juggle?' cooA?'based on the
make a choice of rar-sNr pICTURESand white out the list on their TEAI'{ cARD.
corresponding items from the TEAII cARD. If there are
. The player who asks the question that gets the answer
more than 6, simply copy some TAI.ENT PICTUREStwice.) 'Yes'
may keep the picture and add it to her'team'.
. Small groups: if you prefer to play the game in small
. Then it is the next player's turn to turn up a TALENT
groups, copy and cut up one set of rgal.r canos
PICTURE.
and one set ofraLsxr IICTURES for each group of
3 4 students. For groups of 3 students remove one . The winner is the player who gets her 'team' together first.
TEA-McARD and its corresponding TALENT IICTURES.
. At the end, players can go through their raI-eNr
'introducing'
PICTURES their teams to each other,
e.g.'He can juggle.' etc., but not say what their team is.
How to use the game . The other players must guess what each team does.
. Check that your students are famiiiar with the grammar
in the Grarnrnar point and with the expressions
listed under Vocabulary, above.
. For a whole-class activity, give each student in the
-tnRlt cnno.
class a TALENT pICTURE and a
. Each student's TALENT pICTUREshould correspond to
one of the people described on their TEAM cARD.
EE must, m.tstnt and
. The obiect of the garne is for the class to group needn't
thernselves into four teams, by finding the other Type of activity
people described on their TEAM cARD. Pairwork, matching game
. To do this, they should get up and walk around the Grammar point
'Can you...?' questions,
room, asking other people tnust, tttustn't and needn't
'Can you juggle?' 'Can you cook?' - must has no -s in the third person:
e.g.
. Players can answer 'Yes, I can.' or'Aro I can't.' or offer I lyouI heIshelit lweI thelt nr.ust ...
'I - the negative of rnust is tttust not or ntustn't
information, e.g. can't juggle but I can ualk the tightrope!
- an alternative form to doldoesnot need to is needn't:
Can I joit your circus?'
You do not need to run. You needn't run.
. When they find someone who has one of the abilities - mltstlmustn'tlneedn't are followed by an infinitive
described on the card, they should join together and (without ro):
go in search of more people to join their team. I musr buy somefood today.
. When everyone has joined a team, ask the four teams You mustn't be late.
You needn't do any shopping.
to go to different corners of the room.
we use nlust to tell people to do things
. Ask each team member to describe the abilities of the - ntustn't is used to tell people not to do things
person or people standing next to them, e.g. 'He can juggk.' needn't is used to say there is no obligation/necessity
'She can ride a horse.' 'They can both walk the tightope.'
to do something
29
Other structures
Comparatives'. eat trtore) do tnore exercise EEIwas and were
Vocabulary Type of activity
(These words and expressions are provided on the cards.) Garne 1: Vhole class/small group, ordering game
Activities: do my homework, clean the house, cut the grass, Garne 2: Small group. guessing gamc
go on a diet, do the shoppittg, seenry bank ntanager' go to the Grammar point
dentist, haae a holidalt, haae a good night's sleep, do ntore zpas and ztsere'. sirnple past of be
exercise,eat more, wash my hair, get up early toddy, rush, we use zrrasand r.aere ro talk about situations that existed
take warm clothes, go to the bank at a definite time in the past
Transgressions'. be late again, forget to phone the taael agent, in the affirmative the form is:
lose my temper,fall asleepin the meeting, spend a lot oJ monelt Ilhelsheiit zpas ...) youlztelthelt Tpere ...
on holiday, spend a lot of time watching Tll lose the ke1,s, in the negative thc form is:
burn the dinner, park on that yellow line agairt Ilhelshelit ztsasn't ..., youluelthey zaeren't ...
- in questions the u'ord order is changed:
Was Ilhe lshelit ... ? Were youlzcelthey ...?
Materials and preparation Other structures
. Copy and cut up one set ofxncesslTY cARDS and one set None
of RcrroN cARDS for each pair of students in the class.
Vocabulary
Garne 1: Romancc: in lozte,neeting place, under the clock,
hoppt, late, angry, rtrde, sorry
How to use the game (These words are provided on the cards.)
. Check that your students are familiar with the grammar Garne 2: Places: in the bath, in the steet, irt a boat (ort the
in the Grarnrnar point and Other structures and sea),on the roo.[, irt the sea, up a sk)tscraper)oil a rtntnttaitr,
with the words and expressions listed under in a treela gardenld police car, in hospital, on a horse
Vocabulary, above. Also: a.m.. b.m.
. Divide the class into pairs.
30
. The object ofthe garne is to arrange the PICTURES Give each group a set ofstruqNGE BUT lnuE cards
in sequence to tell the story and then to select and without the times.
order words frorn the woRDS cards to rnake a
Ask them to deai them out equally to all piayers.
sentence for each picture.
Now give each group the srp-qNcc BUT TRUE cards with
. The group can re-order the IICTURES to match with
the times on. Ask them to put these in a pile face down
the sentences if they need to.
in the middle of the table.
. The group that does this first is the winner.
The obiect of the game is to match the two sets of
Card game t RULEisHTETI STRANGE BUT TRUE cards.
. Get the groups to spread the soAP oPERAPICTURESout
Player I begins. He takes a card from the pile.
face up in the centre of the table, in any order.
If it matches one in his hand, he shouid replace it at
. They should deal out seven woRDS cards each and put
the bottom of the piie and take another.
the rest face down to one side of the pICTURES.
If it does not match one in his hand, he should look at
. The players may look at the \iloRDS in their hands but
the card but not show it to the others, and he should
not show them to the others. 'Guess
ask the rest of the group: where I was at ...
. The obiect of the game is to find three wonns cards a.m.lp.m. yesterday.I wasn't and I wasn't
to make a sentence that tells what is happening . . . . . . . . . . . . . . . ' ( s a y i n gt h e t i m e o n t h e c a r d a n d n a m i n g
in one ofthe PICTURES. two places not pictured on the card).
. Player I goes first. If he has the right words in his hand The rest of the group have to guess where he was,
to make a sentence about any of the prc-IuRBs, he can basing their guesses on the pictures they hoid,
lay them down underneath the picture and say the e.g.'Were you in the bath?'
sentence. ThE player with the matching picture, who guesses
. The others can comment accept or reject the sentence. correctly, can take both cards and discard them.
. If they agree with it, he can take, from the wonos cards The player who gets rid of her cards first is the wrnner.
on the table, three new voRDS cards.
. If he cannot find the right vonns in his hand, he can
exchange as many \(/oRDScards as he likes from the
cards on the table.
. Then it is the next player's turn.
31
AIso: . Ask them to put these face down in a pile in the centre
Garne l'. job, cup, chocolates'wall, hat, ball, room, tea, of the table.
spagheti, tase, Jloor, key, Paris, name, book, flowers' yesterday, . Ask them to take the vERB ivATCH cards and separate
haae (a bath), o'ul, house, cake, pal (b! cheEte), food, fridge'
them so that only the IAST forms are left.
marryr;t'ilm, car, cloun, tent, chat, glass,water, class,stand up,
paper, slice of cake, child, think about, cuplrrophy, letter . Check that students have all the PASTcards. Ask them
Garne 2'. hole, wall, mistake, door, plant pot, accident, to deal out the pasr- cards equally to all players.
hantnter, piano kegs, glue, curtains, blowtorch, windou, glass, . Players may look at their cards.
carpet, paint pot, table, saw, shelaes,fountain, plans,
. The object of the garne is to rnatch pictures and
living roont, garden, uallPaPer;
need, admit, drop, glue, burn, get (in the way o;f), smash, verbs, and to rnake a sentence, using the past
Itan, walk, saw (in half), pur up, notice; sirnple, describing the picture.
thin, backwards, silly, sorry, not straight, back to front . Player I begins. He takes a card from the pile of
ACTIoN IICTURES and lays it face up on the table so
that the other players can see it.
Materials and preparation . A11the players must try to match the correct verb to the
. Garne 1: Copy and cut up one set ofvsns MATCH picture and to make a sentence in the past, e.g. for the
cards (rRrsENr and PAST)for each pair of students in picture of a girl dropping a cup and breaking it, a student
'Sfte
the class. Copy and cut up one set of ecrrox PIcTURES must produce the card broke and say broke the cup.'
(1 and 2) for each group of 4 students; for weaker The first to do this may collect the RcltoN PICTURE
classeskeep the verbs on the cards as support - for card and put her vERB MATCH (tasr) card on the
stronger classes cut the verbs off. discard pile.
. Garne 2: Make one copy of the pavE THE BUILDER . The player with most ACTIoN PICTUREcards at the
prcruRr and one copy ofthe cuLPzuT cARDS for each end is the winner.
group of 4 10 students in the class. Cut up the
CULPRIT CARDS. Variation
. \ilfhenthe studentsarefamiliarwith the pastforms,
this game can be played without the vERB MATCH
(lasr) cards: students turn up an ACTIoN PICTURE
How to use the games from the piie and the first one to describe it correctiy
Note: Garne 1 is a simple game to help students memorise gets the card.
irregular pasts; Game 2 practises negative past forms.
GAME 2
GAME 1 . Check that your students are familiar with the words
Part 1 listed under Vocabulary for Game 2.
. Check that your students are familiar with the grammar
. Divide students into groups of 4 10.
in the Gramrnar point for this game.
. Give each group a DAVE THE BUILDER ptc-ruRn and a
. Divide the class into pairs.
set of cur-pzuT cARDS. Each student should have one
. Give each pair a set of vERB MATCH cards, PnesENT cuLPzuT CARD. If the group is smaller than 10, some
and past. students will need to take two (or more) cards.
. Ask them to shuffle them and then spread them out . The object of the garne is for each group to work
face down on the table. out who did what.
. They should take it in turns to turn up two cards at . There is one snag - they are only allowed to deny
a time. actions; they cannot make positive statements nor ask
. The object of this part of the garne is to find any questions. Ted, for example, can say'I didn't
smash the windou.' or'I didn't burn the curtains.'but
matching pairs of rasr and pnrsent verbs. 'I
not broke the plant pot.' (They must tell the truth
. If a player turns up two cards which have the past and though - Ted can't say'I didn't break the plant pot.')
present form of the same verb on them, e.g. begin and
. It is up to each group to work out how to solve ttre puzzle.
began, she can pair the cards and collect them.
. The group that solves the puzzle first are the winners.
. The player with the most cards at the end is the winner,
. When the puzzle is solved and everyone knows who is
Part 2 R U L EsSH E E r I
I guilty, they can all make their excuses, e.g.'I put the
. Check that your students are familiar with the words
fountain in the middle of the room. I had the plans back
listed under Vocabulary for Game 1. to front!'
. \il1-ren the pairs have finished the first part of the game,
join them up n'ith another pair to make a group of 4
and give them a set ofactlox PICTURES(1 and 2).
32
EEPastsimple: EZ Pastsimple:
yes/no questions w,h- truestions
!'l r'
. At some point in the evening they met each of the other How to use the game R U L E SS H E E T ]
members of the group. . Check that your students are familiar with the grammar
in the Grarnrnar point and Other structures and
. The object of the garne is for each player to work
with the words listed under Vocabulary, above.
out where he saw the other players.
. Divide the class into groups of 3-4 students.
. To do this they should use the information on their
. Give each student a Lorro BOARDand give each group
c a r d a n d a s k e a c h o t h e r ' D i d y o u . . . . . . . . . . .y e s t e r d a y
'Did yotr go one set of ANSU,ERc.qnos and a paper bag.
eaening?', e.g. to Luigi's restaurantyesterdal'
eaening?',until they find a place that they both have . Ask them to put the ANS\x/ERcaRrs in the paper bag.
in common. They must answer onl.v'Yes' or'Nb'.
. The obiect of the garne is to rnake questions that
. rWlhenthey find a place they have in common, they can
match the answers on the ANSwER cARDS.
write the other person's name against that place on
. Player I begins. He takes a card from the paper bag
their card.
and reads it out.
. The group who are the first to work out u'here evervone
saw ever-voneelse wins the game.
33
. The other players must trv to make a past simple Materials and preparation
question using a question or phrase from their . Copy a TIME BoARD and a set of pRrposrrroN cARDS
"vord
Lo'flo BOARDto which the words read out from the
for each group of 3-4 students in your class. Cut up
card could be the answer. The first player to do this
the pREposITIONcARDS. You will also need a dice for
correctly takcs the card and places it on her LoTTo
each group and a different coloured counter for each
BoARD. For example ' rf Pizza is read out, a player
student in the group.
could use WHAT from the Lorro BoARD and make
'lWat did
the question i'ort eat for dinner?'
' In thc event of two pla1'ers asking a question at the same
How to use the game I R U L EsSH E E r I
time, the other players can decide which question is the
. Check that 5'our students are familiar with the grammar
best in terms of grammatical correctness or inventiveness'
in the Gramrnar point and Other structures and
. Then it is the next pia-ver'sturn to dip in the bag and with the expressions listed under Vocabulary for
read out an ANSwER. this game.
. Once pla-vershave covered a space on their Lorro . Divide the class into groups of 3 4.
BOARD,the-v cannot use that question word or phrase
. Give each group a TIME BoARD, a dice and a set of
an_vmore.
pREposITIoN CARDS,and a different coloured counter
. The winner is the player who fi1ls in her Lorro for each student in the group.
eoaRn first.
. The students should put the TIME BoARD in the middie
Note: If you are concerned to restrict the questlons to of the table and place their counters on START.
object questions only and to avoid students making . They should deai out four pREposITIoN cARDS to each
subject questions (e.g. you $'ant them to ask'I'Y,/hodid player and put the rest face down in a pile on the corner
'Wo ztisitedyott yesterday?'),
yott xisit yesterday?'but not of the board.
'lY4tatllWerellY44t
make the rule that questions must begin:
'DID' after each question . Players take it in turns to throw the dice and move their
(etc.) did...?' Or write in
u,ord or phrase on your master copy of the Lorro BOARDS' counters round the board.
. If a player lands on a time square, she should look at
the cards in her hand and find one that matches the
time in the square (e.g. AT Christmas or ON Monday).
. The obiect of the garne is to rnatch tirnes and
prepositions correctly in order to ask a question.
Etrrime prepositions: . If she has a suitable PRTPosITIoN cARD she can ask a
in, at, on question to any other player, invoiving that time phrase,
e.g.'IX/hat do you eat at Christmas, Frangois?' When
Type of activity
Frangois replies, she discards her pRl,post-lloN cARD)
Small group, board game
replacing it at the bottom ofthe pi1e, and takes another
Grammar point from the top. Then she can have another go.
in, at and on
. If a player does not have the correct PREPoSITIoNcARD
we use irz with months (in Janttary), .veats (in 1999),
in her hand she must miss her go, but can pick up a
seasons (in the spring), and parts of the day (in the
card from the pile.
n or nirtgi aJternoonIevenntg)
we use ar'"vith times (of 9.30), festivals (at Christmas)' . The player who gets to FINISH first is the winner,
and in expressions like al night and at tlte weekend
we usc oz u'ith days and dates: oz Monday, on Tuesday
morning, on 17th APril
Other structures
Present simple: affirmative, negativc and questtons
Past simple: affirmative, negative and questions
Vocabulary
Times (e.g. cr six o'clock), da1,s(e.g. on Monday),
months (e.g. in June), years (e.9. in 1999), festivals
(e.g. nr Nett, Yedr)
34
. You can practise the third person forms (Sarzt going I
EEPresentcontinuous Amy\ going ..., etc.) in addition to 1 and yoz by giving
with future meaning a (deliberately short) time limit, and then seating srudents
in pairs or threes to pool their information and complete
Type of activity their maps.
group,informationgapgame
\X4roleclass/1arge
Grammar point
Present continuous for future plans
the present continuous is used u'ith a future meaning
when we are talking about plans and intentions:
I'nt going to the theatre tonight.
EEIgoing to
Other structures
Type of activity
zulz-questions: What are )'oLt doing tonight?
Whole class and small group, information gap game
Vocabulary
Grammar point
Leisure activities and places: nteal, restaurctnt,piano recital,
going to
concert (hall), theatre, nightclub, skating (rink), nteerittg,
- we use amlislare goittg to follou.ed by an infinitive to
caf6, film, cinenn, pub, badninton, sports hall, su,inunittg
talk abour luture intentions:
(b ar hs), foo tball pitc h l m atch
I'rn going to finish this book tonight.
We're going to buy a small hotel near the sed.
- in negatives we use I'm not ..., helsheisn't ..., and
Materials and preparation youlwelthej,aren't ...'.
. Copy and cut out one I,tlp and one RoLE cano for each I'tn not going to cook tonight.
student in the class. For classesand groups smaller in questions \ve pur the subject after anlislare..
than 12, just use the appropriate number of Role Wat aye you going to do tonight?
CARDSbut make sure the cards for 'Sam' and 'Amv' we usually avoid saying going rrt go
are included. I'rn going to bed (tather than I'nt going to go to bee
Other structures
Present simple of &e:affirmative, questions and short answers
How to use the game Time expressions: y'rsr, after, then, next, erc.
. Check that your srudents are familiar with the grammar Students may use can, and imperatives: e.g. kltlAsk
(sonteoneto do something)
in the Grarnrnar point and Other structures and
with the words listed under Vocabulary, above. Vocabulary
. Give each student a ROLE cARD. hazsea partyldinner party, paint, dining room, play (drums),
do (honrcwork), zuatch(TL1a aideola foorball match),
. Make sure 'Sam' goes to a man and'Amy'to a woman, go to bed early, go to d rest.nffdntlthe cinerna, go sztiuuuittg
if possible, because these are the only tu'o people who
are going out together tonight.
. Tell them that what is written on the card is what each
Materials and preparation
ofthem has arranged to do tonight. . Copy and cut out one of the RolB cARDS for each
. Give everyone a copy of the 'r,Lqp. student in the class. For classes or groups of fewer
than 12, cut the fourth person offthree RoLE cARDS
. The object of the garne is to find out which two
in a family and discard the fourth card (e.g. cut 'Alice'
people are going out together tonight.
off three cards and discard the 'Alice' card), or
' To do this thel'will have to get up and walk round the discard a whole familv. Each student needs a card
class, asking each other zr,/z-questions and answering. with a name in bold.
For example, they ask 'lYhat are you doing tonight?' or
'Where
areyolt going tonight?', and answer 'I'm haxing ...'
or'I'm going ...'. They fiIl in on the map u,'ho is going
How to use the game
to be where.
. Check that your students are familiar with the grammar
35
' The obiect of the garne is to frnd the rest of your
family and discover what they are hoping to do.
' To do this, students will have to walk around the class
until thei/ find the rest of their family, by asking, for
'Are yott in the Brozan
example, family?' and answerlng
'Yes,I ant. I'nt Mrs Brown.' or ',No, I'tt not.'
Part 2
. Regroupthem into groupsof 3 like this: askall the
'Browns' to put up their hands and give them a number
'Blacks'
each, counting from l Do the same with the
'Greens'.
and the
. Then ask'all the ls'to sit at a certain table, a1lthe 2s
at another and so on, until the whole class is sitting in
groups of 3. In each group of 3 there should be one
person from each family. If the number of students is
not divisible by three, add the extra students to other
groups, e.g. if you have 14 students you will have 2
'ieft over'. Add one to each of two other groups
students
so you have two groups of 3 and two groups of 4. In the
groups of 4 there will be 2 people from the same famiiy.
Try to ensure these are different family members!
. Ask them to tell the others about their famiiy
argument. For example,'My ntum thinks she'sgoing to
zuatchEastEttders, but she's wrottg becattseI'm going to
watch a aideo!'
. Then see if they can offer the other families in their
group some advice. Can they solve the problem so that
everyone gets what they want? For example,'Tbll your
Mum's friends they can come to dinner, but you're all
going to paint the dining room first!'
36
The following pages contain games material to be
photocopied and cut up for your class. The Teacher's
notes explain how to use this material for each game.
All sheets are for single-sided photocopying.
O n s e v e r a lp a g e s ( p a g e s 5 3 , 7 8 , 7 9 , 9 0 a n d 1 0 6 ) , t h e
numbers that identifu different cards are printed outside
the cards. It is important that you cut aiong the
cutting-lines - - and discard the numbers so
that students do not see them on their cards. The numbers
are printed to show you the correct answers for the games.
37
Elementary Grammar Games
PearsonEducationLimited O J Hadfield 2001
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50
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W h a t c o l o u ra r e y o u r l i v i n g - r o o mw a l l s ?
W h a tc o l o u ri s yourfavouritefruit?
W h a t c o l o u ra r e your mother'seyes?
How old is y o u rh o u s e ?
Whereare y o u r f r i e n d sn o w ?
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^L Say the alphabet backwards. (If you can't, then miss a go.)
O Pat your head and rub l,our stomach at the same time. (If you can't, go back three squares.)
I Close -vour eyes. Don't open them until it's your go. (If you open them, go back two squares.)
a Don't move for one minute. (If you move within the minute, put your counter back on START.)
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Elementary Grammar Games
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Elementary Grammaf 6ames
Pearson Education Limited @, Hadfield 2001
Checklist
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85
Elementary Grammar Games
PearsonEducationLimited O J Hadfield 2001
You My brother
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DAVE BERT
Y o u m a d et h e h o l e i n t h e w a l l . Y o u s p i l tt h e p a i n t o n t h e c a r p e t .
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B u t d o n ' t a d m i ta n y t h i n g . you're sorry.
O n l yt e l l t h e m w h a t y o u D I D N ' Td o ! B u t d o n ' t a d m i ta n y t h i n g .
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the piano. T h e y l o o k n i c et h o u g h , d o n ' t t h e y ?
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SAM TAMMY
Y e s t e r d a ye v e n i n g : Yester dayevening:
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BRAD ANNIE
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o l o u h a d a p i z z aa t L u i g i ' s o loU went to the pub ( The
restau rant W ild Goose)
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Y o u a r e g o i n g f o r a n l t a l i a nm e a lt o n i g h t . Y o u a r e h a v i n ga m e e t i n gi n t h e B l u e
B o a rc a f et o n i g h t .
AMY FRAN
Y o u a r e g o i n g f o r a n l t a l i a nm e a lt o n i g h t . Y o u a r e g o i n g t o t h e c i n e m at o n i g h t .
SELWYN TIM
Y o u a r e g o i ng to a p i a n o re ci ta lto night. Y o u a r e g o i n gt o t h e p u b t o n i g h t .
II
I
PETE LUCY
Youare goingto the theatreto see Y o ua r ep l a y i n gb a d m i n t o tno n i g h t .
1 M a c b e t ht o n i g h t. i
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SUE JO
Y o u a r e g o i n g t o P l o n k e r sn i g h t c l u b Y o u a r e g o i n g s w i m m i n gt o n i g h t .
tonight.
YA S M I N i FRED
Y o u a r e g o i n g s k a t i n gt o n i g h t . i You ar e playingin a football match
i tonight.
119
Elementary Grammar Games
PearsonEducationLimit€d O J Hadfield 20oI
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Elementary Grammar Games
PearsonEducationLimited @ J Hadtield 2001
Rules sheets
2 Put the prcrunn caRos face down in a pile in the 2 One player deals out the tsNDINGScards to all
centre of the tab1e. players.
3 Deal out the ARTICLEcARDS to all players. 3 Put the BEGINNINGScards face down in a piie in
4 You can look at your ARTICLE,cARDS. the centre of the table.
5 Player I begins. Thke the top card from the pile. 4 You can look at your cards.
6 If it goes with one in your hand, put them both 5 Player 1 begins. Take the top card from the
on the table and say the words, e.g.'The ntoon.' BEGINNINGSpile and place it face up on the table
'An so everyone can sce it.
apple.'
7 If not, put the rICTURE caRr down on the table, 6 Look at your ENDINGScards to see if any go with
face up. the BEGINNINcs card to make a question.
8 The first player to match it with one in his hand 7 To make a question, put do\r'n an gNolxcs card
and say the words can lay both cards down. beside the BEGINNINGScard. The first person to
9 The player who gets rid of her en.rtcLE cARDS make a question can ask each of the other players
first is the winner. the question, in turn.
8 They must ansrver!
9 At the end, look at all dre questions you have made.
5 Personal pronouns: subiect Can you move the cards to make any more
and object (1) questions, or better questions?
123
Elementary Grammar Games
PearsonEducationLimited @ J Hadfield 2001
Rules sheets
20 lmperatives The cards that you are putting down on the table
must be face down.
Rules 12 Then it is the next player's turn.
1 Play this game in a group of 6-8 players. 13 The winner is the player who gets rid of all her
2 Within each group, organise yourselves into pairs. cards first.
3 Each pair is playing against the other pairs in the group.
4 You will have a board and a set of instructions,
a counter for each pair, and a dice.
5 Put your counters on START.
6 Begin playing normally, by shaking the dice and
moving the counters round the board.
7 When you land on a shape (triangle, circle, square
or diamond), you must obey the instruction for
that square.
'!',
8 Each time your pair lands on a square marked
you can change one of the four other instructions
in any way you want. But you cannot make a rule
that allows a pair to move more than four squares
forward, or straight to FINISH.
9 You can change rules to help your team win, or
just to have fun!
10 The winners are the pair who get their counter to
the end of the board hrst.
Elementary Grammar €ames
Pearson Education Limited @ J Hadfield 2001
Rules sheets
'I
Rules i 8 The playermust reply, e.g. don't hazLemany books.' i
ot 'Not many!' or'I readtwo booksez'erymonth.' or
1 Imaginethat
uls( your group aiso a rfamily,
q qrrurj, going on holiday. i|
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'Two _ |
cHECKLrsrcan tick it off. i 3 Player 1 begins.Take the top card from each pile i
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8 If they haven,t got the thing, the players with the i and put the two cards face up on the table.
i
.HECKLT'T shouid underline or circle it. i 4 The object of the garne is to make a true or i
g If they have more than one of a thing, they should i false sentence with the two cards. You can add i
Dut one in the sutrcasE. but keep the other on I any other words you need'
il;i.
the table.
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11 your group can then send our two players i 8 Then work with another pair. Thke it in turns to i
I
'We read your sentences out'
to visit other groups and ask for things: need I
someshampoo.Hare you got ang?, i 9 Each pair should guesswhether the other pair's
i sentences are true or false'
12 You can glve away any ofthe things not in your
surTCASE. 10 If they are right they get a point.
i
13 The group to finish packing firsr are the winners. I 11 If they are wrong, the other pair get a point.
12 The pair with most points at the end wins the game. I
I
125
Elementary Grammar Games
PearsonEducationlimited @ J Hadfield 2001
Rules sheets
ll
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I the photo it describes. i Ue puts the picture in front of him with the four
i 9 Then you can put the caption under the photo I !(/oRD cRnos underneath.
I and claim a point. i 8 Then it is the next player's turn to turn up a
| 10 The player with the most points at the end is j rrcruRE euESTroN
I the winner. i 9 The playerwith most cards at the end is the winner.
l----------- - - - - - T -I- - - -----------J
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i S tf any player picks up a IIC-IuRE that matches one i 6 Then it is the next player's turn to turn up a
t.
i on her own BOARDTshe should put it back at the ' IICTURE euESTroN from the pile and ask
i bottom of the pile and take another. i the quesrion.
.fn" player i .I]n"
i S who finisheshis eo,\RDfirst is the
' l Z piayerwith most cards at the end is the winner.
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126
Elementary Grammar Games
PearsonEducationLimited O J Hadfield 2001
Rules sheets
127
Elementary Grammar Garnes
PearsonEducationLimited @ J Hadfield 2001