ADVANCEDCOlrf lrf UNICAT|ONGA}rIESA collection of games and activities for intermediateand advanced students of English

f i l l Hadf ie ld

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ffiVedeyLongmanLimitedBfughcare, Harlow,EE CM20 2JE, EnglanddAssociafed Companies throughout the world.

Jill Hadfield 1987

Origlnal edition first published byTbomas Nelson and Sons Ltd 1987

This edition published by Addison Wesley Longman Ltd 1996

ISBN Gl7-555693-8Sixth i4pression 1998

Permission to copy

The material in this book is copyright. However, thepublisher grants permission for copies of the pages in thesections entitled 'Games material' and 'Rules sheet' to bemade without fee as follows:

Private purchasers may make copies for their own use or foruse by classes of which they are in charge; school purchasersmay make copies for use within and by the staff and studentsof the school only. This permission to copy does not extend toadditional schools or branches of an institution. who shouldpurchase a separate master copy of the book for their ownuse.

For copying in any other circumstances.prior permission in .

writing must be obtained from Addison Wesley Longman Ltd.

Designed and typeset byDP hess, Sevenoaks, Kent

Printed in ChinaEPC/06

AcknowledgementsI would like to acknowledge the inspiration andinfluence of Rod Bolitho, David Jolly, Alan Maley andCharlie Hadfield, whose ideas on teaching in general andinteractive activities in particular have all contributeddirectly or indirectly to the writing of this book.

I would also like to thank the staff and students ofSouth Devon College of Arts and Technology for theirsupport and encouragement. Particular thanks are dueto: Anna Allen, Jerome Betts, Val Black, Graham Burn,Jane Carne, Liz Macnaughton, Angi Malderez, JennyPearson, Tony Pearson, Margot Porterfield, Dan Smith,Dave Smith, Alison Thomas and.Steve Turnbull, fromSouth Devon College of Arts and Teclmology, andAmanda Kelman, Sue Parker and Pauline Taylor, at theBetl School, Cambridge, for trying the games out andof1ering valuable suggestions for amendment andrmprovement-

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ADVANCEDcoilrfuNtcAfiorrSAT'IESAcollecfon of gcmes cnd ccfivifies iot intermediafeand advanced sfudenfs of English

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List of gamesIntroductionTeacher's notesGames material

ii Rules sheets 725iii Structural index 128vi Lexicalindex 728

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Functionasking for and giaingpersonal int'ormationtalking about past eaents

makingplans andarrangementsde scribing personality andrelationshipsdescribing houses andpeoplecomparing andcontrasting ; discussingadaantages anddisadaantagesgiuing instructionsdescribing scenes

giuing reasonsstating consequencestalking about past euentsand present situationstalking about pastexperrcncespe rsuasion a n d s uggest iondefiningdescribing past and presenthabitsinuiting, accepting andrefusing, statingobligation and makingexcusesmaking offers and settingconditionsmaking requests, agreeingand refusingdescribing position andlocationexpressing past regretswishes andhopes, needsandwants

List of games1 Prove it!

2Who kil led RobinKoch?

3Whata cock-up!

4 The gossip game

5 Find the occupants

6 Try it out!

7 Domino instructions8 Find the other people

on your planet9 Sweet reason

10 Consequence cards11 Scoop!

12 Haven't I seen yousomewhere before?

13 Sweet talk14 Define it!15 Find your former self

16 The excuses game

17 Hardbargaining

18Wouldyoumindi f . . .?

19 Hide and seek

20If only. . .21The Cinderella game

or Find your fairygodmother

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22 Elementary, my dearWatson

23 Eyewitnesses

24 Moaning Minnies

25 Silly superstitions26 A better world or

Planetswap27 Market forces28 Fishy stories

29 Bucket shops

30 Family budget

31 Go-betweens

32What i f . . .?33 Terribly sorry

34 Christmas shopping

35 What do I need?36 Canvassing37 Sound advice

38 |ob market or On yerbike!

39 The proverb game40 Dream sequences

m.aking deductions and8t7'19 reasonssequerrcing euents in thepastcotnplaining andbeingoptimisticpred ic t ion and speculationpe rmission and proh ibit ion

persuasionasking for and giuingexplanationsaskng t'or and giaingfactual infonnationargument: stating andj us t ify in g op nion, s tat in gneeds and wants, agreeingand disagreeingar gument : suggestion andpersuastonhypothesiscomplaining andapologisingtalking about likes, dislikesand preferencesexpressing necessityar gument an d p er suasionasking for and gioingadaiceasking about anddescribing abilitiescomparison and contrastnarr atioe and description

Introduction1. About gamesA game is an activity with rules, a goal and anelement of fun.

There are two kinds of games: competitiae games,in which players or teams race to be the first toreach the goal, and co-ote rntiae games, inwhichplayers or teams work together towards a commongoal.

The activities in this book are cttmmunicatiaeBatnas, as distinct fuom linguistic games; that is, theyare activit ies with a non-linguistic goal or aim.Successful completion of the game will involve thecarrying out of a task such as drawing in a route ona map, fi l l ing in a chart, or f incling two matchingpictures, rather than the correct production of astructure. Howeve'r, in order to carry out this task itrvill be necessary to use language, and by carefulconstruction of the task it will be possible to specifyin advance roughly what language will berequired.

The emphasis in the games is on successfulcommunication rather than on correctness oflanguage. Games, therefore, are to be found at thefluency end of the fluency-accuracy spectrum. Thisraises the question of how and where they shouldbe used in class. Games should be regarded as anintegral part of the language syllabus, not as anamusing activity for Friday afternoon or for the endof term. They provide, in many cases, as muchconcentrated practice as a traditional drill and,more importantly, they provide an opportunity forreal communication, albeit within artificiallydefined limits, and thus constitute a bridgebetween the classroom and the real world.

This suggests that the most useful place for thesegames is at the free stage of the traditionalprogression from presentation through practice tofree communication; to be used as a culmination ofthe lesson, as a chance for students to use thelanguage they have learnt freely and as a means toan end rather than an end in itself. They can alsoserve as a diagnostic tool for the teacher, who cannote areas of difficulty and take appropriateremedial action.

2 About this bookThe games in this book are suitable for intermediateand upper-intermediate students. They have beenwritten to cover the range of functions andstructures that the student might encounter at FirstCertificate level, so they could be used to preparestudents for the oral part of that examinationthough obviously they may be used with non-examination classes of that level and above.

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Each game is written within a specific functionalarea, fousing on a range of structures appropriate-to that functin. Most {ames have a clearly definedlexical f ield. Teachets -tay, of course, use thegames in any order, to fit in with their ownsvllabuses." The games are listed on the contents page under

functidnal headings, but there is a structural indexfor cross-referenc at the back of the book. There isalso an index to the main lexical areas covered inthe games. Essential exPonents and lexis for eachqam"e are listed in the te-acher's notes, and theieacher should check that students are familiarwith these before playing the game.

-The games make use of a variety of.technrques'Varietliis important in language teaching,. and asucceision oi games basedon the same-principles,though excitig and novel at first, would soon pall'Techiques used include information gaPlguessing, search, matching, exchanging andEollectin-"g, combining, and card 8ames, problemsand puziles, role play and simulation techniques'

Te simplest activities are based on theinfornntoi gap principle. In these activities StudentA has accesi to someinformation which is not heldby Student B. Student B must acquire thisinformation to complete a task successfully' Thistvpe of game may be one-sided, as in the aboved"u*pl, or reciprocal, where both players haveinformation which they must pool to solve acommon problem. The games maybe played inpairs or in small groupslwhere all the members ofihe group have some information.

G"uessing games are a familiar variant on thisorinciple.-The plaver with the informationhelibe'rately wlihholds it, while others guess whati tmightbe.

Serch games are another variant, involvingthewhole cliss. In these games everyone in the classhas one piece of information. Players must obtainall or a large amount of the information available tofill in a qustionnaire or to solve a problem' Eachstudentis thus simultaneously a giver and acollector of information.

Matching games are based on a different principle,but also lnllve a transfer of information' Thesegames involve matching identical pairs of cards orfictu.es, and may be played as a whole classlctivity, where eety.te must circulate until theyfind a partner with the same card orpicture; or as apair wbrk or small grouP activity, where playersmust choose pictures oicards from a selection tomatch those hosen by their partner from the sameselection; or as a card game on the

/snap' principle'Matching-up Sames arebased on a jigs.aw

principle. "Each-player in a group has a list of'opinidns, prefeienies or pssib1lities. On$.one ofthese is shred by everyone in the group' Throughdiscussion the group must decide on a,commonpreference, in rdeito agree on something such as

a dinner date or choice of afternoon activity.Exchanging and cttl lectirrg g4rrcs are based on the

'barter' pii". ipt". Playerihave certain articles orcards which tey are wil l ing to exchange for othersin order to complete a set. This may be played as awhole class activity, where players circulate freely,exchanging cards or articles at random; or as aninter-group activity, where players agree to collecta certin st of articles as a group and thenexchange articles between groups; or as a carctgame on the'rummY' Pr inciPle." Confuinins actit, i t is re those in which the playersmust act oncertain information in order to arrangethemselves in groups such as families or peoplel iv ing in the same f lat .

Athe above activit ies may include elements ofpuzzle-solving, role play, or simulation.- Pttzzle-soh,ing nctit,ities occur when participants inthe game share or pool information in order tosolv a problem ofa mystery - what happened toJenny?, who kil led Robin?, etc.

Mny games include an element of role tlay 'Players are given the name and somecharacteristics of a fictive character. FIowever,these are not role plays in the true sense, as the roleplay element is always subordinate to the game forih" pntpos"s of language use. The outcome of agame is'closed'; onie crds are distributed itevelops in a certain predetermined way, whilerole ply proper is opn-ended and may develop inany number of ways.

Sitnulntiotts -th imitation in the classroom of atotal situation, where the classroom becomes astreet, a hotel, or a supermarket - are also used inthe book, particularlyin those games whichpractise inieraction between the indivldual andiervices such as shops, banks, tourist offices,stations and airports' However, for reasonsdiscussed abov, these activities are simulation-games rather than true simulations since theutcome is again'closed': students have a specifictask or series of tasks to complete within thecontext of the simulation.

3 Some practical considerations

There are three main types of activity in this book-:pnirwork, involving two partners, small Sroupwork,involving groups df three or four; and whole classqctiuitieslt;het eneryone moves freely around theroom. All these activities require some flexibility inthe constitution of groups ad organisation of theclassroom. It is besito hve the desks in a U-shapeif possible. Students can then work with the personsiit ing next to them for pair work, and groups ofthree and fours can eaily be constituted byalternate pairs moving thbir chairs tothe- inner sideof the U, pposite anolher pair' Whole classactivities, which involve all the students circulatingfreely, can take place in the empty area in the centre

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nu dre U-shape. Simulation activities may involvesrecjal arrangements of furniture and suggestionsare ryrde in the teacher's notes for these activities.[t it m not possible to arrange the desks in this way,tlns reed not deter you! The traditionaliu-rartEement oi iront-facing desks can be easilymidp'ted to pair *,ork, with people at adjoining*iesks r orking together, while small groups can betrromsled bv trro people turning their chairs round toface tfrre trso people behind them. Whole ciassaahi"*-rtlt= present a little more of a problem, buturtten there is a space big enough for students tomrtrqe around in at the front of the class, or deskscam he pushed back to clear a space in the centre.

C"aunes are best set up by demonstration rathertrh,am hr- lengthv explanation. The teacher shouldmplhrn t'riet-lv n'hat the game involves, hand outtlne prftrcrtocopied cards, giving the students a littlem,hdilE tn studv them, and then demonstrate thegamme rtith one of the students in front of the class.llt lt.i he found that the idea of the game is probablyeasner ior students to grasp from seeing the cardsSlan trom a verbal explanation, and that as they.hecorne more familiar with the idea of games andffiletechniques used, any initial problems causedbc- unfamiliarity will quickly disappear. Wheremore complicated card games are played in smallEnrrups, it is suggested that teachers hand out aphotocopied rules sheet to each group of studentstrgether rvith the card(s). There is a reference in theFacher's notes for each game to indicate whererules sheets are provided. These are to be found attte back of the book, after the games materialsection._

\Ian1'of the games in this book involve role play.Role plays involve two distinct phases: prepartionand production. In the preparation phase, studentsshould be given sufficient time to digest theinformation on the role card and to ask the teachertor help with anything they do not understand.Some of the games have quite lengthy role cardsthat are almost mini-reading exercises in their ownright, and students may find it helpful to make afeu- notes on the important pointsto help themiocus on and remember the essential information.A list of 'problem vocabulary'- lexis that thestudents are likely to find difficult - is given in theteacher's notes for each game. If you have a largedass, and the role play is to be done in two or moregroups/ it is helpful to put students with the samerole cards together in groups at the preparationstage to discuss the information on their cards andtalk themselves into the role. When the studentsare sufficiently prepared, and all problems ofcomprehension ironed out, the role play can begin.Encourage the students not to rely too heavily ohlooking at their role cards, but to remember theinformation. With the shorter role cards, it is agood idea to collect these in before the role playbegins; with the longer role cards, the studnts

may feel they need to keep the notes they havemade as a-back-up, but they should be encouragedto internalise as much of the information aspossible and to refer to the notes only if absolutelynecessary.

The teacher's role in these activities is that ofmonitor and resource centre, moving from groupto group, listening, supplying any necessarylanguage, noting errors, but not interrupting orcorrecting as this impedes fluency and spoils theatmosphere. It is a good idea to carry paper andpen and to note any persistent errors r reas ofdiff iculty. These can then be dealt with in afeedbaci< session after the game. In many cases, thegame could then be played again with differentpartners or with different role cards. In other cases,mostly in those activities involving puzzle-solving,this will not be possible. However, similar gamewith different information could easily beconstructed to practise the same exponents, andsuggestions have been made for this whereappropriate.

The average time necessary for most of thegames is 20-30 minutes, depending on the numberof students playing. There are, however, fourgames/ Who killed Robin Koch? , The gossip game,Scoop! and Haoen't I seen you somezuhere beiore? ,which will take an hour r more. Abettei zoorld and.Canaassing may also take longer than average.

4 The role of games in the language programmeThe inclusion of games as an integral part of anylanguage syllabus provides an opportunity for-intensive language practice, offer a context inwhich language is used meaningfully and as ameans to an end, and acts as a diagnostic tool forthe teacher, highlighting areas of difficulty. Last,but certainly nt Iest, athough the abovdiscussion has tended to focu on methodologicalconsiderations, one of the most important reasonsfor using gfmf s is simply that theyare immenselyenjoyable for both teacher and student.

Teacher's notes

1 Prove it!Type of activitywhole classinformation search

Function practisedasking for and giving personal informationExponentWhnt'syour name?Hoto old are you?Haue you got . . .?What do yott do?Doyoul ike . . .?Doyou . . .?Whch . . . doyoulikebest?Where do you liz;e?Hatte you (eaer) . . .?Hotu many brothers and sisters luae you got?Lexical areasnames/ occupations, hobbies, sports, food and drinkProblem vocabularynames of sports, musical instruments, fruit flavours

How to use the gamePhotocopy the sheet of statements so that there isone for each student.Give out one sheet to each student.The object of the game is to prove or disprove thestatements on the sheet. To do this, the studentsmust move around the class asking suitablequestions until they have obtained enoughinformation to prove or disprove the statements.Students may need a little initial help in making upthe questions.If time is short, simply use fewer statements, orgive each student one statement each to prove ordisprove.The game may easily be adapted to provide practicein particular structures or functions, and samplestatement sheets are provided to show how thismay be done with, for example, the presentperfect, used to,likes and dislikes, habits andoPrnrons.

2 Who killed Robin Koch?Type of activitywhole classinformation searchFunction practisedtalking about past events

Exponentpast tensesioft- questionsLexical areasactions, emotions, relat ionshipsProblem vocabularvornitltologst , nansioit, stabbed, aoiary , hatred, passionate ,anfuitiotts, bet, zt,ill, tfueaten, slipped, nstress, put off ,shattered, rauishng, at't'air, rumour, flashy, husky,fottred , reptrtation , backinlq, sut't'er , scrapped , respectable,squazok, Irorrified, flock, zoonred, riuals, luae sotnethingagainst sotneorrc, suspect, snrcll a rat, pittance, noddirtg,thrust, hesitatiott, aanished, exotic, noaded, deal,blacktnail. recoun

How to use the gameCopy a set of role cards (1-16), an introductionsheet (A) for each student, an answer sheet (B) foreach student except Pat Martin, and an answersheet (C) for Pat Martin.Give out the introduction sheets and make surethat all the students understand the basic facts.Then give out the role cards, making sure that 1-10are distributed, as these contain essentialinformation, and that Pat Martin only goes to abright student who can keep cool undr stress!Make sure that students keep their informationstrictly to themselves.Give them plenty of time to read and understand,asking the teacher questions if necessary.The object of the game is to find out who killedRobin Koch. To do this, students must talk toeveryone else in the group, trying to pick up asmuch information about Robin, and as many cluesas possible.When they have finished, hand out answer sheet Bto all students except Pat Martin who gets answersheet C. He/she must try and find where the will ishidden before any of th others find out that he/sheis the murderer.Note: This game is longer than average and willtake an hour or more.

3 What a cock-up!Type of activitywhole classrole playFunction practisedmaking and cancelling plans and arrangementsExponentHowabout. . .7Whatabout. , .?Let's . . .ShaIIwe . . .?Would you like to . . .?going tolpresent continuousifuture continuous for

r:-:r'!gerrtents that have been madei,"ri . :.-r naking arrangementsr+ l r l l r - I ' : :t1 r, ir jrr'i .rT .,.n:1

-1.-'7 I' n nfrnitl I c m i t I l' lI haz e t o I i t ztto n' t be po ssiblefl'

[-erirl areas

(008), he/she must then tell the truth to thechallenger but the challenger must not disclose thisinformation to any other players.When all the information/scandal has circulated,distribute the questionnaire (B) and ask thestudents to complete as much of it as they can.Go through the answers in class, giving everyonethe opportunity to correct the rumours circulatingabout them.Note: If the spy has been foo imaginative and noone has been able to guess who he/she is, theteacher may need to ask certain difficult or leadingquestions in the 'going through' stage to enable theothers to realise who heishe is.This game is longer than average and will take anhour or more.

5 Find the occupantsType of activitywhole classmatchingFunction practiseddescribing houses and peopleExponentHe'slShe'sllt'slThey're . . . (+ adjective)present simple/present continuous for expressinghabit

Lexical areashouses, people: appearance, age, occupation, habitsProblem vocabularycastle, detached, tercace, cottage, lighthouse, semi-detached,bungalow

How to use the gameCopy twice as many cards as there are people in theclass, making sure that each card appears twice.Divide the cards into two duplicate sets.Take one set and cut off and discard the pictures ofpeople so that only house pictures remain.Distribute the cards so that each student has onecomplete card (house plus people) and one house-only card. The house-only card should not be thesame as the house plus people card.Tell the students to look at the house-only card,and to imagine who lives in the house in thepicture: what kind of people, how many, age,appearance, habits, personality, etc.Give them some time to do this and to askyou forhelp if necessary.The object of the game is for each student to findthe person with information about the occupantsof the house and to confirm if his/her guess wasaccurate.To do this, they should move around the class,describing the house on their house-only card,

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until they find the person with the correspondinghouse plus people card.When they have found the person, they shoulddescribe their imaginary occupants and then checktheir imagined version against the reality of theirpartner's card.

6 Try it out!Type of activitysmall groupmatchingFunction practisedcomparing and contrastingdiscussing advantages and disadvantagesExponentItzuouldbebetterleasierto . . .The . . . ztouldbebetterlstronger,etc.The . . . was . erlthe . . . -estbecause .The . . . zlasnotas . . . asthe . . .Tlrc . . . uastoo .The . . . wasnot . . . enough.Lexical areasnames of tools and instruments, action verbsProblem vocabularytweezers, twig, coat hanger, wedge, unblock, squeezing,cr ack, fl oorboar ds, accident allyphrasal verbs such as get out, fix ottto, push into, etc. asrequired by the stuclents

How to use the gameDivide the class into groups of three or four.Give each group a set of picture cards and a tasklist.The object of the game is for each group to decidewhich implement would be most useful in eachsituation.They should compare the implements and discussthe advantages and disadvantages of each.When they have finished, one person from eachgroup should go to another group to compareresults and discuss advantages and disadvantagesof the different methods employed.It might make the game more vivid if the teacherwere able to bring in the actual implements for eachgroup instead of the picture cards.Optional rule: Each implement is to be used onlyonce.

7 Domino instructionsType of activitysmall groupcard game

Smdirnpractisedgp'trrlE: instructions

frpmerunmoerative iormsseqr:aencers: rr- rstly , next , then, after that , finally , etc.

Lmicrl areasnnoken-. telephones, first aid

hoblemvocabulary,ilmt . r:a,r , diallittg tone, dial, ringing tone, insert,qprur. ,iJ. Luat, ntelt

llowtouse the game

Dqvide the class into groups of three or four andgr-e each group a set of picture cards.Tfne gro,rp strota shuffle the cards and deal themall out,Tf,ev mar. look at the cards, but should not showttlen to the other players.The frrst player begins by laying down the first cardrn anr- sequence (marked with a star) and giving thea{ompanying instruction.It the s-econd player has stage 2 of the sequence, he/she should lay it down next to the first card, givingthe appropriate instruction.Ii he ihe does not have the right card, the turnpasres to the next player, and if he/she lays down aiater stage by mistke, he/she may be chailenged bythe playerwith the real stage 2.The game continues in this way until the squenceis completed.Anoth-er sequence may be started only when thefirstis completed.The objectbf the game is for the players to get ridof all their cards. Whoever does so first is thewinner.A rules sheet for this game is to be found at the backof the book.

I Find the other people onyour planet

Type of activitywhole classcombiningFunction practiseddescribing landscapeExponentThere'slThereare .I t 's . . . (+adject ive)place prepositionsIn the foregroundlbackground, on the right lleftLexical areasnouns and adjectives for describinglandscapefeaturesProblem vocabularymountainous, desert, zaooded, bare, fertile, enormouslhugel

How to use the gameCopy one card for each student in the class.Distribute them randomly, telling the students thatthey all come from five different planets and thatthe picture they have been given is a photo of theirplanet.The object of the game is for everyone to find theother inhabitants of their planet. To do this, theyshould move around the class, describing the sceneon their card to the other people they meet, butwithout showing them the card.When they meet someone who they think is fromthe same planet, they may compare pictures.If the two pictures are the same, the two studentsshould go round together, trying to find all theother inhabitants of the planet.

I Sweet reasonType of activitysmall groupcard gameFunction practisedgiving reasonsExponentbecause, as , since, owing to , because ofLexical areasnot subject specificProblem vocabularychlor ophyll, ignite, friction, strike

How to use the gameDivide the class into groups of three or four andcopy one set of cards for each group.The cards should be shuffled and dealt out equallyto each member of the group.The cards are divided into R cards (reason cards)and C cards (consequence cards).The first player begins by selecting one of the Ccards, and reading it out, for example, I lit the fire.Any of the other players may then complete thesentence by choosing an appropriate R card andlinking it to the first half-sentence with anappropriate connective, for example , . . . because itwas cold.The first player to complete the sentenceappropriately may collect the two matching cardsas a 'trick'.The object of the game is to collect the most'tricks'.A rules sheet for this game is to be found at the backof the book.

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10 Consequence cardsType of activitysmall groupcard gameFunction practisedstatrng consequencesExponentso, therefore, uilch nrcansltnea that, so . . . tlmt , etc.

Lexical areasnot subject specificProblem vocabularynat , dense , float , skidded, diamottd , euett , odd

How to use the gameThis game is basically game 9 in reverse, andshould be played in the same way, except thatplayer 1 should begin with an R card and playersshould complete the sentences with C cards.The two games may be combined to practise amixture of consequences and reasons, by mixingup the cards from both games. Player 1 may thenbegin with any sentence that does not begin withdots, and players should choose either a reason ora consequence to complete the sentence, asappropriate. The number of cards will be too greatfor the players to handle if they are all dealt out,and therefore eight cards only should be dealt toeach player and the rest placed face down in a pilein the centre. Players should then pick a card upafter they have had their turn.The obiect of the game is, as for game 9, to collectthe most'tr icks'.A rules sheet for this game is to be found at the backof the book.

1 1 Scoop!Type of activitywhole classinfoimation searchFunction practisedtalking about past events and present situationsExponentpast and present tensesLexical areasnewspaper scandalProblem vocabularyconsultant, crash, shady deal, spread a story, affair,tactt'ully , diaorce , scandal, public image , embezzling,malicious, rumour, fraudulent , eztidence, deny , intact,sideline, blackmail, guilty, riaal, drug-dealin g, smu ggling,racket, ooerrun, expose, angel,bitter, threaten, debts,crooked, disclose, collapse, ciail seraant, desperate, access,classified (: secret), suspiciously, pokingher nose into yur

nff nirs, faniliar, grudge, promotiorr, Ieak (: giae outirtfornntiort) , lead (: clue) , tycoort , irntestigate

Howto use the gameThe game maybe played with 10-20 students.Copy one role card for each student in the class.If you have 10 students, make sure you include thefollowing'essential ' role cards: Phil ip Cook,Patricia Cook, Alec Mitchell, Michael Rownham,Annette Astro, Angelo Astro, Guy Maclean,Barbara Mitchell, Daily Smut reporter, Daily Filthreporter. For 11 students, add the role of MaxwellStar. For 12 students, add Crime reporter and for 13students add Muckraker reporter.If vou have 14 to19 students, add reportets ut ttecesury. Ifyou have20 or more students, it is advisable to divide theminto two groups.Distribute the role cards and give the students timeto read and absorb the information and to ask youquestions if necessary.When they have had enough time, tell them thatthey are all at a party in London and that theyshould mingle and gossip about each other asfreely as possible. They may give away anyoneelse's secrets, but should try to keep their own.Warn them that there will be reporters at the party,intent on getting a good story.The object of the game is for students to obtain asmuch information as possible about everyoneelse, while guarding their own guilty secrets.When everyone has had a chance to mingle anddivulge secrets, divide the class into as manygroups as there were 'reporters' at the party, (forexample: a'Daily Filth' group/ a'Daily Smut' group,etc.) .Tell the students that they work on rivalnewspapers, and that their job now is to see whocan produce the most scandalous newspaper.

Note: If you have a lot of time for this activity, thestudents can actually write the articles; if time ismore limited, ask them to produce headlines only.This game is best done with students who havesome experience of reading British newsPaperarticles and are familiar with headline language.This game is longer than average and will take anhour or more.

12 Haven't I seen yousomewhere before?

Type of activitywhole class or groupinformation search

Function practisedtalking about past experiences

Eqronentpast and present perfect tenses (especially Haae you:rt ' . . . .) l | l rctrdidyou.

. .?)Lxi.l areaslitb experiencesProblem vocabularyrrtlt up uour.rnnd, folytechnic, take a year off , z.tolunteer,ri,tttatei, blitz, honeymoon, go in for, irazq,'itchy err,:-'-:.'s.-[-, cnpt ured , cru ise , bajkrupt , ree tnce , " 'r\-ft'Intary , assignment, Iiner , reuniott

fnst- to use the gameThe game may be played with between 4 and 10F[Avers."r- l-ou have more than ten students in the class,.jjude rour class into roughly evenly-sized groups.lhefarger the grou.ps theetler: for class f ,

"uy,i i pmple it would be better to have a group of 7'arud a group of 8 rather than three srops of 5.Coprv one set of role cards for each?rop. If thereae ierr er than 10 students in the gupis), leaveotsome of the role cards (it doeJn,t matierwhichrares - though see the note below).Cive out one set of cards per group and thenlistribute the cards among tht students in eachErouP-Cive the students some time to read and absorb theiniormation and to askyou questions. Tell themthat the dates will be importnt in the next phase ofthe activity, so they may like to make a brie?sumrnary of the information on a piece of paper tohelp them in the next phase.N-orr- tell the studentslhat they are at a party (afrygt" party for-each group) where

"""ry fu""looks familiar. In fact, tey have met everyone atthe party before at some time in their live thoughthev cannot remember where or when.The object of the game is for everyone to find outsactlywhere and when theymeieveryone else.To do this, they should start up converations withacf mgmb_er of the group in trn, as if at a party,uegm-rung , xcLtse me, but hauen,t I seen you somewhereM-ore? and then asking questions abot eachother's past lives untifthey find out where thevsall. each other.Emphasis,e that they should find out when theymet as well as where: it is not enough for twoplayers to assume that because thel have both beento the same primary school that tht is where theymet- one may have been there ten years before treother.

Note: Three of the role cards (Anne Howard.Pauline Edwards, Felicity Taylor) are female roles,three (James Holt, Tom Whit"e, George parker) aremale roles, the remainder have ,neut"ral, names andcan be given to male or female students. Thesefactors may affect teachers, choice in selection anddistribution of role cards.

This game is longer than average and will take annour or more.

13 Sweet talkType of activitywhole classcombiningFunction practisedpersuasion and suggestionExponentWouldyouliketo

. . .?Let 's . . .?Wlntabout.

. .?. . . ittstead.I'ae got abetter idea.It would be betterlmore fun to . . .l'dratlrcr . . .l 'dpreferto.

. .

Whydon' twe . . .?

Lexical areasentertainment and social occasionsProblem vocabularyskating, bowlitrg

How to use the gamePhotocopy as many slips of paper as there arestucfents and give out one slip to each student.The object of the game is to persuade as manypeo_ple as possible to come out for the eveningwith you. To do this, students must move aroundtt ctlss,.frying to persuade others to accompanythem for the evening.The rules are: 1 When two students try to persuadeeach other to come out for the evening , oie mustgive in and agree to go with the other]2 The twostudents should the go-round together and try topersuade others to joi them. 3 Wenever astudent is persuaded to join them, he/she shouldgo round with them. 4 After a certain time(determined by the teacher) the largest group is thewlnner.

14 Define it!Type of activitysmall groupcard gameFunction practiseddefiningExponentXi2! . . . usedfor . . . -irg.orXisa. . .usedto. . .Lexical areaseveryday and scientific objects

Problem vocabularytool, instruntent , container, thennometer , barometer ,spanner , corkscrezn, screwdriaer , tin-opener , bottle-opener ,prarn, paperclip, magnifying glass , measure , bang,pressure, contain, hold togetlw, experiments, conaeying,suppor ting, magnit'y ing

How to use the gameDivide the class into groups of three or four.Copy one set of cards for each group.The cards should be shuffled and dealt out equallyto each player in the group.The first player chooses a card and defines it(without saying the name of the object).The other players must guess what the object is.The first player to say the name of the objectcorrectly, may collect the slip of paper as a 'trick',and the turn passes to him/her.If no one can guess, the first player must try todefine the object again.The object of the game is to collect the most'tricks'.A rules sheet for this game is to be found at the backof the book.

15 Find your former selfType of activitywhole classmatchingFunction practiseddescribing past and present habitsExponentpresent simple for present habitspast simple and used fo for past habits

Lexical areasjobs, entertainment, social life, lifestylesProblem vocabularybitterly , regret , peaceful, stressful, competitiae, stand (:tolerate) , pressure, oisis, high-pressure, deailline,constantly, unjust, pace, commune, self-sufficient, pursuit,ambitious, rat race, expense account, socialising, confident,come up, star in, tedious, catch someone's eye, Iead role, fit

nT!,drit't, fedupwith, prot;inces, commute, fool, tie

How to use the gamePhotocopy the cards so that there is one for eachplayer. Make sure that each'present self' (Now)card has a corresponding'former self' (1970) card.The game may be played as a whole-class activity,or if you have a class of 16 or more students, in twoor more groups, though it is not really advisable tohave fewer than 8 students in a group.Distribute one card to each student in the class, andgive them time to read it and absorb theinformation (including the name) and to ask you

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for help if necessary.The object of the game is for the'present selves'tofind their'former self'.To do this, they should move around the class,describing their own lifestyles to the students theymeet, and asking questions about their lifestyles, tohelp them identify the person they once were.When talking to others, they should not disclosetheir names, but when they find someone theythink might be their previous self, they maycompare names to check that they are right. If thenames are the same, they should go and sit downtogether, and discuss the changes in their lifestyleand how they feel about them.

16 The excuses gameType of activitywhole classmatchingFunction practisedinviting, accepting and refusing, stating obligationsand making excusesExponentWouldyouliketo . . .?Howabout . . .?Whatabout. . .?l'mterribly sorrybut I'm . . . -ingll'oe got to . . .l 'dloaetobutl 'm . . - ingl l 'aegotto . . .I'mafraidl'm . . . -ingll'aegotto . . .I'd loae to.Hottt nice!Great!That would be greatlnicellooely .Lexical areasentertainment and social activities

Problem vocabularyskating, bowling

How to use the gameCopy the I cards (invitation cards) and E cards(excuses cards) so that there are 5 for each studentin the class.Shuffle them and distribute them so that everyonegets a random mixture of I and E cards.Players with I cards may move around the class,inviting others to join them in the activitiesfeatured on the cards. They should state anappropriate time, for exarnple Would you like to comefor a meal tonight, Carlos?If the player addressed has an appropriate andconvincing excuse card, (for example, for anevening invitat'tonl'dloae to, but I'm afraid I'mworkinglate tonight is appropriate ,butl'm afraid I'mgoing to the dentist's is not) he/she should hand it tothe first player, making the excuse.If he/she has no appropriate excuse card, he/sheshould accept the invitation (gracefully!) and the

i .-: Flaver should hand over the invitation card.The obiect of the game is to get rid of all your cards.

17 Hard bargainingTypeof activityt-hole classerchanging and collectingFrnction practised:'laking offers and setting conditionsErponentr'r

--:r.1 qtrtt .1- '*:1, lou . . .?- ' - a: :eaou . .

--:'i':hrrf .' ' ' l t

Lsrir:l areasanimals, DIY (do it yourself), cookery, household:asl(5Fmblem vocabularv,:;:,te!. stepladde, , .oilpapr, , paste , lnrdboard, tape , yeast ,svrirker, hoe, spade, trowel, shooel, sponge, hosepipe

?

, zuill you gioe tne . . .?7

Horv to use the gameT,r-o versions of what is basically the same gameare offered:Bazaar andlobs around the house.Bazaa:This mav be played with 8 or more students.Copr one card for each student in the class andtiqh-ibute them randomly.The obiect of the game is for each student to obtaint,e animals he/she needs, by exchanging themdirectly or indirectly for the animals he/ihe hasbut doesn't need. To do this, students should movearound the class, offering animals in exchange forothers.Thev will find that, in most cases, it is not possibleto make a direct exchange, and that they may needto make a number of intermediate transactions inorder to get what they want in the end, forexample, a student with three horses on offer may1ot be able to exchange them directly for the camlhe she needs, but may have to acquire five pigs inexchange for the horses, in order to barter the pigsfor the camel.Students do not need to exchange all their animalsat any onetime, for example, if a str+dent has eightpigs to exchange, it is possible to offer three pigs toone student, two to another and so on. Studnlsmay find it helpful to carry a pencil round withthem to record transactions.Depending on numbers of students involved andhow the transactions ar made, some students maynot be able to get what they want, and will comehome from market disappointed. The game isprobably best played within a time-limit set by theteacher.

Jobs around the house:The-game,may be played with any number ofstudents, but 6 is a minimum to ensure sufficientinteraction.Copy one task card and a set of correspondingpicture cards for each student in the class.Give each student a task card.Shuffle the picture cards and distribute themrandomly, five to each student, so that no studentgets the picture cards which correspond to his/hertask card.The object of the game is to collect the itemsnecessary for the task allotted.To do this, students should move around the class,offering items in exchange for others.Studen ts may only ex change items - they may notgrue them uyuy . As in Bazaar therefore they mayhave to make 'intermediate transactions' ii order toget the item they really want.

18 Wouldyou mindllt . . .?Type of activitysmall groupcard gameFunction practisedmaking requests, agreeing and refusingExponentMayL . .?Canllyou . . .?Could llyou (possibly) . . .?Wouldyoumindi f

. . .7Would it be possible to . . .?I wonder if llyou could . . .?l 'msorrybut . .I'mafraid . . .I'd rather you didn't if you don't mind.Yes, of course.That's fine by me .oK.Lexical areaseveryday requests in home, street, hotel, restaurant,train and at wor\Problem vocabularyday off, pay rise , blanket , passer-by , stuffy

How to use the gameThe_game may be played in groups of three or fourstudents._C-opy u set of cards for each group.The cards are divided into R cards (request carcls),O cards Qbjection cards) and A cards (agreementcards). The A and O cards should be dealt outggga_tty to each player in the group, and the R cardslaid face downwards in the cntrof the table.flaye-r 1 takes the first R card and makes a requestbased on and appropriate to the situation outlinedon the card. As he/she makes the request, he/she

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should lay the card face up on the table.Players with a matching A or O card may then agreeor object to the request, laying the matching carddown on top of the R card.The first player to do so appropriately may collect allthree cards as a ' t r ick ' .The turn then passes to the next player.The object of the game is to collect the most'tricks'.A rules sheet for this game is to be found at the backofthe book.

19 Hide and seekType of act ivi tywhole classcombiningFunction practiseddescribing position and location, size and shapeExponentTIrcreislare. . . (+ placepreposit ions)size and shape adjectivesLexical areasrooms and furniture

Problem vocabularyt'ireplace, mantlepiece

How to use the gameCopy as many pictures as there are students in theclass.Shuffle them, and distribute one to each student.Tell the students that they are in five differentrooms, and that they must find who is in the sameroom as they are, by describing the picture on theircard.They should not show their picture to anyone, butwhen they find someone who they think is in thesame room, they may compare pictures. If the twopictures are the same, the two students should goround together and try to find the other peoplewho are in the same room.The object of the game is to find all the otherpeople in the same room.Warn them that the rooms are very similar, so itwill be necessary to describe them in some detail.

20 l f only. . .Type of activitywhole classmatchingFunction practisedexpressing past regretsExponentIztishlhadn't . . .

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I sltouldn't haae . . .lf I had done X , I woukln't be doing Y trow.It 'onlyl lndrr ' t . . .Lexical areaslife decisionsProblem vocabularyfulfilling, benefits, colleagues, engaged, promotiort, put off,qualificatiorts, apprenticed, carpenter, heartbroken, jealous,routhre, frustrating, retrain, put up with, make a break,stressful, bustle , dead-end

How to use the gameCopy one card for each person in the class, makingsure that as far as possible each role card has a'mate'.Give out one role card to each student in the class.Tell them that they all regret some decision theymade at sometime in the past, but that somewherein the class is someone who took the path that theyfailed to take.The object of the game is to find the person whodidwhatyou didn't.To do this, they must move around the class,talking to other students, and describing their pastlives and in particular their past regrets.When they find the person who did do what theyregret not having done, they should go and sitdown together and discuss the situation further:mavbe thev can offer each other some advice!

21 The Cinderella game orFind your fairy godmother

Type of activitywhole classmatchingFunction practisedexpressing wishes and hopes, needs and wantsExponentlwishlcould . . .lhopel' l lbeableto . . .lneedto . . .Iwantto . . .Lexical ateaseveryday problems and difficultiesProblem vocabularyau pair , diaorced , split up with, miscalculateil ,discontinued, stuck, in stock

How to use the gameCopy one card for each student in the class.Distribute the cards randomly, and give thestudents time to read them.

Tell them that they all have problems, as describedrrn the cards, but that somewhere in the class is$meone with the solution to their problem: oneperson's problem is someone else's solution.The object of the game is to find the person withthe solution to your problem.To do this, students should move around the class,ielling each other about their problems and!-L'mmiserating with each other, until they find theFlerson with the solution.

22 Elementary, my dear WatsonTr.pe of activity>ma.ll groupcaro gameFunction practisedmaking deductions and giving reasonserpressing degrees of certaintyExponentIt nt ust I tttisltt I couldl can' t bellutte been . . .tr-Ie she muitlnghtlcouldlcan' t lmae . . .ccrnnectives: because, as, so, irt order toadverbs expressing certainty : probably, possibly,-ictinitely, perhaps, maybe, etc.Lexical areasactions, relationships, emotionsProblem vocabularyintsteps

, dented, debts, wiII

maid heard her footsteps in the hall. She left by thewindow, and threw the murder weapon, the vase,into the flowerbed. Then she came back into thehouse through the front door, made some cocoa inthe kitchen and took it into the study. Her motivewas jealousy: she had found a letter from herhusband to Alice and when she went to talk to himabout it, she found him writing a letter telling herthat he was leaving her.

23 EyewitnessesType of activitywhole classinformation searchFunction practisedtalking about and sequencing past eventsExponentpast and past perfect tenses. . . zoasgoirtgto . . .. . was about to .sequence connectives: at'ter , thert, before , etc.Lexical areaseveryday acvitiesProblem vocabularyset (of tennis), florist's, pop irrto, buttp ittto, ozerdue, -islt(eletetslt : about eleaen o'clock)

How to use the gameDiride the class into groups of three or four.Give each group a copy of the case-study, and a setof clue cards.The clue cards should be placed face downwards ina pile on the table in order, with number 1 on thetop and number 20 at the bottom.The students should read the case-studv. and thentum up the first clue card.They should make deductions about the identity ofthe murderer, or his/her probable actions, based onthe evidence given on the clue card, for example,ior clue number 1, The murderer couldhaae stolen theiuse or The uase was probably the murder weapon.Then they should turn up the next clue card andmake further deductions based on the fresher-idence offered by that card, and so on.The object of the game is to find out who themurdererwas.The group who finds the correct solution first is thetvrnner.A rules sheet for this game is to be found at the backof the book.Solution: Mrs Crabtree was the murderer. Shervent into the study at just after 11 p.m., when the

How to use the gameThe game maybe played with 8-15 students. If youhave more than 15, form two groupsCopy a role card and a map for every student in theclass.If you have fewer than 15 students in the class,make sure you include the first eight cards.Give out the role cards and the maps and allow thestudents time to read and absorb the informationand ask you questions if necessary.Tell them that a young woman called |ennifer wholives in their town was kidnapped yesterday. Theyall saw Jennifer at some time yesterd ay, andbytalking to each other about when theysaw her andwhere, they can find out her movemnts duringthe day which will help them to find out where sheis being held.The object of the game is to find out whereJennifer is being held by the kidnappers. To dothis, students should move about the room, talkingto each other about when and where they sawJennifer. They should try to reconstruct ermovements during the day, by drawing her routein on the map. The building that is leftunaccounted for at the end is the place where she isbeingheld.

24 Moaning MinniesType of activitywhole classmatchingFunction practisedcomplaining and being optimisticExponentadjectives expressing positive and negative emotionsLexical areaseveryday eventsProblem vocabularyno zuonder, put tltis down to, getting you doun, t'ed up,cheerftil, depressed

How to use the gameCopy one role card for every student in the class,ensuring as far as possible that every role card has a'mate'.Distribute the role cards to every student in theclass.Tell the class that their role cards give details ofevents that are due to happen shortly in their livestogether with some indication of how they feel(positive or negative) about these events. Ask themto 'think themselves' further into their roles,imagining the background to and reasons for thesefeelings (Why don't they like their mother-in-law?Why are they so glad that the neighbour ismoving?)Give them some time to do this and to ask you forhelp if

-necessary, then ask them to imagin theyare walking down a busy street, where they kepbumping into people they know, but haven't senfor some time. They should stop and greet eachother and ask for nws, listening symlatheticallyto each others' stories.The object of the game is to find the person who isoptimistic about all the things you feel pessimisticabout (and vice versa).When students have done this, they should go andsit down together: one can have a good old moanand the other should try to cheer him/her up!

25 Silly superstitionsType of activitywhole classinformation searchFunction practisedpredict ions a nd speculat ionExponentwilllgoing to for future predicon and speculationLexical areassuperstition

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Problem vocabularyittitinl , itches, inside out , peel, odd (: dift'erent) ,anticlockzuise

How to use the gameThere are two versions of this game.Version 1:Give everyone in the class a questionnaire (1) and asuperstition (A).The object of the game is to complete thequestionnaire.To do this, students must m

Plsnetsitap. Abetter world could lead to more seriousscussion; P lane t sw ap is more frivolous.A betterworld:Diride the class into four groups and give each aditt'erent problem sheet.Each group should discuss their planet's problemsand come up with a set of laws designed tbameliorate the situation.Each group should then send out an ambassador torrne oi the other planets. The ambassador is notellorr-ed to ask what problems the other planet has,nr-rr are the planet group allowed to tell him/herjrrectlr', bui he/she may ask questions about whatr and irhat isn't allowed on tire planet. After two:tnutes the ambassadors must return to their ownlanets rvith the information they have collected.Ine group should then try to guss what the otherpanet's problems are, and write their guess on asheet of paper.lhen the ambassadors are sent to a different planetad the process is repeated.At the end the different groups may comparenstr-ers.The object of the game is for each'planet, to guesscurrectly what the other planets'problems are.lote: This game is longer than average and maytalie over half an hour.

Fl,anetswap:Copl one card for each student in the class,ensuring as far as possible that each card has a'mate'.Gir e out the cards and tell the students that they allcpme from different planets. Their cards describethe situation on their planet. None of them areh.ppl'on their planets, and they are all trying toemigrate.The obiect of the game is to find a better planet tolive on.To do this, students must move around the class,describing their planets (and what they are and arenot allow.ed to do on them) to the other members ofthe group until they meet someone whose planetsounds ideal to them. If that extraterrestrial willagree to swap, they may exchange worlds.On}r- sn'apping is allowed, not ehigration: no onemf- leave a planet unless someone else agrees totake their place!

27 Market forcesType of activityrvhole classexchanging and collectingFunction practisedpersuasion

ExponentWhydon'tyou . . .l 'U. . . i fyou.. .Howabout . . .Lexical areasbuying and selling goodsProblem vocabulary

How to use the gameThe game may be played with 8 or more players.Copy one card for each member of the class.Distribute the cards and tell the students that theywant to buy and sell the objects mentioned on thcard. In addition, they each have f, l00 cash.Everyone is thus simultaneously a salesman andconsumer.The object of the game is a) to get rid of the goodsyorr have to sell at the most advantageous piices(players may set their own prices) ana U) t obtainthe goods you need without overspending yourbudget. To do this, players must move aro-und theclass offering goods foi sale, and buying others.At the.end of the game the playerwith most moneyin addition to the goods helshe needs is the winnei.

28 Fishy storiesType of activitysmall groupcarcr gameFunction practisedasking for and giving explanations

Exponentpast continuousbecause, n order to, so thatLexical areaseveryday (and not so everyday) activitiesProblem vocabularyparachuting, hitchin g, hang- gliding, tightrope

How to use the gameDivide the class into groups of three or four.gopy I set of time caids ad a set of picture cardsfor each group.The picture-cards should be dealt out equally to allmembers of the group; the time cards soul beshuffled and placed face down in a pile in themiddle.The first player should pick up the top time cardfrom the pile, and ask any on of the ther playersr,Ihat they wer_e doing at ihat time yesterday.The player addressed must produe one ofihepicture cards together with an appropriate answer,

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for example , I was eating an icecream.If the answer is convincing, for example, What wereyou doing at 7 a.m.? - I was eating my breakfast, thenthe player may discard his/her picture card. If theanswer is suspicious, for example , What wereyoudoing at 11 p.m. ? - I was parachuting ouer London,then the other players may challenge that player toprovide a convincing explanation as to why he/shewas engaged in that activity. If he/she can provide areasonable explanation, then he/she may discardthe picture card; if not he/she must retain the card.The turn then passes to the next player.The object of the game is to get rid of all yourpicture cards.A rules sheet for this game is to be found at the backofthe book.

29 Bucket shopsType of activitywhole classinformation searchFunction practisedasking for and giving factual information

ExponentCanyoutel lme . . .?l 'dliketoknow . . .I'mlookingfor . . .Couldyouhelpme . . .?Haoeyougot . . .?lsthere. . .7present simple * zuft- questionsHowmuchlhowoften . . .?Lexical areastravel and transportProblem vocabularydestination, frequency, inclusiae, package tour, round trip,best deal, fulfil, stop-oaer, excursion, break a journeyl someplace names may be unfamiliar to the students

How to use the gameDivide the class into two halves.Half the class are travel agents, belonging to fourrival firms; the other half are prospective travellerslooking for information.If you can move furniture around in yourclassroom, set up a 'High Street'with four'travelagents' shops' at adjacent desks in one area of theroom. You might like to make signs with names onthem that the'travel agents' can place on the desksto identify the shops.Divide up your'travel agents' among the fourfirms: two or three or so to each shop and give eachof them the information sheet relevant to their firm.Divide your'travellers'into two or three teamsdepending on how many students you have,allocate each team a 'home base' preferably in a

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different area of the classroom from the travelagents' 'High Street', and give each team a list ofquestions to answer.The object of the game is to answer all thequestions on the sheet; the team which does socorrectly in the shortest time is the winner.For each team, one member should reinain at'home base' with the list of questions, allocatingquestions to the other members of the team,sending them out on fact-finding missions, andcollecting the information as it arrives. Apart fromthat, it is up to the students how they organise theirinformation collection: some teams will inevitablydevise better systems than othersl

30 Family budgetType of activitysmall grouprole playFunction practisedargument: stating and justifying opinion, statingneeds and wants, agreeing and disagreeingExponentllWeneedlzoant . . .I t l t inkthatl lnmy opinonlTomy mind . . , etc.It would be betterlmore uset'ul, etc. to spend the moneyotlconnectives for reason-giving: because, so that , etc.Lexical areashousehold objects, household activitiesProblem vocabularylazonmower, rocking horse, greenhouse, drill, aideo recorder

How to use the gameDivide the class into groups of three or fourCopy one set of role cards and one set of picturecards for each group. For groups ofthree, leave outTim or Samantha.Give out a role card to each member of the groups.The picture cards should be placed face down in apile in the middle.Tell the students that they belong to a family of four(or three) and that they have a total off,500 tospend. They may spend this money as they like,but they must come to an agreement as to how it isto be spent. Each member of the family has a rolecard showing how he/she would like to spend all orpart of the money: they should think of goodreasons for buying these things and argue the casewith the rest of the family.They should begin the game by turning up the firstpicture card and arguing the case for buying or notbuyingit.If the family do agree to buy it, the member of thefamily who wanted it should keep the card. If theydecide not to buy it, the card should be discarded.

The object of the game is to acquire as many cardsu, pottibl". The fmily memberwith the mostcaids at the end of the game is the winner'

31 Go-betweensType of activitYsmall groupexchanging and col lect ing

Function practisedargument: suggestion and persuasionreported speech

ExponentHo10 0t10ut . !Whatabout. . '?Shal lwe . . .?Whyrtot . . .?I fyu.. . ,we' l l . . 'Tlrcy said that . ' .

Lexical areascommodities and ProductsProblem vocabularytin, wlrcat, rubber

How to use the game

Divide the class into four groups and copy aninformation sheet for each grouP'Tell the students that each group rePresents a.o""tty and that the inforration sheet gives detailsof the import requirements of their countrytoeether with a l ist of products produced by theirco"untry and amounts-of each product it mayexport.ilie obiect of the game is for each country to obtaintt

"

i*f o*t it nees by exchanging products withother countries.To do this, each group may send out one person tonegotiate an e*cang-e of products with anothercontry. Only one person may be sent out tromeach grouP at anY one time.Whea successfi l bargain has been made, theabassador should reiurn to his/her country andreportback. The group should then discuss theirndxt strategy befre snding the ambassador out

t%ilirr"" -ill

need to import goods they do notrequire themselves and r-export them to othercontries, in order ultimatelyto get the goods theydo need.

32 What if . , ,?

ExponentWhatzuouldXdoif . ' '?HelShe'd . . .Lexical ateasas determined bY the studentsProblem vocabularyas determined bY the students

How to use the game

There are no materials necessary for this game'Choose two people in the clss who know eachother fairly well.Send one (X) out of the room and bring the other(Y) to the front of the room.Th" .lutt should then question Y about what he/she thinks X's behaviour would be in certainsituations, for example, If X saw a mouse in.thekitchen what would hilshe do? or If X was inaited to gonarschutins would helshe go?V should ase his/her replies on what he/she knowsof X's character and likely reactions to suchsituations.When a number of questions have been asked,invite Xbackin.The class should then ask X the same questionsabout his/her own behaviour to see if Y guessedcorrectly.Note: It may be advisable to get students to preparesome questions in advance, depending on thefl uency/spontaneity/imagination of your grouP'

33 Terribly sorryType of activitysmall groupcard gameFunction practisedcomplaining and aPologising

Exponentadiectives showing disappoval: awful, disgusting' not*ood enough, elc.iequests or a ction'. Could you ' , W ould youmii td. . . - ing,etc.I' m terribly I awfullY sorrY.Sorry about that.I diin't realise . . .llt was an accident, etc'promisesandoffers: fU . . .

LexicaI areasdomestic accidents, hotels, restaurants, shoPs

Problem vocabularyshrunk, interference (onTY) , adiust , handprints

Type of activitYwhole classguessingFunction practisedhypothesis

How to use the game

Divide the class into groups of three or four andcopy two sets of cards for each group'

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The cards should be shuffled well and dealt outequally to each member of the group.Player l begins by choosing one of the cards in his/her hand and making a complaint suggested by thepicture, for example , Look here, your son' s just kickeda t'ootball through my liaing room zuindow, and layingthe card down on the table.The player with the matching card shouldapologise (l'm terribly sorry, l'il make him pay for it outof his pocket money .) and discard the matching card.The object of the game is to be the first to get rid ofall your cards.A rules sheet for this game is to be found at the backof the book.

34 Christmas shoppingType of activitywhole classsearch/matchingFunction practisedtalking about likes, dislikes and preferences

ExponentDoyoulikelenjoy . . .?Areyouinterestedin . . .?Whichdoyouprefer . . .?I like I enj oy lhate lprefer I am int erested in . . .Lexical areasinterests and hobbies

Problem vocabularykitten, puppy , cartoon, skating, rucksack, hiking

How to use the gameCopy one card for every student in the class.Give out the cards and tell the students thatthe fivepictures on the card represent five presents thatthey want to give to people.The obiect of the game is to find suitable peoplefor the presents.To do this, students should move around the class,asking others what hobbies, activities or intereststhey have and what their likes or dislikes are. Theymay not mention what present they have in mindbut should try to find out indirectly what otherpeople's tastes are and thus whether any of thepresents on their card would be suitable.At the end of the game, students may discuss whatthey decided to give each other.

35 What do I need?Type of activitysmall groupguessing

Function practisedexpressing necessityExponentDoyouneed . . .?Doyouhaaetousea. .?ls it essentiallnecessary to . . .?It' s essentiall uset'ull optionallnecessary I adaisable, etc.Youneedldon't need a .You ltnue loldott 't Inue to .Lexical areashousehold tasks, sportsProblem vocabulary

How to use the gameDivide the class into groups of three or four andcopy one set of cards for each group.The cards should be placed face down in a pile inthe centre of the table.Each group should send one person out oftheroom and then take the top card off the pile andlook at it.The studentwho was sent out should then return,and try to guess what activity the group areengaged in by asking what materials, equipment,or tools they need for that activity.The other players may not show him/her the cardand may not give additional information beyondanswering the questions.The object of the game is to guess correctly whatthe activity is.When the first player has guessed correctly, asecond player may be sent out of the room and thenext card turned up.This game maybe played in a more competitiveversion in the following way:Divide the class into four groups (or two or three ifyou have a small class) and copy one set of cards foreach group.This time, however, do not give out the cards to thegroups/ but keep them yourself at the front of theclass.Assign a definite'home base'to each group and askone person from each group to come up to thefront.Give each of them a card and tell them to go back totheir group. This time it is the rest of the group whomust guess the activity by asking what materials,etc. are necessary for that activity. The member ofthe group who has the card must not show the restthe card, and is not allowed to give any extrainformation.When the group has guessed correctly, they maysend another student up to the front to collectanother card from their pile and so on. The teacherremains at the front in charge of cards.The object of the game is to be the first group to getthrough all the cards in the pile.

A rules sheet for this game is to be found at the backof the book.

36 CanvassingType of activityivhole classcombiningFunction practisedargument and persuasionproposals and plansExponentI tltittklbelieoe that . . .Irt ttty opinion .I t 'sobviousthat . . .You must agree that . . .\Ne zuould like to . . .Xshouldbelwouldbelzni l lbe . . .Lexical areashealth, arts, technologyProblem vocabularyban, nnnufacture , compulsory , diet , ooerweight , reaeille,ndditiae, closure, outlet, rationing, abolshed, appreciation,aest lrctic, standards, monitor, demolition, salaries, issue,piped music, subsidised , struggling, requirement ,sophisticated, automation, robot, links, facilities, domestic

How to use the gameMake one copy of each of the manifestos.Choose three articulate students and give each ofthem one manifesto.The object of the game is for each of these studentsto win as many people as possible over to his/hercause. To do this, they should move around theclass, explaining their party's policy to otherstudents and trying to get them to join the party.The rules are: a) everyone must join a partyb) noone can join more than one party c) as soon as astudent has joined a party, he/she must thencanvas for the parry, trying to get more members.At the end of the game, the largest party wins.Note: This game is longer than average and maytake over half an hour.

37 Sound adviceType of activitysmall groupcard gameFunction practisedasking for and giving adviceExponentWhat should I do?Youshould. . .You ought to . . .If lwereyou,l 'd . . .

You'dbetter . . .Lexical areaseveryday practical and emotional problemsProblem vocabularvcolleagues, fed up with, quarrel, shoplifting, mentioned,dropping in, mean, sullcy, mixing with, truant

How to use the gameDivide the class into groups of three or four andcopy one set of cards for each group.The cards should be placed face down in a pile onthe table in the centre of each group.The first player should take the card from the top ofthe pile and describe the situation outlined on thecard to the other players, asking for advice.The other players should offer advice.The first player should award the card to thewhose advice he/she likes best.Then the second player may take a card fromtop of the pile and so on.The object of the game is to collect as many cardsas possible; the player with the most at the end ofthe game is the winner.A rules sheet for this game is to be found at the backof the book.

38 Job market orOnyer bike!Type of activitywhole classmatchingFunction practisedasking about and describing abilities and qualitiesExponentCanyou . . .?Areyouableto . . ,?Haaeyougot . . .?Are you . . . (+ adjective describing character)?Icanlhaaelam , . .

Lexical ateaspersonal abilities, talents and characteristicsProblem vocabularyIiontamer, astronaut, burglar, tightrope walker, sur geon,spyA selection of adjectives describing character shouldbe pre-taught.

Howto use the gameCopy one set of employer cards (marked E) and oneset of job hunter cards (marked JH).Give out one card to every student in the class,making sure that as far as possible for everyemployer card you distribute, you also give out thematching job hunter card.The object of the game is for the employers to findsomeone suitable for the iob, and for the job

player

the

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hunters to find an appropriate employer.To do this. thev will have to move around the classinterviewing utrd b"l.tg interviewed.Employers may ask questions about the abilitiesand qualities they consider necessary for the jobthey are advertising, and job hunters are allowed toinvent any talents they think would be necessaryfor the job they are looking for, but neither side isallowed to mention what job they are advertising/looking for.When the employer thinks that the person he/she isinterviewing is suitable for the job, he/she mayshow them the card. If employer and job hunterhave matching cards, they should go and sit downtogether; if not they should continue looking.

39 The proverb gameType of activitysmall groupcard gameFunction practisedmaking comparisons and contrastingExponent. . . is l ike. . .. . . issimilarto . . .. . . resembles. . ' .. . . .both. . .. . .nei ther. . .

How to use the gameDivide the class into groups of three or four andcopy one set of picture cards and one set of conceptcards for each group.The picture cards should be dealt out equally toeach member of the group and the concept cardsshouldbe placed face down on a table in themiddle.Players take it in turns to draw cards from theconcept pack and lay them face up on the table.If they can find a point of comparison between thecard they have drawn and one of the cards in theirhand, (for example , Sorrow is like a lemon - they bothtaste sour) then they may discard the card they hold.If not, the turn passes to the next player.The object of the game is to get rid of the cards youhold: the first to do so is the winner.A rules sheet for this game is to be found at the backofthe book.

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40 Dream sequencesType of activitypairwork/small groupinformation gapFunction practisedcombining narrative and description

Exponentpast tensessequence connectives: after, then, as soon as, when, etcLexical areaslandscapes, appearance of people and objectsProblem vocabularyIocked, wings , waaes , chased, t'ountain , cellar , rainbow ,galloping, wolf, burden , shadow , snake, Iadder , owl, bat

How to use the gameCopy one set of cards for each person in the class.Divide the students into pairs and give eachstudent a set of cards.They should place a book or file between them, sothat neither can see what the other is doing.Ask them to look at the pictures, which representimages from a dream.They should choose a number of images whichappeal to them and arrange them in order to form adream sequence.When they have finished, they should tell thedream to their partner, who should select theimages described and arrange them in order.The object of the game is for each student to selectthe images described by his/her partner andarrange them in the order narrated.The game may be played another way, if preferred:Divide the class into groups of three or four andcopy one set of cards for each group.The cards should be dealt out equally to allmembers of the group.The first player begins by choosing a card from his/her hand and laying it down on the table as the firstevent of the dream, describing as he/she does sowhat happened in the dream.The next player should then choose a suitable cardto follow on as the next stage in the dream and lay itdown next to the first, narrating the next stage inthe dream.When all groups have finished their dreams, theycan visit each others' tables and explain the dreamsto each other.The object of the game is to build up a co-operativedream.A rules sheet for this game is to be found at the backofthe book.

Prove or disprove these theories:

Most people in the class have more than one forename.

The average age of the class is 24.

Most people play a sport:the most popular sport is football.

Most people do not have a bicycle or a car.

People prefer cats to dogs.

Most people watch television every night.

Most people come from cities; most people would prefer to live in the country.

Most people have more than one brother or sister.

Most people like strawberry-flavoured ice-cream.

Most people play a musical instrument.

Most people have visited at least one other foreign country.

There is no one in the class who has been to more than ten countries.

Everyone has read Warand Peace.

At least half the class has seen The Sound of Music.

Most people enjoy going to school or work.

Only one person has been to France.No one in the class has ever broken their leg.Most people have been in hospital.Morethan three people have eaten snails.Someone in the class has kissed an Englishman.There is someone in the class who has never smoked.No one here has everwritten a letterto a newspaper.There is someone in the class who has driven a lorry.There is someone who has never swum in the sea.Most people have ridden a horse at sometime in their lives.

Most people in the class used to bite their nails, but don't any more.

There are at least three people who used to smoke, but who have nowgiven up.

Most people have more money now than they used to.

There is someone in the class who used to get up very late.

Several people in the class used to eattoo many sweets.

Everybody used to have ateddy bear.

No one likes horrorfilms.

Everyone enjoys dancing.

Most women hate ironing.

Most men likebeer.

There is someone in the class who doesn't mind doing the washing-up.

Most people prefer tea to coffee.

There is someone in the class who always gets up early.

There is someone in the class who always does exercises before breakfast.

No one walks to school or work.

Most people smoke more than ten cigarettes a day.

Most people go dancing quite often.

More than three people play a musical instrument.

More men than women read a newspaper every day.

Most people watch TV more than three times aweek.

Most people think that:

Modern art is rubbish.

Men and women should have an equal part in child care.

Tobacco should be banned.

Women should be paid for housework.

Space research is awaste of money.

There is too much violence on television.

People should be limited to two children per family.

People should pay less attention to technologicalprogress and more attentionto ecological problems.

Robin Koch, the internationallyfamous restaurateurand ornithologist, wasfounddead yesterday in the kitchen of his Torquay mansion. He had been stabbed with a1 2-inch carving knife and the door of the 200,000 aviary in the garden was open.The birds had flown.You will be given a role card to read. Memorise the important facts and then join therest of the group. Keep your role card to yourself , or give it back to your teacher. Talkto the other people and try to find out allthe clues you can. They will help you solvethe puzzle.

B Who killed Robin Koch?

Fill in the answers to the questions. The f irst letter of each answer will give youan importantclue.

Whatwas Robin's mother called?

What was Robin's mistress called?

Where was Veronica born?

What was Robin's favourite colour?

What is the name of Robin's new restaurant in Exeter?

ETEEtInWhere did Robin go to school?

C Where is Robin'swill hidden?

Fill in the answers to these questions. The first letter of each answer will tellyou where hiswill is hidden.

What is the colour of Robin's Porsche?

What is the name of his famous London restaurant?

Who did Robin's secretary have dinner with on the night of themurder?

Where did the Kochs go to a dinner dance?

Which university did Leopold Koch teach in?

What is Ingrid's job?

EEEEEtI

1 You are PatMartin

You hated Robin Koch . . . a passionate hatred - he was always so good ateverything. You killed him! No one will believe you of course, but it uzas an accident!Don't tell anyone what happened whatever they ask you. You can make up any storyyou like, but don't tellthem you killed him. The story is this: when you were at collegetogether, both very ambitious, you and Robin made a bet on who would become amillionaire first. Whoever made their f irst million would have to put the other in theirwill! Robin was a millionaire within 3 years - but you didn't believe he had put you inhis will - you argued with him in the kitchen, after a few bottles of wine. He wouldn'ttell you where the will was hidden. As a joke, you threatened him with the knife, itslipped and wentthrough his neck!Don't tell anyone!Bulyou can tellthem: he had a yellow Porsche, his wife's namewas Veronica (but he also had a Swedish mistress called lngrid!). Try to find outwhere Robin had hidden the will!

2You are Fred/Freda Coot.Youarethemanagerof Robin'sbigrestaurant inLondon, TheRestaurantattheEndof the universe, and went to visit him in Torquay to discuss the new colour schemefor the new dining room. Robin wanted to celebrate his birthday by painting thewhole restaurant red - his favourite colour. But as manager you think this may put alot of customers off their food IYou are, despite these problems, very pleased to work for Robin, as you were hisparents' servant when they lived in Vienna (Robin was born there) and before theymoved to England in 1936. His mother, Natasha, was a splendid cook _ she usediocook wonderful borshch (bright red beetroot soup). His father, Leopold, was afamous zoologist at Vienna University. Robin's twin loves of cooking andornithology are obviously the result of a happy continental childhoo. you areshattered by his death. Who would have wanted to kill him?

3 You are Glen or Glenda Eagle, the weil-known firm star. you nave adelightful villa overlooking the River Dart and are down in Devon on holiday aftermaking a new film called Ihe Feather Bed. You met Robin last week at the lmperialHotel in Torquay. The occasion was a celebrity dinner-dance, you were amazed tosee him as you last saw him whenyou were at schooltogetherin Manchester! Robinwas a famous restaurateur, bird-watcher, and is perhap best known as thehusband of ravishing blonde film star Veronica Koch - you co-starred with her in thetilm wings of Doom . You are convinced that her good looks won the f ilm its oscar _thefilm itself was ratherwear.But who on earth could have wanted to kill Robin? could it have been his money?Or jealousy? You have heardthat he was having an affairwith anotherfilm actrss,Ingrid somebody? Maybe someone here can tellvou more!

4 You are Simon/Susan Swift.You know Robin quite well- at least, you know his wife Veronica. you were at theRoyal Academy of Dramatic Art with her all those years ago, and actually introducedRobin and Veronica at a party in London. you were best man/bridesmaid at thewedding. You haven't seen them since 1981 but you were meaning to go down andsee them in Torquay. You have heard, though it may only be a rumur, that Robinwas having an affair with another actress whose name is lngrid, or Inga, orsomething like that. You know Robin has always had an ey for the birds, but youdidn't know he would actually deceive Veronica! poor Veronica - she was such agood actress. She will miss Robin so much. Whoever could have wanted to kill him.and why?!

5 You are Bernard/Bernadette Cluail.

You last saw Robin by accident on the seafront in Paignton. You were on holiday inTorbay with your family and were walking along when, lo and behold, who shouldyou see but your old classmate Robin Koch, stepping out of a very f lashy yellowPorsche with a smart-looking brunette. You ran up to them and said hello! lt must be20 years since you were at schooltogether in Manchester! Robin was in a bit of ahurry, and seemed nervous; his wife, Ingrid, was foreign and spoke in a huskyforeign accent. Well, well, well, . . . you are a bankclerk, Robin is averywealthy,famous man. And yet you both started off in the same school in Manchester.

6You are John/Joan Smew, Robin's personalsecretary. Robin was averybusy man and you had worked closely with him for over 3 years. The evening of hismurderyou had dinnerwith an architect, Alex Finch, discussing plansfortheAssisirestaurant, which Robin was due to open near Exeter in September. You are veryworried about the future! Robin and you had founded a chain of high-classcontinental restaurants and without his reputation and backing, business maysuffer. Robin had written a famous book on wild geese - you wish he'd concentratedon breeding them and cooking them!The Golden Egg project (a new restaurant inPlymouth) will now have to be scrapped.

7 You are Simon/Simone Raven.

You didn't know the Kochs very well-they moved into the neighbouring house twoyears ago, but being such famous people they weren't there all the time. You loveRobin's restaurants- The Restaurantatthe End of the Universe, despite itsridiculous name, is quite simply the best in London, and you hear he is going to opena new one called the Assisl, in Exeter. As for Veronica - well Wings of Daom islhebest film you've seen for 10 years. Funnily enough, you have a connection withRobin; his mother, Natasha, taught in your school for 2 terms. And your mother livesnext door to Veronica's parents in Tuppingham ! You didn't hear anything on thenight of the murder. A bit of noise f rom the aviary - nothing unusual! You werewoken up by a police sergeant knocking on your door in the morning.

I You are George/Georgina Dunlin.

You live opposite the Koch's house. You didn't know much about them - they're notthere much, but when they are, they hold long noisy parties, especially in summerwith allthe windows open. Nouveaux riches! Not respectable well-establishedTorquay people like yourself ! Well, the only really strange thing was the aviary. Youcan understand people having hobbies - but to spend allthat money on blrds of allthings! Parrots, mynah birds, budgerigars, the lot, all in a specially heat-controlledcage. There must have been 1 ,500 at least!The noise wasn't too bad -the oddsquawk f rom over the hedge. But the night he died it was all hell let loose ! They allf lew out at once, circled three times over your house, and though most of them f lewoff, a flock of parrots landed on the roof and chattered all night long. You had to ringthe f ire brigade to get them down !

9 You are Leslie/Lesley Sanderling.

You are horrified, shocked, upset, oh . . . it is too much to talk about. You discoveredthe body! Robin, lying in a pool of blood in the kitchen! Allthe lights on, the dooropen, and when you rushed out into the garden, all you could hear and see was thehuge flock of birds escaping from the aviary! Feathers and birds everywhere. Atleast 1,500 birds!You ran back in, rushed upto Veronica's room, woke her, and thenphoned the police. And allthis on yourfirst night in Torquay as their guest! Robin hadpicked you up off the London train at 7.25,you had got into his bright yellow Porsche,called in at the tennis club, and then zoomed back up the hill for a superb cordonbleu meal created by Robin in your honour! (He once worked as a chef at theTourd'Argentin Paris-which is where you met.)You went up to bed early, and then atabout 1 a.m. wandered down for a qlass of water . . .

-l

l0You are Reverend Norman Spoonbill.

You married Robin and Veronica in 1965 in the little parish church of St. James atTuppingham, in Berkshire, where Veronica's parents lived. Veronicawas a brill iantactress (she used to perform in village plays and you can even remember her as anangel in the Infants' nativity play allthose years ago!) and she made theTuppingham villagers so proud when the film Wings of Doom won an Oscar lastyear. You haven't seen Veronica or Robin for a long time, but you keep in touch withher parents who are obviously astonished and upset by Robin's death. Torquaysounds a very dangerous place - allthose foreigners!- and you expect Veronicawillwantto come backto the peace of Tuppingham.

1 1 You are Hilary Shelduck, the film critic. You are shocked to hear of RobinKoch's death as you were about to visit Veronica Koch at her home in Torquay, to doan interview for Screen magazine. You only learned of the tragedy on arrivalfromLA at Heathrow airport, and obviously cannot do the interview in suchcircumstances. You met Robin once at a celebrity dinner held at his huge Londonrestaurant - he was a very handsome man, with a lot of drive and business sense.You are sure he must have had rivals in the restaurant world - he is reputed to havemade his first million in only 3 years - but the only person who could possibly havehad anything personalagainst him was Ludwig GanSer, the German ornithologist:Robin once published a study of geese which offended him as it sold too well!

L_-I

12 You are Ingrid Plover, from Sweden. You are an actress, avery beautifulwoman, and you know it. You are also extremely upset at Robin's death. You lovedhim passionately! For the last 1 8 months you had been having a secret affair withRobin - no one knew (not even his closest f riends - let alone his wife Veronica!).YoulastsawRobinatthe RestaurantattheEndoftheUniverse-intheprivatesuiteover a candlelit dinn er deux. He was going to meet you again in Amsterdam(telling Veronica he was'on business') and you had planned a long weekendtogether. Oh God ! What are you going to do? At all costs, avoid talking to Veronica!!!

1 3 You are Veronica Koch, the film-actress wife of Robin Koch. (You won anOscarfor Wings of Doom.) You smell a rat!OK, So Robin is dead. You never reallyloved him anyway! However, you strongly suspect that a certain Ingrid Plover, aSwedish actress, knew your husband rather better than you did ! You would like totalk to her, but you must not make it obvious that you suspect her. Try to find out asmuch as possible about Ingrid f rom ofher people - you think that Robin may havealtered his will in her favour: but Ingrid is a very clever person, and is probablylooking foryou! Robin was the most brill iantornithologist of his generation -therestaurants, the fast cars, the big house in Torquay, they were all a facade. Onlyyou, his wife, knew that hispassion was birds!That's why he spent t200,000 on theaviary, and f illed it with 1 ,500 birds - exotic parrots, mynah birds, peacocks, etc. -despite the neighbours' Protests!

14 You are Maurice/Mavis Peacock.

You are the cleaner at the Koch mansion on llsham Marine Drive, Torquay. What alife! Mr Koch is neverthere-and there are 19 separate rooms to clean, privatebathrooms, the