Pre-Intermediate (A2) GAMES PACK! - Learn Hot English Games... · and listening activities on language, film, culture, ... and vocabulary activities. ... PRE˜INTERMEDIATE GAMES PACK

GAMES PACK!MAKE YOUR ENGLISH CLASSES FUN, MOTIVATING AND PRACTICAL.

Pre-Intermediate (A2)

THESE GAMES WILL MAKE YOUR CLASSES: MORE DYNAMIC! MORE INTERESTING! MORE MOTIVATING!

LOTS OF DIFFERENT GAMES FOR ALL LEVELS: BOARD GAMES! LANGUAGE GAMES! SPEAKING GAMES! PAIRWORK AND TEAM GAMES!

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PRE-INTERMEDIATE GAMES PACK! Copyright Hot English Publishing SL 2016 www.learnhotenglish.com 3

GAMES PACK!MAKE YOUR ENGLISH CLASSES FUN, MOTIVATING AND PRACTICAL.

These games will make your classes more interesting, help your students learn more effectively and provide them with: Speaking practice! Reinforcement activities! Practical language!

You can use these games at the end of a unit, or to help break up any classroom routine. The games are linked to units in English Unlocked 2, although they can be used with any of our other products too.

For more information:www.learnhotenglish.comOr contact [email protected]

Contents Page

Let’s talk! [board game, unit 0] 4

My travels [board game, unit 1] 6

Let’s chat! [memory game, unit 2] 8

“Prepositions of time” snap [snap, unit 3] 12

Find the picture [matching game, unit 4] 15

Funny stories! [story-telling game, unit 5] 20

My house [board game, unit 6] 23

Food fun [memory game, unit 7] 26

What’s the object? [matching game, unit 8] 30

4PRE-INTERMEDIATE GAMES PACK!

Copyright Hot English Publishing SL 2016 www.learnhotenglish.com

Type: board gameLanguage: talking about yourself Objective: to practise speaking

Use this fun game as a way of getting to know your students and finding out more about their speaking level. You could play with them too and answer the questions.

INSTRUCTIONS Play the game in small groups. Players will need dice and counters.

All players place their counters on the square marked “Start”. They each throw the dice. The person who throws a six starts.

Players take turns and move their counters on the board according to the number they get on the dice.

If they land on a square, they have to talk about the subject on the square for 20 seconds. The teacher or other players decide if they’ve done it correctly or not. Players can invent information. When the player has finished talking, the teacher could also ask questions about what the player has just said to check that other students were listening carefully!

If they land on a “Free square”, they don’t have to do anything.

The game continues until the first player reaches the square marked “End”.

Players must throw the exact number to land on “End” in order to finish. If the number they throw is too big, they miss a turn.

Let’s talk!

Notes


Let’s talk!

START

END

A café I like

How often I read a

newspaper

What my parents do

(or did)

A book I like

It’s a beautiful

sunny day – move forward 3 spaces

My perfect Sunday

morning

A great film I’ve seen

Someone I admire

FREE SQUARE

FREE SQUARE

My favourite websites

What type of weather

I like

My favourite

actors

My family Your

neighbour just greeted you – move forward 3

spaces

My favourite type of

restaurant

Sports I like to play

My favourite

type of food

Your car has been stolen – go back to start

My favourite

city My last holiday

Something I want to buy

Something I love doing

My favourite fast food

restaurant My job

My favourite clothes

You’ve lost your house

keys – move back 4 spaces

You just missed

your train – move back 4 spaces

My computer

Apps I like

The last time I went to the

cinema

Your boss is angry with you – move back 4 spaces

The last time I went to the beach

My favourite websites

You can’t find your wallet –

move back 4 spaces



Type: board gameLanguage: “travel” vocabularyObjective: to practise speaking




If they land on a square, they have to talk about the subject on the square for 20 seconds. The teacher or other players decide if they’ve done it correctly or not. Players can invent information. When the player has finished talking, the teacher could also ask questions about what the player has just said to check that other students were listening carefully!




My travels

Notes


My travels

START

END

My favourite holiday

Languages I’ve

spoken abroad

The best souvenir I’ve ever bought

A time when I missed a flight,

train, etc.

Invited into first class

lounge – move forward 3 spaces

My dream holiday

The last time I forgot to pack

something important

The best place I’ve

ever visited

FREE SQUARE

FREE SQUARE

The most fun I’ve ever had

on a holiday

Where I went (or want to go) on my

honeymoon

The smallest

plane I’ve ever been

on

The longest I’ve ever been on holiday

Upgraded to business

class – move forward 3

spaces

The most dangerous place I’ve

ever visited

My favourite

guide book

What I recommend to tourists visiting my

country

The best or worst food I’ve

eaten abroad

Food poisoning – go back

to start

The last time I got

lost on holiday

What I like or dislike about flying

The farthest I’ve ever been

from home

My most adventurous

holiday

The most relaxing holiday I’ve ever

had

Stopped at customs – move

back 4 spaces

Flight delayed –

move back 4 spaces

The longest time I’ve

spent on a plane

The biggest mistake I’ve made while travelling

Where I’d go if I had €10,000 to

spend

Exotic food I’ve ever eaten on

holiday

Lost passport – move back 4 spaces

My worst holiday

The last time I

had a bad experience at a hotel

Plane cancelled – move

back four spaces

The best beach

I’ve ever been to



Type: memory gameLanguage: conversational English Objective: to learn about conversational responses

MEMORY GAME Play Memory (also known as “Pelmanism”) with these social English mini-dialogues.

Cut out a set of comments/questions (Resource Sheet A) and responses (Resource Sheet B).

Shuffle them all so they’re all mixed up. Place them face down on the table. Students take turns turning over two cards. If they match, they keep them. If not, they turn them over again and it’s another student’s turn.

The student with the most pairs of sentences is the winner.

MATCHING GAME Place all the comments on one side of the table and all the responses on the other. On the word go, students have to match them all.

The team that manages to match all the cards first is the winner.

FAST RESPONSE Put your students in teams or groups. Put a set of the comments/questions cards (from Resource Sheet A) in a pile.

Pick up a comments/questions card and read it out. Students either respond by speaking out loud, or they write down their answers.

Once they’ve all responded, give a point for each correct response.

The team with the most points wins.

Let’s chat!

Notes


A Hi, I’m Jack Spencer from Goldings International.

Pleased to meet you.

A Have you had the chance to visit that restaurant

I told you about?

A Hi, there. Can I help you with anything?

A I’m sorry, I didn’t quite catch your name.

A Do you mind if we move these

two tables together?A I’m sorry I’m late.

A You’re Jessica, aren’t you? A Hi, I’m Sarah Jenkins.

We’ve been communicating by e-mail.

A You’ve just moved here, haven’t you?

A Ruth, can you come in here for a minute?

A I hope you enjoy your stay and let me know if there is anything I can do for you.

A I’m heading out for the day. I’ll see you on Monday.

A So, what do you think of the city so far?

A Have you got the time on you, please?

A Have you met my colleague Michael before?

A Do you want to meet up for lunch?

RESOURCE SHEET A



B Pleased to meet you. I’m Shirley Bates from Spenglings Limited.

B No, not yet, but I’m planning to go this weekend.

B Oh, hi, yes, erm, do you sell arts and crafts supplies here?

B Annabel Smith. It’s nice to meet you.

B Not at all, although there’s a bigger table over

there if you want.

B That’s fine. I heard that the northbound traffic was really

bad this morning.

B That’s right, and you’re Greg Mitchell, aren’t you?

B Oh, hi Sarah. It’s nice to finally meet you.

B That’s right. I was transferred here last month.

B Of course, I’ll be there in just a second.

B I will. Thank you very much. B Oh, OK, have a nice weekend!

B It’s great. I love all the different restaurants.

B Yeah, it’s a quarter past six.

B No, I don’t believe we’ve met. It’s nice to meet you.

B Yes, that would be great. We could go to that new

Italian restaurant.

Resource Sheet BRESOURCE SHEET B


B Pleased to meet you. I’m Shirley Bates from Spenglings Limited.

B No, not yet, but I’m planning to go this weekend.

B Oh, hi, yes, erm, do you sell arts and crafts supplies here?

B Annabel Smith. It’s nice to meet you.

B Not at all, although there’s a bigger table over

there if you want.

B That’s fine. I heard that the northbound traffic was really

bad this morning.

B That’s right, and you’re Greg Mitchell, aren’t you?

B Oh, hi Sarah. It’s nice to finally meet you.

B That’s right. I was transferred here last month.

B Of course, I’ll be there in just a second.

B I will. Thank you very much. B Oh, OK, have a nice weekend!

B It’s great. I love all the different restaurants.

B Yeah, it’s a quarter past six.

B No, I don’t believe we’ve met. It’s nice to meet you.

B Yes, that would be great. We could go to that new

Italian restaurant.

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Type: snapLanguage: prepositions of timeObjective: to practise using prepositions of time

SNAP Divide the students into pairs. You need a set of cards for each pair.

Students shuffle all their cards together and put the stack face down on the table.

For each turn, both students turn over the top card on their stack and place it face up on the table.

If there are two cards (or more) that take the same preposition or neither of them take any preposition, they shout “snap”. The first student to do this wins the cards. However, the person who wins the cards also has to make a sentence with the preposition or expression. For example:

Student A turns over a card with 1983, and Student B turns over a card with 2005. Student A says “snap” because the preposition “in” can be used with both dates. Student A then has to say a sentence with his/her card.

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

If a player shouts “snap” and it isn’t correct, the other player wins the cards.

Remind pupils of this general rule: At = with clock times In = with months and years Ago = with lengths of time like numbers of hours No preposition = with expressions starting with

“last” or “this”

“Prepositions of time” snap

Notes


1983 60 years 4 o’clock Last month May

6 days 10 past four Last October The winter Two years

NoonYesterday morning

In the 1990s A month Midday

Last night The 1950sTwo and a half hours

MidnightLast

Wednesday

The 18th century

Four and a half

months6pm This evening

November last year

60 minutesA quarter past eight

The day before

yesterday2009

Fifty-five seconds

7 o’clock in the evening

Last week 1987A thousand

years

About four o’clock in

the morning

This evening 1965A few

hours agoA quarter to nine

Yesterday evening



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Type: matching gameLanguage: “activities” vocabularyObjective: to learn useful words and expressions

YOU WILL NEED… Copies of the cards. A clock or stop-watch.

MATCHING GAME This game works well in pairs or small teams of students.

Cut up the pictures of the activities (Resource Sheet A) and lay them face up on the table so everyone can see them.

Give each student or team their list of definitions to read out (Resource Sheet B).

Students take turns reading out a definition. The other student or team has 10 seconds to find the corresponding picture. They also have to name the activity and make a sentence with the word. It has to be a full sentence of at least 6 words (they can’t just say “I like swimming” for example).

The student or team with the most pictures of activities at the end of the game (or a set amount of time) is the winner.

PICTURE GRAB Stick the pictures on the board or a table. Read out the definitions. The first student to point at or grab the corresponding picture and name it gets the picture.

FAST MATCHING Place the activity cards and the definitions on the table in random order.

On the word go, students (or pairs or groups) have to match all the activities to the definitions. The first student or team to do it wins.

Find the picture

Notes

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Paintballing

Football

Jogging

Go-karting

Snowboarding

Sun bathing

Shopping

Reading

Swimming

Cooking

Abseiling

Skiing

Singing

Hiking

Driving

Painting

Resource Sheet ARESOURCE SHEET A



An activity that consists of doing exercise in water.

Two groups compete against each other with pistols that

shoot little balls of paint.

Preparing and cooking food according to a recipe.

Two teams of eleven players compete by trying to kick a ball

into a net.

Going down a rock face while attached to a rope and

harness.

A form of exercise that consists of running.

Going down a snowy mountain with two long pieces of

fibreglass fixed to your feet.

Driving small cars on a racing track as part of a competition.

Creating music with your voice by saying the words to a song.

Going down a snowy mountain with a board fixed to your feet.

Walking outside from one destination to another, often

along a trail in the mountains.

Lying in the sun in order to get a tan.

Going somewhere in a motor vehicle.

Buying things from shops either online or from

physical shops.

Making pictures with paints, colours, pencils...

Something you do to books, newspapers, magazines, articles, novels... as you’re enjoying and

interpreting them.


An activity that consists of doing exercise in water.

Two groups compete against each other with pistols that

shoot little balls of paint.

Preparing and cooking food according to a recipe.

Two teams of eleven players compete by trying to kick a ball

into a net.

Going down a rock face while attached to a rope and

harness.

A form of exercise that consists of running.

Going down a snowy mountain with two long pieces of

fibreglass fixed to your feet.

Driving small cars on a racing track as part of a competition.

Creating music with your voice by saying the words to a song.

Going down a snowy mountain with a board fixed to your feet.

Walking outside from one destination to another, often

along a trail in the mountains.

Lying in the sun in order to get a tan.

Going somewhere in a motor vehicle.

Buying things from shops either online or from

physical shops.

Making pictures with paints, colours, pencils...

Something you do to books, newspapers, magazines, articles, novels... as you’re enjoying and

interpreting them.

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Type: story-telling gameLanguage: the Past ContinuousObjective: to practise speaking

INSTRUCTIONS Cut up the cards and put them into two piles (in random order).

Students take two cards at random. Using these two cards, students must try to make a sentence including those words or expressions, as well as using the Past Continuous and Past Simple. For example, if they pick the words “monkey” and “book”, they could say: “While I was watching a documentary about monkeys, there was an advert for a book on the topic, which I ordered by telephone.”

The teacher or other students give a score of 1 to 10 for each sentence based on accuracy and creativity.

The student with the most points wins. In order to revise the use of the Past Continuous with the Past Simple, write these sentences on the board. Ask students to identify the Past Continuous and Past Simple, and to identify any time expressions used:

The phone rang when I was having a bath. While I was having a bath, the phone rang. The phone rang as I was having a bath. As I was having a bath, the phone rang. Etc.

Funny stories!

Notes


Monkey Car

Book Paint

Baseball Jungle

Sandwich Alarm clock

Mobile phone Motorway

Glass of water Whiteboard

Banana Blanket



Tree Filing cabinet

Fan Couch / sofa

Briefcase Jelly beans

Table Scissors

High heels Sandwich

Flowers Tin of sardines

Baby Swimming pool


Type: board gameLanguage: “house/home” vocabulary Objective: to practise speaking




If they land on a square, they have to talk about the subject on the square for 20 seconds. Other players decide if they’ve done it correctly or not. Players can invent information. When the player has finished talking, the teacher could also ask questions about what the player has just said to check that other students were listening carefully!




My house

Notes



My house

START

END

My living room

The outside of my house

FREE SQUARE

My favourite

part of the house

What I hate

about my house

Homes in general

in my country

House value increases by 50% - move

forward 3 spaces

How long I’ve lived in my home

My bedroom

Pets in my house

FREE SQUARE

How much

my house is

worth

What I would

change in my house

Electricity bill very high –

move back 3 spaces

The area where I live

What I like about my

house

A FAMOUS PERSON

MOVES IN NEXT DOOR – MOVE

FORWARD 3 SPACES

The colours on the walls

My dream home

NEW SHOPPING

CENTRE NEAR YOUR

HOUSE – MOVE

FORWARD THREE SPACES

The room I spend the least time in

What I do in my

house

My bathroom

Tree falls on the house – go back

to start

Different smells in my house

FREE SQUARE

Parks near my house

My neighbours

Views from the windows

Entertainment near my house (cinemas, etc.)

FREE SQUARE

Shops near my house

The room I spend

the most time in

The house is a mess – move back

3 spaces

Problems with my house

Security in my house

Noisy neighbours move in – move back

3 spaces

Mortgage payment

increase – move back

three spaces

(if we aren’t already!)

friends

Let’s be

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Type: memory gameLanguage: “food” vocabulary Objective: to practise speaking

MEMORY GAME Cut out a set of food pictures (Resource Sheet A) and their corresponding names (Resource Sheet B).

Shuffle them all so they’re all mixed up. Place them face down on the table. Students take turns turning over two cards. If they match, they keep them. If not, they turn them over again and it’s another student’s turn. Students also have to make a sentence with the item of food.

The student with the most pairs of sentences is the winner.

MATCHING GAME Place all the pictures of the food on one side of the table, and all the names of the food on the other side. On the word go, students have to match them all.

The team that manages to match all the cards first is the winner.

FAST RESPONSE Put your students in teams or groups. Put a set of the food pictures in a pile. Pick up a food picture and show it to the class. The first person to call out the correct name gets a point.

The team with the most points wins.

FUNNY RECIPE Put your students in pairs or small groups. Each pair or group is given four food cards each. Individually, in pairs or small groups, students invent a recipe with the food items they have. They can use as much salt, pepper, oil, water, etc. as they like, but can only use the ingredients they’ve been given.

Students present their recipes to the rest of the class, who vote on the best one.

Food fun

Notes





Rice Cheese Sausage Yoghurt

Carrot Pear Apple Potato

Orange Tomato Bread Pasta

Eggs Cake Chicken Banana

Onion Broccoli Grapes Celery

Pineapple Lettuce Courgette Ham

Bacon Strawberry Fish Lemon

Aubergine Melon Ice cream Mayonnaise


Rice Cheese Sausage Yoghurt

Carrot Pear Apple Potato

Orange Tomato Bread Pasta

Eggs Cake Chicken Banana

Onion Broccoli Grapes Celery

Pineapple Lettuce Courgette Ham

Bacon Strawberry Fish Lemon

Aubergine Melon Ice cream Mayonnaise

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Type: matching gameLanguage: the Present Simple Passive Objective: to practise speaking

MATCHING This game works well in pairs or small teams of students.

Cut up the pictures of the activities (Resource Sheet A) and lay them face up on the table so everyone can see them.

Give each student or team their list of definitions to read out (Resource Sheet B).

Students take turns reading out a definition. The other student or team has 10 seconds to find the corresponding picture. They also have to make a sentence with the word. It has to be a full sentence of at least 7 words (they can’t just say “I like the chair” for example).

The student or team with the most pictures of activities at the end of the game (or a set amount of time) is the winner.

PICTURE GRAB Stick the pictures of the objects on the board or a table.

Read out the definitions. The first student to point at or grab the corresponding picture and name it gets the picture.

FAST MATCHING Place the object cards and the definitions on the table in random order.

On the word go, students (or pairs or groups) have to match all the objects to the definitions. The first student or team to do it wins.

What’s the object?

Notes


Desk lamp Dictionary

Notebook Scanner

Chair Switch

Plug Phone

Envelope Pair of scissors

Keyboard Laptop

Photocopier Briefcase




It’s used to provide light while you’re reading at night.

It’s a type of book (or an online resource) that’s used to find

out about the meaning of words.

It’s a type of little book that’s used to take notes or write

things down.

It’s an electronic device that’s used to make digital copies

of paper documents.

It’s usually found around a table or at a desk and it’s used

for sitting on.

It’s used to turn the light on and off. It’s often located

by a door.

It’s used to connect a device to an electricity supply.

It’s used to contact other people when you need to talk

to them or send them a message.

It’s made of paper. You put a letter in it then send it by post.

It’s made of metal and plastic and it’s used to cut paper, etc.

It’s got plastic keys with letters on it and it’s used to

type on a computer.

It’s like a computer but it’s small and you can carry it. It’s often used by business people

when they travel abroad.

It’s used in offices to make copies of documents.

It’s used to carry files or documents. Business

people often use it to take things to and from work.


Documents

Pre-Intermediate (A2) GAMES PACK! - Learn Hot English Games... · and listening activities on language, film, culture, ... and vocabulary activities. ... PRE˜INTERMEDIATE GAMES PACK