Elementary Grammar Games

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GamesA collection of grammar games and activifiesfor elementary studenfs of English

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Introduction

Teacher's notesL ao tan2 alan or the (l)3 alan or the (2)4 Countable and uncountable nouns5 Personal pronouns: subject and object (1)6 Personal pronouns: subject and object (2)7 Possessive adjectives: my, your, his, etc.B Possessive t9 Possessive pronouns: mine, yours) his, etc.

10 be: afftrmative and negative1 1 be: yeslno questionsL2 be: wh- questionsL3 this, tltat, tltese, those14 have got: affnmative and negative15 haae got: yeslno questions16 ltave got: ult- questionsL7 There es and There are: affttmative and negative18 Is there ...? and Are theye ...?19 Place prepositions: 'in, at, under, etc.20 Imperatives2L Present simple: affirmative and negative22 Present simple: yes/no questions23 Present simple: wh- quesdons24 some and arqt25 How much. . . i and How many . . .?26 Quantifiers: much, mamy, a lot of, a few, etc.27 Frequency adverbs: alzuarys) sometimes) etc.28 Present continuous: affirmative and negative29 Present continuous: yes/no questions30 Present continuous: uth- questions3L Present simple or present continuous32 can and can't33 musL mustn't and needn't34 was and lJ)ere35 Past simple: affirmative and negative36 Past simple: yes/no quesdons37 Past simple: uh- questions38 Time prepositions: in, at, on39 Present continuous with future rneaning40 going to

Garnes material

Rules sheets

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1 About gamesA game is an activity with rules, a goal and an element

of fun. There are two kinds of games: competitiae games)

in which players or reams race to be the first to reach

the goal, and cooperadae games, in which players or

teams work together towards a common goal'

Language games can be divided into two further

categories: linguistic games and communicatiae games.

In linguistic games, the goal of the game is linguistic

accuracy: in the case of these grammar games' using the

correct grammmatical forms. communicative games

have a goal or aim that is not linguistic: successful

completion of the game involves carrying out a task such

as exchanging information, filling in a picture or chart,

or finding two matching cards, rather than the correct

production of language. However, in order to carry out

this task it will be necessary to use language and, by

careful construction of the task, it is possible to specifu

in advance what language will be required'

Games can be used at any stage of the lesson once the

urget language has been introduced and e>rplained' They

serve both as a memory 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. They can also serve as a

diagnostic tool for the teacher, who can note areas of

difficulry and take appropriate remedial action'

2 About grammarHow do students acquire grafirmatical understanding and

accuracy? '\Jrith diffrculty' is a short answer, but it seems

to me that students adopt two main approaches (with,

of course, all sorts of variants and hybrids in between) '

There are the analysts and the absorbers - those who like

to dissect language into little pieces to understand how

it is made, and those who swallow it whole in enormous

gulps without worrying too much about the recipe'

Different types of grammar practice exercises reflect

these rwo styles of learning. Some, like gap-filling, multiple

choice or word-order exercises, help students

understand and practise.grammatical forms by gening

them to segment language and analyse its components'

Other exercises, like grarnmar drills, work by presenting

students with grammatical patterns to repeat and

imitate, to help them absorb the language without pausing

for too long to analyse it. sorne of the games in this book

function more like the first r,vpe of practice exercise'

some more like the second.

3 About this bookThe games in this book have been designed to practise

grafirmar) not to introduce or explain it. This book assrrnes

that the class has already met each grammar point, and

that it has been explained in the textbook or course that

they are following. The games are to be used as practice

exercises to help students get used to and remember

grammarical rules and patterns. They are designed as fun

activities to help lighten the load of grammar learning.

It is up to you, the teacher, to decide when and how

ro use them, but one suggesdon is as light relief at the

end of a lesson which has focused on grammar, or after

a session doing more traditional, perhaps written,

grammar exercises.

Types of game

some games in the book are what could be called 'choice'

games. These tend to be more analytic, based on the

conscious application of a grammar rule. In them the

players have to choose the correct lingrristic form, rather

as in traditional grammar exercise types such as gap-

frlling, sentence completion' multiple choice, etc' The

difference here is not only that they are in game format,

which means they are more fun and lighter-hearted, but

also that in most cases there is a context for the game,

whereas most grafilmar exercises are a collection of

unrelated sentences. The context is very often the

students' own experiences, tastes and preferences since I

believe that a personal element gives emotional colour to

an exercise and this is a valuable memory aid - if you

have invested something of yourself in an exercise you

are less likely to forget it. (Besides which, it's fun!)

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

marching: e.g. matching two words or phrases, matching

halFsentences or matching words and pictures

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

to make a sentence

sorting: e.g. sorting words or phrases into categories

ordering: e.g. ordering words to make a sentence

collecting: e.g. collecting words of a kind, collecting words

that collocate, collecting words to make a sentence

completing : completing incomplete sentences or questions

competitions: e.g. see how many sentences you can make,

how quickly you can unmuddle sentences

card gatnes and ather familiar ga??xe types: e'g' lotto, bingo'

Felmanism, happy families, consequences, boarC games

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Other games, which couid be called 'reinforcement,

games, work more like substitution drills or patternpractice, geting stucients to internaiise ruies by repeatingparterns. These games are designed not only to provideintensive repetition of a gramrnatical stnf,cture or structr'Jres,but to provide a meaningfui context - and, since these aregames not driils, the repetition has a purpose: studentsare working towards winning or completing the game.

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

information gap games: Player t has access to someinformation not held by Player 2. Player 2 must acquirethis information to complete a task successfully. This typeof game may be one-sided, or reciprocal (where bothplayers have information that they must pool to solve acommon problem). The games may be played in pairs,or in smail groups (where all members of the group havesome information).

guessing games: a familiar variant on this principle. Theplayer with the information deliberately withholds it,while others guess what it might be.search games: another variant, involving the whole class.In these games everyone in the class has one piece ofinformation. Players must obtain all or a large amount ofthe information available to fill in a chart or picture orto solve a problem. Each student is thus simultaneouslya giver and a collector of information.matching games: these may also involve a transfer ofinformation. They involve matching corresponding pairsof cards or pictures, and may be played as a whole-classactiviry where everyone must r:il'culate until they find aparDler with a corresponding card or picture, or a painvorkor small-group activity, played as a card game on the'snap' principle.

exchanging games: based on the 'barter' principle. players

have certain articles, cards or ideas which they wish toexchange for others. The aim of the game is to make anexchange that is satisfactory to both sides.exchanging and collecting games: an extension of this.Players have certain articles or cards that they are willingto exchange for others in order to complete a set. Thesemay be played as a whole-class activiry, where playerscirculate freely, exchanging articles or cards at random;or as a card game on the 'rummy'principle.

All the above activities may include elements of role-play or of simulation. In role-play games, players aregiven the name and some characteristics of a fictionalcharacter. These are not role-plays in the true sense)as the role-play element is always subordinate to the useof language. The outcome of a game is 'closed': oncecards are distributed it develops in a certain predeterminedway, while role-play proper is open-ended and may developin any number of ways.

4 Practical considerationsC!assrccnn manages'!nent

There are three main types of activiry rn this book:oairwork, involving two partners; small-group work,invoiving groups of three or four or more; and whole-class activities, where everyone moves freely around theroom. ,\11 these activities require some flexibiliry 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 work with the person sittingnext to them for painvork, and groups of threes and fourscan easily be formed by alternate pairs moving their chairsto the inner side of the U, opposite another pair. \Mhole-

ciass activities, which involve all the srudents circulatingfreelp 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 arrangementof front-facing desks can be easily adapted to pairwork,

with people at adjoining desks working together, whilesmall groups can be formed by two people turning theirchairs round to face the people behind them. \7hole-classactivities present a little more of a problem, but oftenthere is a space big enough for the students to movearound in at the front of the class, or desks can be pushed

back to clear a space ir F" centre.Sometimes an alternative small-group version of the

whole-class games in this book has been provided, so thatteachers who experience a great deal of difficulry withthe kind of games that require students to move aroundcan piay these games in a more static format.

Games are best set up b-v dernonstration rather thanby lengthy explanation. The teacher should explain brieflywhat the game involves, hand out the photocopied cards,make sure stLldents have pen and paper if needed, give

them 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 idea of the game is probably

easier for students to grasp from seeing the cards thanfrom a verbal explanation, and that as they become morefamiliar with'rhe idea of the games and the techniquesused, any initial problems caused by unfamiliariry willquickly disappear. Where more complicated card games

are played in small groups, a Rules sheet is provided atthe back of the book and it is suggested that reachershand out a photocopy of this to each group of students,together with the cards. These games are indicated in theTeacher's notes with the symbol l- RttEs sHEr

_l.

The teacher's role in all these activities is that ofmonitor and resource centre, moving from group to group,

listening, supplying any necessary language, noting errors,but not interrupting or correcting as this impedes fluencyand spoils the atmosphere. It is a good idea to carry paper

and pen and to note any persistent errors or areas ofdifficulty. These can then be dealt with in a feedback

session after the game. In many cases the game couldthen be played again with different partners or with

different cards.

The average length of time for the games in the bookis about 15 to 20 minutes.

Resource management

The resources required for each game fall into two

categories: reusable and disposable. V4rere a very small

number of photocopies are needed for a q'hole-class

game or where students may write on their cards, it is

best to treat these photocopies as disposable, and there

is no point in coliecting up the photocopies in order to

use them with another class when the game is finished.

In contrast, some of the games require a larger number

of copies and an investrnent of the teacher's time in accurate

copying, cutting up and sorting, so it is worthwhile

thinking of these materials as reusable resources and

investing some time in making the photocopies into a

permanent class set of materials. If you have the time

and resources, obviously printing or pasting the materials

onto card or laminating them would help preserve their

shelf-life. However, this isn't absolutely necessary - I have

sets of games materials printed only onto paper that have

done *reir duty in workshops all over the world and aren't

much the worse for wear after several years.

Vhat is more important is providing a system to

prevent *re materials getting lost and disorganised. If you

have a class set of ten packs of cards, for example, it is

worth putting each pack into an envelope clearly labelled

with the name of the game and the number of cards.

It is then the students' responsibiliry to collect up all the

cards at the end of the game, check that they are all there,

put them back into the envelope and hand them back to

you. If two packs of cards are required for a game, keep

them in two smaller envelopes inside the big one, and

get the srudents to sort them back into their respective

envclopes at the end of the game.

Finally, if you have no access to copying facilities at

all, it is possible, though time-consuming, to make

home-made versions of the materials by getting the

students to work with you to draw and write the cards.

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IIa or anType of activityPairwork, matching and guessing games

Grammar pointa and an- we can use a ot an before singular nouns- we use a before a singular noun beginning with a

consonant: a banana- we lse an before a noun beginning with a vowel:

an apple

Other structuresIs there ... ?

VocabularyFood:

an: egg, ice lolly, apple, onion, azsocado, ora,nge, artiihoke,oyster

a: lemon, yoghurt, tomatn, lettuce, carrot, pear, clticken,cucumber, banana, sausage(These words are proviCecl with pictures on the cards.)

Materials and preparation. Copy and cut up one set of ARTTcLE cARDS for each

of students in the class.

Copy and cut up one set of FooD cARDS for each pair

of students in ttre class. If your students are farniliar withthe vocabulary, white out the labels on a master copyof the page before making multiple copies. (Don't cutthe labels off- the cards must remain the same size asthe RnrrcLE cARDS.) If your students are not familiarwith the vocabulary leave the words on the cards andpractise them before you play the game.

Make one copy of the FRTDGE prcruRE for each studentin the class.

How to use the gamePart 1. Check that your students age familiar with the grammar

in the Grammar point and Other structures andwith the words listed under Vocabularv. above.

. Divide the class into pairs.

. Give each pair a set of ARTICI-E cARDS and a set ofNOOO CARDS.

. They should shuffle *re cards together and spread themout face down on the table.

palr .

. The players should take it in rurns to iurn up iwo cards.

. If they rLlrn up an ARTTCT F c?\RD and a FooD ceno thatgo together (e.g. a and lemon, or an and orange) they

may collect and keep the cards. If the two cards do notgo 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 correct

article 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 rnatch all

articles and food narnes correctly.

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

Part 2. Ask each pair to discard the aRrrcr-e canos and

spread the pooo cARDS out on the table.

. Give each student a copy of the FRIDGE IICTURE.

. Students should select five foods from the n'oon

cARDS and draw them in the fridge. They should not

tell their partner which they have chosen.

Students should then try to guess what is n their parurer's

fridge, e.g. '1s there alan ........ in the fridge?'

The obiect of this part of the game is to guess the

foods in their partner's fridge.

Ealan or the (1)Type of activitySmall group, matching game

Grammar pointalan and the- we can use a or an before singular nouns- we use a before a singular noun beginning with a

consonant: a banana- we \se an before a singular noun beginning with a

vowel: an apple- we use the when there is only one (the moon, the sun),

or when we know which of many we are referring to(the Queen lof England), the capiral lof Francel)

Other structuresNone

Vocabularyalan: pencil, plate, tree, flower, nlan, book, letter, egg,wmbrella, orange, apple

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the: x,rm, mool';, world, sfu), sea, Effii Tozuer' Qtrcen of England'

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(These wo(ds are provided'with pictures on tlle cards.)

Materials and PreParation" copy and cut up one set of ARTICLE CARDS and One Set

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

the class.

How to use the game RULES SHEET

. check that your srudents are familiar with the grammar

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 of amcLe cARDS and a set of

PICTURE CARDS.

. Get them to pur the prcruRE CARDS face down in a pile

in the centre of the table and to deal out the aRlct-n

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 PICTURE cARD from

the pile.

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

it goes with any ARTICLE cARD in his hand'

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

lay down the two cards, saying the phrase aioud'

. If it does not, he can place the plcruRn cARD face up

on the tabie.

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

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

cards down.

. Then it is the next PlaYer's turn.

. The player to get rid of her an.rrct-E cARDS first is

the winner.

f alan or the (2)Type of activitYPairwork, information gap game

Grammar Pointalan and the- we use d the first time we mention something:

Look - there's a giraffe.

- 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 struct$resIs tleere a ".. ? Where is (Where's) the " ' ?

Place expressions: next n, belzueen) oryosit4 at the enti' on the

ffilright

VocabularyAnimals: elephant, ostich, alligator, antelo'pe, moitk4l' nger'

lion, bear, catmel, giraffe, kangaroo, zebra

(These words are proviced" with pictr-rres on the cards.)

Materials and PreParation. Copy and. cut up one set of ANIMAL cARDS 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' If they

a reno t , l eave the labe l son theca rdsandp rac t i se the

vocabulary before you play the game'

. Make one copy of both the zoo PICTURES for each

student in the class.

Flow to use the game. check that your students are familiar with the grammar

in the Gramrnar poltrt and Other structures and

with the words listed under Vocabulary, above'

. Divide the class into Pairs.

. Give each pair a set of ANIIVIAL CARDS and each student

rhe t'wo zoc) PICTURES.

.T 'he i lshouldspreadtheaxurarC.A.RDSout to look.at .

.Eachstudentshould .dec idewhichs ixan imals f rom

thecardstheywarr t in the i rzoorwi thout te l l ingthe i r

partner. They should draw them in their MY zoo

picture,withoutshowingthepicruretotheirpartner'

. Players should then uy to guess what animals are in

each other's zoo, by asking questions, e'g' 'Is there alan

... . in your zoo?'

. The obiect of this part of the garne is to'find out

which six anirnals are in each other's zoo, and make

a list of thern-

. When they know which animals are in their

partner's zoo, the obiect of the next part is to

find out exactly where each anirnal is, in order to

completethelayoutdiagrarnintheirMYPARTNER'S

zoo picture.

. In ord.er to do this they imagine they are standing at

the entrance to the zoo. They ask each other questions,

e.g. 'Where's the .. . . . . . . . .?' , and complete the picture

according to their partner's answers. This will involve

working out the layout like a puzzle' as pieces

of information are revealed, e'g:

A: lX4tere's the zebra?

B: Betzueen the lion and the giraffe'

A: Oh. Vhere's the lion then?

B: tv"exr to the elePhant.

A: And where\ the elePhant?

ts: At the end, on the left.

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@ Countable andun(ountable nouns

Type of activityPairwork, sorting and information gap garoe

Grammar pointalam and sorme with countable and uncountabie nouns- some nouns are countabie (e.g. carrot), some are

rrncountable (e.g. milk)- cotrntable nouns can be singular (can.ot) or plural (carrots)- uncountable nouns do not have a plural forrn: milk- we use alan with singular countable nouns: a, carrot)

an aaocado- we vse some with piural countable nouns (sorne carrots)

and with uncountable nouns (sorne milk)

Other structuresThere's alanlsome ...

Place prepositions: next to, on, in

VocabularyFood: sah, flour, sugar, milk, coffee, tea) rice, bread, buuer,cheese, apple, banana, orange, carrots, peas, tomatoes, biscuits,potatoes (These words are provided with pictures onthe cards.)

I(tchen furniture: table, chair, sink, fridge, cooker, light,oase, cupboard

Materials and preparation. Copy and cut up one set ot FooD cARDS for each pair

of students in the class. Cut the r,vords off if yoursrudents are familiar with the vocabuiarl'" If they arenot, leave the words on the cards and practise thevocabulary before you play the game.

. Make one copy of the KrrcHEN prcrtrREs I and 2 foreach student in the class. Cut I and 2 apart.

How to use the game. Check that your srudents are familiar with the grammar

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


. 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 *rey should sortthe cards into two piies - countable and uncountable.

, Say 'Gol '

' !(rhen they have done this, check they are right.

, Students should spread the roon cARDS out again,face up on the table.

' Give out KITCHEX prC-fURn 1.

' Each student should mentally select 10 food items(from the rooo canos) and draw them in on the picrure.They should not show their picture to their partner.

If you iike, ask thern to irnagine that some childrenhave been cookireg in the kitchen. ,A,sk them to imagineths iness, anC ciralv the items in as strange or siiiyplaces as tney [Ke.

Then give out KITCHEN eICTUR"E 2 to each piayer.

Each player should then describe their picture to theirpartner, e.g. 'There's a banama in the flower aase. Tartere'ssome flour on the floon'

The obiect of the garne is for each player to tryto draw the food iterns in'on KrrcHEN prcrunr 2.following their partner's description.

E Personal pronouns:subject and object (1)

Type of activitySmall group, ordering game

Grammar pointPersonai pronouns: he, she, they; hirn, her, thert- he, she, they are subiect pronouns- him, her, them are object pronouns- we use subject pronouns for the doer of an action:

She smiles.- we use object pronorins for the object of an action:

She sees hirn.- after prepositions (e.g. at, to) we use object pronouns:

Slte smiles at hinr.

Other structuresPresent simple: helshe sees, they see

VocabularyActions: see, smile, u)aue, write, rectd, meet, watch, cheer(These words are provided on the cards.)Also: message, eaeryone, work (noun)

Materials and preparation. Copy and cut up one set of TRUE RoMANCE (vonos)

cards and one set of TRUE RoMANCE (r,rcrunrs) cardsfor each group of 34 students in the class.

How to use the game. Check that your srudents are familiar with the grammar

in the Grarrrmar 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 rRue RolvrANCE (wonos)

cards and a set of TRUE RorvlANCE (rrcrunns) cards.

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

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Teaa'n game. Ask each gloup ro spreacl il:e picruREs anci the woRDS

out on the tabie.

. 'fell thern that the prcruREs and woRos tell a story,

and that three vroRDS cards make up one sentencefor each picture.

. The obiect of the garne is, first, to arrange thePTCTURES in sequence to tell the story. The studentsthen select three woRD cards and put them in thecorrect order to rnake a sentence for each picture.

. The group that does this f,rrst correctly win's the game.

Card game RULES SHEET. Get the groups to spread the rICTURES out face up in

the centre of the table.

. They should deal out seven woRDS cards each and putthe rest face down in a pile to one side of the prcrunes.

The players may look at the words in their hands butnot show them to the others.

. The obiect of the garne is to find wonos to makea sentence that tells what is happening in eachof the pICTURES. Each sentence should be rnadeup of three woRDS cards.

. Player I goes first. If he has the right woRDS in his handto make a sentence about any of the ptcrunes, he can laythem down underneath the picrure and say the sentence.

. The others can comment - agree or disagree.

. If they agree, he takes another three \roRDS cards frornthe pile on the table.

. If he cannot find the right words, he can exchange someor all of his cards from the vzonos cards on the table.He places his own cards under the pile and takes the samenumber of cards from the top of the pile. He can onlydo this once at each turn.

. Then it is the next player's turn.

. 'When *te players have made sentences for all the picnrres,

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

. The story sequence is:

he sees her I she sees him I he smiles at her I she smiles at him Ihe utaaes at her I she waaes at him I he writes a message tuher I she writes back to him I everyone reads the messages Ithey meet after work I eaeryone zttatches them I they all cheer

ffariations are possible! Also note that no punctuationis used in the woRDS cards so that the players are notgiven too many clues.)

*t Personal pronouns:subject and obje{t {2}

Type of activity

Small group, ordering game

Grammar point

Personal pronouns:. I, you, u)e; ?yte) you, us- I, you, zoe are subject pronouns- ffi€, you, us are object pronouns- we use subject pronouns for the subject of an action or

feeling:

I like dancing.- we use object pronouns for the object of an action or

feeling:

It makes rne sadlcry.

Other structuresPresent simple: I l ike .. . , lou hate .. . , i t makes me .. . ,they make us ...

VocabularyFeelings and opinions. like, hater loae, make (It makesmelyou ...), belieae in (ghosts)

Also: ice cream, dancing, music, books, sad films, football,letters, ghosts, sunsltine, holidays, spiders, frightened, hoppy,excited, tired, cry(These words are provided on the cards.)

Materials and preparation. Copy and cut up one set of ut AND you cARDS for: each

pair of students in the class. Th,ey will need a sheet ofpaper each, and a pen or pencil.

How to use the game. Check that your students are famiiiar with the grammar

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


. Give out one set of ME AND you cARDs per pair.

. Ask students to spread the cards out face uB on the table.

. Ask them to take a sheet of paper and a pen or pencil.

. Tell them they will have three minutes to write downas many sentences as possible that are true forthernselves, using the words on the cards inthese patterns:

I (don't) like I loae I believe in I hate ...

or

.. . (doesn't) make I makes me .. .

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

They should work individually and not show theirsentences to their partnef.

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

You (don't) like I ltate I love ...or

.. . (doesn't) make I makes you .-.

. Ask them to compare their sentences.

. Then ask each pair to use what they have found outabout each other to write as manv sentences as oossiblethat are true for both of them:

We (don't) ...

. . . (doesn't) make I makes us .. .

. Set a time limit.

. The obiect of the garne is to rnake as many truesentences as possible in the tirne lirnit, individuallyand 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.

3l Possessive adiectives:ffiY, youn his, etc.

Type of activitySmall group, arranging game

Grammar pointPossessive adjectives: tny) your", his, her, its, our, their- we use possessive adjectives beforc nouns: wt3t sister,

his mother

Other structuresShe is intelligent I a good cook I good at dancing.He has (Sot) ...

She wears @lasses).He likes reading lfootball.

VocabularyFamily members: mother, father, brother, sister, aunt, uncleAppearance: tall, small, brown hair, beard, glasses

Interests: reading, footballPossessions: bike, car, dog, cat

Characteristics : zlorks hard, intelligent, attract'izse, go o d co o k,good at dancing

Also: group, ice cream(These words are provided on the cards.)

Materials and preparation. copy and cut up two sets of SENTENCE FR.\GMENTS

for each group of 3-4 students.

How to use the gas'ne. Check Sat lrcur sl:Cents are fan:ilia: .ad* the grarru::ar

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with the r,vords listed und.er Vocabulary for this game.

. Divide the class into groups of 3-4 students.

. Give each group two sets of sENTENCE FRAGA,IENTS.

. Ask thern to spread. them out face up on the table.

. The obiect of the garne is for each group to arrangethe sENTENCE FRAGMENTs into as rnany sentencesas possible that are ffue for their group.

. Give them a time limit, say five minutes.

. \[hen you say'Go!' they may begin.

. When the time is up, find out which group has made the

most correct sentences and ask them to read theirs out.

El Possessive 's

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Type of activityPairwork, information gap game

Grarnmar pointPossessive b- Mary's husband- with more than one name, the

cornes oniy alter the last name:

Kate's father

Other structuresThat's I He's I She's ...

VocabularyFamiiy reiationships: mother, father, aunt, uncle, cousin,

ch.ildren, daughter, son, grandfather, grandmotlter,

great grandfather I mother, gre at aunt I uncle, wife, husb and,

brother, sister

Materials and preparation. Make one copy of the FAMTLv rREES A and B for each

pair of students in the class. Cut A and B.apart.

. Make one copy of the pHoro ALBUM for each pair ofstudents in the class.

How to use the game. Check that your students are familiar with the grammar

in the Grarnrnar point and Other structures andwith the words listed under Vocabularv. above.


. Give each pair the FalvtrLy rREEs A and B. Each studentshould take one FAMTLy rREE and not show it totheir partner.

possessive's generallySusanna and

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. Give eaci:. pair one PF{oro ALBUM.

. Tell thern they are cousins, iooi<ing at some famiiy

photos. They each know something about the peopie

in their farnily - but not everything.

. They each know who some of the people in the

photos are.

. The obiect of tlee garre is to work out who a1l the

people in the Photos are.

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

FAMTLY TREE (A or B) with the photos in the PHoro

ALBUM and tell each other, e.g. 'That's Mary's daughter'''John is Mary's husband-' etc.

. They must not show each other their FAMTLY lnnp and

they should use 's in their sentences'

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

the missing names in on their FAMTLY TREE'

f Possessive pronouns:mine, yours, his, etc.

Type of activitYGame 1: Small group, guessing game

Garne 2: Pairwork, gut:ssing game

Grammar PointPossessive pronouns: ntine, yours) o?rrs) his, hers,

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

adjective (rny) and a noun (shoe)' e.g:

h\nry slne. ) h'srnitrc. It\yot'abikz. ) It\inws'

It's our house. ) It's ours. It's her hat- ) h's hers'

Other structuresGarne l : I t 's . . .

Game 2: Past simPle of be: u)as' u)ere

Whose ... ?: Whose was this? Whose zlere these?

ThislThese: This was his. These were his.

I think ...: I think these were hers.

VocabularyPersonal possessions:Game l: unicyle, Poodle, tutu) etc-

Game 2: doll, kite, ribbon' erc-

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

to play the games.)

Materials and PreparationGAME 1. Copy one page of coupl-B cARDS 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 colele CARDS aiong the broken iines on11', nct

along the solid iines (giving you four cards)' Cut up the

possESSIoNS cARDS. Each group will need paper anci

a pen or pencil, to keeP score.

GAME 2. Copy one vICToRLAN FHoro and one set of onlEcrs

cARDS for each pair of students in the ciass' Cut up

the oelEcrs cARDS'

How to use the gamesNote: Game 1 practises mine, yours' ours;

Garne 2 practises his, hers, theirs.

GAME 1. Check that your students are familiar with the

grarnmar in the Grarnrnar point and Other

structures for Game l.

. Divide the class into groups of 3, 4' 6 ot 8' Give out

the couPr-e cARDS as follows:

- For groups of 3, leave out one couPLE cARD and its

corresponding rossESSIoNS CARDS; give the players

one couPI-E cARD each.

- For groups of 4, give the players one couPLE cano each'

- For groups of 6, divide the players into pairs; leave

out one coIlPLE cARD and its corresponding

possESSIoNS cARDS, and give the players one couPLE

cARD per pair.

- For groups of 8, divide the players into pairs and

give each pair one couPLE cARD.

. Ask them to fold their couPLE CARD over at the solid

line and place them in front of them, so that the o*ters

can see their names.

. Give each group a set of posssssloNs CARDS. Ask each

group to put the possessloNs cARDS face down in a pile

in the middle of the table.

. Students take it in turns to take a POSSESSIONS CARD

from the pile and put it on the table for everyone to see'

. The obiect oftlre garne is to be the firct to say correctly

who owns each Possession.

. If they know (or think they can guess) who the

possession belongs to, they should call out, e'g''It's

yours!' 'It's mine!' 'It's ours!'etc. They can call out

whether the possession is theirs or someone else's'

. If they are the first to identify the owner correcdy, they

get a point.

. T'he individual or pair with most points at the end wins

the game.

GAME 2. check that your srLrdents are familiar with the grammar

in the Grarnrnar point and Other structures for

Game 2.

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. Give them the \TCT'RIAN pl{oro and ask therii to purit on tire tabie where they can both see it.

. Ask them to imagine they found this photo, with someobjects, in the atdc of their house.

. Give them the set of oelEcrs cARDS.

. They should put the oBIECTS cARDS in a pile, face d.own.

. The airn of the game is to decide what oBJECTbelonged to each mernber of the farnily.

. As they turn up each card they should discuss who itbelonged to, e.g. 'whose

was this?' -'I think it was his.,-'No, I think it was hers.'

. \(/hen they agree, they should put the card next to thefamily member (or members) they think it beloneed to.

E be= affirmativeand negative

Type of activityGarne 1: Whole class/large group, information gap gameGarne 2: Pairwork, arranging and guessing gu*.-

Grammar point{ry?L urn not; is.. isn't; are, aren't- in afEr'iatil'e sentences we say: I am (or I,*), you itre

(or you're), helshelit es (or lte's, slte's, it,s), we are(ot ute're), they are (or they're)

- in the negative, we add not (I am noL he is not, etc.),or we use short forms: I'm no4 you arenr, hersherit isn't,ute erentt, tltey aren't


VocabularyGame l: single, married, widower; student, doctor, secretary,po stm an, hous ewife, dentist, nurs e, te acher, accoltntant,lawyer; at nursery, at school, not zlorkingGame 2: Adjectives/phrases for physical description,personal information and feelings: tall, small, rich,English, busy, friendly, sl4t, marcied, single, famous, bored,angry, hungry, thirsty, sad, happy, in lozse, tired.

Materials and preparationGAME 1' copy one sTREET rvtAp for every student in the class.' Follow the instructions berow according to the number

of students you have in your class:

- 8 students: copy and cut up one set of Nr:ErcHBouRScARDS and highlight one name on each card, e.g. oncard t highlieht either Jane or Marv.

- 9-16 students: copy and cut up t\,x/o sets of xricisolr*scARDS (for 16 students you will need a third cop)/of Number 8). Highiight a different name on eachcard and discard any spare carcis.

- Fewer than 8 students: copy and cut up one set ofNEIGHBOURS CARDS. CUt hOUSCS Off thc STREET MAPso that there is one house per student. Discard theNEIGHBorrB.s cARDS that go with the houses youhave cut off. F{ighlight one name on each carci.

- More than 16 students: divide the ciass into two orthree equal-sized groups. Follow the aboveinstructions for each group.

GAME 2. Copy and cut up one set of sroRD cARDS for each pair

of students. Each pair will need two sheets of paperand a pen or pencil.

How to use the gamesNote: Garne I practises affirmative forms; Game 2practises negative forms.

GAME 1' check that your srudeirts are familiar with the grammar

in the Grammar point and with the words risted underVocabulary for Game l.

' Divide the class into groups of g-16. A crass of 16 orfewer cari play as one group.

. Give out the cards to each group in turn. Give eachsrudent a sTREET uap and one NEIGHBouRs caRo. lngroups of 8-r 6, check that each student has a differenthighiighted name from everyone else in rhe group.

. Teil them to imagine rhey are the highlighted personon their card.

' They should write in their details on the house wherethey live.

' The obiect of the garne is to find out who lives inthe other houses in the street and write all thedetails into their sTREET MAp.

' To do this they wil have to tark to the other people intheir group, exchanging information.

. At first they will only be able to oive their owninformation, e.g. 'I'm

Jane. I'm at Number I with m,friend Mary. I'm single. We're students., S(rhen theyknow more, they can pass on information aboutanyone in the street, e.g.,peter and Sue are at Number2. They are married ...' etc.

GAME 2' check that your students are familiar with the grammar

in the Grarnrnar point and with the word.s ristedunder Vocabulary for Game 2.


. Give each pair a set of lroRD cARDS, and a sheetof paper.

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. Ask iliern io spread iie cards oui oit -ihe tabie anclook ar them.

" The cblect of the sarse is to use the csrds tc;:aake as rianry seatences as possible that aretru.e for the:rl.

. To do this, they will have ro arrange the carCs inroseiitences . e.g. f in not thirsty- We aren't iit !oz:e.They should keep a note of their sentences on theirsheet ofpaper.

. Set a time limit (e.g. five minutes) for this part of thegame. Check totais at the end.

. Then give each pair another sheet of paper.

. Ask them to choose from their cards:

I a sentence beginning'.P that applies ro one of the pair2 a sentence beginning',P *rat applies to the other3 a sentence beginning 'We' thatis true for both of ttrem.

. They should indicate who wrote the sentences, e.gl

Keiko: I'm not slry.

Philippe: I'm not in laae.

Keiko and Phiiippe: We aren't married.

. Collect up these second sheets of paper.

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

Can you guess which pair this is? She isn't shy. He isn'tin loae. They aren't married-'

. Get the class to guess.

. Then redistribute the papers you've collected and ask eachpair to teii dre class about the pair whose paper rhey hold.

. The class should suess the authors.

EI be: yes/no qltestionsType of activitySmall group, combining game

Grammar pointArn I ... ? Are you ... ? ̂ Is helshelit ... ? Are use ... ?Are they .-. ?- word order is reversed in questions, e.g:

She is an arc'ist. ) Is she an ardst?

Other structuresShort answers: Yes, I am. Yes, you are. Yes, she es. etc.No, I'm not. No, you aren't. No, 'it isn't. etc.

VocabularyPersonal information (vocabulary will be determined bythe students but may include the following areas):marital status (single, married, etc.), age (tuenty years old,etc.), famiiy (brother, sister, etc.), feelings (happy, sad, etc.),appearance (tall, short, blue q,,es, etc.), favourite colours/sports/foods, taients @ood at tennis, etc-)

lVEaten3ais end pr'reparation

" Ccpy'' anC ci:t :rt ,ira* o, ,orr. sets of eI*,ESTICN sr lpsfor each gicue cf 6-8 students.

" Iiave a bag ready fcr the compiered eLTE-srioN sLrFS.

tiow to use t3:e gaffi€. Check that,vour students are familiar wrth the gramrnar

in the Gramm.ar point and Gther structures andwith the vocabulary topics ihown under Vocabulary.

. Divide the class into groupS'of 6-8. Groups should sitaround a tabie.

. Give each group three or four sets of et.ESTIoN sLlps.

. Ask the students to take one slip each and put the resrin a piie in the middle of the tabie.

. Ask them to think of a question beginning wi*r the wordon the slip. This should be a question about personal

information. They should write down the next wordin the question on the slip.

. '$7hen they have wrinen 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 question

mark, puts the slip in the bag and takes another slip.

. Do one example.x'ith the whole class to show rhern howto do it. For example, the slip tras Are wrirten on it.

Student 1 writes your. Srudent 2 writes qyes. Studenr 3writes blue, adds a question mark, puts the completed

slip into the bag and takes a new slip.

. The obiect of the game is to cornplete all 16s 5lipswith questions.

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

. They then take ftrrns to draw a qdestion out of thebag, read it out and answer it, e.g. 'Are your eyes blue?'-'Yes, they ar9. I No, they aren't.'

Variations

I The person who completes the question passes the slipon to the next person, who writes an answer underneath

and puts it in the bag. When students take questions

and answers from the bag, *rey try to guess whoanswered the question.

2 This game can also be played with a 'general knowled.ge'theme instead of a 'personal information' theme.

Questions would be, e.g. 'Is Paris the capital of France?''Are the Andes in Chile?'The vocabulary level requiredwould be higher.

3 The bag of questions, when complered, can be used asforfeits in anotirer game. For exarnple, srudents countin a circle, each stud.ent saying a nr:mber. An5i numbers

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Srudents who make a mistake have to dip into thebag, take a question and answer it.

Ebe= wh- questionsType of activitySmall group, matching game

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

It is white. ) lWar colour is it?- question words come at the beginning of a question


VocabularyPersonal information about age, family, domicile,preferences, favourite colours/sports, etc.(The words for these vocabulary topics are provided onthe cards.)

Materlals and preparation. Copy and cut up oile set of IIALF sENTENCEs and one

set of poRTR.urs for each group of 3-4 stud.ents. Eachstudent needs a sheet of paper and a pen or pencil.

How to use the gamePart 1

" At the end, the group should consider rvhether any cfthe 'beginnings' and 'endings' can be re-combined tomake better questions.

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. 'When the plalzers have used ali their cards, give each,

group a set of PoRTR\ITS.

. Each student takes a poRTR{IT and, using tlre questionson the table as a guide, writes sL< questions about thecharacrer on a sheet of paper (beginnin g What, lVhatcolour, Where, Hout, Why and Who). $frite these wordson the board for the students. to refer to.

. When they have finished the questions they shouldpass their sheet of questions and the poRrnlrr to thestudent on their right.

. That student invents answers to the questions, as ifthey were the person in the poRTRArr, and writes themon the same sheet.

. 'When they have finished, they should swap question-

and-answer sheets with another group. They should laythe ponrnarrs on *re 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 ttre garne is to guess whichPORTRAIT tJre questions and answers refer to.

IE this, that, these, thoseType of activityWhoie class, collecting game

Grammar pointthis, that, these and those- this and that are singuiar, these and those are plural:

this shoe, these shoes- this and these are used for nearby objects- that and those are used for objects that are further away

Other structuresHaae you got ... ?It's this one here. It\ that one oaer there.

Are they these ones? Are they those ot es ozser there?

VocabularyClothes and personal possessions: shoes, boots, glcoes, tie,umbrella, bracelet, coat, rucksack, briefcase, suitcase, I)tffse,scarf, hat, wallet, glassu, cardigan, handbag, jumper,jacket, watch

Materials and preparation. Play this game with a minimum of 8 students, as follows:

- For a class of 8-14 students, copy and cut up one setof the four rosr pRopERTy oFFICE cARDS for four ofthe sradents (one card per srudent). For the remainingstudents, copy and cut up one set of the Losr ARTTcLEScARDS. I(eep one row of these cards for each student.

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. Give each group a set of nai_r' sENTENCEs in twoseparare packs -'beginnings, and ,endings,.

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

all players, which they hold in their hand, and placesthe 'beginnings'face

down in a pile in the middle.

. Player I begins by turning up a ,beginning, and

placing it on the table so everyone can see it.

. The object of this part of the garne is to cornpleteeach question using one of the .ending' cards.

. The first person to do this, by producing the appropriate'ending' card and placing it next to the .beginning,

toform a question, asks all the other players the questionin turn.

. They rnust answer.

. Completed questions should be left on the table.)

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- For 1,5-24 students, copy and cut up two sets of the

Losr pRopERTy oFFicE cARDS (one each for eight--- - : ---- ' r- ---- -- - ] - -+SiiicenisT. LOp-t drrLr LuL LrI-, a rt,w OI tne LOST.\RICI-ES

cAR.DS tbr each of the remaining sfirdents.

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

LOST PROPERTY OFFICE CARDS (one each fot 12

students), Copy and cut up a row of the 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 garne. Check that your students are familiar with the grammar

in the Gram.rnar 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

Propertv 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

in a row.

. The object of the game is for the students to find

the fhings on their Losr ARTIcLES cARDS.

. To do this they wili have to visit each'Lost Property

office'. in turn, asking 'Haae you got my shoes?' or'Haae you got mry jumper?', etc., until they find one

with their article(s).

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

the Lost Properry officer may show them the picture

of the iost articles and ask them which article is theirs'

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

are at the lront of the office) or'That one o'uer there?'

ot'Those ones over there?' (for things that are at the

back of the office).

. Each Lost Properry office has more than one of each

article so they will have to identifit the article(s) ttrey have

lost by telling the Lost Properry officer 'It's this one.'

or'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 shouid cross out the item on

his drawing.

. Ask students to sit down when thev have found ail the

articles they have lost.

fn have gof: affirrmativeand negative

TyBe of activity

Garne 1: Small group' frnding game

Garne 2: Pairwork, information gap game

Grammar po in t

haz:e, haae got, haaen't got; has, has got, hasn't got

- after I, you, we, they we use: haae, haae got ot 've got

- after he, she, zr we use: has, ltas got or 's got- in the negative, we say: Ilyoulweltheg have not

(haaen't) got and helshelit has not (hasn't) got

- to talk about possession, the short forms of haae ('s, 'ue,

haven't and hasn'r) are not normally used without gor:

He's got a cat. Q'{ot Het a cat.)


VocabularyPhysical appearance:

Garne L: long, short, curljt, straight, brousn, red, blonde,

black, green, white, blue, yellow, hair, eyes, skirt, dress,

jumper, trousery shoes

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

Materlals and preparation. For Garne 1, copy and cut up two sets of $roRD cARDS

for each group of 3-4 students. You wiil also need

a paper bag per group.

. For Garne 2, copy and cut out one set of ru-mx FtuMILIES

PICTURES for each pair of snldents in your class.

How to use the gamesNote: Garre 1 practises the affirmative; Garne 2 practises

both the affirmative and negative.

GAME 1. Check that your students are familiar with the grammar

in the Graurrnar point and with the words listed

under Vocabulary for Game 1, above.


. Give each group two sets of voRD cARDS.

. Ask them to deal out seven cards to each person in

the group.

. They should put the rest in a bag.

. Player I should look at her cards. If she can make a

sentence that is at least four words long and true for

someone or some people in her group, she can lay

down the words to make the sentence, e.g. 'He has got

broznn hair.' or'We haae blue jumpers.' (The student

may make a word plural.)

. If she cannot make a sentence she may exchange as

many voRD cARDS as she likes with cards from the

bag. She can then use them on her next turn.

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" Then the turn passes to the nexr person.

" The object of, the garrie is to rnake as rnarey truesentences as possibie.

. The player with the most senrences on the table at theenci is the winner.

GAME 2. Divide the stucients into pairs. Check that they are

familiar with the words and phrases listed underVocabulary for Game 2.

. Give each pair a set of ALIEN Ftuvtn rES ptcrungs andask 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 manydilferences as possible between the pictures.

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

in *reir picture and describe their pictures to each orher,e.g.'We'ae all gotfour arms and tztso heads., ot,My motherhas wings but my sister hasn't got zaings., etc.

. There are six differences between the pictures.

questisnsType of activityPairwork, matching game

Grammar pointhaae got: yeslno questions and answers- questions: Haae youlwell got ... ? Has helshelit got ... ?- short answers: \bs, Ilyoulzuelthey haoe. yes, helshelit has.- negative short answers: No, Ilyoulwelthey haaen't.

No, helshe hasn't.


VocabularyFamily members: parents, grandparents) aunt, uncle,brother, sister

Pets: (shaggy) dog, poodle, cat, hamster, rabbit, mouse) rer,,horse, tortoise, goldfish, parrot, canary) guinea pig, spider

Materials and preparation. Copy and cut up one set of FAr{rLrES cARDS (A and B)

and one set of pET cARDs for each pair of srudents inyour class.


in the Grarrrnar point and with the words listedunder Vocabularv. above.

" Divide the ciass into pairs.

. For each pair give one student FAIIILIES cARD A andtire other FA,TMTLTES cARD B. They should not show thepicture to their partner.

. Tell them that the left picrure on their card is their farnilyand the right picture is their partner's famiiy.

. Give each pair a set of pET cARDS.

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

. The obiect of the garne is to guess which pet eachrnember of your partner's'farnily owns.

. To do this they will have to ask questions, e.g.'Has youraunt got a parrot?' or'Haae your 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 per cARD from the table.

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

questionsType of activitySmall group, arranging game

Grammar pointhaoe got rn'zoft- questions- w-e use haae got tn rah- qu.estions like this:

What colour eyes haoe youlwell got?What colour eyes has helshelit got?

- note that word order is reversed in questions

Other structureszn&- question phrases: What cobur ... ? What kind of ... ?How many ... ?

VocabularyPhysical appearance: ltair, eyesPossessions: house, books, rooms, car, camera, television,bicycle, radio, petsFamily members: parents, grandparents, mother, father,aunt, uncle, brother, sister, children(These words are provided on the cards.)

Materials and preparation. Copy and cut up a set of snvrrxcEs cARDs for each

group of 3-4 students.

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How to use the game. Check that your students are i-amiliar with the granimar

in the Grarnrrrar point anci Other scructures anci

with the words listed under Vbcabulary for this game.


. Give each group a set of ssNrexcEs cARDS.

. Ask them to spread them all out f,ace up on the table

so that they can all see them.

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

. The obiect ofthe garne is to rnake zrs 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 1: Vlhat colour eyes has your mother got' Maia?

Maria: Black.

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

etc.

WIThere ls and There are:.affirmative andnegative

Type of activityPairwork, matching game

Grammar pointThere islisn't ... There arelaren't .-.- we use the singular, islisn't, to talk about single

countable objects and uncountable objects:

There isn't a sofa. There isn't any sugar-- we use the plural, arelaren't, for plural objects:

There aren't arry toys.

Other structureslots of ...: There are lots of cuPs.

arry in negative sentences: There ctren't any matches.

(= There are no matches.)

VocabularyFurniture and household obiects:. sofa, cot, armchair,

knitting, cffie table, uases' bookcase, cups, piano, photos,

window, toys, fireplace, cigarettes, music stand, matches'

ashtray, paints, zsiolin, dog biscuits, nezuspaper' suitcases

(These words are provided on the cards.)

Materials anci PE eparatlsn" Copy a RooM PICTURE and a set of IL{LF SENTENCE

: ^ - - - ^ L . ^ ^ ; * ^ { . r ' , . { - - * - . j * . ; . r ' , . , - 1 q a e I ; : i l ! i 1L-r1'ru-,O IWI CclLrr yaLL vt JLsuvrato arr rY v s^

the nql-r SENTENCE cARDS.

How to use the garne. Check that your students are farniliar with the grammar

in the Grarnrrrar point and Other structures and



. Give each pair a set of HALF sENTENCE cARDS and a

ROOM PICTURE.

. Ask them to spread the cards out face down on the

table and to put the RooM PIcruRE where they can

both see it.

. They shouid take it in turns to nlrn up two HALF

SENTENCE CARDS.

. The obiect of the garne is to find rnatching half

sentences that rnake a sentence that correctly

describes the room.

. If the player turning up the cards finds two that make

a true sentence about'the room, she may put the halves

together and lay them under the picture. FIALF SENTENCE

cARDS may be left face up when they are turned over.

Then a new half sentence can be combined with any

that are visible.

. The player who can rnake the most sentences is the winner.

Variation. For a harder version of this game, the cards can be

turned face down again if they don't match. Players will

then have to remember where the half sentences are.

IEI ts there ...7 andAre there ,..?

Type of activitySmall group, information gap game

Grammar point

Is there ... ? Are there ... ?- we use the singular, zi, to ask about single countable

objects and uncountable objects:

Is there a chair? Is there anY sugar?- we use the plural, are, fot plurai objects:

Are there arry toys?- note that the word order is changed in questions

Other structuresany in questions Are there any biscuits?

a lot of ...: Are there a lot of biscuits?

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Vocabu!aryFurnit'.rre anC householo ob;ects: ashtray, cigareties, ntaiches,easel, paints, collar, dog lead, dos bozul. Q;acket ofl dog biscziits,music stand, aiolin, books. suitcases. knittine. cot. children'stoys, babies' toys

Materials and preparation. Copy and cut up a set of nrosrruaNn pictures and a set

of loncrns for each grcup of 34 str.rdents in your class.

How to use the game. Check that your sfttdents are familiar wi*r the grammar

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


. Give each group a set of seoslrl-AND pictures and askthem to take one each.

. In groups of 3, one person will have to take twoBEDSITI-ANo pictures.

. They shouid not show their pictures to each other.

. Give each group a set of i-ooceRs. Tell them theseeight lodgers live in the eight rooms in the house.

. Ask them to spread the loocERS out on the tablewhere they can all see them.

. The obiect of the garre is to decide which lodgerlives in which room.

. They first look at their own BEDSTTTaND picrure anddecide which LoDGER lives in which room, using theobjects in the room as clues.

. Then *rey try to work out where the others live. To dothis they will have to ask each other questions using'Is there... ' or 'Are there... ' , such as ' . Is there an ashtraltin Room 1?' 'Are there a lot of books in Room 2?'

. The game is finished when they have worked out wholives where.

Type of activityPairwork, board game

Grammar pointPlace prepositions and phrasesin, at, on, under, below, next to,

behind, in front of, beside, on the

near, aboae, opposite,

rightilef-t of

Other structures/ - - : _ - . ^ . - _ - - l _ - . ^ . 4 - " , = . - , )u g r . ! . 1 _ v t r b / l r u u L r g 5 L l u u , > . / 1 l e ) u u . . .

&a in short answers: Yes, I am. l{c. I'm not.

Th.ere islare . ..

Vocabulary

Furniture and househoid objects; fricige, tabie, chair,

cupboard, cup, saucer, jug, teapoL milk bottle, sink, cooker,pan, cardboard box, toaster, kettle, floor

Materials and preparation. Make one copy of the cAT AND MousE BoARD, the car

ToKEN and the two MousE ToKENS, and two copies of

the car AND MousE prcruRE, for each pair of students

in your class. Cut apart the roruNs. You will also

need a dice for each pair.

How to use the game. Check that your students are famiiiar with the grammar

in the Grarnrnar point and Other structures and

with the words listed under Vocabulary, above.


. Give each pair a cAT AND MousE BoARD, a dice, a cAT

ToKEN and one nrousi ToKEN.

. Ask them to decide which of them will be the cat and

which the mouse.

. They should place their tokens on START.

. Now give all the stirdents a c,{i'hND A4ousE pIC'ruRE,

and give the 'mice' another MousE ToKEN.

. The 'mice' should place their second uousg roKEN

anywhere they like on their picture (keeping it carefully

hidden from the 'cats'!).

. The obiect of the garne is for the 'cat' to try to

catch the 'mouse', and the 'mouset to try to

escape frorn the 'cat'.

. The 'mouse'begins. He should shake the dice and

move.the appropriate number of squares round the

board, missing out the POUNCE squares.

. If he lands on a SCURRY square, he may, if he wants,

move the mouse to another place on his picture.

. Then it is the 'cat's' turn. She should roll the dice and

move the appropriate number of squares, missing out

the SCURRY squares.

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

in the box near the sink?' or'Are you on the chair on the

right of the table?' etc.

. The game ends when the 'cat' catches the 'mouse'by

finding his hiding place, or when the 'mouse' gets to

the mousehoie.

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m! lmperatlvesType of activitySrncl l or r i r r r r hoerd cr t r l reo _ - - t

Gramrnar pointImperatives and negative irnperatives- we use the infinitive form of the verb for the imperative

in comrnands and instructions:

Sit dozun. Coyne here. Tbuch your toes.- we use do not or don't in negative imperatives:

Don't laugh.


VocabularyParts of the body, e.g. hands, toes, stomach, eers, nose, eyes,knees, elbow, feet, tongue, head, mouth

Game acrions and expressions: say (tfu alphabet backwards),miss (a go), pat (your heaA, rub (ltour stomach), go (back

three squares), close $tour eyes), moue, change (the rulesl

one instruction), land (on a square), and other actions asinvented by srudents; at the same time, it\ your go, counter

Materials and preparation. Copy a L{uRA's GAME BOARD and set of nIsrRucTIoNS

for each group of 6-8 studenrs in your class. You willalso need a dice for each Broup, and 34 differentlycoloured counters for each group.

Flow to use the game. Check that your srudents are famiiiar with the gramntar

in the Gramrnar point and with the words listedunder Vocabulary, above. You can write thevocabulary 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 TAURA'S cAME BoARD, a set ofINSTRUCTIoNS and a dice. Give each pair in the group

a differently coloured counter.

. Ask all pairs to put their counrers on START.

. Tell them to begin playing by shaking the dice andmoving the counters round the board.

. 'When they land on a shape (triangle, circle, square

or diamond) they should obey the insuuction forthat shape. Then it is the next pair's rurn.

. \irhen a pair lands on '!', they may choose one of theINSTRUCTIoNS to change, for example, changing theparts of the body when landing on a circie.

. The only condition is that they may not make aninstruction that ailows a pair to move more than foursquares forward, or straight to FINISH.

20

They may want to change ruies to benefir tjreir pair

or just to have fi:n.

The oblect of the gp:sre, as i:i a i:ormal baard gara:e,! ^ + ^ - - ^ ^ ^ t - r l - ^ ^ - 5 i E - - ^ +ts Lt {€laurr LIl'€ tl.{ll. l!(-ss,.

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'vi / i iLs -Li ie game.

SPresent simple:affirmative and

a anegatrveType of activityGarne 1: Small group, card game

Garne 2: Whole class, information gap game

Grammar pointPresent simple- we use this tense to talk about things that are generally

true:

Birds lay eggs. Tigers haoe stipes.- we also use it for habits, routines and things that often,

sometimes or always happen:

I go sarimming on Sundays.- the present simple is like the infinitive form of the verb

(like, wanr, etc.) except for the third person singular

which has an -s (he likes, she wants, etc.)- we use don't ot doesn't in the negative:

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

Other structuresGame 2: Where do you come from? What's that like?

VocabularyGarne 1: general knowledge about countries, animals,

the body, science, etc.

The following words are accompanied by pictures:

penguins, polar bears, kangaroos, tigers, zebras, Ieopards,pandas, cats, fish, frogs, flies, spiders, birds, insects,

SouthlNorth Pole, Australia, China, India, South America,-

stripes, spots, bamboo, rice, tea' coffie, legs, eggs, moon)

earth, sun, light, sound, zt)ater, degrees (o), plant, sunlight

Students will need to know these verbs: liae, freeze, haae,

eaL grow, go, traael, boil, need

Garne 2: planet, mountains, grass, trees, u)&ter, insects,

insect life, biyds, bird life, sun, moon; telephones, signs, food,milk, radios, guide, beetles, lights, flyirg chairs, woolllt hats;

haae, go round, write, use tools, speak, eat, need,

communicate, drink, walk, traael, zaear

Materials and preparation. For Garne 1, copy and cut up a set of rngary FACTS

cARDS and a set ofvERB cARDS for each group of3-4

students in your class.

. For Garne 2, copy a soIAR sysrErvt nrap for every

student in the class. Copy one pIANg.r cano and

one INHABITANTS cARD for every student and cut

up these cards.

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Gramrnar pointImperatives and negative imperatives- we use the infinitive form of the verb for the irnperative

in comrnands and instructions:

Sit dozun. Coryte here. Tbuch your toes.- we use do not or don't in negative imperatives:

Don't laugh.


VocabularyParts of the body, e.g. hands, toes) stomach, ears, nose, eyes)knees, elbow, feet, tongue, head, mouth

Game actions and expressions: say (the alphabet backwards),miss (a go), pat (1tour head), rub (1tour stomach), go (back

tltree squares), close (1tour eyes), moue, change (the ruleslone instruction), land (on a square), and other actions asinvented by srudents; at the same time, it\ your go, counter

Materials and preparation. Copy a r-AURA's cAME BoARD and set of nlsrnucrloNs

for each group of 6-8 students in your class. You willalso need a dice for each Broup, and 3-4 differendycoloured counters for each group.

How to use the game ffi. Check that your students are familiar with the gramnrar

in the Grammar point and with the words listedunder Vocabulary, above. You can write thevocabulary up on the board for their reference.

. Divide the srudents 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 cA.N,tE BoARDj a set ofINISTRUCTIoNS 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 rhe dice andmoving the counters round the board.

. S?hen they land on a shape (triangle, circle, squareor diamond) they should obey the insuuction forthat shape. Then it is the next pair's turn.

. S[rhen a pair lands on '!', they may choose one of theTNSTRUCTIoNS to change, for example, changing theparts of the body when landing on a circie.

. The only condition is that they may not make aninstruction that ailows a pair to move more than foursquares forward, or straight to FINISH.

20

They may want to change ruies to benefit their pair

or just to have fun.

The oblect of the garrle, as in a normal board gaifile,! - +^ - - ^ . ^ ^ t - r t - ^ ^ - J E - - - tts Lt-, I-tiaulr tIl€ Gr.trl. ll.{'-sL.

' . l ' 1 - ^ . . - : - * t r ^+ J , , , i . . . * L^ - - -i iie paii ijial uvCS SO 'vj/iils U:e game.

SPresent simple:affirmative andnegative

Type of activityGarne 1: Small group, card game

Garne 2: rVhole class, information gap game

Grammar point

Present simple- we use this tense to talk about things that are generally

true:

Birds lay eggs. Tigers hatse stripes.- we also use it for habits, routines and things that often,

sometimes or always happen:

I go saimm'ing on Sundays.- the present simple is like the infinitive form of the verb

(like, wanr, etc.) except for the third person singular

which has an -s (he likes, she wants, etc.)- we ase don't or doesn't in the negative:

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

Other structures

Game 2: lVhere do you come from? What's that like?

Vocabulary

Garne 1: generai knowledge about countries, animals,

the body science, etc.

The following words are accompanied by pictures:

penguins, polar bears, kangaroos, tigers, zebras, leopards,pandas, cats, fish, frogs, flies, spiders, birds, insects,

SouthlNorth Pole, Australia, China, India, South America;

stripes, spott bamboo, rice, tea, coffee, legs, eggs, moon,

earth, sun, light, sound, znater, degrees (o), plant, sunlight

Students will need to know these verbs: liae, freeze, haae,

eat, grozr, go, traael, boil, need

Garne 2: planet, mountains, grass, trees, water, insects,

insect life, biyds, bird ffi, sun, moon; telephones, signs, food,milk, radios, guide, beetles, lights, flyirs chairs, woolly hats;

haae, go round, atite, use tools, speak, eat, need,

communicate, drink, walk, traael, wear

Materials and preparation. For Garne 1, copy and cut up a set of Fngaxy FACTS

cARDS and a set ofvERB cARDS for each group of3-4students in your class.

. For Garne 2, copy a soraR sysreM ntrp for everystudent in the class. Copy one ptANEt. caRo andone INHABITANTS cARD for everv student and cut

up these cards.

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Flow to use tlqe gamesNote: Garne 1 pracrises the affirmativelGame 2 practises the affirrnative and negarive.

GAME T RIJLES SHEET. Check that your students are familiar with the gramrnar

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


. Give each group a set of FREAKv FACTS cARDS and a setofveRB cARDS.

. Ask them to deal out eight FREAKv FACTS cARDS to eachplayer and to spread the rest face down on the table.

. They should place the vens cARDS face down in a pileon the table.

. The obiect of the garne is to make sentences usinga verb from a !'ERB cARD to cornbine two of theFREAICY FACTS CARDS.

. Each player should take it in turn to pick up a vERBcARD- from the pile.

. She should take two FREAKy FACTS cARDS from herhand and make a sentence with them using the veReCARD to connect them (and adding any other wordsshe likes), e.g.'Tigers haae stipes.' 'The earth goes roundthe sun.' 'Polar bears liae near the North Pole.' ,pandas

liz;e in China.'

. To make some serrtences she will neeci an extra ,.r, or'es' card.

. She will find that sometimes she'holds the rightcombination of cards to make a fact easily, e.g. Catseat fish, but sometirnes she will nor have ihe rightcombination of cards to make an obvious fact.In this case she should 'invent' a fact, e.g. Tigers eat

fish, and rry ro persuade the others that it is true.(She will obviously have more chance with a'believable' fact like the above than with obviouslyfalse statements llke Birds haae S legs!)

. If the group accept the 'fact' as true or possibly true,she may discard the cards and take another two FREAKvFACTS CARDS from those on the table.

. If the group reject the sentence, she must keep thecards but may change as many FREAKv FACTS cARDSas she likes from her hand with those spread out onthe table. The cards that she puts back on the tablemust be face down.

. Then the turn passes to the next player.

. The winner is the player who gets rid of ail hercards first.

GAME 2

Note: This is a whoie-class activiry.

. Check that your students are famiiiar with the grammarunder Other structures and with the words listedunder Vocabulary for Game 2.

Fart 1. Give each student a soL\R sysrEM N{,\p and a

PI.A-NET CARD.

. Ask them to read the pr-qivsr cARD and work out whichpianet on the soLAR sysrlM l,l,rl they come from.They shouid mark it with its name on the map.

. Ask them to take their sor-+R sysrEM l,r,cp (but not thePLAIIET ceno) and to stand up.

. The obiect of this part of the garne is to narne allthe planets on the map.

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

Sl: Where do gou come from?52: Tharg.

SL Whar's thar like?

32: Well, it doesn't haae any mountains and it doesn'thazte any grass. Bwt it has trees and water.

S 1 : Is it planet number 2?

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

. The students must not show their sor-aR sysrEM MApsto each other, nor say the number of their planet.

. '$7hen they have written in the names of all the planets

on their ffiap, ask them to sit down.

Part 2. W"hen eveq/one is sitting dolvn, give each studerrt an

INHABITANTS CARD. This card should not correspondto the rIANET CARD they already have.

. Teil them that they are each on a mission in outer spaceand they have each found an alien (the one on theirINHABITANTS CARD) from another planet who is lostin space. He/she doesn't speak their language so theydon't know where he/she comes from.

. The obf ect of this part of the game is to find outwhich planet the alien is from and returnhirn/her to it.

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

.SI: Spaceship Deha to Gamma i - Are you receiaing me?32: Yes. Go ahead.

Sl: We ltazte an alien here. He has nuo heads andfour arms.

But he doesn't haae arry feet. He's in a flying chair.

32: Yes! He's from Plarg. Can you bring him back?

Variation. You can play this game in a more static version by

seating students in groups of 8 or fewer around tables.

For 8 students, make eight copies of the soI-AR sysrEM

A,t+1, and a cop)r of each of the eight rI-ANET cARDS

and txHaeITANTS cARDS. For groups of fewer than 8,

make one copy of the soIAR sysrEM l,w and white outanv unwanted planets. IJse this as your master to makethe required number of copies. Select ptANET cARDSand ixuanrrAl.irs cARDS to correspond with the map.

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Present sirtrple:l r a c l n a a l r l a c * i a a c! sJ r - | 11 , l ; u= i t t r v i i =

Type of activityPairwork, matching and rnemory game

Grammar pointPresent 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, you, etc.) after do and does

Other structuresShort answers: Yes, I do. Nq I don't.

VocabularyPlaces, things, activities: ice cream, football, cat, dog, glasses,club, theatre, bicycle, tea, tennis, chess, stanxps) guitar, piano,languages, ffice, chocolate, car, joggingActivity verbs: play, watch, go (clubbingln the theatre),get Le, ride (a bicycle), collect, speak, work, drizteOther verbs: like, enjoy, Itaae, wear

Materials and preparatlon. Copy and cut up one set of cItE cARDs for each pair

of srudents in your class. Each pair will need a sheetof paper and a pen or pencil.

How to use the game. Check that your stucients are familiar with the grarnmar

in the Gramrnar point and Other structures andwith the words listed under Vocabulary, above.You can write the verbs, from the list, on the boardfor students to refer to.


. Give each pair a set of ctrE cARDS.

. Ask them to put them in a pile face down on the table.

. Player 1 should take the top card and look at the picrure,then ask Player 2 a question based on the picture,e.g. (picking up the picture of an ice cream) ,Do you likeice cream?'

. Player 2 should answer and ask Player I the samequestion, e.g. 'Yes, I do. Do you?'

. The obiect of the garne is to ask and answer asmany questions as possible.

. Players should take it in turns to pick up cards fromthe pile.

. Give a time limit, sav three minures.

. At the end of this time, join pairs together withanother pair.

. Pair A should put their chairs so they are back to backand cannot see each other.

Pair B snou-ld quiz Pla;rer I aborit Plai'er 2's answrrs, e.g.'Does he like ice cream?' They maji use the cards as cues.

Piayer 1 must iry to remember.

When she has answereci, Fiayer 2 may say whether sirewas right or not.

They can then ask Player 2 about Player 1, and Player 1can confirm or disagree with the answer.

Pair B shouid keep a score of the number of right answersthat Pair A give about each other.

Then it is Pair A's rurn to question pair B.

The pair who got the most right answers at the end arethe winners.

EEl Present simple:wh- questions

Type of activitySmall group, matching game

Grammar pointPresent simple zuZ- questions- we form these questions wirh do and does:

Wltere do llyoulzuehhey I'i,71st

Where d.oes helshelit liae?- \ve put the subject (1, her,etc.) after do and does- question words (who, where, wltjt, what, how, ushen)

go at the beginning of the question

Other structures'$fith things that are generally true, we use a or theplural: A hedgehog rolk into a ball. Tigers lizse in India.

VocabularyAnimals (the names of these animals are given on the cards):elephants, tigers, horse, ozlls, giraffes, camelrfrogs, hedgehog,turtles, bees, hamsters, birds, geese, polar bears, penguin

These words are also given on the cards: India, Africa,hay, grass, leaflleaaes, trees) zt)Ate\ hole, beach, honey, food,spring, euttLtmn) snozt); reach, store, catch Ahes), roll (into aball); dark

Students will need to know these words to make thequestions for the game (they can be written up on theboard): lizte, eat, lay (eggs), fly, keep, fur, long necks, hump,cheeks, big eyes, long tongues

Materials and preparation. Copy and cut up one set of ANIMAL prcruREs and one

set of ANIMAL ANSwERS for each sroup of 3-4 studentsin the class.

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fiow to use the garn€. Check i[al izqrr;y stud.er:.ts are famijiar wir_tr tne grarnrnar

in rhe G:a:tl:nsr noint anr{ (Jthef structures andl : a u r v

with the words listeC under Vocabular3r for this garne.

. Divioe the students into groups of 3-4.

. Give each group a set of a-.rlvllL prcrungs and

A-r\ItvlAL ANSViERS.

. They should spread the aNman ANSvERS out iace up

on the table and put the aNruan rICTURES face down

in a pile.

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

the nxruan IICTURES pile and lay it on the table.

. The obiect of the game is to find a question for

the prcruns that rnatches one of the aNswERS on

the table. Questions must begin with a ush- word

and use do ot does.

. The player who can do this correctly first, for example

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

India)'Where do tigers lizte?', may keep both cards.


ms@m€ and anyType of acfivitySmall group, exchanging and collecting game

Grammar pointsom.e and any- we use some and any with plural nouns (some 1>ills,

any batterees) and uncountable nouns (some money,

any shampoo)- we use some in affirmative statements (1 haae sorne

money), in offers (lVould you like sonxe money?) and

requests (Can you giae me sonl.e money?)- we use any in negative statements (1 hazten't got any

money) and in questions, except for offers and requests

(Hazse you got any money?)- some and arry may be used on their own without a noun

when the noun has been previously mentioned:

I haaen't got any shampoo. Hazte you got any?

Other structuresneed: We need some stamps.

haae got in questions and short answers

VocabularyHoliday necessities: film, suncream, insect repellent, money,

plasters, batteries, shampoo, toot/tpaste, soap) traoel pilk,

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

ftfiaterials and prepanation. Copy and cut up one set cf FACKTNG PICTTJRES' one

sr-IrrcASF a-nd one cHECKLIST fo1 each group of 34

srudents i:r your ciass. Put all the paczuNc PICTURES

that you have copiec together anci mix them up.

How to use the gam€. Check that your students are famiiiar with the grammar

in the Grarnrnar point and Other structrres and


. Divide your class into groups of 3-4.

. Give each group a sLIITCasg and a cHECKLIST.

. Tell them they are going on holiday and this is their

paci<ing list.

. Ask two players in each group to take the sutrcass and

the other two to take the cHECKLIST. (In a group of 3,

one player can take either the strrcasn or the cHECKusr.)

. Give out the mixed-up PACKTNG PICTURES to the players

with the suitcases only - 12 pictures to each pair.

Because the pacrnlc PICTUREs have been mixed up,

each group will be missing some items and have more

than one of other items.

. The pair should spread the pRcrnvc PICTURES out where

they can both see them, but conceal them from the

other pair in their group.

. The obiect of the garne is to 'pack' the surrcAsE

with all the iterns on tlre cnECKLIST.

. The pair with the cuscrusr should ask the other pair

if they have items on the list, e.g. 'We need some suncream.

Hate we got any (suncream)?'

. The players with the sUITCASE and pacrrNc PICTURES

shouid answer, e.g. 'Yes, ztse'ue got some.' ot'No, we

haaen't got any.'

. If they have an item, they can put it in the SUITCASE

and the players with the cHECKLIST can tick it off.

. If they haven't got an item, the players with the

cHECKLIST should underline or circle the item.

. If they have more than one of any item, they should put

one in the sutrcese, but keep the other on the table.

. 'When they have finished going through the cHncrtts'r,

they shouid decide what items they need to get,

e.g. 'We haaen't got arry batteries. We need to get some.'-'Yes, and we need some plasters too.'

. Groups may then send out two players to go to other

groups to try to bbtain those items.

. They should visit other groups and ask for items,

e.g. 'We need some shampoo. Hazte you got any?'.

. Groups can give away any of the items not in their

suITCASE. (Items do not need to be exchanged - they

can be given away.)

. The group to fi.nish paci<ing first are the winners.

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E How much ", '7 and ffi Quantifiers:L l ^ . - . r r r l ^ t 6 r , ?r r l t Y v r t r a r r t t r t i rrrartrt e l'St

, a t l u t n 7 t u - - a

a feiv, etc"Type of activitYSmall group, boarci game

Grammar point

Type of activitYPairwork, information gaP game

Gramrnar PointHous rnuch... 2 and Hous rnanY ... ?- we use hozp much with uncountabie nouns:

Hozts much flour ... ?- we use how many with Plural nouns:

How many aPPles ... ?

Other structureshave got

There islare ...

VocabularyShop goods: apples, flour, cffie, jam, soupt, oranges, tea'

tomatoes, sugar' bread

Amounts: gram, loaflloaaes

Containers: bag, Packet, jar, tin

firuf;h,af-

rnuch, ?rtatl.y) not rmuch, not ?Ttarty) a little, a lot

(ofl, not a lot (ofl, afeut- we urse much with uncountable nouns: rnuch time

- we vse many with plural nouns: Tnany books

- we use 4 tot of with uncountable and plural nouns:

a lot of time a lot of books- much arrd, many tend to be used in questions and

negatives. In affrrmative statements we tend to use

a lot of instead of much ot ma??Y.

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

a feu,t books- a little (meaning ,not much') is used with uncountable

nouns: a little time

Other structureshaae got: affirmative, negative, questions

There is I are: affirmative, negative, questions

Present simple : affrrmaiive, negative, questions

VocabularyThese words are provided on the board: brothers, money'

books, letters, cffie, tea, languages, hobbies, rooms' rain, pets,

kilometres, time, exercise, problems, good friends, uuitts'

free time, holidays, television programmes, sister''

Materials and PreParation. Copy a QUESTIoNS BoARD and a set of llucH oR MANY

cARDS for each group of 3-4 students in your class'

Cut up the ttlucn oR MANY cARDS. For each group you

will need a d.ice and 3-4 differently coioured countefs.


. check that your srudents are familiar with the grammar

in the Grarnrnar point and Other stfuctures and

wi*r the words listed under Vocabulary, above'

. Divide the class into groups of 3-4'

. Give each group a QUESTIONS BOARD, a dice and a shufled

set of MUCH oR MANy cARDS. Give each student a

differently coioured counter.

. Ask them to place their counters on START and to

deal out five tuucg oR MANY cARDS to each student'

. The rest of the cards should be placed in a pile face down.

. Player 1 throws the dice and rnoves forward that

number of squares.

. The obiect of the garne is to match picture squares

and vrucH oR MANY cARDS to rnake questions'

Materials and Preparation. Copy and cut up a set of cupeoARD PICTURES

for each pair of students in your ciass.

(A and B)


in the Gramrnar point and Other structures and

with the words listed under Vocabulary, above.


. Give cuPBoARD PICTURE A to one student in each pair

and cupeoARD PICTURE B to the other student. They

should not show their pictures to each other.

. The obiect of the garne 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.'How martry apples are there in your

cupboard?' 'Hou) much flour is there in your cupboard?',

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

or 'I'z)e got 500 grams of flour.'

. There are eight differences.

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lMhen a olayer lands on a picture square he shoutrd lookat the MUCH oR rluiANy cARDS in his hand to see if heca;l make a qucslion i; ask ;i:e -f ;he l;irel playeis.

For exampie, if he iands on 'books' and he has a 'F{ow

rnany' card he can naake a question such as 'ifozts marrybooks haae you got?' or'Hozu manA books do you read eaerymonth?' He can ask any of the other players, who mustreply, e.g. '/ don't haae rnany books.' or 'tVot many!' ot'(I reafi two books (ezsery month).'or'(1 read) a lot (of

books).' The player can then put his card down on thetable in front of him. But, if he only has 'How much'cards in his hand, he cannot make the question andmust take a card from the pile and miss a go.

Then it is the next player's turn.

The player who uses all the cards in his hand first isthe winner.

HFrequency adverbs:always, sometimes, etc,

Type of activityPairwork and small groups, connecting game

PairworVwhole class, information gap game

Grammar poEntPresent simple * frequency ad'.'erbs and adverbial phrases- frequency adverbs (alusays, often, freEtentfit, usualig,

sometimes, occasionalljt, rarely, never.) etc.) precede theverb (.I rleaer eat fish), and the main verb in questions(Do you sornetimes go skating?)

- adverbial phrases (e'uery day, once a week, twice a week,on Sundays, on Monday nighrs, etc.) go at the end oftlre sentence: I go swimming on Tuesdays


VocabularyGarne 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

Garne 2: theate, ballet, orchestra, church, Italian lessons,aiolin, s k ating, birdwatching, parachuting, hiking, cano eing,goga, football, boxing, art, cookery, philosoplry, astronomy,cl'inic, sezuing, finance, climbing

Garnes 1 and 2: Activiry expressions: go walking Ibirdwatching I swimming I hiking I parachuting, go to a classI to church I to the cl'inic I to the hairdresser I to orchestapractice I to the ballet I to the tlteatre, do astonomry I yoga,play football I tennis

Materials and preparatioql' For Garne 1, copy and cut up cne set cf pEopLE

cARDS and one set of FREeITENCY cARDS for each pair of

students in your class. Each pair wiii need a sheet of

paper anci a pen or pencii.

. For Garne 2, copy one sheet of cauxoax.s and one

set of pEopr*E pICTURES fcr each pair of students in

the class. Cut up the peopLn rICTURES.

How to use the games. Check that your students are famiiiar with the grammar

in the Grarnrnar point and with the words listedunder Vocabulary for this game.

GAME 1. Divide the class into pairs.

. Give each pair a set of pEopLE cARDS and a set of

FREQUENCY CARDS. Ask them to put them in two

separate 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 obfect of the galne is to make a true or false

sentence cornbining the two phrases.

. Players should take it in turns to take the top card

from each pile and make a sentence using the words

on the cards, e.g. 'A lot of my friends go skating on

Friday nights.' or'My boss often shcuts.'

" They should keep a list of their senterices as they say tirem.

. Then get each pair to work with another pair.

. Each pair in the group should take it in turns to read

their sentences out.

. Each pair should guess whether the other pair's sentences

are true or false.

. If they are right they get a point. If they are .r /rong,

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 frequency

adverbs (alzu ay s, of-ten, fre qu.ently, usually, s ometimes,

occasionally, rarely, neaer) if you prefer. Simply discard

the adverbiai phrases (on Saturday nights, etc.) from

the nnEquENCy cARDS anci copy more of the adverbs.

GAME 2. Divide the students into pairs.

. Give one student in each pair (Student A) a sheet of

cALENDARs. He should not let his partner see it.

. Give the other student (Student B) a set of psopLs

IICTURES. She should spread these out on the table

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

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. Tlle oblect cf tire garne is to Gxatch the eICTURTES

to t}re C.,\I-ENDARS.

- e * - l - - * A 1 - - ^ : - . I J ^ e L ^ " l J l o o ^ - . i L o r L a n n + i r r . i + i c" J l r i ( j . g i i l r - r L j t r ! ; . i r r b . r r v - S r i vq ! ! a u -Sv r i i / v i i :C c i - c j . ' v i L , iS i n

the first calendar in his sheet of cAI-ENDARS, e.g. '.Ile

sometimes goes to the theetre. He goes to ballet lessons once

a week I eaery Tuesda3t.'

. Srudent B should look at her ppopLp 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 cnr-swoeRs and Srudent A

the prcruREs).

Variation. If you prefer a whole-class activity for this gamer copy

and cut out as many calendars from the car-rxoans

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

corresponding ruorl-E IICTURES. Give each student an

individual calendar and one of the pEopLE pICTURES

(not the picture that corresponds with their calendar).

They should then go round the class tryrng to find theperson who has 'lost' the calendar that they have, by

asking and answering questions, e.g:

S 1: Do you sometimes go skating?

32: Yes!

SL: And do you go b;irdwatching at u,teekends?

32: Yes! I lotse birdwatcling.

S 1: 1s this your calendar?

EEI Present continuous:affirmative andnegative

Type of activitySmall group, ordering game

Grammar pointPresent continuous- we can use this tense to talk about ongoing actions

and feelings:

I'nt reading.

She's usatching TV

He's feeling sad.- we form the present continuous with the present tense

forms of be + [verb]-eng: I'm lyou're lhe's lshe's I

u)e're I they're + lverb)-ing- we can form the negative like this: I'm not I you're not

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

isn't) I we're not (or zue aren't) I they're not (or they aren't)+ [verb]-tng

Oti:er structuresNone

l f a a a * q r r l r n rr v t s y Y 6 s r t

Actions and feelings (all these words are proviCed in the

game): arciaing, feeling (hapgtluelllsad)' wying (ro learn

Spanish), practising (her Spanish in the market), haaing

(a siesta), spending (all lter money), learning (to znindsud I

to ride bikes), enjoying (Spanislt food I tlre tour), playircg

(volleybal[), burying

Materials and preparation. Copy one set of cartloN cARDS and one PHoro ALBUM

(left and right pages) for each group of 3-4 students

in your class. Cut up the cnlrtoN cARDS, keeping thepEopLE cARDS and vgru cARDS separate.

How to use the garne. Check that your srudents are famiiiar with the grammar

in the Grarnrnar point and with the words listed

under Vocabulary, above.


. Give each group a pHoro ALBUM and a set of cAPTIoN

cARDS, separated into pgoplE cARDS and vgns cARDS.

. Ask each group to put both pages of the PHoro ALBUM

face up on the table where they can all see. them.

. Ask them to take the ruopls cAF-DS and to spread

them out face up on the table.

. Ask them to take the r,isRB cARDS and to spread them

out face down on the table.

. Players then take it in rurns to rurn up the vERB cARDS,

one at a time. They should ieave the cards face up.

. The obiect of the game is to make a caption for

each photo, using the cep, roN cARDS. Each caption

is rnade up of three cards.

. The players should look at the cards on the table and

try to spot a combination of cAPTIoN cARDS that

makes a sentence that describes one of the photos,

e.g. for photo l: We are arriving in Spain.

. When one of them 'spots' a caption, she should say

the words and point to the photo.

. The first player to do this can put the appropriate

cAprIoN cARDS under the photo and claim a point.

. The player wi*r the most points at the end is the winner.

Variat ion. This can be played as a team game, where the first

group to match all the photos and captions correctly

wins the game.

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EEI Present contlnuoil,ts: EE! Present continuous:vesino duestions' - I - .

t n t l s - . r I r ac * i Au r .Fr r , t - q u | E J a - w t t JType of activltySmall group, lotto game

Gramrnar point

Present coniinuous questions- the word order is changed in questions:

Are youlztselthey + fverb)-ing? Ant I + [verb)_tng?Is helshelit + [verb]-tng?

Other structuresPresent continuous negatives: He isn't dancing.

Vocabulary

Activities: dancing, running, jumping, kicking (a baT),drinking, typing, singing, climbing (a tree), ironing, cooking,zlashing up, riding (a bike), drizsing, eating, writing, playing(the guitar), painting, sleeping, shopping, w'atching (Tn,reading, fighting, skating, repairing (a car)

Materials and preparation. Copy and cut up one set of four r_o.r'ro eoaRDs and

one ser of24 Lorro prcruREs for each group of3=4srudents in your class. For groups of 3, discard oneboard and its set of six picture cards.

How to use the game I RUrEs sHEEr I' check rhat vour students are familiar with the grammar

in the Gramrnar point and Other structures andwith the words listed under vocabulary, above. youcan write the words on the class board for the studentsto refer to.

. Divide the students into groups of 3_4.' Give each group a set of rorro B.ARDS and a set of

LOTTO PICTURES.

' They should put the Lorro prcruREs face down in apiie on the tabie and take one Lorro BoARD each.

' The obiect of the game is to rnatch the picturesin the pile with the pictures on the boards.

' Player I begins. He takes a picture from the piie and,without showing it to the orhers, tells them threethings thar aren't happening in the picture, e.g.,He isn,tdancing. He's not eating. He isn't laughing.'

' The other players then ask questions to find if the cardcorresponds to one on their boards, e.g. 'Is he cooking?,'Is he writing?' 'Is he driving?'

' The piayer who gets *re answer'yes'may take the pictureand place it on her board on the matching square.

' Then it is the next player's turn to pick up a picture andsay what is not happening in his picture.

' If any player picks up a picture that matches one on herown board, she shourd reprace it at the bottom of thepile and take another.

' The player who compretes his board first is the winner.

,type of activitySmall group, ordering and matching game

Grammar point

Present continuous wh- questions- the word order is changed in questions:

lVhat are goulzuelthey + fverbl-ing?Where arn I + fverb)-ing?When is helshe + [verb]-ing?.

- question words (what, who, when, z,IU, where, how, zuh,irh)come at the beginning of the question


VocabularyActions: crying, smiling, looking (at), talking (to),running, thinking, buying, writing (to), cooking, standing(on), screaming (at), going (These verbs are providedon the cards.)

Also: usatch, see, catch, dreaming, trying (to reach); sad,film, hot-air balloon, bus, flowers, fried eggs, cupboard, ghost

Materials and preparation. Copy and cut up one set of rICTURE ertESTIoNS, one

set of PICTURE ANSTTERS and one set of \roRD CARDSfor each group of 3-4 students in your class.

How to use the gamePart 1 RULES SHEET' check that your students are familiar with the grammar

in the Grammar point and with the words listedunder Vocabulary, above.

. Divide the class into groups of 3-4 srudents.

' Give each group a set of prcruRr eIrESnoNS and a setof shuffled wonp cARDS.

. Ask them to spread out the $yoRD cARDS face up onthe table where they can all see them.

. Ask them to put the prcruRE euEsTtoxs face down ina pile on the table.

. The object of this part of the game is to rnake anappropriate question using four woRD cenns foreach picture.

. Player I should turn up the first prcruRE euESTroNand put it face up on the table where everyone in thegroup can see it.

' The first player to see the four $roRD .ARDS that makean appropriate question for the picture should say thequestion. If the others agree it is correct, he can thenIAKC thc fOUr WONO CARDS ANd thc PICTURE QUESTION,placing the picture in front of him with the four wonocARDS r-lnderneath.

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Then it is the next piayet's turn ro rurn up a IICTURE

QUESTION.

The piayer witl: qrost woBJ cAFrs at the end isthe winner.

Pari 2. Sflhen they have made ail the questions correcdy, ask

thern to put away the woRo cARDS and give each groupa set of PICTURE ,{NS!rERS.

. Ask them to put the ptcruRE euESTloNs face down ina piie on the table and to deal out all the prcruRE

ANS\rERS to the players.

. The obiect of this part of the game is to rnatchquestion and answer.

. Player I takes the first prcrTlRE euESTroN from the pile

and asks the question, without showing the others the card.

. The player who thinks she has *re right prcrrJRE ANS\rERcan reply, e.g.'He's crying because he's watching a sad

film.'The other players can check that the question

and answer cards match; if they do, she can keep thepair of cards.

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

eUESTIoN and ask the question.

En Present simpte orpresent continuous

Type of activitySmall group) matching game

Grammar point 'Present continuous or present simple- we use the present simple to talk about actions repeated

every day, often) or sometimes (I get up at 7.30 eaerymorning) and about feelings (He likes chocolate)

- we use the present continuous for ongoing actionstaking place at the time of speaking:

She can't come to the phone nozts; she's haoing a bath.


Vocabulary\Work activities: drive (a bus), deliaer (letters), repair (cars),

teach (maths), work (in a, restaurant I in an ffice I on abuilding site I in a shop), paint (pictures), direct (fih*s), fly(planes), clean (windows), wear (a uniform)

Likes : lik e (c ho c olare I dogs I music I c offe e I bik es I b allet lfilm s I c ats Ichewing gumlbooks)

Common actions: do (some gardening), eat (lunch), drink(cffie), driae (a car), read (a book), utatch (balletla filmlTv),talk (on the phone), play (tennislfootballlgolfl, ride (a bike)

Materials and preparatiogr. Copy and cut up one set of ioB cARDS aad one set oi

ACTIo\r PICTLTF5S for each group of 3-4 students inyour class.

How to use the Eaftle. Check that your srudents are familiar with the grammar

in the Granunar point and with the expressions

listed under Vocabulary for this game.

. Divide the ciass into groups.of 3-4.

. Give each group a set of Joe cARDS and a set of

ACTION PICTURES.

. Ask them to place the Joe cARDS in a pile face down in

the centre of the table and to deal out ali the ACTIoN

PICTURES to the piayers.

. The object of the garne is to rnatch;on cRnos and

ACTION PICTIIRES.

. Player I should take a JoB cARD from the pile and look

at it, without showing the others. He should give the

others three clues about what the person on his JoscARD does for a living and any likes, hobbies or habits

he can see, e.g. 'He tlears a unifurm. He driaes a bus.

He likes chocolate.' Then he asks 'What is he daing now?'

. The player holding the matching acloN rICTURE can

answer, e.g. 'He's doing some gardening.', and produce

the card.

. If she is correct, she can lteep both matching cards

fon cano and acrtoN rICTURE). If she is wrong, she

must give her AcrIoN IICTURE to Player l.

. Then it is the next piayer's turn to draw a JoB CARD

from the pile.


Acanand can'tType of activitytMhole class/small group, collecting game

Grammar pointcan and can't- can has no -s in the third person:

Ilyoulhelshelitlwelthey can ...- the negative of can is cannot ot can't- the word order is.changed in questions:

Can I lyoulhel she litlzte lthey .. . ?- canlcannotlcan't are followed by an infinitive (without ro):

I can suoirnlrunljurnp.- can is used without an infinitive in short answers:

Can you swim? - Yes, I can.- we use canlcannotlcan't to talk about abilities

(I can szoimlcooklseu), and to ask and give or refusepermission (Can I join your team? - Yes, you can. I

No, yott can't.)

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VocabularyActiviries: juggie, ritie (a horse'), soynersauh I rurnsornersacdts, walk (the tighlrope), eat (fire), ffi (ueigh.t)) rc!:!1,dn (the long jump I the high jump I gtmnastics), sutim, throzu(the jaz.telin), play (the ztiolin I the piano I the guitar),conduct (an orcltestra), sing, dance, cook, sew, make(furniture), sail (a boat), spin, zleaae, giz;e (first aieAlso: desert island, castazDay

Materials and preparation. Whole class: first mentally divide your class into four

teams. For each team, copy and cut up enough TEA"McARDS and their corresponding rat-rNT prcruRES foreach srudent to have one of each, e.g. each student whowill be in the circus team should have the .crRCUS

TEAM' CARD ANd A diffCTCNt'CIRCUS' TALENT PICTLIRE.(If there are fewer rhan 6 in a team, you will have tomake a choice of rar-eN-f pICTURES and white out thecorresponding items from the rsAM CARD. If there aremore than 6, simply copy some TALENT PICTITRES twice.)

. Small groups: if you prefer to play the game in smallgroups, copy and cut up one set ofTEAM cARDSand one set of TATJNT rICTURES for each group of3-4 students. For groups of 3 students remove oneTEAM cARD and its corresponding rmrNT rICTURES.

How to use the gamc' check that your students are familiar with the grammar

in the Gramrrrar point and with the expressionslisted under Vocabulary, above.

. For a whole-class activity, give each student in theclass a TALENT pICTURE and a TEAM cARD.

. Each student's TALENT 'ICTURE should correspond toone of the people described on their TEAM cARD.

. The obiect of the game is for the class to groupthernselves into four teams, by finding the otherpeople described on their TEAM cARD.

. To do this, they should get up and walk around theroom, asking other people ,Can you...?, questions,e.g. 'Can you juggle?' 'Can you cook?,

. Players can answet'Yes, I can., or.-Atro I canrt., or offerinformatiofl, e.g. 'I can't juggle but I can walk the tightrope!Can I join your circus?'

' \xrhen they find someone who has one of the abilitiesdescribed on the card, they should join together andgo in search of more people to join their team.

. When everyone has joined a team, ask the four teamsto go to different corners of the room.

' Ask each team member to describe the abilities of theperson or people standing next to them, e.g.,He can juggle.''She can ride a horse.' 'They can both uLalk the tightroDe.,

' The ot&.er teams must gtrcss wirat'&e reairi dces,e.g. 'Yott're a circus tea?n.'

Var!at!en' If you prefer to play this game in a more static version,

divide the class into groups cf 3-4 and give each groupa set of 'rg.qlvt cARDS and a set of TALENIT rICTURES. Theyshould take one TEA,\I cARD each and put the TALENTprcrrrREs face down in a piie in the cenrre of the table.

' The object of the ga're is to collect a set of TALENTpIcrr.rRES that correspond with the tearn rnernberson the TEAM CARD.

' Player 1 takes one TAENT prcrtrRE from rhe pile, withoutshowing it to the orhers. He should check if the picrurematches one of the six talents on his TEAM cano. If itdoes, he should replace the card at the bottom of thepile and take another.

. 'When he has a picnrre that does not match the taients

on his TEAM cARD, the others may ask questions,e.g.'Can you juggle?' 'Can you cook?, based on thelist on their realw cARD.

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

. Ttren it is the next player,s rurn ro rurn up a TALENTPICTI'RE.

' The wirrner is the player who gets her'team' toge*rer first.

. At the end, players can go through their raleN-rIICTURES 'introducing'

their teams to each other,e.g. 'Ife can juggle.' etc., but not salg ,,vhat their team is.

. The other players must guess what each team does.

E must, mustn't andneedn't

Type of activityPairwork, matching game

Grammar pointrttust, tnustn't and needn't- must has no -s in the third person:

I lyoulhel she litlwelthey rttust ...- the negative of must is must not or mustn't- an alternative form to doldoes not need to is needn't:

You do not need to run. You needn't run.- mustlmustn'tlneedn't are followed bv an infinitive

(without ro):I mu-st buy some food today.You mustn't be late.

You needn't do any shopping.- we use must to tell peopie to do things- inustn" is used to tell people not to do things- needn't is used to say there is no obligation/necessiry

to do somethingI

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Other structulres

Comparatives: eat yltoye, do wso.re exercise

Vocabulary(These words and expressions are provided on the carCs.)Activities: do my ltomework, clean the house, cut the grass,go on a diet, do the shapping, see ?,trt) bank, manager, go to thedentist, haae a haliday, haae a good night's sleep, do moreexercise, eet more, waslt my hair, get up early today, rush,take warm clothes, go to the bankTransgressions: be late again, forget to phone the traael agent,lose my temper, fall asleep in the meeting, spend a lot of moneyon holiday, spend a lot of time usatching TV, lose the keys,burn the dinner, park on that yellow line again

Materials and preparation. Copy and cut up one set of NECESSITv cARDS and one set

of ncrioN cARDS for each pair of students in the class.

How to use the game' check that your students are familiar with the grammar

in the Granrrnar point and Other structures andwith the words and expressions listed underVocabulary, above.


. Give each pair a set of NECESSITv cARDS and a set ofACTION CARDS.

. Ask them to spread the two sets out, face down, indifferent areas on the table.

. They should take it in turns to turn up two cards, onefrom each set.

. The obiect of the game is to rnatch cards to makerneaningful sentences.

' If the t'wo 'half sentences' can reasonably be combined,

e.g. 'I needn't' and'get up early today', ot ,you mustn't,and'be late again', the player can put them together tomake a sentence, adding a phrase to .justify,

his sentence,e.g.'I needn't get up early today because I don't start workuntil elezten.' ot 'You mustn't be late again or your bossutill be angry.'

. The player can then collect the two cards.

. If the two 'half sentences' can,t be combined, or theplayer can'r rhink of a situation in which they wouldmake sense - e.g. 'I m.ustn't' and,do my homework'would be hard to combine (though ingenious srudentsmay be able to find a reason!) - the two cards shouldbe left face up on the table.

. The next player can then turn up two cards and trv tomake a sentence.

' Any new 'half sentence' can be combined with one thathas previously been turned up and left on the table.

. The winner is the player with most cards at the endof the game.

30

ryvas and w€feType of activityGarne 1: \7ho1e class/small grout, crCeri::g ganeGame 2: Srnall group, guessing garne

Gnarnmar pointzrrcs and u)e!"e: sirnple past of be- w-e use zra.r and were to taik about sirilauons that existei

at a definite time in the past- in the aff,rrmative the form is:

Ilhelshelit uras ..., youlzlelthey u)ere ...- in the negative the form is:

Ilhelshelit asasn't ..., youlwehhey uterert't ...- in questions the word order is changed:

Was Ilhelshelit ... ? Were youlwelthey ...?


VocabularyGarne 1: Romance: in lozte, meeing place, under the clock,hoppy, late, angry, rude, sorry(These words are provided on the cards.)

Garrre 2: Places: in the bath, in the steet, in a boat (on thesea), on the roof, in the seq up a skyscraper, on a mountain,in a treela gardenla police car, in hospital, on a horseAlso: a .m. , p .m.

Materials and preparation. Ganne 1: Copy and cut up one set of soAp opERA cARDS

(wonos and prcruRss) for each group of 34 studentsin the class.

. Game 2: Copy and cut up two sets of sTRANGE BUTTRUE cards (pictures with times) for each group of3-4 students'in the class. Cut *ie times offthe bonomofone set ofcards for each group.

How to use the gamesNote: Game I practises affirmative and negative forms;Garne 2 practises questions and negatives.

GAME 1. Check that your stLldents are familiar with the grammar

in the Grarnrnar point and with the words andexpressions listed under Vocabulary for Game l.


. Give each group a set of soap opERA cARDS (wonosand prcruREs).

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

Team game. Get each group to spread &e IICTURES and the rJt/oRDS

out on the table.

. Tell them the prcrunss and lroRDS tell a story and thatthere is one sentence for each picture. Each sentence ismade up of three \lroRDS carCs.

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. The oblect of the game is to arrange the prcrungs

in sequence to tell the story and tleen to setrecr andorder words frorn the woRps cards to rnake asentence for each picture.

' The group can re-order the FICTURES to match withthe sentences if the;r need to.

. The group that does this first is the winner.

RULES SF|EET, 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 lroRDS cards each and putthe rest face down to one side of the prcrunns.

. The players may look at the \roRDS in their hands butnot show them to the others.

. The obiect of the garne is to find three woRDS cardsto make a sentence that tells what is happeningin one of the prcrtrREs.

. Player I goes first. If he has the right words in his handto make a sentence about any of the ptcruRES, he canlay them down underneath the picture and say thesentence.

' The others can conunent - accept or reject the sentence.

. If they agree with it, he can take, from the wonos cardson the table, three new voRDs cards.

. If he cannot find the right $roRDS in his hand, he canexchange as many rroRDS cards as he likes from thecar,Js on the table.

. f=hen it is rhe next player's turn.

. When every rICTURE has its sentence, then the playerscan arrange them to make the story.

The story is:

They were in lo,ue- (nrcrunn 1)The meeting place was under the clock. (rrcrune 2)He usas there at 7 o'clock. (prcrune 3)She wasn't there. (vtcnmr 4)LVhere was she? (lrcrunr 5)He wasn't hoppy. (r,rcrunn 6)She zuas late. (mcruRE 7)I:Ie was angry. (rrcrunr 8)She usas angry. (ucrunr 9)He was rude. (mcruRE 10)She usas rude. (vtcrune 1l)She uasn't hoppy.(ercrune 12)He was sorry. (ercrunr 13)She srill u)asn't hoppy.(nrcrunn l4)He was aery somy. (rtcruru 15)They were in loue again. (r,rcrunn 16)

(But variations are possible!)

GAME 2 RULES SHEET. Check that your students are famiiiar with the words

and expressions listed under Vocabulary for Game 2.


. /1 : . '^ - - ^1- - - - - - ^ r ^ - -" \rtve eacij gioup a Sei Oi STRaI\,IE B:rT TR'J: Ca:iSwithout the times.

' Ask then tc ceal a:em oui eq..aily io aii piayers.

. Now give each group the srnarrcp BUT TRrr'E carcis wirhtire times on. Ask thern ro pur these in a piie face downin the neiddle of the table.

. The cbject of the galne is to lratch the two sets ofSTRANGE BUT TRUE cards.

. Player 1 begins. He takes a carci from the pile.

. If it matches one in his hand, he should replace it atthe bottom of the pile and take another.

. If it does not match one in his hand, he should look atthe card but not show it to the orhers, and he shouldask the rest of the group:'Guess where I ztsas at ...a.m.lp.m. yesterday. I wasn't ....... and I wasn't

' (saying the time on the card and namingtwo places not pictured on the card).

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

. ThC player with the matching picture, who guessescorrectly, can take both cards and discard them.

. The piayer who gets rid of her cards first is the winner.

ffi Past simple: affirmativeand negative

Type of activityGarne 1: Pairwork and small group, matching gameGarne 2: Small group, information gap game

Grammar pointPast simple: affirmative and negative- in the affirmative this tense is formed by adding -ed:

walk + usalhed, look + looked- in the negative this tense is formed with did notldidn't:

I didn't ualk. She didn't looh-- there are many common verbs which have irregular

past simple forms: go + usent, see + sau)


VocabularyCommon actions: beginlbegan, breaklbroke, bringlbrought,

build I b uih, buy I b ought,. c atch I c aught, c om e I c ame, drink I drank,e at I at e, fall lfe ll, fin d lfo un d, fly ffl ew, fo rg e t /fo r go t, g et I g o t,giv e I gaa e, go I w ent, h av e I had, he ar I h e ard, le av e I left, lo s e I lo st,make I made, meetl met, pay lpaid, put lput, readlread, ring I rang,s ay I s aid, s ee I s azu, s ell I s old, sit I s at, sle ep I slept, speak I spoke,spill I s pilt, s t an d I s to o d, s tic k I s tuc k, tak e I to o k, tell I told,think I thought, win lzoon, write lwrote

31

Also:{ l o n - ! ' ' ; A ^ 1 : . t - 7 7 a . , , . 1 1 - 1 1 7

" , , - l i J e - : L ^ i lv c a . 4 e ^ . J w v ) e @ y ) L t t v L U | ( L L C J ) L t a a l L , / a u L ) U U L L ) I U U l i l ) L e U )

spaghetti, aasej jlna\ key, Paris, name) book, flowers) yesierd6:j,hazse (_a barh), ozul, hous4 cake. ?a.y (.by cheque), fuod, fridge,marry) film, car, cloutn, tEnL chat, glass, zpeter, class, stand up,paper, si'ice of caiee, chiici, think abowt, cupltophy, ietterGanre 2: hole, wall, mistake, door, plant pot, accident,hamrner, piano keys, glue, curtains, bloutorch, windoza, glass,carpet, paint pot, table, sazu, shelzses, fountain, plans,

liaing room) garden, wallpaper;

need, admit, drop, glue, burn, get (in the way of), smash,lean, walk, sazl) (in half), put up, notice;thin, backwards, silly, sorry, not straight, back to front

Materials and preparation. Garne 1: Copy and cut up one set of vERB MATCH

cards (rnnstN-r and resr) for each pair of students inthe class. Copy and cut up one set of ACTToN eICTIJ'RES(l and 2) for each group of 4 students; for weakerclasses keep the verbs on the cards as support - forstronger classes cut the verbs off.

. Garne 2: Make one copy of the DAVE THE BUILDERprcruRE and one copy of the ctrLpRIT cARDS for eachgroup of 4-10 srudenrs in the class. Cut up theCULPRIT CARDS.

#ow to use the gamesNote: Garne I is a simpie game to help students memoriseirregular pasls; Galare 2 prar:tises negarive past forms.

Gnme rPart 1. Check that your srudents are familiar with rhe grammar

in the Gramrnar point for this game.

. Divicle the class into pairs.

. Give each pair a set of vERB MATCH cards, IRESENTand pesr.

. Ask them to shuffle them and then spread them outface down on the table.

. They should take it in turns to turn .ro i*o cards ata time.

. The obiect of this part of the game is to findrnatching pairs of pasr and pnnsrNt verbs.

. If a player turns up two cards which have the past andpresent form of the same verb on them, e.g. begin andbegan, she can pair the cards and collect them.

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

Part 2 RULES SHEET. Check that your students are familiar with the words

listed under Vocabulary for Game l.

. !(/hen the pairs have finished the first part of the game,join them up with another pair to make a group of 4and give them a set of ACTToN prcruREs (1 and 2).

32

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of the table.

" Ask rhem to take the i,:ars ivl{rcri cards ancl separate

them so that only tfie paST torms are lett.

' Check that stucients have aii the pas.r carcis. Ask them

to deal out the pl,sr cards equally to all players.

" Players may look at their cards.

" The object of the game is to match pictures andverbs, and to make a sentence, using the past

sirnple, describing the picture.

. Player 1 begins. He takes a card from the pile of

ACTIoN IICTURES and lays it face up on the table so

that the other players can see it.

' All the players must uy to match the correct verb to thepicrure and to make a sentence in the past, e.g. for thepicnrre of a girl dropping a cup and breaking it, a studentmust produce the card broke and say 'She broke the cup.'

The first to do this may collect the actoN prcruRE

card and put her vERB MATCH (rasr) card on thediscard pile.

. The player with most ACTIoN IICTURE cards at theend is the winner.

Variation. \il[rhen the srudents are familiar with the past forms,

this game can be played without the rnns MATCH(rasr) cards: students rurn up an ACTIoN rICTUREfrom the pile and the first one to describe it correctlvgets the card.

GAME 2. Check that your students are familiar with the words

listed under Vocabulary for Game 2.

. Divide students into groups of 4-10.

. Give each group a DAVE THE BUrI*DER IICTURE and aset of cIiLpRIT cARDS. Each student should have onecuLpRIT cARD. If the group is smaller than 10, somestudents will need to take two (or more) cards.

. The obiect 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 '1 didn'tsmash the window.' ot'I didn't burn the curtains.' butnot '1 broke the plant pot.' (They must tell the truththough - Ted can't say '1 didn't break the plant pot.')

. It is up to each group to work out how to solve the puzzle.

. The group that solves the puzzle first are the winners.

. 'When the puzzle is solved and everyone knows who is

guilty, they can all make their excuses, e.g. 'I put the

fountain in the middle of the room. I had the plans backto front!'

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Type of activEgrSmaii gioup, marching gtfi1e

Gnammar poir:tPast simple: yesino questions- we use did to form questions in the past simpie

(Did llyoul hel shelitlzuel they . . .) :Did you go to the cinema?

- note that we put the subject (1, 3tou, etc.) after did


Vocabularycinema, film, caf6, cffie, pizza, rest&uranq queue (fo, o taxi),party, getloffer (a lzft), pub, folk concert, ballet, catch (a bus),nightclub

Materials and preparation. Copy and cut up the cRossED pArHS cards for each

group of 4-6 students in rhe class. If using the gamewith groups of 4 or 5, simply discard one or rwocRossED PATHS cards.

How to use the game. Check that yorr students are familiar wirh the grammar

in the Grammar point and with the words andexpressions listed under Vocabutrary, above-

. Divide the class into groups of 4-6 stud.ents.

. Give each group a set of cRosseD IATHS cards and askthem to take on-e each.

. They should not show it to the orher players.

. The card shows what each of them did yesterday evening.

. At some point in the evening they met each of the othermembers of the group.

. The obiect of the gatne is for each player to workout where he saw the other players.

. To do this they shouid use the informarion on theircard and ask each other 'Did you .... yesterdayeaening?', e.g. 'Did you go to Luigi's restaurant yesterdayeztening?', untii they find a place that they both havein common. They must answer only 'Yes' or't\b'.

. \fhen they find a piace the5r have in common, they canwrite the other person's name against that place ontheir card.

. The group who are the first to work out where evervonesaw everyone else wins the game.

Past si*rrpie:l l , l i t - # r r r ac * i r l +q=

t - a - - a t { J - . - i-

T " a - t - t v t t r y

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Q m . r l i d r n r r h i . - + - ^ - - - -v r r r s l r S r v q g j l u l . L w _ < 4 r r 1 u

Gramnnan poEntPast simpLe: .wh- questions- question words (what, wlqtr'zohen, xlliere, zuhc, hozu ct

zohich fthing]) come at the beginning of a question- we can make zoh- questions with was or were followed

by the subject: :

When u)ere you in London?- we can also make wh- questions with did followed by

the subject and an infinitive (withour /o):Where did you stay? lVho did you nreet?

Gther structr..rresWhat kind of: What kind of shoes did you buy?lVhat colour: What colour was it? What colour tie did he

wear?

Vocabularytoast, cffie, pocket, cup, Ita$t, year, bike, scared, planie, furrry,red, white, blue, theatre, party, pizza, restaurant, mother,night, best friend, week, foot, train, ztanilla, orange, black,

stripes, nice (These words are provided on the cards.)

Students should be familiar with a range of common verbs,

e.E. Eo, do, eat, get tq like, prefer, bqt, fhtd, keep, meet, go,

see, catch, choose

Materials and preparation. Make one copy of the Lorro BoARDS for every 4 snrdents

in the ciass (cut each copy of the sheet to create 4

identical boards). Copy and cut up one set of ANS'wER

cARDS for each group of 34 students. You will also

need a pa.per bag for each group.

How to use the game. Check *rat your students are familiar with the grammar

in tlie Gran:emar point and Other structures and

with the words listed under VocabularR above


. Give each student a Lorro BoARD and give each group

one set of aNswrR cARDS and a paper bag. ,

. Ask them to put the axsvmR cARDS in the paper bag.

. The object of the ganre is to make questions that

rratch the answers on the RNsweR cARDS.

. Player 1 begins. He takes a card from the paper bag

and reads it out.

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. The otirer piayels musr riy to make a past simplequestion using a question wcrd or phrase from theirLorro BoARD to which the words read out from thecard couid be the answer. The first player to do thiscorrectly takes the carci anci piaces it on her Lcrt:oBoARD. For example, if Pizza is read out, a playercould use WHAI frorn the lorro BoARD and makethe question 'I'Ythat did jtou eat for dinner?'

. In the event of two players asking a question at the sametime, the other players can decide which question is thebest in terms of grammatical correcoless or inventiveness.

. Then it is the next player's turn to dip in the bag andread out an ANSIyER.

. Once players have covered a space on their LorroBoARD, they cannot use that question word or phraseany more.

. The winner is the player who fills in her LorroBOARD first.

Note: If you are concerned to restrict the questions toobject questions only and to avoid srudents makingsubject questions (e.g. you wanr them to ask 'lVho didyou aisit yesterday?'but not 'Who zsisited you yesterday?,),make the rule that questions musr begin: 'WhatlWherelWl4t

(etc.) did ...?' Or write in 'DID' after each questionword or phrase on your master copy of the lorro BoARDS.

EEI Tirne prepositions:Itl, Ett, on

Type of activitySmall group, board game

Grammar pointin, at and on- we use in with months (en January), years (in 1999),

seasons (in the spring), and parts of the day (in themorning I afterno on I ezt ening)

- we use atwith times (at 9.3A), festivals (at Christmas),and in expressions like at night and at the weekend

- we use on with days and dates: on Monday, on Tuesdaymorning, on 17th April

Other structuresPresent simple: affirmative, negative and questionsPast simple: affrrmative, negative and questions

VocabularyTimes (e.9. at six o'clock), days (e.g. on Monday),months (e.g. in June), years (e.g. in 1999), festivals(e.g. at New Year)

Materials and preparation, Copy a Til,iE BoARD an,l a set of pREposITIoN cARDS

tor each group of 34 students in your class. Cut upthe pRrposrrroN cARDS. You wili also need a dice foreach group and a different coloured counter for eachstudent in the group.


. Check that your students are familiar with the grammarin the Grarnrnar 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 srudents should put the Tr&rE BoARD in the middleof the table and place their counters on START.

. They should deal out four pnpposrrloN cARDS to eachplayer and put the rest face down in a pile on the cornerof the board.

. Players take it in rurns to throw the dice and move ttreircounters round the board.

. If a player lands on a time square, she should look atthe cards in her hand and find one that matches thetime in the square (e.g. AT Christm4s or ON Monday).

. The obiect of the game is to rnatch tirnes andprepositions correctly in order to ask a question.

. If she has a suitable pREposITroN cARD she can ask aquestion to any other player, involving that time phrase,e.g. 'lVhat do you eat at Christmas, Frangois?' WhenFrangois replies, she discards her pREposrrroN cARD,replacing it at *le bottom of the piie, and takes anotherfrom the top. Then she can have another go.

. If a player does not have the correct pREposrrroN cARDin 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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Grarnmar pointPresent continuous for future plans- the present continuous is used wjth a future meanins

when we are talking about plans and intentions:I'rn going n the theatre tonight.

Other structureswh- quesaons: What a,re you doing tonight?

VocabularyLeisure activities and places: meal, restauranL piano recital,concert (hall), theatre, nightclub, skating (rink), meeting,cafi, film, cinema, pub, badminton, sports hall, swimming(b aths), fo otb all pitch lmatch

Materials and preparation' Copy and cut out one uep and one Ror_E cARD for each

student in the class. For classes and groups smallerthan 12, just use the appropriate nurnber of Ror-pcARDS but make sure the cards for'Sam' and .Amy,

are included.

How to use the game. Check thar your srudents are familiar with the grammar

in the Grammar point and Other structures andwith the',vords listed under Vocabularv. above.

. Give each student a RoLE cARD.

. Make sure 'Sam'goes to a rnan and'Amy'to a woman,if possible, because these are the only two people whoare going out together tonight.

. Tell them that what is writren on the card is what eachof them has arranged to do tonigLrt.

. Give everyone a copy of the MAp.

. The object of the garne is to frnd out which twopeople are going out together tonight.

. To do this they will have ro get up and walk round theclass, asking each other wh- questions and answering.For example, they ask'lVhat are you doing tonight?' or'Where are gou going nnight?' , and answet 'I'm hazting .. .'or'f'm going...'. They fill in on the map who is goingto be where.

Variations. You can adapt the game to practise yes/no questions

and short answers by adapting the rules: specifu thatstudents should guess by asking e.g. 'Are you goingto the theatre tonigltt?', and should reply 'yes I am. INo I'm not.'

. You can pracrise the third person forms (,Sam's going IAmy\ going ..., etc.) in addition to 1 and you by givinga (cieiiberateiy shorr) dme iimit, anci then seating srudentsin pairs or ttrees to pool their information and completetheir inaps.

@ going toType of activity\ilfhole class and small group, information gap game

Grammar pointgoing to- we sse amlislare going ro followed by an infinitive to

talk about future intentions:

I'rn going to finish this book tonight.

We're going to buy a small hotel near the sea.- in negatives we use I'm not ..., helshe isn't ..., and

youlwelthey aren't ...:

I'rrt not going to cook tonight.- in questions we put the subject after amlislare:

lYhat are you going to do tonight?- we usually avoid saying going to go:

I'nt going to bed (rather than I'nr going to go to bed)

Other structuresPresent simple of be: affirmative, questions and short answers

Time expressions: first, after, tlten, next, etc.

Studerrts illay use can, and imperatives: e.g. TblllAsk(someone Lo do something)

Vocabularyhazte a partyldinner party, paint, dining room, play (drum.s),

do (homework), watch (TVla videola football march),go to bed early, go to a restaurantlthe cinema, go swimming

Materials and preparation. Copy and cut out one of the RoLE cARDS for each

student in the class. For classes or groups of fewer

than 12, cut the fourth person off three RoLE cARDS

in a family and discard the fourth card (e.g. cut'Alice'

off three cards and discard the 'Alice' card), or

discard a whole family. Each srudent needs a card

with a name in bold.

How to use the game. Check that your $rudents are familiar with the grammar

in the Grarnrnar point and Other structures and

with the expressions listed under Vocabulary, above.

Part 1. Give each student a RoLE cARD.

. Tell them to imagine they are the character in bold ontheir card. The thought bubble shows what they havedecided to do this evenine.

3 5

" The obiect of the gam.e is to find the rest of your

farnily and discover what they are hoping to do.

. fb do &is, students will have to walk around the ciass

untii they find the rest of their family, by asking, for

example, 'Are you in the Bro'utn J'amifu?' and answering'Yes, I ant. I 'm Mrs Broun.' ot 'No, I ' tm not. '

. $flhen they have groupeci into their families, they should

then find out what dre others in their famiiy are pianning

to do, by asking 'What are you going to do this evening?'

and answering, for exampie, 'I'm going to play my drums.'

. S(/arn them there will be a conflict! Give them a few

minutes to argue, e.g. '4tro, you're not going to play your

drums because I'm going to haae a dinner party!' 'Oh no

yoLt're not going to hazte a dinner parly because I'm going

to paint the dining room this ersening!'

Part 2. Regroup them into groups of 3 like this: ask all the

'Browns' to put up their hands and give them a number

each, counting from 1. Do the same with the 'Blacks'

and the 'Greens'.

. Then ask'a11 the ls ' to sit at a certain table, ai l the 2s

at another and so on, until the whole class is sitting in

groups of 3. In each group of 3 there should be one

person from each family. If the number of students is

not divisible by three, add the extra students to other

groups, e.g. if you have 14 students you will have 2

students 'left over'. Add one to each of t'wo other groups

so -v*ou have two groups of 3 and two groups of 4. In the

groups of 4 there will be 2 people from the same family.

Try to erisure these are dift'erent family members!

. Ask them to tell the others about their family

argument. For example, 'My mum thinks she's going to

watch EastEnders, but she's u)rong because I'm going to

zuatch a aideo!'

. Then see if they can offer the other families in their

group some advice. Can they solve the problem so that

everyone gets what they want? For example, 'Tell your

Mum's friends they can come to dinner, but you're all

going rc paint the dining room first!'

. Regroup students in their original 'families' and get

them to try to find a solution.

. Ask'families' to report back on any solutions. For

example, 'Well, I'm going to usatch the aideo af'ter Mum's

TV programme and Susie isn't going to have a pa.rty.

She's going to inaite her friends to watch the aideo too.

And Dad is still going to bed early!'

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notes explain how to use this material for each game.

All sheets are for single-sided photocopying.

On severa l pages (pages 53,78,79,90 and 106) , the

numbers that identify different cards are printed outside

the cards. It is important that you cut along the

cutting-lines - - - and discard the numbers so

drat srudents do not see them on their cards. The numbers

are printed to show you the corrept 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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NEIGHECIJRS CARDS {two sets}

At Number 'l

Jane (21), MarY (22)

) S ing le

) Students

At Number 5

Sam (59)

) Widower

) Dentist

At Number 1

Jane (21), MarY (22)

) S ing le

) Students

At Number 5

Sam (59)

) Widower

) Dentist

At illurnber 2

Peter (50), 5ue (45)

) Marr ied

D Peter: doctor

Sue: doctor

At Number 6

James (24), Tony (29)

) S ing le

) Nurses

At Number 2

Peter (50), Sue (46)

) Marr ied

D Peter: doctor

Sue: doctor

At Number 6

James (24), Tony (29)

) S ing le

) Nurses

At Nurnber 3

Alice (39), Tamsin (3)

) A l ice is s ing le

) Alice: secretary

Tamsin: at nursery

At Number 7

Mandy (32), Terry (33)

) Marr ied

) Mandy: teacher

Terry: not working

At Number 3

Alice (39), Tanrsin (3)

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Tamsin: at nursery

At Number 7

Mandy (32), Terry (.33)

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Terry: not working

At Nurnber 4

Bob (42), Tina (43)

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Tina: housewife

At Number 8

Tessa (41), Max (42),

Toby (15)

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) Tessa: accountant

Max: lawyer

Toby: at school

At Number 4

Bob (42), Tina (43)

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) Bob: postman

Tina: housewife

At Number 8

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SAMYesterday evening:o you walked down lVtain Street to

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Marco's cafe. you had a coffee in Marco's

BRADYesterday evening:o you had a p izza at Luig i ,s

restauranto you went to the cinema to see

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SANJAY iYou are going for an l ta l ian meal tonight .

AMYYou are going for an l ta l ian meal tonight .

SELWYNYou are going to a piano reci taf tonight. i

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PETEYou are going to the theatre to seeMacbeth tonight.

You are having a meet ing in the BlueBoar caf6 tonight .

YASMINYou are going skat ing tonight .

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FRANYou are going to the c inema tonight .

TIMYou are going to the pub tonight .

- - - - - - - - JIILUCY

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2 alan or ffte {1}Rules

I There are two sets of cards: rICTURE caRos andARTICLE CARDS.

2 Put the prcruRE cARDS face down in a pile in thecentre of the table.

3 Deal out the ARTTcLE cARDs to all players.4 You can iook at your ARTICLE cARDS.5 Player I begins. Thke the top card from the pile.6 If it goes with one in your hand, put them both

on the table and say the words, e.g. ,The moon.,'An apple.'

7 If not, put the prcruRE cARD down on the tabie.face up.

8 The first player to match it with one in his handand say the words can lay both cards down.

9 The player who gets rid of her ARTTCLE cARDSfirst is the winner.

5 Personal prglouns: subjectand object (1)

Rules for the card garne1 There are two sets of cards: pICTURE cards and

rroRDS cards.2 Spread the twelve pIcruRE cards face up on

the table.3 Deal out seven v/oRDS cards to each player.4 Put the rest in a pile, face down on the table.5 Look ar your cards.6 Player I begins. Can you make a sentence about

one of the ptcrrrnss, using the woRos in your hand?Each pICTURE needs three woRDS cards.

7 If you can make a sentence, put the three rroRDscards down, next to the prcrunE. Say the sentence.

8 'Ihe

others can agree or disagree. If they agree,you take another three $roRDs cards from the pile.

9 If you can't make a sentence, you can exchangeany cards in your hand with ones in the pile.

10 Then it is the next player's rurn.11 When each picture has its sentence, arrange them

to make a storv.

12 Se= wh- gltestionsRlrles for Part 11 There are two sets of cards: BEGII\'NINcs and

ENDINGS.

2 One player deals out the ENDTNGS cards to allplayers.

3 Put the BEGTNNTNcs cards face down in a pile inthe centre of the table.

4 You can look at your cards.5 Player I begins. Thke the top card from the

BEGTNNTNcS pile and place it face up on the tableso everyone can see it.

6 Look at your ENDTNGS cards to see if any go withthe eechrNn.Ics card to make a question.

7 To make a question, put d.own an ENDINcs cardbeside the srchrNrNGS carC. The first person tomake a question can ask each of the other playersthe question, in furn.

8 They must answer!9 At the end, look at all the questions you have made.

Can you move the cards to make any morequestions, or befter questions?

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Rules for Game I1 Deal out seven sroRD cARDs to each player.2 Put the rest in a paper bag.3 Look ar your words.4 Player 1 begins. Tiy to make a sentence that is true

about people in your group, e.g. ,He has got b.rown

hair.' 'We haae blue jumpers.'

5 Put the sentence down on the table.6 If you can't make a sentence, you can put any of

your'$roRD cARDS back in the bag and take thesame number of new ones.

7 Then it is the next player,s turn.8 The winner is the player who makes the most

sentences.

123

Rules sheets

' l9 Place prepositions: in, at,under, etc.

Rules

I You will have a board. a dice. a cat token and a

mouse token.

2 Decide who is the cat and who is the mouse.

3 Place your tokens on START.

4 Your teacher will give the 'cats' a cAT prc'runr and

the 'mice' a MousE pICTtr'RE and another mouse token.

5 The 'mice' should place their second token

anywhere they like on their picture (keeping it

carefully hidden from the cat)!

6 The obiect of the game is for the 'cat' to try

to catch the 'mouse' and the 'lrrouse' to trv

to escape frorn the 'cat'.

7 The mouse begins. Shake the dice and move that

number of squares round the board, missing out

the POIINCE squares. (Mice don't pounce!)

8 If you land on a SCURRY square, you can) if you

want, move the second mouse token to another

place on your picture. (I(eep it hidden from the 'cat'.)

9 Then it is the 'cat's' turn. Roll the dice and move

that number of squares, missing out the SCURRY

squares. (Cats don't scurry!)

10 If you lanci on a PO{-TNCE square, you can ask the'mouse' a question, e.g. 'Are

3tou in the box near the

sink?' 'Are you on the chair on the right of the table?' etc.

11 The game ends when the 'cat' catches the 'mouse'

by finding its hiding place or when the mouse gets

to the mousehole.

2O lmperativesRules

1 Play this game in a group of 6-8 players.

2 Within each group, organise yourseives into pairs.

3 Each pair is playng against the other pairs in the group.

4 You will have a board and a set of instructions,

a counter for each pair, and a dice.

5 Put your counters on START.

6 Begin playing normally, by shaking the dice and

moving the counters round the board

7 When you land on a shape (triangle, circle, square

or diamond), you must obey the instruction for

that square.

8 Each time your pair lands on a square marked '!',

you can change one of the four other instructions

in any way you want. But you cannot make a rule

that allows a pair to move more than four squares

forward, or straight to FINISH.

9 You can change rules to help your team win, orjust to have fun!

10 The winners are the pair who get their counter to

the end of the board first.

Elementary Grammar GamesPearson Education Limited @ J Hadfield 200f

21 Present simple: affirn'lativeand negative

Rules for Garne I

I You wiil have a set of FREAKy FACTS ceRos and

a set ofvERB cARDS.

2 Deal out eight FREAKv FACTS cARDS to each player

and spread the rest face down on the tabie.

3 Place the vens cARDS face down in a pile on

the table.

4 The obf ect of the garne is to make sentences

using a verb from a vERB cARD to ioin two of

the rnrnxv FAcrs cARDS. You can add other

words to rnake the sentence if necessary.

5 Player I begins. Pick up a vERB cARD from the pile.

6 Thke two FREAKv FACTS cARDS from your hand

and make a sentence with them and the verb.

e.g. 'Tigers haae stipes.'

7 Warning: To make some sentences you will need

an extra s or ES card..

8 Sometimes you will have the right cards to make

a fact easily, e.g. 'Cats eat fish.' But sometimes

you wiil not have the right cards to make a fact

that you know. Then you can 'invent' (or guess)

a fact, e.g. 'Tigers eat fish.'9 If the others disagree rvith your fact, try to

persuade thern that it is true.

10 If the group agree, you can throw away your cards

and take another two FREAKy FACTS cARDS from

those on the table.

11 If the group still disagree with your fact, you must

keep the cards, but you may change any FREAKv

FACTS CARDS in your hand with cards on the table.

The cards that you are putting down on the table

must be face down.

12 Then it is the next player's turn.

13 The winner is the player who gets rid of all her

cards first.

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23 Present simpfe: wlz- questionsRules

I There.are two sets of cards: ANrr\{AL pICTURESand aNlvan ANS\xrERS.

2 Spread the aNmar ANSI?ERS out face up on the table.3 Put the ANTA,TAL prcruREs face down in a pile.4 Thke it in turns to rurn up a prcruRr from the

pile and lay it on the table.5 The object of the game is to find a question for

the prcrmg that matches one of the ANSWERS onthe table. euestions rnust begin with a ush-word(e.g. What or Where) and use do or does.

6 The first player who can do this correctly, e.g. bymatching a picture of a tiger with the ^n *ri Iniioand asking'Were da ngers liz:e?' maykeep both cards.

7 The player with most cards at the end is the winner.

24 some and anyRules1 Imagine that your group is a family, going on holiday.2 Your teacher will give you a SIJTTCASE and a

cHECKLIST and twelve pACKING prcruREs.3 'Iwo

players in each group take the surrcAsE.'l-he other r,wo take the criecKt.rsr.

4 'fhe players with the surrcAsE take the twelve

rACKING rICTURES. Spread them out where youcan both see rhem, but hide them from the orhertwo players.

5 The players with the cHECKLrsr shourd ask tire orherplayers if they have the things on the list, e"g.,Weneed some suncrea,m. Hazse we got any (suncream)?,

6 The other players should look at the pacrrNcPICTLTRES and answer, e.g. ,yes,

Tnerve got some.,or '41o, we hazten't got any.'

7 If they have the thing, they can put the IACKTNGprcruRE in the surrcAsE and the piayers with thecHECKLrsr can tick it off.

8 If they haven,t got the thing, the players with thecHECKLrsr shouid underline or circle it.

9 If they have more than one of a thing, they shouldpur one in the surrcAsE, but keep the other onthe table.

l0 When you have finished going through thecHECKLrsr, you should decide what you need toget, e.g. 'We

haztenl got any batteries. We need nget some-t -'Y€s: and we need some plasters tuo.,

11 Your group can then send out two playersto visit other groups and ask for things : , We needsome shampoo. Have you got any?,

12 You can give away any of the things not in yourSUITCASE.

13 The group to finish packing first are the winners.

Elementary'. Grammar GamesPearson Education timited @ J. l.tadfield 2O01

,.d;;;;;; *;;;,;:;o,a lot of, a few, etc.

Rules

I Your group will have a euESTroNS BoARD, a dice,a set of MUcH oR MANy cARDS and a counter foreach player.

2 Place your counters on START and deal out fivecards each.

3 Put the rest in a pile face down.4 Player 1 throws the dice and moves fonvard that

number of squares.5 When you land on a square, look at the cards

in your hand to see if you can make a question.6 For example, if you land on ,books'

and you havea 'How

many' card you can make a question suchas'Hous many books hazte you got?' or ,How

manybooks do you read every month?'

7 If you can make a question, ask any of the otherplayers.

8 The player must repiy, e.g. ,I don't have many books.,or '.A/ot

many!' ot ,I read tzlo books ez)ery month., or'Tuso books.'

9

10l 1

If Player I only has .How much, cards in

he cannot make a question with .books,.

take a card from the pile and miss a go.Then it is the next player's turn.

his hand,He should

The player who uses all the cards in his hand firsris the winner.

27 Frequgncy adverbs: always,sometimes, etc.

Rules for Garne II There are two sets of cards: pEopLE canos and

FREQI.IENCY CARDS.

2 Put them in t'wo separate piles, face down on the tabre.3 Player I begins. Thke the top card from each pile

and put the two cards face up on the table.4 The obiect of the gaure is to make a true or

false sentence with the two cards. you can ad.dany other words you need.

5 Try to make a sentence such as: ,A lot of my friendsgo skating on Friday nights., ,My boss often shouts.,Say the sentence.

6 Then it is the other player's turn.7 Keep a list of all the sentences.8 Then work with another pair. Thke it in turns to

read your sentences out.9 Each pair shouid guess whether the cther pair,s

sentences are true or false.10 If they are right they get a point.11 If they are wrong, the other pair get a point.12 The pair with mosr points at the end wins the same.

1 2 5

Rules sheets

28 Pnesent contlnuous:affirrnative and negative

Rules

1 You will have a PHoro ALBUM (two pages), a set

of pnopr-s cARDS and a set of vERB cARDS'

2 Put the pnoro ALBUM face up on the table where

you can ali see it.

3 Thke the psopr-e cARDS and spread them out face

up on the table-

4 Thke the vnns cARDS and spread them out face

down on the table.

5 Thke it in rurns to rurn up the vERB CARDS'

one at a time.

6 The obiect of the game is to make a caption

for each photo, using ttre psopm canos and

\rERB CARDS.

7 Look at the cards on the table. Try to find words

that go together to describe one of the photos,

e.g. for Photo l: We are arriaing in Spain'

8 If you find a caption, say the words and point to

the photo it describes.

9 Then you can put the caption under the photo'

and claim a point.

10 The player with the most points at the end is

the winner.

29 Present continuous:yes/no questions

Rules1 You will have a set of Lorro BoARDs and a set of

LOTTO PICTURES.

2 Thke one BoARD each.

3 Put the PIcTuRES face down in a pile.

4 Player I begins. Thke a PIcruRE from the pile and,

without showing it to the others, tell them three

things that aren't happening in the picture, e'g''He isn't dancing- He's not eating- He isn't laughing''

5 The other players ask questions to find if the card

is the same as one on their BoARDS, e'g''Is he

cooking?' 'Is he writing?'

'Is he driaing?'

6 The player who gets the answer'Yes' may take

the prcrunr and place it on her BoARD, on the

matching square.

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

PICTURE.

8 If any player picks up a PICTUnr that matches one

on her own BoARD, she should put it back at the

bottom of the pile and take another.

9 The player who finishes his BoARD first is the

winner.

126

Elementary Grarnmar GamesPearson Education Limhed @ J Hadfield 2001

I

30 Present continuous:wrz- questions

Rules for Part 1

lYouw i l l havease to fP ICTUREQI lEST IoNsandase t

of rvono cARDS.

2 Spread the rvono cARDS face up on the table where

you can all see them.

3 Put the PICTURE QUESTIoNs face down in a pile on

the table.

4 The obiect of this part of ttre garne is to make

a question using four woRD cARDS for each

PICTURE.

5 Player 1 begins. Turn up the first ptc.runs

euESTIoN and put it face up on the table where

everyone can see it.

6 The first player to find the four \roRD canos that

make a question for the picture should say the

question.

7 If the others agree it is correct, the player can take

the four \roRD cARDS and the PICTURE QUESTIoN'

He puts the picture in front of him with the four

\x/oRD cARDS underneath.

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

PICTURE QUESTION.g The player with most cards at the end is the winner

30 Present continuous:wh- questions

Rules for Part 2

I rwhen you have made all the questions correctly,

put away the wono cARDS and take a set of

PICTURE ANS'SrERS.

2 Put the PICTURE QIIESTioNs face down in a pile

onthetab leanddealouta l l theprcruREANS\r .ERS

to the players.

3 The obiect of this part of the,garne is to match

question and answer.

4 Player I takes the first PICTURE QITESTION from the

pile and asks the question, without showing the

others the card.

5 The player who thinks she has the right PrcruRE

ANSw.ER can reply, e.g.'He's crying because he's

warching 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'

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

PICTURE QUEsTIoN from the pile and ask

the question.

TTheplayerwi thmostcardsat theendis thewinner .

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Rules sheets

31 Present sirnple or presentcontinuous

RuIes

I There are two sets of cards: a set of JoB cARDS

and a set of ACTIoN PICTURES.

2 Place the Joes cARDS face down in a pile in the

centre.

3 Deal out the ACTIoN PICTURES to each player.

4 The obfect of the ganne is to rnatch 1oncARDS and ecrroN PrcrLrRES.

5 Player I begins. Take a card from the pile and

look at it, without showing the others.

6 Give the others three clues about the person'sjob and any likes, hobbies or habits you can see,

e.g.'He wears a unifurm. He driaes a bus. He likes

chocolate.' Then ask'lVhat is he doing now?'

7 The player with the matching ACTToN prcruRE

can tell you, e.g. 'He's doing some gardening.' and

show the card.

8 If she is correct, she can keep both matching cards(1oe cann and acrroN rICTURE). If she is wrong,

she must give her ACTIoN prcruRE to Player 1.

9 Then it is the next player's turn to draw a JoBcARD from the pile.

10 The player with most cards at the end is the'*rnner.

34 was and wereRules for the card garne

1 There are two sets of soAp opERA cARDS: \roRDS

cards and prctuxg cards.

2 Spread ttre pIcruRES out face up in the centre

of the table, in any order.

3 Deal out seven'troRDS cards each and put the

rest face down in a pile.

4 You can look at the \soRDS in your hands but not

show them to the others.

5 The obiect of the garne is to find three

{vonns cards to rrake a sentence that tells

what is happening in one of the prcruREs.

6 Player I goes first. Look at your cards. Have you

got the right words in your hand to make a

sentence about any of the pictures? Each picture

needs three v/oRDS cards. I-ay them down

underneath the pIcruRE and say the sentence.

7 The others can agree or disagree with your sentence.

8 If they agree, Player 1 can take three new voRDS

cards from the pile on the table.

9 If Player I cannot find the right \roRDS, or if his

sentence is wrong, he can exchange as many'JroRDS

cards as he likes from the cards on the table.10 Then it is the next player's turn.1l When every eICTURE has its sentence, put them in

order to make a story.

34 was and wereRules for Ganae 2

L Your teacher will give you a set of srR{NGE BLrr

TRUE cards.

2 Deal them out equally to all players.

3 Now you will get another set of srnaNcE BUT TRUE

cards, with times on.

4 Put this set in a pile face down in the middle of

the table.

5 The obiect of the garne is to rnatch the two

sets ofcards.

6 Player I begins. Thke a card from the pile.

7 Look at *re card, but don't show it to the others.

8 If it matches one in your hand, replace it at the

bottom of the pile and take another.

9 If it doesn't match one in your hand, ask the rest

of the group: 'Guess where I was at ... a.m.lpm.

yesterday. I wasn't . and I wasn't in' (Say the time on the card and name

two places not pictured on the card.)

10 The rest of the group have to guess where you were,

using ttre picnrres they hold, e.g.'Wue you in tlu bath?'

11 The player with the matching picture, who guesses

correcdy, can take: both cards and put them d.own on

the table.

12 Then it is the next player's turn.

13 The player who gets rici of her cards first is *re winner.

35 Past simple: affirmativeand negative

Rules for Garre I Part 2I You will have two sets of cards: vERB MATCH cards

(rnsr) and ncrIoN PICTITRE cards.2 Put the acrtoN nICTURE cards face down in a pile

in the centre.3 Deal out the pesr cards equally to all players.4 You can look at your cards.5 The obiect of the game is to rnatch pictures

and verbs, and to make a sentence describingthe picture.

6 Player I begins. Thke a card from the pile and layit face up on the table so that everyone can see it.

7 All players must try to match the correct verb tothe picture and say, e.g. 'She broke the cup.'

8 The first player to do this collects the PICTITREcard and puts her past card down on the table.

9 The player with most plcrtrRE cards at the end isthe winner.

When you think you know all the PAST forms on thecards, this game can be played without the pas't cards.1 Put the ptcrrrnrs in a pile face down.2 Turn up a Plcruns from the pile.

3 The first one to describe it correcdy gets the card.

127

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Rules sheets

- - - - - 1

I1 l

37 Pas't sirnPle: wh'questions

Rules

1 You will have a set of LoTTo BoARDS' a set or

ANsvrER cARDs' and a PaPer bag'

2 Put the ANSv-ER cARDs in the paper bag'

3 Take a Lorro BoARD each'

4 The obiect of the game is to make questions

that rnatch the answers on the ANSwER cARDS'

5 Player 1 begins' Take an ANS\rER cARD from the

paper bag and read it out' e'g' 'Pizza''

6 Players try to make a question for that answer'

using the past simple with one of the words or

phrur., on their LoTTo BOARD' For example'

" pluy., could use WHAI on the board' and say

'Wat did You eat for dinner?'

7 The first player to do this correctly takes the

ANS\V-ERCARDandputs i tonther ightspaceonhis

LOTTO BOARD.

8 If two or more players ask a question at the -

same time, the other players can decide which

is the best.

9 Then it is the next player's turn to dip in the bag

and read out an ANS'*fER CARD'

10 Once you have covered a space on your Lorro

BoARD, you cannot use that question word or

phrase any more'

11 The winner is the playsl who fills in her LoTTo

goaRD first.

38 Time Prepositions: in' at' on

Rules1 Your group will have a TIlvtE BoARD' a dice' a set

of pngposlTloN cARDS and one counter for

each PiaYer.

2 Place Your counters on START'

3 Deal out four PREPosITIoN cARDs to each piayer'

4 P u t t h e r e s t o f t h e c a r d s i n a p i l e o n t h e b o a r d ,face down.

5 Player 1 throws the d'ice and moves forward that

number of squares'

6 If you land on a 'time' square' look at the cards in

your hand to see if you have a preposition that

matches the time, e'g' AT Christmas or ON Mondqt'

7 Use the phrase to make a quesdon to ask one of

the other players, e'g' 'V{/hat do you eat at

Christmas, Frangois?'

8 When the other player replies' put your

PREPosITIoN cARD at the bottom of the pile and

take another from the toP'

9 If you can't make a question' You must take a

card from the Piie and miss a go'

10 Then it is the next player's turn'

11 The player who gets to FINISH first is the winner'

1 2 8

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Documents

Elementary Grammar Games