Elementary grammar games by jill hadfield

This is a useful guide for practice full problems of english, you can easy to learn and understand all of issues of related english full problems. The more you study, the more you like it for sure because if its values.

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photocopiable material

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4 Countable and uncountable nouns

5 Personal pronouns: subject and object (1)

6 Personal pronouns: subject and object (2)

7 Possessive adjectives: my, your) his, etc.

8 Possessive t

9 Possessive pronouns: ntine, ))ours, his, etc.

10 be: afftrmative and negative

1l 6e: yes/no questions

12 be: wh- questions

13 this, that, these, those

14 hazte got: affirmative and negative

15 have got: yes/no questions

L6 have got: zllz- questions

17 There zi and There are: affirmative and negative

1 8 I s t h e r e ? a n d A r e t h e r e ?

19 Place prepositions: in, at, under, etc.

20 Imperatives

2l Present simple: affirmative and negative

22 Present simple: yes/no questions

23 Present simple: a;/z- questions

24 some and an1,t

2 5 H o w m u c h 2 a n d H o w m a r y t ?

26 Quantifiers: much, many, a lot of, a few, etc.

27 Frequency adverbs: always, sometimes, etc.

28 Present continuous: affirmative and negative

29 Present continuous: yes/no questions

30 Present continuous wh- questions

3l Present simple or present continuous

32 can and can't

33 rnust) mustn't and needn't

34 was and were

35 Past simple: affirmative and negative

36 Past simple: yes/no questions

37 Past simple: wh- questions

38 Time prepositions: in, eL ort

39 Present continuous with future meaning

8 9 9

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1 About games

A game is an activit-v u'ith rules, a goal and an element

of fun There are tu'o kinds of games: contpetitit'i games

in which pia-vers or teams race to be the first to reach

the goal, and cooperatizrd gamesi in rvhich plavers or

teams work together towards a common goal

Language gamcs can be divided into t\'\:o firrther

categories: lirtguistic games and contrtttnticdtit:c games

In linguistic games, the goal of the game is linguistic

accuracJr: in the case of these grammar games, using

thr-correct grammmatical forms Con]muntcatir,e gatnes

havc a goal or aim that is not linguistic: succcssful

completion of the gan-re involves carrf ing out a task such

as exchanging information, filling in a picture or chart,

or finding trvo matching cards, rather than the correct

production of language Hou'ever, in order to carry out

this task it w,ill be neccssar\r to use language and, b1"

careful construction of the task, it is possible to specifl

in advance what language ll'ill be required

Games can be used at an-v- stage of the iesson once the

target language has been introduced and explained Thcl'

serve both as a memor-v aid and repetition drill, and as a

chance to use language freely and as a means to an end

rather than an end in itself Thev can aiso serve as a

diagnostic tool for the teacher, n'ho can note areas of

difficulty and take appropriate remedial action

2 About grammar

How do students acquire grammatical understanding and

accurac-v? '\ilith difficult-v' is a short answer, but it seems

to me that students adopt tu'o main approaches (u'ith,

ofcourse, all sorts ofvariants and hybrids in between)

There are the anal-vsts and the absorbers -'those who like

to dissect ianguage into little pieces to understand how

it is made, and those who slvaliou'it u'hole in enormous

gulps without worr.ving too much about the recipe

Different t.vpes of grammar practice c-xcrcises reflect

these two sq'les of learning Some, like gap-fi1ling, multiple

choice or u'ord-order exercises, help students

understand and practise grammatical fbrms b-v geming

them to segment language and anal.vse its components

Other exercises, like grammar drills, i.vork by presenting

students with grammatical patterns to repcat and

imitate, to help them absorb the language without pausing

for too long to analvse it Some of the games in this book

function more like thc first t.vpe of practice exerctse,

some more like the second

3 About this book

The games in this book have been designed to practisegrammar, not to introduce or explain it This book assumesthat the class has already met each grammar point, andthat it has been explained in the textbook or course thatthey are following The games are to be used as practiceexercises to help students get used to and remembergrammatical rules and patterns They arc designcd as funactivities to help lighten the load of grammar learning

It is up to you, the teacher, to decide when and ho'uv

to use them, but one suggestion is as light relief at theend of a lesson n'hich has fcrcused on grammar, or after

a session doing more traditional, perhaps written,gramrrlar exercises

Types of gameSome games in the book are what could be called 'choice'games These tend to be more anal.vtic, based on theconscious application of a grammar rule In them theplayers have to choose the correct linguistic form, rather

as in traditional grammar exercise types such as filling, sentence completion, multiple choice, etc Thedifference here is not only that they are in game format,u,hich means they are more fun and lighter-hearted, butalso that in most cases there is a context for the game,whereas most grammar exercises are a collection ofunrelated sentences The context is ver-v often thestudents' own experiences, tastes and preferences since Ibelieve that a personal eiement gives emotional colour to

gap-an exercise gap-and this is a valuable memory aid - if youhave invested something of yourself in an exercise youare less likely to forget it (Besides which, it's fun!)'fhese

are the types of 'choice' game in the book:

matching: e.g matching two '"vords or phrases, matchinghalf-sentences or matching r','ords and pictures

Jinding: e.g finding missing words or finding other words

to make a sentencesorting: e.g sorting

"vords or phrases into categoriesordering: e.g ordcring r.vords to make a sentencecollcctittg: e.g collecting words of a kind, collecting wordsthat collocate, collecting words to make a sentencecontpleting: completing incomplete sentences or questionscontpetitions: e.g see how manSr sentences you can make,how quickly you can unmuddle sentences

card gantes and other familiar game types: e.g lotto, bingo,Pelmanism, happy families, consequences, board games

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Other games, rvhich could be callcd 'reinforcement'

games, ',vork more like substitution drills or pattern

practice, getting students to internalise rules b-v repcating

patterns These games are designed not only to provide

intensive repetition of a grammatical structure or structures)

but to provide a meaningful context and, since these are

gamcs not drills, the repetition has a purpose: studcnts

are working towards u'inning or completing the game

These are the qpes of 'reinforcement' game in the book:

informatktn gap gdntes: Player t has access to some

information not held b1, Pla.ver 2 P1a-ver 2 must acqulrc

this information to complete a task successfully This typc

of game may be one-sided, or reciprocal (where both

plaSrers have information that they must pool to solve a

common problem) The gamcs may be played in pairs'

or in small groups (ivherc al1 members of the group have

some information)

gttessing ganrcs: a familiar variant on this principle The

player r,r,ith the information deliberately u'ithholds it,

while others guess r"'hat it might be

search gantes: another variant, involving the

"vhole class.

In these games e\reryone in the class has one piece of

information Players must obtain a1l or a large amount of

the information available to fi11 in a chart or picture or

to solve a problem Each student is thus simultaneously

a giver and a collector of information

matching gdnus: these may aiso involve a transfer of

information They involve matching corresponding pairs

of cards or pictures, and may be played as a whole-class

activity, where everyone must circulate until the-v find a

partner rvidr a corresponding card or picture, or a pairu'ork

or small-group activit-v, played as a card game on the

^ ^ ^ ^ , : ^ ; ^ l

-s I r d P P r r r r ! r P r L

exchangitg gdtnes: based on the 'barter' principle Players

have certain articles, cards or ideas which they wish to

exchange for others The aim of the game is to make an

exchange that is satisfactory to both sides

exchanging and collecting ganes: an extension of this

Players have certain articles or cards that they are u'illing

to exchange lbr others in order to complete a set These

may be played as a r'vho1e-class activity, u'here players

circulate freel1,, exchanging articles or cards at randoml

or as a card game on the 'rumm-v' principle

Al1 the above activities may include elements of

role-pla1, or of simulation In role-pla-v games, players are

given the name and some characteristics of a fictional

character These are not role-plays in the true sense,

as the role-pla-v element is aill-ays subordinate to the use

of language The outcome of a game is 'closed': once

cards are distributed it develops in a certain predetermined

way, while role-pla-v proper is open-ended and may develop

in any number of rval's

4 Practical considerations

C l a s s r o o m m a n a g e m e n tThere are three main types of activity in this book:pairwork, invcll"'ing two partners; sma11-group work,involving groups of three or four or morc; and whole-class activities, u'here everyone moves freely around theroom All these activities require some flexibility in theconstitution of groups and organisation of the classroom

It is best to have the desks or tables in a U-shape ifpossible Students can then u'ork u'ith the person sittingnext to thcm for pair'*'ork, and groups of threes and fourscan easilv be formed b.v alternate pairs moving their chairs

to the inner side of the U, opposite another pair class activitics, u,hich involve all the students circulatingfreely, can take place in the empty area in the centre ofthe U-shape If it is not possible to arrange desks in thisway, this need not deter you: the traditional arrangement

Whole-of front-facing desks can be easily adapted to pairwork,with people at adjoining desks working together, whilesmall groups can be formed b-v t'uvo people turning theirchairs round to face the people behind them \fihole-classactivities present a little more of a problem, but oftenthere is a space big enough for the students to movearound in at the front ofthe class, or desks can be pushedback to clcar a space in the centre

Sometimes an alternative small-group version of thewhole-class games in this book has been provided, so thatteachers who experience a great deal of difficulty withthe kind of games that require students to move aroundcan play these games in a more static format

Games are best set up by demonstration rather than

by lengthy explanation The teacher should explain brieflywhat the game involves, hand out the photocopied cards,make sure students have pen and paper if needcd, give

*rem a little time to study the cards, and then demonstratethe game with one of the students in front of the class

It will be found that the idca of the game is probablyeasier for studcnts to grasp from seeing the cards thanfrom a verbal explanation, and that as they become morefamiliar with the idea of the games and the techniquesused, any initiai problems caused by unfamiliarity lt'illquickly disappear Where more complicated card gamesare pla-ved in small groups, a Rules sheet is provided atthe back of the book and it is suggested that teachershand out a photocop-v of this to e ach group of students,together u'ith the cards Thesc games are indicated in theTeacher's notes r'r,ith the s-vmbol Fr-LEasHrr-r-ir_ 'l.

The teacher's rolc in all these activities is that ofmonitor and resource centre, moving trom group to group,listening, suppllting any necessary language, notlng errors!but not interrupting or correcting as this impedes fluencyand spoils thc atmosphere It is a good idea to carry paperand pen and to notc anlr persistc-nt crrors or areas ofdifficulty These can thcn be dealt rvith in a feedbacksession after thc game In manv cases the game couldthen be played again r.vith different partners or withdifterent cards

-fhe llerage icngth of time for the games in the book

is about 15 to 20 minutes

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R e s o u r c e m a n a g e m e n t

The resources required for each game fall into twocategories: reusable and disposable \Where a very smallnumber of photocopies are needed for a whole-classgame or where students may write on their cards, it isbest to treat these photocopies as disposable, and there

is no point in collecting up the photocopies in order touse 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 accuratecopying, cutting up and sorting, so it is worthwhilethinking of these materials as reusable resources andinvesting some time in making the photocopies into apermanent class set of materials If you have the timeand resources, obviously printing or pasting the materialsonto card or laminating them would help preserve theirshelf-life Flowever, this isn't absolutely necessary I havesets of games materials printed only onto paper that havedone their duty in workshops all over the world and aren'tmuch the worse for wear after several years

\i{4rat is more important is providing a system toprevent the materials getting lost and disorganised If youhave a class set of ten packs of cards, for example, it isworth putting each pack into an envelope clearly labelledwith the name of the game and the number of cards

It is then the students' responsibility to collect up all thecards at the end of the game, check that they are all there,put them back into the envelope and hand them back toyou If two packs of cards are required for a game, keepthem in two smaller envelopes inside the big one, andget the students to sort them back into their respectiveenvelopes at the end of the game

Finally, if you have no access to copying facilities atall, it is possible, though time-consuming, to makehome-made versions of the materials by getting thestudents to work with you to draw and write the cards

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- we can use d or arz before singular nouns

we use a before a singular noun beginning with a

a: lemon, yoghurt, tontato, lettuce, carcot, pear, chicken,

cucuntber, bdnana, sausage

(These words are provided with pictures on the cards.)

Materials and preparation

Copy and cut up one set of ,lRTtcI-E cARDS for each pair

of students in the class

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

practise them before you play the game

Make one copy of the t-nrncp IICTURE for each student

in the class

How to use the game

Part 1

Check that your students are familiar with the grammar

in the Grarnrnar point and Other structures and

with the words listed under Vocabulary, above

Divide the class into pairs

Give each pair a set of aRrrcLE cARDS and a set of

FOOD CARDS.

They should shuffle the cards together and spread them

out face dorvn on the table

The players should take it in turns to turn up two cards Ifthey turn up an ARTICLE caru and a FooD caRn that

go together (e.g a and lemon, or an and orange) theymay collect and keep the cards If the two cards do not

go together, they should leave them lying face up If any cards are turned up later that go with thosealready face up, the first player to say the correctarticle and noun together, e.g 'A pear!' or 'An apple!',can collect the two cards and keep them

The obiect of this part of the garne is to match allarticles and food narnes correctly

The player with most cards at the end is the winner

Part 2 Ask each pair to discard the anrtcLs carus and

spread the FooD cARDS out on the table

Give each student a copy of the rRrocE prcruRE Students should select five foods from the FooDcaRus and draw them in the fridge They should nottell their partner which they have chosen

Students should then try to guess what is in their parmer'sfridge, e.g '/s rhere alan in the fridge?' The object of this part of the game is to guess thefoods in their partner's fridge

E alan or the (1)

Type of activity

Small group, matching game

G r a m m a r p o i n t

alan and the

we can use d or an before singular nouns

we use a before a singular noun beginning with aconsonant: a banana

\\.'e use an before a singular noun beginning with avowel: an apple

we use the wheo there is only one (the moon, the sun),

or when we know which of many we are referring to(the Queen lof Englanfl, the capital [of France])

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the: sun, moon, world, sfu), sea, Effil Tinoer, Queen of England,

capital of France, Thj Mahal

Copy and cut up one set ofRRrrcr-E ceRos and one set

of ptcruns cARDS for each group of 3-4 students in

the class

How to use the game I R U L E S S H E E T I

in the Grarnmar point and with the words listed

under Vocabulary for this game

Divide the class into groups of 3-4 students

Give each group a set ofARtICLE cARDS and a set of

PICTURE CARDS

Get them to put the pICTURE cARDS face down in a pile

in the centre of the table and to deal out the aRrrcr-s

CARDS They may look at their ARTICLE CARDS

The obiect of the garne is to pair up articles and

pictures correctly

Players take it in turns to take a prc-lung cARD from

the pile

The player who has taken the card can look to see if

it goes with any ARTICLE cano in his hand

If it does (e.9 the and moon, or an and apple), he can

lay down the two cards, saying the phrase aloud

Ifit does not, he can place the PICTURE caRl face up

on the table

The first player to pair it with a card in her hand, saying

the phrase made by the two cards, can lay the two

cards down

Then it is the next piayer's turn

The player to get rid of her eRrrcr-p cARDS first is

alan and the

- we use a the first time we mention something:

L o o k - t h e r e ' s a g i r a f f e

- we use the when we know which one we mean! or when

it has already been mentioned:

Look - the giraffe has got a baby

Other structures

Is there a ? Where is (Where\) the ?Place expressions: next to, between, o1>posite, at the end, on theleftlright

Vocabulary

Animals: elephant, ostich, alligator, antelope, monkeg, tiger,lion, bear, camel, girafle, kangaroo, zebra

Copy and cut up one set of aNIl,LqL cARDS for each pair

of students in the class If your students are familiarwith the vocabulary, white out the labels on a mastercopy of the page before making multiple copies If theyare not, leave the labels on the cards and practise thevocabulary before you play the game

Make one copy of both the zoo IICTURES for eachstudent in the class

How to use the game

in the Grarnrnar point and Other structures andwith the words listed under Vocabulary, above Divide the class into pairs

Give each pair a set of ANIl,Lqt canos and each studentthe two ZOO PICTURES

They should spread the ANIr\,r,\L cARDS out to iook at Each student should decide which six animals fromthe cards they want in their zoo, without telling theirpartner They should draw them in their My zoopicture, without showing the picture to their partner Players should then try to guess what animals are ineach other's zoo, by asking questions, e.g '1s there alan

in your zoo?' The obiect of this part of the game is to find outwhich six anirnals are in each other's zoo and make

a list of them

When they know which anirnals are in theirpartner's zoo, the object of the next part is tofind out exactly where each animal is, in order tocomplete the layout diagrarn in their tttv panrNER'szoo picture

In order to do this they imagine they are standing atthe entrance to the zoo They ask each other questions,

e g ' W h e r e ' s t h e ? ' , a n d c o m p l e t e t h e p i c t u r eaccording to their partner's answers This wiil involveworking out the layout like a puzzle, as pieces

of information are revealed, e.g:

A' Where's the zebra?

B: Between the lion and the giraffe

A: Oh Vltere's the lion then?

B: -Alexr to the elephant

A: And where's the elephant?

B: At the end, on the left

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alan and sorne with countabie and uncountable nouns

- some nouns are countable (e.9 carrot), some are

uncountable (e.e milk)

- countable nouns can be singular (carrot) or plural (carcots)

uncountable nouns do not have a plural form: milk

- 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's alanlsome

Place prepositions: nexl to, on, in

Vocabulary

Food: salr, flour, sugar, milk, coffee, tea, rice, bread, butter,

cheese, apple, banana, orcntge, carrots, peas, to?natoes, biscuits,

potatoes (These words are provided with pictures on

the cards.)

Kitchen furniture: table, chair, sink, fridge, cooker, light,

xase, cupboard

Copy and cut up one set of rooo caRos for each pair

of students in the class Cut the words off if your

students are familiar with the vocabulary If they are

not, leave the words on the cards and practise the

vocabulary before you play the game

Make one copy of the xrrcuEN PIC'I'URES I and 2 for

each student in the class Cut I and 2 apart

How to use the game

in the Grarnmar point and Other structures and

Give each pair a set of FooD cARDS

Get them to spread these out face up on the table

Tell them that when you give the signal they should sort

the cards into two piles countable and uncountable

S a y ' G o ! '

V/hen they have done this, check they are right

Students should spread the FooD cARDS out again,

face up on the table

Give out KrrcHEN PICTURE l

Each student should mentally select l0 food items

(from the FooD cARDS) and draw them in on the picture

They should not show their picture to their partner

If you like, ask them to imagine that some childrenhave been cooking in the kitchen Ask them to imaginethe mess, and draw the items in as strange or sillyplaces as they like

Then give out KlrcHEN IICTURE 2 to each player.Each player should then describe their picture to theirpartner, e.g.'There's a banana in the flower aase There'ssome flour on the floor.'

The object of the garne is for each player to try

to draw the food items in on KITCHEN plcruRn 2.following their partner's description

- he, she, theg are subject pronouns

- him, her, them are object pronouns

- we use subject pronouns for the doer of an action:She smiles

- we use object pronouns for the object of an action:She sees hint

- after prepositions (e.9 at, ro) we use object pronouns:She smiles at hhn

Also' message, eaeryone, zrrorA (noun)

Copy and cut up one set ofrRuE RoMANCE (wonns)cards and one set of rnuE RoMANCE (lrcrurus) cardsfor each group of 3-4 students in the class

How to use the game

in the Grammar point and Other structures andwith the words listed under Vocabulary, above Divide the class into groups of 3-4

Give each group a set of TRUE RortrA.Ncr (wonos)cards and a set oflnus RoTIANCE (lrcrunEs) cards You can play this as a competitive team game or as asmall-group card game

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Team game

Ask each group to spread the PICTURES and the \x'oRDS

out on the table

Tell them that the PICTURES and tt'ttRls tell a storl',

and that three vronos cards make up one sentence

for each picture

The object ofthe garne is, first, to arrange the

IICTURES in sequence to tell the story The students

then select three wonp cards and put them in the

correct order to rnake a sentence for each picture

Thc group that does this first correctl-v wins the game

Card game I RulFsrrirEr-_-.l

Get the groups to spread the PICTI.'RES out face up in

the centre of the table

They should deal out seven \\'oRDS cards each and put

the rest tace down ln a pllc to onc slde ol tnc PICTURES

The players may look at the words in their hands but

not show them to the others

The object of the garne is to find woRDS to make

a sentence that tells what is happening in each

ofthe pICTUREs Each sentence should be rnade

up ofthree woRDS cards

Player I goes first If he has the right \\'oRDS in his hand

to make a sentence about an-v of the prcru-Rl,s, he can lay

them dor'"'n underneath the picture and sa-v the sentence

The others can comment agree or disagree

If they agree, he takes another three \xroRDS cards from

the pile on the table

If he cannot hnd the right lr,ords, he can exchange some

or all of his cards from the \IoRDS cards on the table

He places his orm cards under the pile and takes the same

number of cards from thc top of the pile He can onl-v

do this once at each turn

Then it is the next player's turn

rX4ren the players have made sentences for all the pictures,

they can put them in the correct sequence to make the story

The story sequence is:

he sees her I she sees him i he sniles at her I she sntiles at him I

he uaz;es at her I she zoaaes at him I he urites a message to

her I she writes back to hint I eL-erione reads the messages I

they meet after wor* I eteryone watches then I thev all cheer

(Variations are possible! Also note that no punctuation

is used in the woRos cards so that the players are not

given too many clues.)

E Personal pronouns: subject and object (2)

Type of activity Small group, ordering game

Personal pronouns: I, you, zDe; t/ae, you, us

- I, yott, zrre are subject pronounsnrc, ))ou, rr.i are object pronouns

we use subject pronouns for the subject of an action orfeeling:

(These u'ords are provided on the cards.)

Copy and cut up one sct of r,rp AND you c'lRos for eachpair of students in the class They will need a sheet ofpaper each, and a pen or pencil

How to use the game

in the Gramrnar point and Other structures andwith the words listed under Vocabulary, above D i v i d e t h e c l a s s in t o p a i r s

Give out one set of l,tn AND you canos per pair Ask students to spread the cards out face up on the table Ask them to take a sheet of paper and a pen or pencil Teli them they will have three minutes to 'uvrite down

as many sentences as possibie that are true forthernselves, using the words on the cards in

t h e q e n q f r e r n s '

I (don't) like llo",te i beliette in I hate

or (doesn't\ make I ntakes nrc

They can use the words on the cards as many times asthey like to create different true sentences

They should work individualll- and not show theirsentences to their partner

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Then ask them, n'orking individuaily for three minutes,

to use the cards to make as many sentences as possible

that they believe to be true about their partner, e.g:

You (dott't\ like I hate I lo:ne

o r

(doesrt't'y make I ntdkes you

Ask them to compare their sentences

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

that are true for both of them:

We (don't\

(doesn't) mdke I makes trs

Set a time limit

The object of the garne is to rnake as rnany true

sentences as possible in the tirne lirnit, individually

and as a pair

At the end of the time limit, ask for the totals

The pair with the largest number wins the game

Ask each pair to read out some of their sentences

Possessive adjectives: nu)) your) his, her, its, our, their

we use possessive adjectives before nouns: nty sister,

his mother

Other structures

She is intelligent I a good cook I good ar dancing

H e h d s ( e o t )

She uears (g/asses)

He likes reading I foorball

Vocabulary

Family members: ntother, father, brother, sister, aunt, ttncle

Appearance: tall, snull, broun hair, beard, glasses

Interests: reading, football

Possessions: bike, car, dog, cat

Characteristics: zlor*s ltard, intelligerft, attactiae, good cook,

good at dancing

Also: group, ice creant

(These words are provided on the cards.)

Copy and cut up two sets of sENTENCE FRA.cMENTS

for each group of 3-4 students

How to use the game

in the Grarnrnar point and Other structures andwith the words listed under Vocabulary for this game Divide the class into groups of 3-4 students

Give each group two sets of spxrsxcr FIL{cI.IENTS Ask them to spread them out face up on the table The obiect ofthe garne is for each group to arrange

as possible that are true for their group

Give them a time limit, say five minutes

\7hen you say 'Go!' they may begin

When the time is up, find out n'hich group has made themost correct sentences and ask them to read theirs out

E Possessive 's

Type of activity

Pairwork, information gap game

G r a m m a r p o i n t Possessive 's

Family relationships; ntother, father, aunt, uncle, cousin,children, daughter, son, grandfather, grandmother,gredt grandfather lntother, great aunt I uncle, zuife, husband,brother, sister

Make one copy of the pelatlv rRtsES A and B for eachpair of students in the class Cut A and B apart Make one copy of the pnoro ALBUM for each pair ofstudents in the class

How to use the game

in the Grarnmar point and Other structures andwith the words listed under Vocabulary, above Divide the class into pairs

Give each pair the pa*lrrr-v rRsns A and B Each studentshould take one FArtILy t-Rgg and not show it totheir oartner

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Give each pair one PHoro ALBUM.

Tell them they are cousins, looking at some family

photos They each know something about the people

in their family but not everything

They each know who some of the people in the

photos are

The object of the garne is to work out who all the

people in the photos are

To do this, drey will have to match up the names on their

FAMILY rnae (A or B) with the photos in the puoro

ALBUT.{ and tell each other, e.g.'That's Mary\ daughter.'

'John is Mary's husband.' etc.

They must not show each other their ralttLv rRse and

they should use 's in their sentences

As they work out who is in the photos, they should write

the missins names in on their FAMILY TREE,

E Possessive pronouns:

mine, yours, his, etc.

Type of activity

Game 1: Small group guessing game

Garne 2: Pairwork guessing game

Possessive pronouns: ntine, yours, ours, his, hers,

its, theirs

- we can use these pronouns in the place of a possessive

adiective (my) and a noun (shoe), e.g:

It's nqy shoe > h\ mb@ It\ your bike ) h\ yotns

It's onr house ) It's ours It's her hat ) It's hers

Other structures

G a m e 1 : 1 r t

Game 2: Past simple of be: was, were

Whose ?' Whose was this? Whose uere these?

ThislThese: This was his These were his

I think .i I th;nk these were hers

Vocabulary

Personal possessions:

Game L: unicyle, poodle, tutu, elc

Game 2: doll, kite, ribbon, etc

(Students do not need to know the words for these objects

to play the games.)

GAME 1

Copy one page ofcoupr-s cRRos and one set of

POSSESSIONS CARDS for each group of 3, 4, 6 or 8

srudents (Groups of 6 and 8 play in pairs.)

Cut the coupi-E carus along the broken lines only, notalong the solid lines (giving you four cards) Cut up the

POSSESSIONS CARDS Each group will need paper and

a pen or pencil, to keep score

GAME 2

Copy one vrcroRIAN pHoro and one set of oelrctscAFtDS for each pair of students in the c1ass Cut upthe OBTECTS CARDS

How to use the games

Note: Game I practises ntitte, yours ours;

Game 2 practises his, hers, theirs

GAME 1 Check that your students are familiar with thegrammar in the Grammar point and Otherstructures for Game 1

Divide the class into groups of 3, 4,6 or 8 Give outthe couplr, cARDS as follows:

For groups of 3, leave out one couPLE ceno and itscorresponding possESSIoNS cARDS; give the players

o n e c o u P L E c a n o e a c h

- For groups of 4, give the players one cot'PLE c'cRD each.For groups of 6, divide the players into pairs; leaveout one coupI-E caRl and its correspondingpossESSIoNS cARDS, and give the players one coupt-ECARD per pa1r

For groups of 8, divide the players into pairs andgive each pair one couPLE cARD

Ask them to fold their coupr-E cARD over at the solidline and place them in front of them, so that the otherscan see their names

Give each group a set of possESSIoNS cARDS Ask eachgroup to put the possESSIoNS CARDS face down in a pile

in the middle of the table

Students take it in turns to take a possEssloNs cARDfrom the pile and put it on the table for everyone to see The obiect ofthe garne is to be the first to say correctlywho owns each possession

If they know (or think they can guess) who thepossession belongs to, they should call out, e.g.'It'syours!' 'It's mine!' 'It's ours!' etc They can cail outwhether the possession is theirs or someone else's If they are the first to identif]' the owner correctiy, theyget a point

The individual or pair with most points at the end winsthe game

GAME 2

in the Grarnrnar point and Other structures forGame 2

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Divide the students into pairs.

Give them the vICTozuAN pHoro and ask them to put

it on the table where they can both see it

Ask them to imagine they found this photo, with some

objects, in the attic of their house

Give them the set of osTgcrs cARDS

They should put d1e oBIECTS cARDS in a pile, face down

The airn of the garne is to decide what oBJECT

belonged to each rnernber of the farnily

As they turn up each card they should discuss who it

beionged to, e.g 'Whose was rhis?' -'I think it was his.'

- 'A'o, / think it uas hers.'

\*rhen they agree, they should put the card next to the

family member (or members) they think it belonged to

lO be: affirmative

and negative

Type of activity

Game 1: \fhole class/large group, information gap game

Garne 2: Pairwork, arranging and guessing game

ertr., q.?Tt not; is, isn't; are, aren't

- in affirmative sentences we say: I am (or I'm),you are

(or you're), helshelit is (or he's, she's, it's), we are

(or we're), they are (or they're)

- in the negative) we add not (I am not, he is not, etc.),

or we use short forms: I'nt not, you aren't, helshelit isn't,

zae aren't, they aren't

Other structures

None

Vocabulary

Game l: single, married, widower; sntdent, doctor, secretary,

postnlan, housezaife, dentist, nurse, teacher, accountant'

lawSler; at nurserj, at school, not working

Garne 2: Adjectives/phrases for physical description,

personal information and feelings: tall, small, rich,

English, busy, friendly, shy, married, single' famous, bored,

angry, hungry, thirsty, sad, happy, in loz:e' tired

GAME 1

Copy one sTREET l,tA.p for every student in the class

Follow the instructions below according to the number

of students you have in your class:

- 8 students: copy and cut up one set ofNEtcneouRs

carus and highlight one name on each card, e.g on

card t highlight either Jane or Mary

- 9 16 students: copy and cut up two sets of x'sIcueouRscanos (for 16 students you will need a third copy

of Number 8) Highlight a different name on eachcard and discard any spare cards

- Fewer than 8 students: copy and cut up one set of

so that there is one house per student Discard theNEIGHBOURS CARDS that go u'ith the houses youhave cut off Highlight one name on each card

- More than 16 students: divide the class into two orthree equal-sized groups Follow the above

instructions for each group

GAME 2

Copy and cut up one set ofwoRo cARDS for each pair

of students Each pair will need two sheets sr nonerand a pen or pencil

Note: Garne 1 practises affirmative forms; Game 2practises negative forms

GAME 1 Check that your students are familiar with the grammar

in the Gramrnar point and with the words listed underVocabulary for Game l

Divide the class into groups of 8-16 A class of l6 orfewer can play as one group

Give out the cards to each group in turn Give eachstudent a STREET l.tA.p and one NEIGHBOURs cano Ingroups of 8-16, check that each student has a differenthighlighted name from everyone else in the group Tell them to imagine they are the highlighted person

To do this they will have to talk to the other people intheir group, exchanging information

At first they will only be able to give their owninformation, e.g.'I'm Jane I'm at l,{umber I with myfriend Mary I'm single We're students.'\When theyknow more, they can pass on information aboutanyone in the street, e.g.'Peter and Stre dre at Number

2 They are married ' etc

G A M E 2

in the Grarnrnar point and with the words iistedunder Vocabulary for Game 2

Dir-ide the class into pairs

Give each pair a set of woRo cARDS, and a sheet

of paper

Trang 14

Ask them to spread the cards out on the table and

look at them

The obiect of the garne is to use the cards to

rnake as rnany sentences as possible that are

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

They should keep a note of their sentences on their

sheet of paper

Set a time limit (e.g five minutes) for this part of the

game Check totals at the end

Then give each pair another sheet of paper

Ask them to choose from their cards:

I a sentence beginning '1 drat applies to one of the pair

2 a sentence beginning '.1" that applies to the other

3 a sentence begrnning 'lY/e' that is true for both of them

They should indicate who wrote the sentences, e.g:

I{eiko: I'm not shy

Philippe: I'm not in loxe

I{eiko and Philippe: We aren't manied

Collect up these second sheets of paper

Read one out without saying the names, e.g.'Listen

Can you guess which pair this is? She isn't shy He isn't

in lotte They aren't married.'

Get the class to guess

Then redistribute the papers you've collected and ask each

pair to tell the class about the pair whose paper they hold

The class should suess the authors

I[ be: yes/no questions

- word order is reversed in questions, e.g:

She is an artist ) Is she an artist?

Other structures

Short answers: Yes, 1 ant Yes, ))oLt are Yes, she is etc

l'{o, I'm not No, you aren't -Nq ir isz'r etc

Vocabulary

Personal information (vocabular-v will be determined by

the students but may include the follow-ing areas):

marital status (single, married, etc.), age (twenty years old,

etc.), family (brother, s,ster, etc.), feelings (hoppy, sad, etc.),

appearance (tall, short, blue eyes, etc.), favourite colours/

sports/foods, talents (good at tennis, erc.)

Copy and cut up three or four sets of eUESTIoN sr-lpsfor each group of 6 8 students

Have a bag ready for the completed eUESTION sups

How to use the game

Check that 1'our students are familiar with the grammar

in the Grarnrnar point and Other structures andwith the vocabulary topics shown under Vocabulary Divide the class into groups of 6-8 Groups should sitaround a table

Give each group three or four sets of quEs-ticrr.- sr-rls Ask the students to take one slip each and put the rest

in a pile in the middle of the table

Ask them to think of a question beginning with the word

on the slip This should be a question about personalinformation They should write down the next word

in the question on the slip

\ffhen they have written the word, they pass the slip

on to the person on their right, who writes the nextword and passes it on

The slip continues round the table until the question

is complete

The person who writes the last word adds a questionmark, puts the slip in the bag and takes another slip Do one example with the whole class to show them ho'uv

to do it For example, the slip has Are written on it.Student I writes your Student 2 writes eyes Student 3wrrtes blue, adds a question mark, puts the completedslip into the bag and takes a new slip

The object of the garne is to cornplete all the slipswith questions

The students continue until all the slips are completedand have been placed in the bag

They then take turns to draw a question out of thebag, read it out and answer rt, e.g.'Are your eyes blue?'

- 'Yes, they are I No, they aren't.'

Variations

I The person who completes the question passes the slip

on to the next personr who u'rites an answer underneathand puts it in the bag When students take quesrionsand answers from the bag, they try to guess whoanswered the question

2 This game can also be played with a 'general knowledge'theme instead of a 'personal information' theme.Questions would be, e.g '1s Paris the cdpital of France?''Are the Andes in Chile?' The vocabularv level requiredwould be higher

3 The bag of questions, when completed, can be used asforfeits in another game For example, students count

in a circle, each student saying a number Any numbers

Trang 15

containing 3 or a multiple of 3 must be replaced b1'

'buzz' and any numbers containing 5 or a multiple of

5 m u s t b e r e p l a c e d b i r J i : : ' ( s o f o r ' 1 2 ' t h e s t u d e n t

should say 'buzz' and for '15' they sa5' 'y'::&i;::').

Students who make a mistake have to dip into the

bag, take a question and answer it

E he= wh- questions

Type of activity

Small group, matching game

- word order is reversed in questions, e.g:

It is white ) Wdt colour is it?

- question words come at the beginning of a question

Copy and cut up one set of HaLI, sENTIINCES and one

set of poR-rR,c.trs for each group of 3 4 students Each

student needs a sheet of paper and a pen or pencil

How to use the game

Part 1 R U L E S S H E E T I

in the Grarnrnar point and with the n'ocabulary topics

shown under Vocabulary, above

Divide the class into groups of 3 4

Give each group a set of HALF sF,NTENCl,s in twcr

separate packs 'beginnings' and 'endings'.

One student in each group deals out the 'endings' to

all players, rvhich they hold in their hand, and places

the 'beginnings' face down in a pile in the middle

' Player I begins b1' turning up a 'beginning' and

placing it on the table so everyone can see it

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

'ending' card and placing it next to the 'beginning' to

form a question, asks all the other players the question

1n turn

They must answer

Completed questions should be left on the table

At the enC, the group should consider whether any ofthe 'beginnings' and 'endings' can be re-combined tomake better questions

Part 2

When the players have used all their cards, give eachgroup a set of pcrxt'ruur-s

Each student takes a poRTR{rf and, using the questions

on the table as a guide, r.vrites six questions about thecharacter on a sheet of paper (beginning What, IYhatcolour, Were, Hoza, Why si4 IY.ho) Wrtte these words

on the board for the students to refer to

W'hen thev have finished the questions they shouldpass their sheet of questions and the poR-rR{IT to thestudent on their right

'fhat student invents answers to the questions, as ifthey were the person in the IoRTR{IT, and writes them

on the same sheet

When they havc finishcd, they should swap and-answer sheets with another group They should iaythe ponrnqrrs on the table so that they can all see them They each take out one of the new question-and-answer sheets and read out the questions and answers The obiect of this part of the game is to guess whichPORTRAIT the questions and answers refer to

quesrion-lE this, that, these, those

Type of activity

'Whole class, collecting game

G r a m m a r p o i n tthis, that, these and those

- this and that arc singular, these and tltose are plural:this shoe, these shoes

this and these are used for nearby objectsthat and those are used for objects that are further awav

Play this game with a minimum of 8 students, as follows:For a class of 8 14 students, copy and cut up one set

of the four Losr pRopERTy oFFrcE cARDS for four ofthe students (one card pcr student) For the remainingstudents, copy and cut up one set ofthe Los'r ARTICLEScARDS I(eep one row ofthese cards for each student

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- For 15 24 students, copy and cut up two sets ofthe

LOST PROPERTY OFFICE CARDS (one each for eight

students) Copy and cut up a row of the Losr ARTTcLES

cARDS for each of the remaining students

For 25-36 students, copy and cut up three sets of the

LOST PROPERTY OFFICE CARDS (one each for 12

students) Copy and cut up a row ofthe Losr

ARTICLES CARDS for each of the remaining students

- If you have a larger class than this, it would be best

to play in two separate groups

How to use the game

in the Grammar point and Other structures and

with the words listed under Vocabulary for this game

Give out the Losr PRoPERTY oFFICE cARDS first

Ask students with these cards to sit behind desks in

different areas of the room These are the 'Lost

Property offices'

They should keep the card so that they can see it but

it is not visible to the other students

Give out the Losr ARTICLES CARDS to the rest of the

students Each student receives the four cards

1n a row

The obiect of the garne is for the students to find

the things on their Losr ARTICLES CARDS

To do this they will have to visit each 'Lost Property

offrce' in turn, asking 'Have you got my shoes?' or

'Haae you got my jumper2', etc., until they find one

with their article(s)

\Vhen they have found the office with their article(s),

the Lost Property officer may show them the picture

of the lost articles and ask them which article is theirs,

e.g.'This one here?' ot'These ones here?' (for things that

are at the front of the office) or'That one oaer there?'

or'Those ones oaer there?' (for things that are at the

back ofthe off,rce)

Each Lost Property offrce has more than one of each

article so they will have to identifu the article(s) they have

lost by telling the Lost Property offrcer 'It's rhis one.'

ot'Those ones oaer there, look.'

The Lost Property officer can then mime giving them

the article and they may tick it off on their card

The Lost Property officer should cross out the item on

his drawing

Ask students to sit down when they have found all the

articles they have lost

l4l have got= affirmative

haae, haae got, haoen't got; has, has got, hasn't got

- after I, you, we, they we use' haxe, haue got ot 've got

- 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

- to talk about possession, the short forms of haae ('s, 'ue,haaen't and hasn't) are not normally used without gor:He's got a car (Not He's a cat.)

Other structures None

Vocabulary

Physical appearance:

Garne l: long, short, curly, staight, brown, red, blonde,black, green, uhite, blue, yellow, hair, eyes, skirt, dress,jumper, ffousers, shoes

Garne 2: wings, webbed feet, arnts, heads, horns, eyes on stalks

For Game 1, copy and cut up two sets of srrono canosfor each group of 3-4 students You will also need

a paper bag per group

For Garne 2, copy and cut out one set of RttgN FA"MILIESrICTURES for each pair of students in your class

Note: Garne 1 practises the affrrmative; Game 2 practisesboth the affirmative and nesative

GAME 1 I R U L E 5 S H E E T

in the Grammar point and with the words listedunder Vocabulary for Game 1, above

Give each group two sets of woRo cARDS

Ask them to deal out seven cards to each Derson inthe group

They should put the rest in a bag

Player I should look at her cards If she can make asentence that is at least four words long and true forsomeone or some peopie in her group, she can laydown the words to make the sentence, e.g.'He has gatbroun hair.' or 'We hatte blue jumpers.' (The studentmay make a word plural.)

If she cannot make a sentence she may exchange asmany \iloRD cARDS as she likes with cards from thebae She can then use them on her next turn

Trang 17

El have got: yes/no lEl have got=

wh-questions

Then the turn passes to the next person

The obf ect of the garne is to rnake as rnany true

sentences as possible

The player with the most sentences on the table at the

end is the winner

GAME 2

Divide the students into pairs Check that they are

familiar with the words and phrases listed under

Vocabulary for Game 2

Give each pair a set of eLleN FAMILIES prcrunps and

ask them to take one each (Family A or Family B)

They should not show their picture to their partner

The obiect of the garne is to find as rnany

differences as possible between the pictures

To do this they have to imagine that they are the 'me'

in their picture and describe their pictures to each other,

e.g 'We'te all got four arms and tzuo heads.' or 'M1 mother

has wings but my sister hasn't got wings.' erc

There are six differences between the pictures

questions

Type of activity

Pairwork, matching game

Grammar point

hante got: yes/no questions and answers

- questions: Haae youlwell got ? Has helshelit got ?

- short answers: Yes, Ilyoulwelthey hazse Yes, helshelit has

- negative short answers: No, Illtoulwelthey haaen't

l{o, helshe hasn't

Pets: (shaggy) dog, poodle, cat, hantster, rabbit, ntouse, rat,

horse, tortoise, goldfish, parrot, canary, guinea pig, spider

Copy and cut up one set of rar'ULIES cARDS (A and B)

and one set of pgt: ceRns for each pair of students in

your ciass

How to use the game

in the Grarnrnar point and with the words listed

under Vocabulary, above

Divide the class into parrs

For each pair give one student FAMILIES cano A andthe other FAMILIES caru B They should not show thepicture to their partner

Tell them that the ieft picture on their card is their familyand the right picture is their partner's family

Give each pair a set of pEr canos

Ask them to spread these on the table so that they canboth see them

The object of the game is to guess which pet eachrnernber of your partner's farnily owns

To do this they will have to ask questions, e.g 'Has youraunt got a parcot?' or 'Haz,e yosr grandparents got a cat?'Their partner may only give yes/no answers, e.g.'Yes(she has).' or'No (they haaen't).'

As they match each pet with its owner, they may takethe PET cnRp from the table

The game is finished when each player has matched allthe Dets with their owners

Type of activity

Small group, arranging game

hazse got in'2r,ft- questions

- we use haxe got in zuft- questions like this:

What colour eyes haue youlwell got?

What colour eyes has helshelit got?

- note that word order is reversed in ouestions

Other structures

zllz* question phrases: IX4tar colour ? Iilhat kind of How many ?

Vocabulary Physical appearance: hair, eyes

Possessions: house, books, rooms, car, camera, telez;ision,bicycle, radio, pets

Family members: parents, grandparents, mother, father,aunt, uncle, brother, sister, children

Copy and cut up a set of se,Nrsxcns cARDS for eachgroup of 3-4 students

Trang 18

How to use the game

Check that your students are familiar u'idl the grammar

in the Gramrnar point and Other structures and

with the words listed under \bcabulary for this game

Give each group a set of sENTENCES cARDS

Ask them to spread them all out facc up on the table

so that they can all see them

Get them to appoint one person in each group as 'scribe''

The object of the garne is to rnake as rnany questions

as possible frorn the words on the table'

They can use each word more than once'

Give them a time limit, say five minutes

The 'scribe' writes down the questions as the group

think of them

The group with the most questions at the end is

the winner

Then, the students take turns asking a question to a

student in another group, e.g:

Group 7: IX'hat colour eyes has yttur nnther got, ILaria?

Group 2: Wat kind of car has your father got, Pedro?

El rnere is and There are=

There islisn't T'here arelaren't

we use the singular, islin't, to talk about single

countable objects and uncountable obiects:

There isn't a sofa There isn't atty strgar

we use the plural, arelaren't, for plural objects:

There aren't an! to))s

Other structures

lots of : There are lots of cuPs.

aryt in negative sentences' There ttren't any matches

(= There are no mdtches.)

Vocabulary

Furniture and household obiects: soJa, cot, urntcltair,

knitting, cffie table, xases, bookcase) cttps' piano, photos,

uindow, toys, fireplace, cigarettes, music stand, natches,

ashtray, paints, xiolin, dog biscttits, neuspctper, sLtttc.tses

Copy a RooM ptclruRg and a set of nar-p sENTENCEcanos for each pair of students in your class Cut upthe rt.ru sE\TENCE CARDS

How to use the game

Check that 1'our students are familiar with the grammar

in the Grarnrnar point and Other structures andwith thc rvords listed under Vocabulary for this game Divide the class into pairs

Give each pair a set of HALF sENTENcB canns and a

ROOIU PICTURIT.

Ask them to spread the cards out face down on thetable and to put the ROorI PICTURE where they canboth see it

They should take it in turns to turn up two HALFSE\TENCI] CARDS

The object of the garne is to find rnatching halfsentences that rnake a sentence that correctlydescribes the roorn,

If the player turning up the cards finds two that make

a true sentence about the room, she may put the halvestogether and lay them under dre picrure FL{LF SENTENCEcARDS may be left face up when they are turned over.Then a nen' half sentence can be combined with anvthat are visible

The player rvho can make the most sentences is the winner

Variation

For a harder version of this game, the cards can beturned face down again if they don't match Players willthen have to remember where the half sentences are

Is there ? Are there ?

we use the singuiar, lr', to ask about singie countableobjects and uncountable obiects:

Is there a chair? Is there any sugar?

- \4'e use the plural, are, for plural objects:

Are there arqy toys?

note that the lvord order is changed in questions

Other structures

arT, in questions' Are there any biscuits?

a lot of .' Are there a lot of bisctrits?

Trang 19

Furniture and household objects: ashtray, cigarettes, ntLttcltes,

easel, pairtts, collar, dog lead, dog boul, (packet ttfl dog biscttits,

tttusic stand, t,iolin, boo/es, szzircases, knitting, cot, childrett's

toys babies' tot's

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

How to use the game

Check that -vour studcnts are familiar with the grammar

with the n'ords listed under Vocabulary, above

Divide the class into groups of 3 -l students

Give each group a set of BEDSITLT\\I) pictures and ask

them to take one each

In groups of 3, one person il'ill have to take tu'o

BEDSITLANI) pictures

They should not shou' their pictr-rrcs to each other

Give each group a set of LoD(;ERS Tell them these

eight iodgers live in thc eight rooms in the house

Ask them to spread the LctttctRs out on the table

where thev can a1l scc thcm

The object of the garne is to decide rvhich lodger

lives in which room

They first look at the ir o\\'n litDst-t.L.lxn picture and

decide which t-oncsn lives in i,vhich room, using the

objects in the room as clues

Then they trl to rvork out 'uvhere the othcrs 1ive To do

this they u'ill have to ask each other questions using

'Is there ' ot 'Are

there ', such as 'Is there cut ashtral'

it Room 1?' 'Are there a lot of books in Room 2?'

The game is finished r'r,hen thcy have rvorked out u'ho

Place prepositions and phrases

in, at, ort, ttnder, belou, next to, near, ahctL,e, opposire,

behind, in front o;t', beside, on the rightile.fr of

Other structures

&e in vesino questions: Are you ?

&e in short answers: Yes, I am No, I'nt not

There is ittre VocabularyFurniture and household objects: fridge, table, chair,cupboard, cup, saucer, jug, tLapot, trrilk bottle, sink, cooker,pan, cttrdboard box, toLrstet", kettle, floor

Make one copy of the car AND MousE tsoARD, the c,qrToIiEN and the t\vo IIOUSE'I'OKENS, and two copies ofthe crt' AND \rousE pIcruRE, for each pair of students

in -vour class Cut apart the 'roKENS You will alsoneed a dice for each oarr

Check that vour students are familiar with dre grammar

in thc Gramrnar point and Other structures andrvith the n'ords listcd under Vocabulary, above

D i v i d c t h e c l a s s in t o p a i r s Give each pair a c.\T AND IIOUSE BOARD, a dice, a cA.r-I'oKEN and one rlousE TOKEN.

Ask them to decide which of them will be the cat andll,hich the lnouse

They should place their tokens on START

Now give all the students a c.{T AND A.lousE prcruRE,and give the 'mice' another r'rousE ToIiEN

The 'mice' should place their secondlrousE ToKENan]'r,vhere they like on their picture (keeping it carefullyhidden from the 'cats'!).

The object of the garne is for the 'cat' to try tocatch the 'mouse', and the 'rnouse' to try toescape frorn the 'cat'.

The 'mouse'begins He should shake the dice andmove.the appropriate number of squares round theboard, 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 andlnove the appropriate number of squares, missing outthe SCURRY squares

If she lands on a POUNCE square, she can ask the'mouse' a question about his whereabouts, e.g 'Are you

in the box rtear the sink?' or'Are vou on the chair on the

" i h t ^ f t l ' , ' t , ' h l n ) ' e t , The game cnds when the 'cat' catches the 'mouse' byfinding his hiding place, or r,vhen the 'mouse' gets tothe mousehole

Trang 20

-EO lmperatives

Type of activity

Small group, board game

lmperatives and negative imperatives

- we use the infinitive form of the verb for the imperative

in commands and instructions:

Sit down Conte here Tbuch your toes

- we use do not or don't in negative imperatives:

Don't laugh

Other structures

None

Vocabulary

Parts of the body, e.g hands, toes, stomach, earst nose' eres'

knees, elbow, feet, tongue, head, mouth

Game actions and expressions: say (the alphabet backwards),

miss (a go), pat $tour heaA1, rub $tour stomach) ) go (back

three squares), close Qtour eyes), moae, change (the rulesl

one instruction), land (on a square), and other actions as

invented by students; at the same time, it's your go) counter

Copy a r-AURA's cAME BoARD and set of INs-tRucrroxs

for each group of 6 8 students in your class You will

also need a dice for each group, and 3 4 differently

coloured counters for each group

in the Gramrnar point and with the words listed

under Vocabulary, above You can write the

vocabulary up on the board for their reference

Divide the students into groups of 6-8 players

Ask players in each group to group themselves in pairs

Tell them they are playing together in these pairs

against the other pairs in the group

Give each group a I-AURA'S GAME BOARD, a set of

rNsrRUCTIoNs and a dice Give each pair in the group

a differently coloured counter

Ask all pairs to put their counters on START

Tell them to begin playing by shaking the dice and

moving the counters round the board

When they land on a shape (triangle, circie, square

or diamond) they should obey the instruction for

that shape Then it is the next pair's turn

\7hen a pair lands on '!', they may choose one of the

TNSTRUCTIoNS to change, for example, changing the

parts of the body when landing on a circle

The only condition is that they may not make an

instruction that allows a pair to move more than four

squares forward, or straight to FINISH

They may want to change rules to benefit their pair

or just to have fun

The obiect of the garne, as in a norrnal board game,

is to reach the end first

The pair that does so wins the game

EE Present simple:

affirmative and negative

Type of activity

Garne 1: Small group, card gameGarne 2: lfhole class, information gap game

Grammar point Present simple

- we use this tense to talk about things that are generallytrue:

Birds lay eggs Tigers hazse stipes

- we also use it for habits, routines and things that often,sometimes or aiways happen:

I go swimming on Sundays

- the present simple is like the infinitive form of the verb(like, want, etc.) except for the third person singularwhich has an -s (he likes, she wants) etc.)

- we use don't or doesn't in the negative:

Ilyoulwelthey don't like it Helshelit doesn't like it

Game 2' planet, ntountains, grass, trees, water, insects,insect lifu, bt1ds, bird life, sun, moon; telephones, signs, food,wilk, radios, guide, beetles, lights, flying chairs, woolly hats;haae, go round, write, use tools, speak, eat, need,

communicate, drink, walk, ffattel, wear

For Garne 1, copy and cut up a set ofpRearv ractscanls and a set ofvERe cARDS for each group of 3-4students in your class

For Garne 2, copy a soIAR sYSTEI,I u,Ll for everystudent in the class Copy one IL{NET ceRo andone INHABITANTS CARD fbr everV Student and cut

up these cards

Trang 21

Note: Garne 1 practises the affirmative;

Garne 2 practises the affirmative and negative

GAME 1 R U L E S S H E E T I

in the Grarnmar point and with the words listed

under Vocabulary for Game 1

Give each group a set of t RgRKy FACTS cRRos and a set

ofvens cARDS

Ask them to deai out eight FREAKv FACTS cARDS to each

player and to spread the rest face down on the table

They should place the \ERB cARDS face down in a pile

on the table

The object of the garne is to make sentences using

a verb frorn a vERB cARD to cornbine two of the

FREAKY FACTS CARDS

Each player should take it in turn to pick up a vERB

CARD from the pile

She should take two FREAKy FACTS cARDS from her

hand and make a sentence with them using the vrRn

CARD to connect them (and adding any other words

she likes), e.g.'Tigers have stripes.' 'The earth goes round

the sun.' 'Polar bears liae near the North Pole.' 'Pandas

live in China.'

To make some sentences she will need an extra 's' or

'es' card.

She will find that sometimes she holds the right

combination of cards to make a fact easily, e.g Cats

eat fish, but sometimes she will not have the right

combination of cards to make an obvious fact

In this case she should 'invent' a fact e.g Tigers eat

fish, and try to persuade the others that it is true

(She will obviously have more chance with a

'believable' fact like the above than with obviouslv

false statements like Birds hatte 8 legsl)

If the group accept the 'fact' as true or possibly true,

she may discard the cards and take another two FREAKv

FACTS CARDS from those on the table

If the group reject the sentence, she must keep the

cards but may change as many FREAKv FACTS cARDS

as she likes from her hand with those spread out on

the table The cards that she outs back on the table

must be face down

Then the turn passes to the next player

The winner is the player who gets rid of all her

cards first

GAME 2

Note: This is a whole-class activity

under Other structures and with the words listed

under Vocabulary for Game 2

Part 1 Give each student a soLAR sysrEM lrqp and a

PLANET CARD

Ask them to read the pr-qNn.t caRo and work out whichplanet on the soL{R sysrEM rLlp they come from.They should mark it with its name on the map Ask them to rake their soL"\R sysrEM mt (but not thePLANET cano) and to stand up

The object of this part of the garne is to narne allthe planets on the rnap

Students can do this by talking to each other anddescribing their planet using affirmative and negativestatements such as:

Sl: IX'4tere do you come from?

32: Tharg

Sl: IX/hat's that like?

32: Well, it doesn't haz;e any mountains and it doesn'thave any grass But it has trees and water

Sl: Is it planet number 2?

52: No, Tharg doesn't go round the sun

etc

The students must not show their solqR sysrEM I,L{ps

to each other, nor say the number of their planet When they have written in the names of all the planets

on their map, ask them to sit down

Part 2 When everyone is sitting down, give each student anINHABITANTS cann This card should not corresoond

to the IIANET cARD they already have

Tell them that they are each on a mission in outer spaceand they have each found an alien (the one on theirINHABITANTS ceRl) from another planet who is lost

in space He/she doesn't speak their language so theydon't know where he/she comes from

The object of this part of the garne is to find outwhich planet the alien is from and return

hirn/her to it

To do this they will have to stand up and move aroundthe class 'radioing' each of the other planets rill theyfind out which planet the alien is from- They could say:

Sl Spaceship Deha to Gamma 3 Are you receiz;ing me?

32 Yes Go ahead

Sl: We haz,e an alien here He has two heads andfour arms.But he doesn't hazte any feet He's in a fllting chair.32: Yes! He\ from Plarg Can you bring him back?Variation

You can play this game in a more static version byseating students in groups of 8 or fewer around tables.For 8 students, make eight copies of the sor-cn sysrEMA.Ltp, and a copy of each of the eight pr-ANET cARDSand INHReit-Alirs CARDS For groups offewer than 8,make one copy of the soLA.R sysrEM l n and white outany unwanted planets Use this as your master to makethe required number of copies Select pt-tNpT cARDSand rNHaettaNTS cARDS to correspond with the map

Trang 22

Present simple questions

we use do and does to form questions in the present

simple: Do Ilyoulwelthey like ? Does helshelit like ?

- note that we put the subject (1, -,-ott, etc.) after do and does

Other structures

Short answers: Ye.r, 1do ,\1L I don't

Vocabulary

Places, things, activities: ice crean,.football, cat, dog, g/a-sse.s,

club, theatre, bicycle, tear tennis, cltess, stantps, guitar, PiLttto,

I a r t g t t a ge s, o.lfi c e c h t t ol alc *zr' loqg i t t 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

Copy and cut up one set of cul caRns lbr each pair

of students in your class Each pair u'ill need a sheet

of paper and a pen or pencil

How to use the game

Check that I'our students are familiar lr'ith the grammar

with the q'ords listed under Vocabulary, above

You can u'rite the verbs, from the list, on the board

for students to refer to

Give each pair a set of cuE cARDS

Ask them to put them in a pile face dorvn on the tab1e

Player I should take the top card and look at dre picture,

then ask Player 2 a question based on the picture,

e.g (picking up the picture of an ice cream) 'Do you l;ke

ice creant?'

Player 2 should answer and ask Player 1 the same

question, e.g 'I?s, I do Do 1'ou?'

The object of the garne is to ask and answer as

many questions as possible

Players should take it in turns to pick up cards from

the pile

Give a time limit, sav three minutes

At the end of this time, join pairs together with

another pair

Pair A should put their chairs so they are back to back

and cannot see each other

Pair B should quiz Pla1'er I about Player 2's ans\\'ers, e.g.'Does he like icc crednt?'They may use the cards as cues,

Pla-ver 1 must tr)r to remember

\flhcn she has ans'nl'crcd, Plal,er 2 ma1' say whether sher.vas right or not

The-v can then ask Pla ver 2 about Player 1, and Player Ican confirm or disagree s'ith the answer

Pair B should keep a score of dre number of right answersthat Pair A give about each other

Then it is Pair A's turn to question pair B

The pair who got the most right answers at the end arethe u'inncrs

EE Present simple:

wh- questions

Type of activitySmall group, matching game

G r a m m a r p o i n tPresent simplc zr,ft- questtonsw-e form thcsc questicrns u'ith do and does:

Wtere do Itl,ouiweithe-t' liue?

Where does hetshelit lite?

\ve put the subject (1, /ri, etc.) after do and docsquestion u'ords (arlro, u,here, uhj, tuhat, hou, tuhen)

go at the beginning of the question

Students will need to know these u.ords to make thequestions for the game (the-v can be q'ritten up on theboard): lir-te, eat, la1 (eggs), fl15 keep, Jur, lortg necks, ltuntp,cheeks, bqg c1'cs, lortg tongues

Copy and cut up onc set of lNtllqI- IICTURES and oneset of aNtir,t,rr- A\s\\-ERS for each group of 3 4 students

in the class

Trang 23

Check that your students are familiar r"'ith the grammar

with the words listed under Vocabulary for this game

Divide the students into groups of 3.-4

Give each group a set of axlNlLL t,tc-ruRgs and

ANIMAL ANS\\''ERS.

They should spread the A\INIAL ANSwERS out face up

on the table and put the ANI\,L\L PICTURES face down

in a pile

Players should take it in turns to turn up a card from

the ANIMAL PICI'uRES pile and lay it on the table

The obf ect of the game is to find a question for

the pICTURE that rnatches one ofthe ANSwERS on

the table Questions rnust begin with a ztsh- word

and use do or does

The player who can do this correctly frrst, for example

by asking (matching a picture of a tiger with the answer

India) 'II/here do tigers lite?', rnay keep both cards

The plaver with most cards at the end is the wtnner

EEI some and any

Type of activity

Small group, exchanging and collecting game

sorne and any

- we use some and azy with plural nouns (sonte pills,

any batteries) and uncountable nouns (sotne ntoney,

any shamPoo)

- we use sorne in affirmative statements (I haxe sorne

money), in offers (Wotid you like sorne ntoney?) and

requests (Can you gioe me sorne monel'?)

- we use any in negative statements (I haxen't got any

ntoney) and in questions, except for offers and requests

(Have you got any money?)

- some and any may be used on their own without a noun

when the noun has been previously mentioned:

I haaen't got any shampoo Haxe you got any?

Other structures

need' We need some starn4s

haae got in questions and short ans\{'ers

Vocabulary

Holiday necessities: film, suncream, insect repellent, tltoilq)'

plasters, batteries, shampoo, toothpdste, soap, travel pills,

aspirin, rlssz.res (These words are provided in the game.)

Copy and cut up one set of t'acxtllc PICTURES, onesuITCASE and one cHECKLIST for each group of j-4students in your class Put all the PAcKING PICTURESthat you have copicd together and mix them up

in the Grarnrnar point and Other structures andwith the u'ords listed under Vocabulary for this game Divide your class into groups of 3-4

Give each group a sUITCIASE and a r:uscKLISt

Tell them the-v are going on holiday and this is theirpacking list

Ask tu'o plavers in each group to take the surrcasn andthe other t\\'o to take the cIlECKLlsr (In a group of 3,one play'er can take either the sLrn-cASE or *re cHEcr<usr.) Give out the mixed-up PACKING I']ICTURES to the playerswith the suitcases onl.v 12 pictures to each pair.Because the pacrctNc PI(t'fuRES have been mixed up,each group will be missing some items and have morethan one of othcr items

The pair should spread the racrtNc; PI(lruRES out wherethey can both see them, but conceal them from theother pair in their group

The obiect of the garne is to 'pack' the sulrcAsEwith all the iterns on the cHECKLIST

The pair n'ith the cHECKLISI' should ask the other pair

if they have items on the list, e.g.'We need some suncreanl.Hatte ue got any (suncrednt)?'

The players with the sUITCASE and t'aczuNc PICTURESshould answer, e.g 'Yes, we'ae got sonte.' or'No, weharen't got ttny.'

If they have an item, they can put it in the SUITCASEand the pla-vers rvith the cHECKLIST can tick it off If they haven't got an item, the players with thecHtscKlIST should underline or circie the item

If they have more than one of any item, they should putone in thc suITCASh,, but keep the other on the table $flhen they have finished going through the cuncrLtst,thel' should decide u,'hat items they need to get,e.g.'l'W htn-ten't got.tlry batteries We need to get some.'-'Yes, and we neetl sonrc pl(lsters too.'

Groups may then send out two players to go to othergroups to try to obtain those items

They should visit other groups and ask for items,c.g.'We need sonte shdntpoo Hatte you got any?', Groups can give away any of the items not in theirsuITCASl (Items do not need to be exchanged theycan be given away.)

The group to finish packing first are the winners

Trang 24

El uow much ,? and EEI Quantifiers: much,

How many ?

Type of activity

Pairwork, information gap game

Grammar point

Hoz.u rnuch 2 and Hozts ntany ?

- we use hou much with uncountable nouns:

How rnuch flour ?

we use how ntanl' with plural nouns:

How many apples ?

Other structures

haxe got

There islare

Vocabulary

Shop goods: apples, flour, cffie, jam, sottp' oratTges' tea'

tomatoes, sugar, bread

Amounts: gram, loaflloaaes

Containers: bag, packer, jar, rin

Copy and cut up a set ofcupsoaRD PICTURES

for each pair of students in your class

many, a lot of,

- we use much with uncountable nouns: tnuch time

- we use many with plural nouns: tnany books

- we use a lot of with uncountable and plural nouns:

a lot of time a lot of books

- much and many tend to be used in questions andnegatives In affirmative statements we tend to use

a lot of rnstead of much or many

- a few (meaning 'not many') is used with plural nouns:afeza books

- a little (meaning 'not much') is used with uncountablenouns: a little time

Other structures

haae got: affirmative negativc questionsThere is arc: affirmative, negative, questionsPresent simple: affirmative, negative, questions

Vocabulary

These words are provided on the board: brothers, ntone)),books, letters, cffie, tea, languages, hobbies, rooms, rain, pets,kilometres, time, exercise, problems, good friends, aunts,frce ritne, lrolidays releaision prograntntes, sisters

Copy a eUESTIoNS BoARD and a set of l,rucu oR \,LA.NYcarus for each group of 3 4 students in your class.Cut up the uucn oR MANv cARDS For each group youwill need a dice and 3-4 differentlv coloured counters

in the Grarnrnar point and Other structures andwith the words listed under Vocabulary, above

Divide the class into groups of 3-4

Give each group a eIJESTIoNS BoARD, a dice and a shufledset of llucu oR MANy cARDS Give each student adifferently coloured counter

Ask them to place their counters on START and todeal out five uucn oR I,LA.Ny cARDS to each student The rest of the cards should be placed in a pile face down Player I throws the dice and moves forward thatnumber of squares

The object of the garne is to rnatch picture squaresand nucu oR MANY CARDS to rnake questions

(A and B)

How to use the game

Check that your students are famiiiar with the grammar

in the Grammar point and Other structures and

Divide the class into patrs

Give cupBoARD picruRn A to one student in each pair

and cupgoaRo pICTURE B to the other student Thev

should not show their pictures to each other

The object of the game is to find as many

differences as possible between the two pictures

To do this they will have to ask questions about each

other's pictures, e.g.'Hozu many apples are there in your

cupboard?' 'How much flour is there in your cupboard?' ,

and answer, e.g 'There are fiae apples in my cupboard.'

or'I'z:e got 500 grams o;f flour.'

There are eight differences

Trang 25

\Xlhen a player lands on a picture square he should look

at the MUCH oR r'IANy cARDS in his hand to see if he

can make a question to ask one of the other players

For example, if he lands on 'books' and he has a 'How

many' card he can make a question such as 'How many

books haae you got?' ot'Hou many books do you read eaery

month?' He can ask any of the other piayers, u'ho must

reply, e.g 'I don't haxe many books.' or 'N'ot many!' or

'(I reaQ two books (eaeryt month).'or'(1 reaQ a lot (of

books).'The player can then put his card down on the

table in front of him But, if he only has 'Hou'much'

cards in his hand, he cannot make the question and

must take a card from the pile and miss a go

The player who uses all the cards in his hand first is

the winner

EllFrequency adverbs:

always, sometimet etc.

Type of activity

Pairwork and small groups, connecting game

Pairwork/whole class, information gap game

Present simple * frequency adverbs and adverbial phrases

- frequency adverbs (always, often, frequently, usually,

sometintes, occasionally, rarely, nexer, etc.) precede the

verb (1 nezter eat fish), and the main verb in questions

(Do you sotnetitnes go skating?)

- adverbial phrases (ez;ery day, once a ueek, twice a week,

on Sundays, on Monday nights, etc.) go at the end of

the sentence: I go swimming on Tuesdays

Other structures

None

Vocabulary

Garne 1: Family and friends: brother, sister, aunt, uncle,

parents) cousin, friend, neighbours

Other people: boss, teacher, children, politicians, babies,

people, group, British

Animals: dogs, sheep, cat

Game 2: theate, ballet, orchestra, church, Italian lessons,

ztiolin, skating, birdwatching, parachuting, hiking, c anoe i r t g,

yoga, football, boxing, art, cookery, philosophy, astononty,

clinic, sewing, finance, climbing

Garnes I and 2: Activitv expressions: go walking I

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

practice I to the ballet I to the theatre, do astronomy I yoga,

play football I tennis

For Game 1, copy and cut up one set of pEopLEcarus and one set of rRnqutNcy cARDS for each pair ofstudents in your class Each pair will need a sheet ofpaper and a pen or pencil

For Game 2, copy one sheet of caLENoaRS and oneset of pEopLs prc'ruREs for each pair of students inthe class Cut up the pBoplE prcruR-Es

in the Grammar point and with the words listedunder Vocabulary for this game

G A M E 1 Divide the class into oairs I

RULES sHEEr I

Give each pair a set of pEopLE caRns and a set ofFREQUENCY CARDS Ask them to put them in twoseparate piles face down on the table

Player I should take the top card from each pile andput them face up on the table for both players to see The object of the garne is to rnake a true or falsesentence cornbining the two phrases

Players should take it in turns to take the top cardfrom each pile and make a sentence using the words

on the cards, e.g 'A lot of my friends go skating onFriday nighrs.' or'My boss often shouts.'

They should keep a list of their sentences as they say them Then get each pair to work with another parr

Each pair in the group should take it in turns to readtheir sentences out

Each pair should guess whether the other pair's sentencesare true or false

If they are right they get a point If they are wrong,the other pair get a point

The pair with most points at the end is the winner

Variation

You can adapt this game to practise only the frequencyadverbs (always, often, frequently, usually, sont eti n t e s,occasionally, rarely, neaer) if you prefer Simply discardthe adverbial phrases (on Saturday nighrs, etc.) fromthe FREeUENCv cARDS and copy more of the adverbs

GAME 2

Divide the students into pairs

Give one student in each pair (Student A) a sheet ofcALENDARS He should not let his partner see it Give the other student (Student B) a set of psopLE,PICTURES She should spread these out on the table

in a way that she, but not her partner, can see them

Trang 26

The obiect of the garne is to match the prcrunes

to the CALENDARS

Student A begins He should describe the activities in

the first calendar in his sheet of calexoans, e.g 'FIe

sometimes goes to the theatre He goes to ballet lessons once

a week I eaery Tuesday.'

Student B should look at her ppopLn PICTURES to see if

she has a picture that corresponds to this description

She should give this to Student A, who should put it

on the correct calendar

Halfivay through, the students can exchange roles

(Student B has the set of cRLExoaRs and Student A

the PICTURES)

Variation

If you prefer a whole-class activity for this game, copy

and cut out as many calendars from the CALENDARS

sheet as you have students in the class, and copy the

corresponding pEopLE PICTURES Give each student an

individual calendar and one of the pgopr-E PIC'I'URES

(not the picture that corresponds with their calendar)

They should then go round the class trying to find the

person who has 'lost' the calendar that they have, by

asking and answering questions e.g:

Sl: Do you sometinles go skating?

32: Yes!

Sl And do you go birduatching at weekends?

S2: Yes! I loae birdwatching

Sl: Is this your calendar?

EEI Present continuous:

He's feeling sad

- we form the present continuous with the present tense

forms of be + [verb]-ing' I'n lyou're lhe's lshe's I

we're lthey're + [verb]-ing

we can form the negative like this: I'm not I you're not

(or you aren't) I he's ttot (or he isn't) I she's not (or she

isn't) I we're not (or we aren't) I they're not (or they aren't)

to ride bikes), enjoying (Spanish food I rhe tour), playing(z,olley b al[), burying

Copy one set of caprroN cRRos and one PHoro ALBUN'I(left and right pages) for each group of 3-4 students

in your class Cut up the cAPTIoN cARDS, keeping thepEopLE caRos and vERB CARDS separate

How to use the game ] R U L E S S H E E T I

in the Grarnrnar point and with the words listedunder Vocabulary, above

Divide the class into groups of 3-4

Give each group a PHoro ALBUM and a set ofcep.ltoxcARDS, separated into psopLE, cARDS and vERB cARDS Ask each group to put both pages of the PHoro ALBUNIface up on the table where they can all see them Ask them to take the pEoPLE caRls and to spreadthem out face up on the table

Ask them to take the vERB cRRns and to spread themout face down on the table

Players then take it in turns to turn up the vERB cARDS,one at a time They should leave the cards face up The object of the garne is to make a caption foreach photo, using the cAPTIoN cARDS Each caption

is made up of three cards

The players should look at the cards on the table andtry to spot a combination of caprroN cARDS thatmakes a sentence that describes one of the photos,e.g for photo 1: We are arrizting in Spain

When one of them 'spots' a caption, she should saythe words and point to the photo

The first player to do this can put the appropriatecAprIoN canos under the photo and claim a point The player with the most points at the end is the winner

Variation

This can be played as a team game, where the firstgroup to match all the photos and captions correctlywins the game

Trang 27

EE Present continuous: EO Present continuous:

Type of activity

Small group, lotto game

Present continuous questions

the word order is changed in questions:

Are Stottiucithg-1, + [verb]-iiig? Am I + [verb]-l)rg?

Is heishelit + [verb]-rizg)

Other structures

Present continuous negatives: He isn't dancing

Vocabulary

Activities : dancing, rtmning, jumping, kicking (a baltl,

drinking, typittg, singing, climbing (d tee), ironing, cooking,

washing ttp, riding (a bike), driz-ing, eating, writing, playing

(the gtital, painting, sleepittg, shopping, uatching (Tl),

reading, Jighting, skating, repairing (a car)

Copy and cut up one set of four Lorro eoaRDs and

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

How to use the game ] R U L E S S H E E T I

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

to refer to

Divide the students into groups of 3-4

Give each group a set of Lorro BOARDS and a set of

LOTTO PICTURES

They should put the LOTTo pICTURES face dou'n in a

pile on the table and take one LOTTo uolRl each

The object of the garne is to rnatch the pictures

in the pile with the pictures on the boards

Player 1 begins He takes a picture from the pile and,

without showing it to the others, tells them three

things that aren't happening in dre picture, e.g.'He isn't

dar'tcing He's not eating He isn't laughing.'

The other players then ask questions to find if the card

corresponds to one on their boards, e.g '1s he cooking?'

'Is he zuriting?' 'Is

he driz;ing?' The player u'ho gets the answer 'Vs' may take the picture

and place it on her board on the matching square

Then it is the next pla.ver's turn to pick up a picture and

say what is not happening in his picture

If any player picks up a picture that matches one on her

own board, she should replace it at the bottom of the

pile and take another

The player rvho completes his board first is the wrnner

Type of activity Small group, ordering and matching game

Present continuous zr'lz- questionsthe word order is changed in questions:

lVhat ate youlzuelthey + [verb]-ing?

LVhere arn I + lverbl-ing?

lY./hen is helshe + fverb]-ing?

- question words (what, uho, when, why, where, how, which)come at the beginning of the question

on the cards.)Also: watch, see, catch, dreaming, trying (to reach); sad,film, hot-air balloon, bus, flouers, fried eggs, cupboard, ghost

Copy and cut up one set ofplc.tunp eUESTIONS, oneset of ptc-tuRl, ANS!ilERS and one set of woRo cARDSfor each group of 3-4 students in your class

How to use the

Part 1

game

Check that your students are

in the Grarnrnar point andunder Vocabulary, above

Give each group a set of IICTURE eUESTIoNS and a setofshuffled \roRD cARDS

Ask them to spread out the \(/oRD cARDS face up onthe table where they can all see them

Ask them to put the IICTURE eUESTIoNS face down in

a pile on the table

The object of this part of the garne is to make anappropriate question using four wono carus foreach picture

Player I should turn up the first rICTURE euESTioNand put it face up on the table where everyone in thegroup can see it

The first player to see the four wono canos that make

an appropriate question for the picture should say thequestion If the others agree it is correct, he can thentake the four vroru canos and the prcrunr euESTIoNjplacing the picture in front of him with the four wonDcARps underneath

t RriLEs sHEErlfamiliar with the grammarwith the words listed

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Then it is the next player's turn to turn up a IICTURE

QUESTION

The player u'ith most woRD cARDS at the end is

the winner

Part 2 R U L E S S 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

a set of PICTURE ANS\vERS

Ask them to put the IICTURE euESTIONS face down in

a pile on the table and to deal out all the ptcrune

ANS$(/ERS to the players

The object of this part of the game is to rnatch

question and answer

Player I takes the first pICTURE QUESTIoN from the pile

and asks the question, without showing dre others the card

The player who thinks she has the right IICTURE ANS\x,T,R

can reply, e.g 'llet crying because he's uatching a sad

film.' The other players can check that the question

and answer cards match; if they do, she can keep the

pair of cards

Then it is the next player's turn to turn up a PICTURE

eUESTI()N and ask the question.

Present continuous or present simple

- we use the present simple to taik about actions repeated

every day, often, or sometimes (I get up at 7.30 eaery

morning) and about feelings (He lihes chocolate)

we use the present continuous for ongoing actions

taking place at the time of speaking:

She can't conle to the phone nowl she's haz:ing tt bath

Other structures

None

Vocabulary

$ilork activities' drive (a btts), delixer (letters), repair (cars),

teach (maths), work (in a restaurant I in an olfice I on a

building site I in a shop), painr (picuues), direct (films), fly

Qtlanes), clean (windows), zuear (a unfornt)

Llkes: like (chocolate I dogs I music I coffee I bikes I ballet [t'ilnts I cats I

chewing gumlbooks)

Common actions: do (some gardening), eat (lwtch), drink

(cffie), driae (a car), read (a book), watch (balletla filmlTV),

talk (on the phone), play (tennislfootballlgolfl, ride (a bike)

Copy and cut up one set oflon caRts and one set ofACTION IICTURES for each group of 3-4 students inyour class

How to use the game I R U L E S S H E E T ]

in the Grarnrnar point and with the expressionslisted under Vocabulary for this game

Give each group a set of 1on canos and a set ofACTION PICTURES

Ask them to place the JoB cRnos in a pile face down inthe centre of the table and to deal out all the acrroNPICTURES to the players

The obiect of the garne is to rnatch 1on cRnos andACTION PICTURES

Player I should take a 1on c,qRn from the pile and look

at it, without showing the others He should give theothers three clues about what the person on his JoecaRo does for a living and any likes, hobbies or habits

he can see, e.g 'He 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 cananswer, e.g.'He's doing sonte gardening.', and producethe card

If she is correct, she can keep both matching cards(.Joe cano and acrrclN t,tcrunr) If she is wrong, shemust give her actIoN IICTURE to Player 1

Then it is the next player's turn to draw a JoB cARDfrom the pile

The olaver with most cards at the end is the winner

EE can and can't

I can szpitn run'jump

can is used without an infinitive in short answers:Can you swim? - Yes, I can

we use canlcannotlcan 'r to talk about abilities(I can swimlcooklsew), and to ask and give or refusepermission (Can I join your team? - Yes, you can I

No, you can't.)

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Other structures

None

Vocabulary

Activities: juggle, ride (a horse), somersauh I turn

somersauhs, walk (the tightope), eat (ffue), Li.ft (weighn), run,

do (the long jump I the high jump I gltrnnasrics), swim, throw

(the jaaelin), play (rhe violitt I the piano I the guita),

conduct (an orchestra), sing, dance, cook, sezt,, make

(furniture), sail (a boat), spin, weaxe, gizte (firsr aiQ

Llso' desert island, castazuay

Whole class: first mentally divide your class into four

teams For each team, copy and cut up enough reer,r

caRps and their correspondingIALENT rICTURES for

each student to have one of each, e.g each student who

will be in the circus team should have the 'clncus

TEtuM' CARD and a different 'crRCUS'TALENT PICTURE

(If there are fewer than 6 in a team, you will have to

make a choice of rar-sNr pICTURES and white out the

corresponding items from the TEAII cARD If there are

more than 6, simply copy some TAI.ENT PICTURES twice.)

Small groups: if you prefer to play the game in small

groups, copy and cut up one set of rgal.r canos

and one set ofraLsxr IICTURES for each group of

3 4 students For groups of 3 students remove one

TEA-M cARD and its corresponding TALENT IICTURES

How to use the game

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

class a TALENT pICTURE and a -tnRlt cnno

Each student's TALENT pICTURE should correspond to

one of the people described on their TEAM cARD

The obiect of the garne is for the class to group

thernselves into four teams, by finding the other

people described on their TEAM cARD

To do this, they should get up and walk around the

room, asking other people 'Can you ?' questions,

e.g 'Can you juggle?' 'Can you cook?'

Players can answer 'Yes, I can.' or'Aro I can't.' or offer

information, e.g 'I can't juggle but I can ualk the tightrope!

Can I joit your circus?'

When they find someone who has one of the abilities

described on the card, they should join together and

go in search of more people to join their team

When everyone has joined a team, ask the four teams

to go to different corners of the room

Ask each team member to describe the abilities of the

person or people standing next to them, e.g 'He can juggk.'

'She can ride a horse.' 'They can both walk the tightope.'

The other teams must guess what the team does,e.g.'You're a ciruts teant.'

on the TEAM CARD

Player I takes one TALENT IICTLRE from the pile, withoutshowing it to the others He should check if the picturematches one of the six talents on his rr,Rlt cano If itdoes, he should replace the card at the bottom of thepile and take another

When he has a picture ttrat does not match the talents

on his rna"r'r CARD, the others may ask questions,e.g.'Can you juggle?' 'Can you cooA?' based on thelist on their TEAI'{ cARD

The player who asks the question that gets the answer'Yes' may keep the picture and add it to her'team'.

Then it is the next player's turn to turn up a TALENTPICTURE

The winner is the player who gets her 'team' together first At the end, players can go through their raI-eNrPICTURES 'introducing' their teams to each other,e.g.'He can juggle.' etc., but not say what their team is The other players must guess what each team does

EE must, m.tstnt and needn't

Type of activity

Pairwork, matching game

tnust, tttustn't and needn't

- must has no -s in the third person:

I lyou I he I she lit lwe I thelt nr.ust

- the negative of rnust is tttust not or ntustn't

- an alternative form to doldoes not need to is needn't:You do not need to run You needn't run

- mltstlmustn'tlneedn't are followed by an infinitive(without ro):

I musr buy some food today

You mustn't be late

You needn't do any shopping

we use nlust to tell people to do things

- ntustn't is used to tell people not to do thingsneedn't is used to say there is no obligation/necessity

to do something

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Other structures

Comparatives' eat trtore) do tnore exercise

Vocabulary

(These words and expressions are provided on the cards.)

Activities: do my homework, clean the house, cut the grass,

go on a diet, do the shoppittg, see nry bank ntanager' go to the

dentist, haae a holidalt, haae a good night's sleep, do ntore

exercise, eat more, wash my hair, get up early toddy, rush,

take warm clothes, go to the bank

Transgressions' be late again, forget to phone the taael agent,

lose my temper, fall asleep in the meeting, spend a lot oJ monelt

on holiday, spend a lot of time watching Tll lose the ke1,s,

burn the dinner, park on that yellow line agairt

Copy and cut up one set ofxncesslTY cARDS and one set

of RcrroN cARDS for each pair of students in the class

How to use the game

with the words and expressions listed under

Give each pair a set of NECpssITY cARDS and a set of

ACTION CARDS

Ask them to spread the two sets out, face down, in

different areas on the table

They should take it in turns to turn up two cards, one

from each set

The obiect of the garne is to match cards to rnake

rneaningful sentences

If the two 'half sentences' can reasonably be combined,

e.g.'I needn't' and'getup early today', or'You mustn't'

and'be late again', the player can put them together to

make a sentence, adding a phrase to 'justifu' his sentence,

e.g.'I needn't get up early today because I don't start work

until eleaen.' or 'You mustn't be late again or your boss

zaill be angry.'

The player can then collect the two cards

If the two 'half sentences' can't be combined, or the

player can't think of a situation in which they would

make sense - e.g.'I rnltstn't' and'do my homeuork'

would be hard to combine (though ingenious students

may be able to find a reasonl) - the two cards should

be left face up on the table

The next player can then turn up two cards and try to

make a sentence

Any new 'half sentence' can be combined with one that

has previously been turned up and left on the table

The winner is the player with most cards at the end

of the game

EEI was and were

Type of activityGarne 1: Vhole class/small group, ordering gameGarne 2: Small group guessing gamc

zpas and ztsere' sirnple past of be

we use zrras and r.aere ro talk about situations that existed

at a definite time in the past

in the affirmative the form is:

Ilhelsheiit zpas .) youlztelthelt Tpere

in the negative thc form is:

Ilhelshelit ztsasn't ., youluelthey zaeren't

- in questions the u'ord order is changed:

Was Ilhe lshelit ? Were youlzcelthey ?

Garne 2: Places: in the bath, in the steet, irt a boat (ort thesea), on the roo.[, irt the sea, up a sk)tscraper) oil a rtntnttaitr,

in a treela gardenld police car, in hospital, on a horseAlso: a.m b.m

Game 1: Copy and cut up one set of soal opER{ cARDS(v'onos and ptc-ruRr,s) for each group of 3 4 students

in the class

Garne 2: Copy and cut up two sets of srR\NGE BUTlnus cards (pictures with times) for each group of3-4 students in the class Cut the times off the bottom

of one set of cards for each group

Note: Garne 1 practises affirmative and negative forms;Garne 2 practises questions and negatives

GAME 1 Check that your students are familiar with the grammar

in the Grammar point and with the words andexpressions listed under Vocabulary for Game l Divide the class into groups of 3 4

Give each group a set of soAP oPER{ ceRls (n oxnsand Rrcrurus)

You can play this as a competitive team game or as asmall-group card game

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The object ofthe garne is to arrange the PICTURES

in sequence to tell the story and then to select and

order words frorn the woRDS cards to rnake a

sentence for each picture

The group can re-order the IICTURES to match with

the sentences if they need to

The group that does this first is the winner

Card game t RULEisHTET I

Get the groups to spread the soAP oPERA PICTURES out

face up in the centre of the table, in any order

They should deal out seven woRDS cards each and put

the rest face down to one side of the pICTURES

The players may look at the \iloRDS in their hands but

not show them to the others

The obiect of the game is to find three wonns cards

to make a sentence that tells what is happening

in one ofthe PICTURES

Player I goes first If he has the right words in his hand

to make a sentence about any of the prc-IuRBs, he can

lay them down underneath the picture and say the

sentence

The others can comment accept or reject the sentence

If they agree with it, he can take, from the wonos cards

on the table, three new voRDS cards

If he cannot find the right vonns in his hand, he can

exchange as many \(/oRDS cards as he likes from the

cards on the table

\7hen every pICTURE has its sentence, then the players

can arrange them to make the story

The story is:

They were in loae (rrcrunl 1)

The meeting place was under the clock (vrcr:oxn 2)

He was there at 7 o'clock (ttcrunr 3)

She wasn't there (vtctuvs.4)

lYhere was s/ref (ltcruru 5)

He wasn't happy (vtcluRE 6)

She was /are (rtcrurc 7)

He was angry (rrcrunr 8)

She was angry (rrcrunn 9)

He was rrzde (lrcrunr 10)

She was rzda (tlcrunr I l)

She wasn't happy (rrcruR-E 12)

He was sorry (rrcruRE l3)

She still wasn't happy (rrcrunr 14)

He was L)ert sony (lrcrunn 15)

They were in loz.te again (r'Icrunr 16)

(But variations are possible!)

GAME 2 [ RUCasHiE]-_l

Check that your students are familiar with the words

and expressions listed under Vocabulary for Garne 2

Divide the class into groups of 3 4 students

Give each group a set ofstruqNGE BUT lnuE cardswithout the times

Ask them to deai them out equally to all piayers.Now give each group the srp-qNcc BUT TRUE cards withthe times on Ask them to put these in a pile face down

in the middle of the table

The obiect of the game is to match the two sets ofSTRANGE BUT TRUE cards

Player I begins He takes a card from the pile

If it matches one in his hand, he shouid replace it atthe bottom of the piie and take another

If it does not match one in his hand, he should look atthe card but not show it to the others, and he shouldask the rest of the group: 'Guess where I was at

' ( s a y i n g th e t i m e o n t h e c a r d a n d n a m i n gtwo places not pictured on the card)

The rest of the group have to guess where he was,basing their guesses on the pictures they hoid,e.g.'Were you in the bath?'

ThE player with the matching picture, who guessescorrectly, can take both cards and discard them.The player who gets rid of her cards first is the wrnner

EE Past simple: affirmative

Past simple: affirmative and negative

- in the affirmative this tense is formed by adding -ed:walk + usalked, look + Iooked

- in the negative this tense is formed wirh did notldidn't:

I didn't usalk She didn't look

there are many common verbs which have irregularpast simple forms: go + taent, see + sazt)

Other structures

None Vocabulary

Common actions: beginlbegan, breaklbroke, bringlbrought,build I buih, bug I b ott g ht, c atch I c aug ht, co m e I c am e, drink I drank,eatl are, :t'alllfell, findlfound, fly lflezu, forgetlforgor, getl got,gia e I gav e, go I went, haa e I h ad, h e ar I h e ard, le axe I left, lo s e I lo st,makelmade, nteetlmet, pay lpaid, putlput, readlread, ringlrang,say lsaid, seelsazu, selllsold, sitlsat, sleeplslept, speaklspoke,spill I spih, stand I sto o d, s tick I s tuck, rak e I to o k, tell I told,thinklthought, winlwon, write lwrote

Trang 32

Garne l' job, cup, chocolates' wall, hat, ball, room, tea,

spagheti, tase, Jloor, key, Paris, name, book, flowers' yesterday,

haae (a bath), o'ul, house, cake, pal (b! cheEte), food, fridge'

marryr;t'ilm, car, cloun, tent, chat, glass, water, class, stand up,

paper, slice of cake, child, think about, cuplrrophy, letter

Garne 2' hole, wall, mistake, door, plant pot, accident,

hantnter, piano kegs, glue, curtains, blowtorch, windou, glass,

carpet, paint pot, table, saw, shelaes, fountain, plans,

living roont, garden, uallPaPer;

need, admit, drop, glue, burn, get (in the way o;f), smash,

Itan, walk, saw (in half), pur up, notice;

thin, backwards, silly, sorry, not straight, back to front

Garne 1: Copy and cut up one set ofvsns MATCH

cards (rRrsENr and PAST) for each pair of students in

the class Copy and cut up one set of ecrrox PIcTURES

(1 and 2) for each group of 4 students; for weaker

classes keep the verbs on the cards as support - for

stronger classes cut the verbs off

Garne 2: Make one copy of the pavE THE BUILDER

prcruRr and one copy ofthe cuLPzuT cARDS for each

group of 4 10 students in the class Cut up the

CULPRIT CARDS

Note: Garne 1 is a simple game to help students memorise

irregular pasts; Game 2 practises negative past forms

GAME 1

Part 1

in the Gramrnar point for this game

Give each pair a set of vERB MATCH cards, PnesENT

and past

Ask them to shuffle them and then spread them out

face down on the table

They should take it in turns to turn up two cards at

a time

The object of this part of the garne is to find

matching pairs of rasr and pnrsent verbs

If a player turns up two cards which have the past and

present form of the same verb on them, e.g begin and

began, she can pair the cards and collect them

The player with the most cards at the end is the winner,

Part 2 I R U L E S s H E E r I

Check that your students are familiar with the words

listed under Vocabulary for Game 1

\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)

Ask them to put these face down in a pile in the centre

of the table

Ask them to take the vERB ivATCH cards and separatethem so that only the IAST forms are left

Check that students have all the PAST cards Ask them

to deal out the pasr- cards equally to all players Players may look at their cards

The object of the garne is to rnatch pictures andverbs, and to rnake a sentence, using the pastsirnple, describing the picture

Player I begins He takes a card from the pile ofACTIoN IICTURES and lays it face up on the table sothat the other players can see it

A11 the players must try to match the correct verb to thepicture and to make a sentence in the past, e.g for thepicture of a girl dropping a cup and breaking it, a studentmust produce the card broke and say 'Sfte broke the cup.'The first to do this may collect the RcltoN PICTUREcard and put her vERB MATCH (tasr) card on thediscard pile

The player with most ACTIoN PICTURE cards at theend is the winner

Variation \ilfhen the students are familiar with the past forms,

this game can be played without the vERB MATCH(lasr) cards: students turn up an ACTIoN PICTUREfrom the piie and the first one to describe it correctiygets the card

G A M E 2 Check that your students are familiar with the wordslisted under Vocabulary for Game 2

Divide students into groups of 4 10

Give each group a DAVE THE BUILDER ptc-ruRn and aset of cur-pzuT cARDS Each student should have onecuLPzuT CARD If the group is smaller than 10, somestudents will need to take two (or more) cards The object of the garne is for each group to workout who did what

There is one snag - they are only allowed to denyactions; they cannot make positive statements nor askany questions Ted, for example, can say'I didn'tsmash the windou.' or'I didn't burn the curtains.'butnot 'I broke the plant pot.' (They must tell the truththough - Ted can't say'I didn't break the plant pot.') It is up to each group to work out how to solve ttre puzzle The group that solves the puzzle first are the winners When the puzzle is solved and everyone knows who isguilty, they can all make their excuses, e.g.'I put thefountain in the middle of the room I had the plans back

to front!'

Trang 33

Past simple: yes/no questrons

we use did to forrn questions in the past simple

(Did I lyoulhelshe litla:elthey ):

Did you go to the cinema?

note that we put the subject (1, you, etc.) after did

Other structures

None

Vocabulary

tinenta, filnt, cafc, coffee pizza rcstatrrant qttcue lfor a ra.ri\

party, gerloffer (a lift), pub, folk concert, ballet, catch (a bus),

nightclub

Copy and cut up the cROSSED par.gs cards for each

group of 4 6 students in the class If using the game

with groups of 4 or 5, simply discard one or t\vo

cRossED pa.rss cards

How to use the game

Check that your students are familiar u'ith the grammar

in the Grammar point and with the words and

expressions listed under Vocabulary, above

Give each group a set of cRossED p.q-rus cards and ask

them to take one each

They should not show it to the other players

The card shows u'hat each of them did yesterday evening

At some point in the evening they met each of the other

members of the group

The object of the garne is for each player to work

out where he saw the other players

To do this they should use the information on their

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

eaening?', e.g 'Did yotr go to Luigi's restaurant yesterdal'

eaening?', until they find a place that they both have

in common They must answer onl.v'Yes' or'Nb'

rWlhen they find a place they have in common, they can

write the other person's name against that place on

their card

The group who are the first to work out u'here evervone

saw ever-vone else wins the game

EZ Past simple:

w,h- truestions! ' l r '

Type of activitySmall group, lotto game

G r a m m a r p o i n tPast simple: zlh- questions

- question wotds (zohat, why, uhen, uhere, who, how oruhich fthing]) come at the beginning of a question

we can make zu/r- questions with zlas or were followedb1' the subject:

When u;ere you in London?

we can also make zr,/r- questions with did follor.l,ed bythe subject and an infinitive (without ro):

lY/here did you stay? IX/ho did jtou nteet?

Other structuresWhat kind of: What kind of shoes did yotr buy?

What colour: What colout'was it? What colour tie did hewear?

Vocabularytoast, cffie, pocket, cup, Italy, year, bike, scared, plane, funny,red, white, bhte, theate, party, pizza, restalffant, mother,night, best friend, ueek, foot, train, aanilla, orange, black,stripes, nice (These words are provided on the cards.)Students should be familiar with a range of common verbs,

€.9.go, do, eet, get to, like, prefer, buy, find, keep, nleet, go,see catch choose

Make one copy of the lorro BOARDS for every 4 students

in the class (cut each copy of the sheet to create 4identical boards) Copy and cut up one set of RxswERcaRos for each group of 3 4 students You will alsoneed a paper bag for each group

How to use the game R U L E S S H E E T ]

in the Grarnrnar point and Other structures andwith the words listed under Vocabulary, above Divide the class into groups of 3-4 students

Give each student a Lorro BOARD and give each groupone set of ANSU,ER c.qnos and a paper bag

Ask them to put the ANS\x/ER caRrs in the paper bag The obiect of the garne is to rnake questions thatmatch the answers on the ANSwER cARDS

Player I begins He takes a card from the paper bagand reads it out

Trang 34

The other players must trv to make a past simple

question using a question

"vord or phrase from theirLo'flo BOARD to which the words read out from the

card could be the answer The first player to do this

correctly takcs the card and places it on her LoTTo

BoARD For example ' rf Pizza is read out, a player

could use WHAT from the Lorro BoARD and make

the question 'lWat did i'ort eat for dinner?'

' In thc event of two pla1'ers asking a question at the same

time, the other players can decide which question is the

best in terms of grammatical correctness or inventiveness'

Then it is the next pia-ver's turn to dip in the bag and

read out an ANSwER

Once pla-vers have covered a space on their Lorro

BOARD, the-v cannot use that question word or phrase

an_v more

The winner is the player who fi1ls in her Lorro

eoaRn first

Note: If you are concerned to restrict the questlons to

object questions only and to avoid students making

subject questions (e.g you $'ant them to ask'I'Y,/ho did

yott xisit yesterday?' but not 'Wo ztisited yott yesterday?'),

make the rule that questions must begin: 'lY4tatllWerellY44t

(etc.) did ?' Or write in 'DID' after each question

u,ord or phrase on your master copy of the Lorro BOARDS'

Etr rime prepositions:

we use irz with months (in Janttary), veats (in 1999),

seasons (in the spring), and parts of the day (in the

n or nirtg i aJter no on I ev enntg)

we use ar'"vith times (of 9.30), festivals (at Christmas)'

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)

Copy a TIME BoARD and a set of pRrposrrroN cARDSfor each group of 3-4 students in your class Cut upthe pREposITION cARDS You will also need a dice foreach group and a different coloured counter for eachstudent in the group

How to use the game I R U L E S s H E E r I Check that 5'our students are familiar with the grammar

in the Gramrnar point and Other structures andwith the expressions listed under Vocabulary forthis game

Give each group a TIME BoARD, a dice and a set ofpREposITIoN CARDS, and a different coloured counterfor each student in the group

The students should put the TIME BoARD in the middie

of the table and place their counters on START They should deai out four pREposITIoN cARDS to eachplayer and put the rest face down in a pile on the corner

If a player does not have the correct PREPoSITIoN cARD

in her hand she must miss her go, but can pick up acard from the pile

The player who gets to FINISH first is the winner,

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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

Other structures

zulz- questions: What are )'oLt doing tonight?

Vocabulary

Leisure activities and places: nteal, restaurctnt, piano recital,

concert (hall), theatre, nightclub, skating (rink), nteerittg,

caf6, film, cinenn, pub, badninton, sports hall, su,inunittg

(b ar hs), foo tb all pitc h l m atch

Copy and cut out one I,tlp and one RoLE cano for each

student in the class For classes and groups smaller

than 12, just use the appropriate number of Role

CARDS but make sure the cards for 'Sam' and 'Amv'

are included

How to use the game

Check that your srudents are familiar with the grammar

Give each student a ROLE cARD

Make sure 'Sam' goes to a man and'Amy'to a woman,

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

ofthem has arranged to do tonight

Give everyone a copy of the 'r,Lqp

The object of the garne is to find out which two

people are going out together tonight

' To do this thel'will have to get up and walk round the

class, asking each other zr,/z- questions and answering

For example, they ask 'lYhat are you doing tonight?' or

'Where

are yolt going tonight?', and answer 'I'm haxing '

or'I'm going ' They fiIl in on the map u,'ho is going

to be where

Variations

You can adapt the game to practise yes/no questions

and short answers by adapting the rules: specify that

students should guess by asking e.g 'Are you gtting

to the theate tonight?', and should reply'Yas I am I

No I'nt not.'

You can practise the third person forms (Sarzt going IAmy\ going , etc.) in addition to 1 and yoz by giving

a (deliberately short) time limit, and then seating srudents

in pairs or threes to pool their information and completetheir maps

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 , helshe isn't , andyoulwelthej, aren't '

I'tn not going to cook tonight

in questions \ve pur the subject after anlislare

Wat aye you going to do tonight?

we usually avoid saying going rrt goI'rn going to bed (tather than I'nt going to go to bee

hazse a partyldinner party, paint, dining room, play (drums),

do (honrcwork), zuatch (TL1a aideola foorball match),

go to bed early, go to d rest.nffdntlthe cinerna, go sztiuuuittg

Copy and cut out one of the RolB cARDS for eachstudent in the class For classes or groups of fewerthan 12, cut the fourth person offthree RoLE cARDS

in a family and discard the fourth card (e.g cut 'Alice'off three cards and discard the 'Alice' card), ordiscard a whole familv Each student needs a cardwith a name in bold

How to use the game

in the Gramrnar point and Other structures andwith the expressions listed under Vocabulary, above

Part I

Give each student a ROLE cARD

Tell them to imagine they are the character in bold ontheir card The thought bubble shows what thev havedecided to do this evenrns

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' The obiect of the garne is to frnd the rest of yourfamily and discover what they are hoping to do.' To do this, students will have to walk around the classuntil thei/ find the rest of their family, by asking, forexample, 'Are yott in the Brozan family?' and answerlng'Yes, I ant I'nt Mrs Brown.' or ',No, I'tt not.'

When they have grouped into their families, they shouldthen find out what the others in their family are planning

to do, by asking'IV/hat areyou going to do this evening?'and answering, for exampl e, 'I'ttt going to play m! drums.' S7arn them there will be a conflict! Give them a fewminutes to argue, e.g 'Ato, you're not going to play yourdrunts because I'nt going to haxe a dinner party!' 'Oh noyou're not going to haae a dinner Part! [s.tttt I'm going

to painr the dining room this exening!'

Part 2

Regroup them into groups of 3 like this: ask all the

'Browns' to put up their hands and give them a numbereach, counting from l Do the same with the 'Blacks'and the 'Greens'.

Then ask'all the ls'to sit at a certain table, a1l the 2s

at another and so on, until the whole class is sitting ingroups of 3 In each group of 3 there should be oneperson from each family If the number of students isnot divisible by three, add the extra students to othergroups, e.g if you have 14 students you will have 2students 'ieft over' Add one to each of two other groups

so you have two groups of 3 and two groups of 4 In thegroups 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's going tozuatch EastEttders, but she's wrottg becattse I'm going towatch a aideo!'

Then see if they can offer the other families in theirgroup some advice Can they solve the problem so thateveryone gets what they want? For example,'Tbll yourMum's friends they can come to dinner, but you're allgoing to paint the dining room first!'

Regroup students in their original 'families' and getthem to tr1, to find a solution

Ask 'families' to report back on any solutions Forexample, 'Well, I'rn going to watch the aideo after Mum's

TV progranmte and Susie isn't going to haae a party.She's going to inz;ite her friends to Llatch the ztideo too.And Dad is still going to bed earlY!'

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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 l p 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

that students do not see them on their cards The numbers

are printed to show you the correct answers for the games

On pages 123-8 you will find Rules sheets for some of

the games These can be photocopied too, and given to

students to help them remember how to play the game

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Elementary Grammar Games

Pearson Education Limited O J Hadfield 2001

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Elementary Grammar Games

Pearson Education Limited @ J Hadfield 2001

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