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E s s e xC M 2 02 J E
England
C o m p a n i e tsh r o u g h o u t t h e w o r l d .
and Associated
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O J i l lH a d fi e l d2 0 0 1
T h e r i g h t o f J i l l H a d f l e l dt o b e i d e n t i f i e da s a u t h o r o f t h i s W o r k h a s
e i t h t h e C o p y r i g h t .D e s i g n sa n d
b e e n a s s e r t e db y h e r i n a c c o r d a n c w
P a t e n t sA c t 1 9 8 8
Permissionto copy
T h e m a t e r i a li n t h i s b o o k i s c o p y r i g h t .H o w e v e t t h e p u b l i s h e rg r a n t s
permission
f o r c o p i e so f t h e p a g e si n t h e s e c t i o n sf r o m p a g e 3 7 t o 1 2 8
s ay make
t o b e m a d e w i t h o u t f e e s a s f o l l o w s :p r i v a t ep u r c h a s e rm
c o p i e sf o r t h e i r o w n u s eo r f o r u s e b y c l a s s eos f w h i c h t h e y a r e i n
s a y m a k e c o p i e sf o r u s ew i t h i n a n d b y t h e
c h a r g e ;s c h o o lp u r c h a s e rm
t o c o p y d o e sn o t
s t a f f a n d s t u d e n t so f t h e s c h o o lo n l y .T h i sp e r m i s s i o n
, ho should
e x t e n dt o a d d i t i o n a ls c h o o l so r b r a n c h e so f a n i n s t i t u t i o n w
p u r c h a s ea s e p a r a t em a s t e rc o p y o f t h e b o o k f o r t h e i r o w n u s e .
F o r c o p y i n gi n a n y o t h e r c i r c u m s t a n c epsr i o r p e r m i s s i o ni n w r i t i n g m u s t
b e o b t a i n e df r o m P e a r s o nE d u c a t i o nL i m i t e d .
F i r s tp u b l i s h e d2 0 0 1
lsBN 0582 42965X
, P
P r i n t e di n M a l a y s i a P
Talon
P r o d u c e df o r t h e P u b l i s h e rbs y G e n e v i d v e
r ,S G D
D e s i g n e rT: r e v o rS y l v e s t eT
C o p ye d i t o r : L i z H o r n b y
l l l u s t r a t eb
d y :J o h nP l u m b( u n i t s1 , 8 , 1 5 , 2 0 , 2 5 , 2 9 , 3 5 , 4 0 ) ;
A n d r e w W a r r i n g t o n( u n i t s2 , 4 , 9 [ p . 5 a ] , 1 3 , 2 2 , 2 4 , 2 6 , 2 8 , 3 8 ) ;
G a b r i e l l eM o r t o n ( u n i t s3 , 5 , 1 0 , 1 4 , 1 7 , 1 9 ,2 1 [ p p . 7 5 - 6 J ,2 3 , 3 0 , 3 2 , 3 9 ) ;
N i c kA b a d z i s( u n i t s9 [ p p . 5 2 - 3 ] , 1 2 , 1 8 ,2 1 [ p p . 7 7 , 7 9 1 ,2 7 , 3 1 , 3 4 ) .
Introduction
Teacher's notes
I
aoran
2
alan or rhe (l)
3
alan or the (2)
4
Countable and uncountable nouns
Personalpronouns: subjectand object (1)
5
Personalpronouns: subject and object (2)
6
7
Possessive
adjectives:my, your) his, etc.
Possessivet
8
pronouns: ntine,))ours,his, etc.
9
Possessive
10
be: afftrmative and negative
1l
6e:yes/noquestions
12
be:wh- questions
13
this, that, these,those
14
haztegot: affirmative and negative
15
havegot: yes/no questions
L6
havegot: zllz-questions
Therezi and Thereare: affirmative and negative
17
I s t h e r e . . . ?a n d A r e t h e r e. . . ?
18
19
Place prepositions:in, at, under, etc.
Imperatives
20
Present simple: affirmative and negative
2l
22
Present simple: yes/no questions
Present simple: a;/z-questions
23
24
someand an1,t
25
H o w m u c h . . . 2a n d H o w m a r y t. . . ?
26
Quantifiers: much, many, a lot of, a few, etc.
27
Frequency adverbs: always,sometimes,etc.
28
Present continuous: affirmative and negative
Present continuous: yes/no questions
29
Present continuous wh- questions
30
Present simple or present continuous
3l
32
can and can't
rnust)mustn't and needn't
33
34
was and were
Past simple: affirmative and negative
35
Past simple: yes/no questions
36
Past simple: wh- questions
37
Time prepositions:in, eL ort
38
Present continuous with future meaning
39
going to
40
Garnes rnaterial
Rules sheets
4
I
'7
8
9
9
10
ll
ll
t2
t3
t4
l5
l5
l6
t7
t7
18
18
19
20
20
22
22
23
24
24
25
26
27
27
28
28
29
30
3l
33
)J
34
35
35
JI
r23
l:l
ll::i
1 About games
3 About this book
A game is an activit-v u'ith rules, a goal and an element
of fun. There are tu'o kinds of games: contpetitit'i games.
in which pia-vers or teams race to be the first to reach
gamesi in rvhich plavers or
the goal, and cooperatizrd
teams work together towards a common goal.
The games in this book have been designed to practise
grammar, not to introduce or explain it. This book assumes
that the class has already met each grammar point, and
Language gamcs can be divided into t\'\:o firrther
games.
categories: lirtguisticgames and contrtttnticdtit:c
In linguistic games, the goal of the game is linguistic
accuracJr:in the case of these grammar games, using thrcorrect grammmatical forms. Con]muntcatir,e gatnes
havc a goal or aim that is not linguistic: succcssful
completion of the gan-reinvolves carrf ing out a task such
as exchanging information, filling in a picture or chart,
or finding trvo matching cards, rather than the correct
production of language. Hou'ever, in order to carry out
this task it w,ill be neccssar\r to use language and, b1"
careful construction of the task, it is possible to specifl
in advance what language ll'ill be required.
Games can be used at an-v-stage of the iesson once the
target language has been introduced and explained. Thcl'
serve both as a memor-v aid and repetition drill, and as a
chance to use language freely and as a means to an end
rather than an end in itself. Thev can aiso serve as a
diagnostic tool for the teacher, n'ho can note areas of
difficulty and take appropriate remedial action.
2 About grammar
How do students acquire grammatical understanding and
'\ilith
difficult-v' is a short answer, but it seems
accurac-v?
to me that students adopt tu'o main approaches (u'ith,
ofcourse, all sorts ofvariants and hybrids in between).
There are the anal-vstsand the absorbers -'those who like
to dissect ianguage into little pieces to understand how
it is made, and those who slvaliou'it u'hole in enormous
gulps without worr.ving too much about the recipe.
Different t.vpes of grammar practice c-xcrcisesreflect
these two sq'les of learning. Some, like gap-fi1ling, multiple
choice or u'ord-order exercises,help students
understand and practise grammatical fbrms b-vgeming
them to segment language and anal.vseits components.
Other exercises, like grammar drills, i.vork by presenting
students with grammatical patterns to repcat and
imitate, to help them absorb the language without pausing
for too long to analvse it. Some of the games in this book
function more like thc first t.vpe of practice exerctse,
some more like the second.
4
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
grammatical rules and patterns. They arc designcd as fun
activities to help lighten the load of grammar learning.
It is up to you, the teacher, to decide when and ho'uv
to use them, but one suggestion is as light relief at the
end of a lesson n'hich has fcrcused on grammar, or after
a session doing more traditional, perhaps written,
gramrrlar exercises.
Types of game
'choice'
Some games in the book are what could be called
games. These tend to be more anal.vtic,based on the
conscious application of a grammar rule. In them the
players have to choose the correct linguistic form, rather
as in traditional grammar exercise types such as gapfilling, sentence completion, multiple choice, etc. The
difference here is not only that they are in game format,
u,hich means they are more fun and lighter-hearted, but
also that in most cases there is a context for the game,
whereas most grammar exercises are a collection of
unrelated sentences. The context is ver-v often the
students' own experiences, tastes and preferences since I
believe that a personal eiement 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!)
'fhese
'choice' game
in the book:
are the types of
matching: e.g. matching two '"vords or phrases, matching
half-sentences or matching r','ords and pictures
Jinding: e.g. finding missing words or finding other words
to make a sentence
or phrases into categories
"vords
ordering: e.g. ordcring r.vords to make a sentence
collcctittg:e.g. collecting words of a kind, collecting words
that collocate, collecting words to make a sentence
contpleting:completing incomplete sentences or questions
sorting: e.g. sorting
contpetitions:e.g. see how manSrsentences you can make,
how quickly you can unmuddle sentences
card gantesand other familiar game types: e.g. lotto, bingo,
Pelmanism, happy families, consequences, board games
'reinforcement'
Other games, rvhich could be callcd
games, ',vork more like substitution drills or pattern
practice, getting students to internalise rules b-v repcating
patterns. These games are designed not only to provide
intensive repetition of a grammatical structure or structures)
but to provide a meaningful context and, since these are
gamcs not drills, the repetition has a purpose: studcnts
are working towards u'inning or completing the game.
'reinforcement' game in the book:
These are the qpes of
informatktn gap gdntes: Player t has access to some
information not held b1, Pla.ver 2. P1a-ver2 must acqulrc
this information to complete a task successfully. This typc
of game may be one-sided, or reciprocal (where both
plaSrershave information that they must pool to solve a
common problem). The gamcs may be played in pairs'
or in small groups (ivherc al1 members of the group have
some information).
gttessingganrcs: a familiar variant on this principle. The
player r,r,iththe information deliberately u'ithholds it,
while others guess r"'hat it might be.
class.
searchgantes: another variant, involving the
"vhole
In these games e\reryonein the class has one piece of
information. Players must obtain a1l or a large amount of
the information available to fi11in a chart or picture or
to solve a problem. Each student is thus simultaneously
a giver and a collector of information.
matching gdnus: these may aiso involve a transfer of
information. They involve matching corresponding pairs
of cards or pictures, and may be played as a whole-class
activity, where everyone must circulate until the-v find a
partner rvidr a corresponding card or picture, or a pairu'ork
or small-group activit-v, played as a card game on the
.^.^^^,
sIrdP
--:-^;^lPr rrr! rPrL.
'barter' principle. Players
exchangitg gdtnes:based on the
have certain articles, cards or ideas which they wish to
exchange for others. The aim of the game is to make an
exchange that is satisfactory to both sides.
exchanging and collectingganes: an extension of this.
Players have certain articles or cards that they are u'illing
to exchange lbr others in order to complete a set. These
may be played as a r'vho1e-classactivity, u'here players
circulate freel1,,exchanging articles or cards at randoml
'rumm-v' principle.
or as a card game on the
Al1 the above activities may include elements of rolepla1, or of simulation. In role-pla-v games, players are
given the name and some characteristics of a fictional
character. These are not role-plays in the true sense,
as the role-pla-v element is aill-ays subordinate to the use
'closed': once
of language. The outcome of a game is
cards are distributed it develops in a certain predetermined
way, while role-pla-v proper is open-ended and may develop
in any number of rval's.
4 Practicalconsiderations
Classroom management
There are three main types of activity in this book:
pairwork, invcll"'ing two partners; sma11-groupwork,
involving groups of three or four or morc; and wholeclass activities, u'here everyone moves freely around the
room. All these activities require some flexibility in the
constitution of groups and organisation of the classroom.
It is best to have the desks or tables in a U-shape if
possible. Students can then u'ork u'ith the person sitting
next to thcm for pair'*'ork, and groups of threes and fours
can easilv be formed b.v alternate pairs moving their chairs
to the inner side of the U, opposite another pair. Wholeclass activitics, u,hich involve all the students circulating
freely, can take place in the empty area in the centre of
the U-shape. If it is not possible to arrange desks in this
way, this need not deter you: the traditional arrangement
of front-facing desks can be easily adapted to pairwork,
with people at adjoining desks working together, while
small groups can be formed b-v t'uvopeople turning their
chairs round to face the people behind them. \fihole-class
activities present a little more of a problem, but often
there is a space big enough for the students to move
around in at the front ofthe class, or desks can be pushed
back to clcar a space in the centre.
Sometimes an alternative small-group version of the
whole-class games in this book has been provided, so that
teachers who experience a great deal of difficulty with
the kind of games that require students to move around
can play these games in a more static format.
Games are best set up by demonstration rather than
by lengthy explanation. The teacher should explain briefly
what the game involves, hand out the photocopied cards,
make sure students have pen and paper if needcd, give
*rem a little time to study the cards, and then demonstrate
the game with one of the students in front of the class.
It will be found that the idca of the game is probably
easier for studcnts to grasp from seeing the cards than
from a verbal explanation, and that as they become more
familiar with the idea of the games and the techniques
used, any initiai problems caused by unfamiliarity lt'ill
quickly disappear. Where more complicated card games
are pla-ved in small groups, a Rules sheet is provided at
the back of the book and it is suggestedthat teachers
hand out a photocop-v of this to each group of students,
together u'ith the cards. Thesc games are indicated in the
'l.
Teacher's notes r'r,ith the s-vmbol Fr-LEasHrr-r-ir_
The teacher's rolc in all these activities is that of
monitor and resource centre, moving trom group to group,
listening, suppllting any necessary language, notlng errors!
but not interrupting or correcting as this impedes fluency
and spoils thc atmosphere. It is a good idea to carry paper
and pen and to notc anlr persistc-ntcrrors or areas of
difficulty. These can thcn be dealt rvith in a feedback
sessionafter thc game. In manv casesthe game could
then be played again r.vith different partners or with
difterent cards.
-fhe
llerage icngth of time for the games in the book
is about 15 to 20 minutes.
5
management
Resource
The resources required for each game fall into two
categories: reusable and disposable. \Where a very small
number of photocopies are needed for a whole-class
game or where students may write on their cards, it is
best to treat these photocopies as disposable, and there
is no point in collecting up the photocopies in order to
use them with another class when the game is finished.
In contrast, some of the games require a larger number
of copies and an investment of the teacher's time in accurate
copying, cutting up and sorting, so it is worthwhile
thinking of these materials as reusable resources and
investing some time in making the photocopies into a
permanent class set of materials. If you have the time
and resources, obviously printing or pasting the materials
onto card or laminating them would help preserve their
shelf-life. Flowever, this isn't absolutely necessary I have
sets of games materials printed only onto paper that have
done their duty in workshops all over the world and aren't
much the worse for wear after several years.
\i{4rat is more important is providing a system to
prevent the materials getting lost and disorganised. If you
have a class set of ten packs of cards, for example, it is
worth putting each pack into an envelope clearly labelled
with the name of the game and the number of cards.
It is then the students' responsibility to collect up all the
cards at the end of the game, check that they are all there,
put them back into the envelope and hand them back to
you. If two packs of cards are required for a game, keep
them in two smaller envelopes inside the big one, and
get the students to sort them back into their respective
envelopes at the end of the game.
Finally, if you have no access to copying facilities at
all, it is possible, though time-consuming, to make
home-made versions of the materials by getting the
students to work with you to draw and write the cards.
6
Ea or an
Type of activity
Pairwork. matching and guessing games
Grammar point
a and an
- we can use d or arz before singular nouns
we use a before a singular noun beginning with a
consonant: a banana
- we use az before a noun beginning with a vowel:
an apple
. The players should take it in turns to turn up two cards.
. Ifthey turn up an ARTICLEcaru and a FooD caRn that
go together (e.g. a and lemon, or an and orange) they
may collect and keep the cards. If the two cards do not
go together, they should leave them lying face up.
. If any cards are turned up later that go with those
already face up, the first player to say the correct
'A pear!'
'An
article and noun together, e.g.
or
apple!',
can collect the two cards and keep them.
. The obiect of this part of the garne is to match
articles and food narnes correctly.
Other structures
Is there... ?
. The player with most cards at the end is the winner.
Vocabulary
Part 2
. Ask eachpair to discardthe anrtcLs carus and
Food:
an: egg) ice hlly, apple, onion, axocado, orange, artichoke,
o!ster
a: lemon, yoghurt, tontato, lettuce, carcot, pear, chicken,
cucuntber,bdnana, sausage
(These words are provided with pictures on the cards.)
all
spreadthe FooD cARDSout on the table.
. Give each student a copy of the rRrocE prcruRE.
. Students should selectfive foods from the FooD
caRus and draw them in the fridge. They should not
tell their partner which they have chosen.
Materials and preparation
. Studentsshould then try to guesswhat is in their parmer's
fridge, e.g. '/s rherealan
in thefridge?'
. Copy and cut up one set of ,lRTtcI-E cARDS for each pair
of students in the class.
. The object of this part of the game is to guess the
foods in their partner's fridge.
. Copy and cut up one set of t oon caRls for each pair
of students in the class. If your students are familiar with
the vocabulary, white out the labels on a master copy
of the page before making multiple copies. (Don't cut
the labels off - the cards must remain the same slze as
rhe aRtlcLE cenos.) If your students are not familiar
with the vocabulary, leave the words on the cards and
practise them before you play the game.
. Make one copy of the t-nrncp IICTURE for each student
in the class.
E alan or the (1)
Type of activity
Small group, matching game
Grammar point
alan and the
we can use d or an before singular nouns
How to use the game
Part 1
. Check that your students are familiar with the grammar
in the Grarnrnar point and Other structures and
with the words listed under Vocabulary, above.
. Divide the class into pairs.
. Give each pair a set of aRrrcLE cARDS and a set of
FOOD
CARDS.
. They should shuffle the cards together and spread them
out face dorvn on the table.
we use a before a singular noun beginning with a
consonant: a banana
\\.'euse an before a singular noun beginning with a
vowel: an apple
we use the wheo there is only one (the moon, the sun),
or when we know which of many we are referring to
(the Queen lof Englanfl, the capital [of France])
Other structures
None
Vocabulary
alan: pencil, plate, tee, flower, man, book, letter, egg,
umbrella, orange, apple
Other structures
the: sun, moon,world, sfu),sea,Effil Tinoer,Queenof England,
capital of France, Thj Mahal
(These words are provided with pictures on the cards.)
Is there a ... ? Where is (Where\) the ... ?
Place expressions: next to, between,o1>posite,
at the end, on the
leftlright
Vocabulary
Materials and preparation
Animals: elephant, ostich, alligator, antelope, monkeg, tiger,
lion, bear, camel, girafle, kangaroo, zebra
(These words are provided with pictures on the cards.)
. Copy and cut up one set ofRRrrcr-E ceRos and one set
of ptcruns cARDS for each group of 3-4 students in
the class.
Materials and preparation
How to use the game
. Divide the class into groups of 3-4 students.
. Copy and cut up one set of aNIl,LqL 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
are not, leave the labels on the cards and practise the
vocabulary before you play the game.
. Give each group a set ofARtICLE cARDS and a set of
PICTURECARDS.
. Make one copy of both the zoo IICTURES for each
student in the class.
I
R U L E SS H E E T
. Check that your students are familiar with the grammar
in the Grarnmar point and with the words listed
under Vocabulary for this game.
. Get them to put the pICTURE cARDS face down in a pile
in the centre of the table and to deal out the aRrrcr-s
CARDS.They may look at their ARTICLECARDS.
. The obiect of the garne is to pair up articles
pictures correctly.
and
. Players take it in turns to take a prc-lung cARD from
the pile.
I
How to use the game
. Check that your students are familiar with the grammar
in the Grarnrnar point and Other structures and
with the words listed under Vocabulary, above.
. Divide the class into pairs.
. The player who has taken the card can look to see if
it goes with any ARTICLEcano in his hand.
. Give each pair a set of ANIl,Lqt canos and each student
the two ZOO PICTURES.
. If it does (e.9. the and moon, or an and apple), he can
lay down the two cards, saying the phrase aloud.
. They should spread the ANIr\,r,\LcARDS out to iook at.
. Ifit
does not, he can place the PICTUREcaRl face up
on the table.
. The first player to pair it with a card in her hand, saying
the phrase made by the two cards, can lay the two
cards down.
. Then it is the next piayer's turn.
. The player to get rid of her eRrrcr-p cARDS first is
the winner.
E alan or the (2)
Type of activity
Pairwork, information gap game
Grammar point
alan and the
- we use a the first time we mention something:
Look-there'sagiraffe.
- we use the when we know which one we mean! or when
it has already been mentioned:
Look - the giraffe has got a baby.
8
. Each student should decide which six animals from
the cards they want in their zoo, without telling their
partner. They should draw them in their My zoo
picture, without showing the picture to their partner.
. Players should then try to guess what animals are in
'1s
each other's zoo, by asking questions, e.g.
there alan
in your zoo?'
. The obiect of this part of the game is to find out
which six anirnals are in each other's zoo. and make
a list of them.
. When they know which anirnals are in their
partner's zoo, the object of the next part is to
find out exactly where each animal is, in order to
complete the layout diagrarn in their tttv panrNER's
zoo picture.
. In order to do this they imagine they are standing at
the entrance to the zoo. They ask each other questions,
'Where's
e.g.
t h e . . . . . . . . . . ? ' ,a n d c o m p l e t e t h e p i c t u r e
according to their partner's answers. This wiil involve
working out the layout like a puzzle, as pieces
of information are revealed, e.g:
A'. Where's the zebra?
Between the lion and the giraffe.
Oh. Vltere's the lion then?
-Alexrto the elephant.
And where's the elephant?
B: At the end, on the left.
B:
A:
B:
A:
E Countable and
uncountable nouns
Type of activity
Pairwork, sorting and information gap game
Grammar point
alan and sorne with countabie and uncountable nouns
- some nouns are countable (e.9. carrot), some are
uncountable (e.e. milk)
- countable nouns can be singular (carrot) or plural (carcots)
uncountable nouns do not have a plural form: milk
- we use alanwith singular countable nouns: a carrot,
If you like, ask them to imagine that some children
have been cooking in the kitchen. Ask them to imagine
the mess, and draw the items in as strange or silly
places as they like.
Then give out KlrcHEN IICTURE 2 to each player.
Each player should then describe their picture to their
partner, e.g.'There's a banana in the flower aase. There's
someflour on the floor.'
The object of the garne is for each player to try
to draw the food items in on KITCHEN plcruRn 2.
following their partner's description.
an avocado
- we use some with plural countable nouns (sonte carrots)
and with uncountable nouns (sornze milk)
Other structures
There'salanlsome...
Place prepositions: nexl to, on, in
Vocabulary
Food: salr, flour, sugar, milk, coffee, tea, rice, bread, butter,
cheese,apple, banana, orcntge,carrots, peas, to?natoes,biscuits,
potatoes(These words are provided with pictures on
the cards.)
Kitchen furniture:
table, chair, sink, fridge, cooker, light,
xase, cupboard
Materials and preparation
. Copy and cut up one set of rooo caRos for each pair
of students in the class. Cut the words off if your
students are familiar with the vocabulary. If they are
not, leave the words on the cards and practise the
vocabulary before you play the game.
. Make one copy of the xrrcuEN PIC'I'URESI and 2 for
each student in the class. Cut I and 2 apart.
How to use the game
. Check that your students are familiar with the grammar
point and Other structures
and
in the Grarnmar
with the words listed under Vocabulary, above.
. Divide the class into pairs.
. Give each pair a set of FooD cARDS.
E Personalpronouns:
subject and object (1)
Type of activity
Small group, ordering game
Grammar point
Personalpronouns: he, she, they; hirn, her, thent
- he, she,theg are subject pronouns
- him, her, themare object pronouns
- we use subject pronouns for the doer of an action:
She smiles.
- we use object pronouns for the object of an action:
She seeshint.
- after prepositions(e.9. at, ro) we use object pronouns:
She smilesat hhn.
Other structures
Present simple: helshesees,they see
Vocabulary
Actions: see,smile,waz,e,zurite,read,meet,zuatch,cheer
(These words are provided on the cards.)
Also'.message,
eaeryone,zrrorA(noun)
Materials and preparation
. Copy and cut up one set ofrRuE RoMANCE (wonns)
cards and one set of rnuE RoMANCE (lrcrurus) cards
for each group of 3-4 students in the class.
. Get them to spread these out face up on the table.
. Tell them that when you give the signal they should sort
the cards into two piles countable and uncountable.
. Say'Go!'
. V/hen they have done this, check they are right.
. Students should spread the FooD cARDS out again,
face up on the table.
. Give out KrrcHEN PICTUREl.
. Each student should mentally select l0 food items
(from the FooD cARDS) and draw them in on the picture.
They should not show their picture to their partner.
How to use the game
. Check that your students are familiar with the grammar
in the Grammar point and Other structures and
with the words listed under Vocabulary, above.
. Divide the classinto groups of 3-4.
. Give each group a set of TRUERortrA.Ncr(wonos)
(lrcrunEs) cards.
cards and a set oflnus RoTIANCE
. You can play this as a competitive team game or as a
small-group card game.
Team game
. Ask each group to spread the PICTURESand the \x'oRDS
out on the table.
E Personal pronouns:
subject and object (2)
. Tell them that the PICTURESand tt'ttRls tell a storl',
and that three vronos cards make up one sentence
for each picture.
Type of activity
Smallgroup,orderinggame
. The object ofthe garne is, first, to arrange the
IICTURES in sequence to tell the story. The students
then select three wonp cards and put them in the
correct order to rnake a sentence for each picture.
. Thc group that does this first correctl-v wins the game.
Card game
I
RulFsrrirEr-_-.l
. Get the groups to spread the PICTI.'RES
out face up in
the centre of the table.
. They should deal out seven \\'oRDS cards each and put
the rest tace down ln a pllc to onc slde ol tnc PICTURES.
The players may look at the words in their hands but
not show them to the others.
. The object of the garne is to find woRDS to make
a sentence that tells what is happening in each
ofthe pICTUREs. Each sentence should be rnade
up ofthree woRDS cards.
. Player I goes first. If he has the right \\'oRDS in his hand
to make a sentence about an-vof the prcru-Rl,s, he can lay
them dor'"'n underneath the picture and sa-vthe sentence.
. The others can comment
agree or disagree.
. If they agree, he takes another three \xroRDScards from
the pile on the table.
. If he cannot hnd the right lr,ords, he can exchange some
or all of his cards from the \IoRDS cards on the table.
He places his orm cards under the pile and takes the same
number of cards from thc top of the pile. He can onl-v
do this once at each turn.
. Then it is the next player's turn.
. rX4ren the players have made sentences for all the pictures,
they can put them in the correct sequence to make the story.
. The story sequence is:
he seesher I she seeshim i he sniles at her I she sntilesat him I
he uaz;esat her I she zoaaesat him I he urites a messageto
her I she writes back to hint I eL-erionereads the messagesI
they meet after wor* I eteryone watches then I thev all cheer
(Variations are possible! Also note that no punctuation
is used in the woRos cards so that the players are not
given too many clues.)
Grammar point
Personal pronouns: I, you, zDe; t/ae, you, us
- I, yott, zrreare subject pronouns
nrc, ))ou, rr.i 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 nrckes nte sadlcry.
Other structures
P r c s e n t s i m p l e : I l i k e . . . , 1 o u h a t e . . . , i t n t a k e sn t e . . . )
they nnke us ...
Vocabulary
Feelings and opinions'. like, hate, lot,e, nnke (It makes
nelyou ...), belietein @hosts)
Also: rcecream, dancirtg, tttusic,br.oks,sad.filttts,football,
letters,gltosts,sunsl'tine,holiday5, spiders,.frightened,hoppy,
excited, tired, cry
(These u'ords are provided on the cards.)
Materials and preparation
. Copy and cut up one sct of r,rp.AND you c'lRos for each
pair of students in the class. They will need a sheet of
paper each, and a pen or pencil.
How to use the game
. Check that your students are familiar with the grammar
in the Gramrnar point and Other structures and
with the words listed under Vocabulary, above.
. D i v i d e t h e c l a s si n t o p a i r s .
. Give out one set of l,tn AND you canos per pair.
. Ask students to spread the cards out face up on the table.
. Ask them to take a sheet of paper and a pen or pencil.
. Teli them they will have three minutes to 'uvritedown
as many sentences as possibie that are true for
thernselves, using the words on the cards in
theqe
nqfrerns'
I (don't) like llo",te i beliettein I hate ...
or
... (doesn't\make I ntakesnrc ...
They can use the words on the cards as many times as
they like to create different true sentences.
They should work individualll- and not show their
sentences to their partner.
10
Then ask them, n'orking individuaily for three minutes,
to use the cards to make as many sentences as possible
that they believe to be true about their partner, e.g:
You (dott't\ like I hate I lo:ne...
or
make I ntdkesyou ...
... (doesrt't'y
Ask them to compare their sentences.
Then ask each pair to use r,l'hat they have found out
about cach other to u'rite as man-v sentences as possible
that are true for both of them:
We (don't\ ...
... (doesn't)mdke I makes trs ...
Set a time limit.
The object of the garne is to rnake as rnany true
sentences as possible in the tirne lirnit, individually
and as a pair.
How to use the game
. Check that your students are familiar with the grammar
in the Grarnrnar point and Other structures and
with the words listed under Vocabulary for this game.
. Divide the class into groups of 3-4 students.
. Give each group two sets of spxrsxcr
FIL{cI.IENTS.
. Ask them to spread them out face up on the table.
. The obiect ofthe garne is for each group to arrange
the SENTENCEFRAGMENTsinto as many sentences
as possible that are true for their group.
. Give them a time limit, say five minutes.
. \7hen you say 'Go!' they may begin.
. When the time is up, find out n'hich group has made the
most correct sentences and ask them to read theirs out.
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.
E Possessive's
Type of activity
Pairwork, information gap game
E Possessiveadjectives:
ffiY, your, his, etG.
Type of activity
Grammar point
's
Possessive
- Mary's husband
- with more than one name, the possessive 's generally
comes only after the last name: Susanrta and
I{ate's father
Small group, arranging game
Other structures
Grammar point
nu))your) his, her, its, our, their
adjectives:
Possessive
That's
I He\ I She\...
we use possessive adjectives before nouns: nty sister,
his mother
Other structures
She is intelligent I a good cook I good ar dancing.
He hds (eot) ...
She uears (g/asses).
He likes reading I foorball.
Vocabulary
Family members: ntother,father, brother, sister,aunt, ttncle
Appearance: tall, snull, broun hair, beard, glasses
Interests: reading, football
Possessions:bike, car, dog, cat
Characteristics: zlor*s ltard, intelligerft, attactiae, good cook,
good at dancing
Also: group, ice.creant
(These words are provided on the cards.)
Materials and preparation
. Copy and cut up two sets of sENTENCEFRA.cMENTS
for each group of 3-4 students.
Vocabulary
Family relationships; ntother,father, aunt, uncle, cousin,
children, daughter, son, grandfather, grandmother,
gredt grandfatherlntother, great aunt I uncle, zuife,husband,
brother, sister
Materials and preparation
. Make one copy of the pelatlv rRtsESA and B for each
pair of students in the class. Cut A and B apart.
. Make one copy of the pnoro ALBUM for each pair of
students in the class.
How to use the game
. Check that your students are familiar with the grammar
in the Grarnmar point and Other structures and
with the words listed under Vocabulary, above.
. Divide the class into pairs.
. Give each pair the pa*lrrr-v rRsns A and B. Each student
should take one FArtILy t-Rgg and not show it to
their oartner.
11
Give each pair one PHoro ALBUM.
Tell them they are cousins, looking at some family
photos. They each know something about the people
in their family but not everything.
They each know who some of the people in the
photos are.
The object of the garne is to work out who all the
people in the photos are.
To do this, drey will have to match up the names on their
FAMILY rnae (A or B) with the photos in the puoro
ALBUT.{and tell each other, e.g.'That's Mary\ daughter.'
'John is Mary's husband.' etc.
They must not show each other their ralttLv rRse and
's
they should use in their sentences.
As they work out who is in the photos, they should write
the missins names in on their FAMILY TREE,.
. Cut the coupi-E carus along the broken lines only, not
along the solid lines (giving you four cards).Cut up the
POSSESSIONS
CARDS.Each group will need paper and
a pen or pencil, to keep score.
GAME 2
. Copy one vrcroRIAN pHoro and one set of oelrcts
cAFtDSfor each pair of students in the c1ass.Cut up
CARDS.
the OBTECTS
How to use the games
Note: Game I practises ntitte,yours. ours;
Game 2 practises his, hers, theirs.
GAME 1
. Check that your students are familiar with the
point and Other
grammar in the Grammar
structures for Game 1.
. Divide the class into groups of 3, 4,6 or 8. Give out
the couplr, cARDS as follows:
pronouns:
E Possessive
mine,yours, his, etc.
Type of activity
Game 1: Small group. guessing game
Garne 2: Pairwork. guessing game
Grammar point
pronouns:ntine, yours, ours, his, hers,
Possessive
its, theirs
- we can use these pronouns in the place of a possessive
adiective (my) and a noun (shoe), e.g:
It\ your bike. ) h\ yotns.
It's nqyshoe.> h\ mb@.
It's hers.
It's her hat. )
)
It's
ours.
house.
It's onr
Other structures
Game 1: 1rt ...
Game 2: Past simple of be: was,were
Whose ... ?'.Whose was this?Whose uere these?
ThislThese: This was his. These werehis.
I think ...i I th;nk thesewerehers.
Vocabulary
Personalpossessions:
Game L: unicyle,poodle,tutu, elc.
Game 2: doll, kite, ribbon, etc.
(Studentsdo not need to know the words for theseobjects
to play the games.)
For groups of 3, leave out one couPLE ceno and its
corresponding possESSIoNScARDS; give the players
one couPLE cano each.
- For groups of 4, give the players one cot'PLE c'cRD each.
For groups of 6, divide the players into pairs; leave
out one coupI-E caRl and its corresponding
possESSIoNScARDS, and give the players one coupt-E
CARDper pa1r.
For groups of 8, divide the players into pairs and
give each pair one couPLE cARD.
. Ask them to fold their coupr-E cARD over at the solid
line and place them in front of them, so that the others
can see their names.
. Give each group a set of possESSIoNScARDS. Ask each
group to put the possESSIoNSCARDSface down in a pile
in the middle of the table.
. Students take it in turns to take a possEssloNs cARD
from the pile and put it on the table for everyone to see.
. The obiect ofthe garne is to be the first to say correctly
who owns each possession.
. If they know (or think they can guess) who the
possessionbelongs to, they should call out, e.g.'It's
yours!' 'It's mine!' 'It's ours!' etc. They can cail out
whether the possessionis theirs or someone else's.
. If they are the first to identif]' the owner correctiy, they
get a point.
Materials and preparation
. The individual or pair with most points at the end wins
the game.
GAME 1
. Copy onepageofcoupr-scRRosand one setof
GAME 2
CARDSfor each group of 3, 4, 6 or 8
POSSESSIONS
(Groups
of 6 and 8 play in pairs.)
srudents.
12
. Check that your students are familiar with the grammar
point and Other structures
for
in the Grarnrnar
Game 2.
Divide the students into pairs.
Give them the vICTozuAN pHoro and ask them to put
it on the table where they can both see it.
Ask them to imagine they found this photo, with some
objects, in the attic of their house.
Give them the set of osTgcrs cARDS.
They should put d1e oBIECTScARDS in a pile, face down.
The airn of the garne is to decide what oBJECT
belonged to each rnernber of the farnily.
As they turn up each card they should discuss who it
'Whose
was rhis?' -'I think it was his.'
beionged to, e.g.
'A'o,
/ think it uas hers.'
\*rhen they agree, they should put the card next to the
family member (or members) they think it belonged to.
- 9 16 students: copy and cut up two sets of x'sIcueouRs
canos (for 16 students you will need a third copy
of Number 8). Highlight a different name on each
card and discard any spare cards.
- Fewer than 8 students: copy and cut up one set of
NEIGHBOURSCARDS.Cut houses offthe STREETMAP
so that there is one house per student. Discard the
NEIGHBOURSCARDSthat go u'ith the houses you
have cut off. Highlight one name on each card.
- More than 16 students: divide the class into two or
three equal-sized groups. Follow the above
instructions for each group.
GAME 2
. Copy and cut up one set ofwoRo cARDS for each pair
of students. Each pair will need two sheets sr noner
and a pen or pencil.
How to use the games
lO be: affirmative
and negative
Type of activity
Game 1: \fhole class/large group, information gap game
Garne 2: Pairwork, arranging and guessing game
Grammar point
ertr., q.?Ttnot; is, isn't; are, aren't
- in affirmative sentences we say: I am (or I'm),you are
(or you're), helshelit is (or he's, she's, it's), we are
(or we're), they are (or they're)
- in the negative) we add not (I am not, he is not, etc.),
or we use short forms: I'nt not, you aren't, helshelit isn't,
zaearen't, they aren't
Other structures
None
Vocabulary
Game l: single, married, widower; sntdent, doctor, secretary,
postnlan, housezaife,dentist, nurse, teacher,accountant'
lawSler; at nurserj, at school, not working
Garne 2: Adjectives/phrases for physical description,
personal information and feelings: tall, small, rich,
English, busy, friendly, shy, married, single' famous, bored,
angry, hungry, thirsty, sad, happy, in loz:e' tired
Materials and preparation
GAME 1
. Copy one sTREETl,tA.pfor every student in the class.
. Follow the instructions below according to the number
of students you have in your class:
- 8 students: copy and cut up one set ofNEtcneouRs
carus and highlight one name on each card, e.g. on
card t highlight either Jane or Mary.
Note: Garne 1 practises affirmative forms; Game 2
practises negative forms.
GAME 1
. Check that your students are familiar with the grammar
in the Gramrnar point and with the words listed under
Vocabulary
for Game l.
. Divide the class into groups of 8-16. A class of l6 or
fewer can play as one group.
. Give out the cards to each group in turn. Give each
student a STREETl.tA.pand one NEIGHBOURscano. In
groups of 8-16, check that each student has a different
highlighted name from everyone else in the group.
. Tell them to imagine they are the highlighted person
on their card.
. They should write in their details on the house where
they live.
. The object of the game is to find out who lives in
the other houses in the street and write all the
details into their STREET MAP.
. To do this they will have to talk to the other people in
their group, exchanging information.
. At first they will only be able to give their own
information, e.g.'I'm Jane. I'm at l,{umber I with my
friend Mary. I'm single. We're students.'\When they
know more, they can pass on information about
anyone in the street, e.g.'Peter and Stredre at Number
2. They are married...' etc.
GAME 2
. Check that your students are familiar with the grammar
in the Grarnrnar point and with the words iisted
under Vocabulary for Game 2.
. Dir-ide the class into pairs.
. Give each pair a set of woRo cARDS, and a sheet
of paper.
13
. Ask them to spread the cards out on the table and
look at them.
. The obiect of the garne is to use the cards to
rnake as rnany sentences as possible that are
true for thern.
. To do this, they will have to arrange the cards into
sentences, e.g. I'n not thirs4). We ttren't in loae.
They should keep a note of their sentences on their
sheet of paper.
. Set a time limit (e.g. five minutes) for this part of the
game. Check totals at the end.
Materials and preparation
. Copy and cut up three or four sets of eUESTIoN sr-lps
for each group of 6 8 students.
. Have a bag ready for the completed eUESTION sups.
How to use the game
. Check that 1'our students are familiar with the grammar
in the Grarnrnar point and Other structures and
with the vocabulary topics shown under Vocabulary.
. Then give each pair another sheet of paper.
. Divide the class into groups of 6-8. Groups should sit
around a table.
. Ask them to choose from their cards:
. Give each group three or four sets of quEs-ticrr.-sr-rls.
'1
I a sentence beginning
drat applies to one of the pair
'.1"
that applies to the other
2 a sentence beginning
'lY/e'that
is true for both of them.
3 a sentence begrnning
. They should indicate who wrote the sentences, e.g:
I{eiko: I'm not shy.
Philippe: I'm not in loxe.
I{eiko and Philippe: We aren't manied.
. Collect up these second sheets of paper.
. Read one out without saying the names, e.g.'Listen.
Can you guesswhich pair this is? She isn't shy. He isn't
in lotte. They aren't married.'
. Get the class to guess.
. Then redistribute the papers you've collected and ask each
pair to tell the class about the pair whose paper they hold.
. The class should suess the authors.
. Ask the students to take one slip each and put the rest
in a pile in the middle of the table.
. Ask them to think of a question beginning with the word
on the slip. This should be a question about personal
information. They should write down the next word
in the question on the slip.
. \ffhen they have written the word, they pass the slip
on to the person on their right, who writes the next
word and passesit 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 with the whole class to show them ho'uv
to do it. For example, the slip has Are written on it.
Student I writes your. Student 2 writes eyes.Student 3
wrrtes blue, adds a question mark, puts the completed
slip into the bag and takes a new slip.
. The object of the garne is to cornplete
with questions.
all the slips
I[ be: yes/no questions
. The students continue until all the slips are completed
and have been placed in the bag.
Type of activity
. They then take turns to draw a question out of the
bag, read it out and answer rt, e.g.'Are your eyesblue?'
- 'Yes,they are. I No, they aren't.'
Small group, combining game
Grammar point
Am I ... ?Are you... ? Is helshelit ... ?Are ute ... ?
Are they ... ?
- word order is reversedin questions,e.g:
She is an artist. ) Is she an artist?
Other structures
Short answers: Yes,1 ant. Yes,))oLtare. Yes,she is. etc.
l'{o,I'm not. No,you aren't.-Nq ir isz'r. etc.
Vocabulary
Personalinformation (vocabular-vwill be determined by
the studentsbut may include the follow-ingareas):
marital status (single,married,etc.), age (twentyyearsold,
etc.), family (brother,s,ster,etc.), feelings(hoppy,sad,etc.),
appearance(tall, short,blueeyes,etc.), favourite colours/
sports/foods,talents (goodat tennis,erc.)
14
Variations
I The person who completes the question passes the slip
on to the next personr who u'rites an answer underneath
and puts it in the bag. When students take quesrions
and answers from the bag, they try to guess who
answered the question.
'general
2 This game can also be played with a
knowledge'
'personal
theme instead of a
information' theme.
'1s
Paris the cdpital of France?'
Questions would be, e.g.
'Are
the Andes in Chile?' The vocabularv level required
would be higher.
3 The bag of questions, when completed, can be used as
forfeits in another game. For example, students count
in a circle, each student saying a number. Any numbers
. At the enC, the group should consider whether any of
'beginnings'
'endings'
the
and
can be re-combined to
make better questions.
containing 3 or a multiple of 3 must be replaced b1'
'buzz'
and any numbers containing 5 or a multiple of
5 m u s t b e r e p l a c e db i r J i : : ' ( s o f o r ' 1 2 ' t h e s t u d e n t
'buzz'
'15'
'y'::&i;::').
should say
and for
they sa5'
Students who make a mistake have to dip into the
bag, take a question and answer it.
Part 2
. When the players have used all their cards, give each
group a set of pcrxt'ruur-s.
. Each student takes a poRTR{rf and, using the questions
on the table as a guide, r.vrites six questions about the
character on a sheet of paper (beginning What, IYhat
colour, Were, Hoza, Why si4 IY.ho).Wrtte these words
on the board for the students to refer to.
E he=wh- questions
. W'hen thev have finished the questions they should
pass their sheet of questions and the poR-rR{IT to the
student on their right.
Type of activity
Smallgroup,matchinggame
. 'fhat student invents answers to the questions, as if
they were the person in the IoRTR{IT, and writes them
on the same sheet.
Grammar point
- word order is reversed in questions, e.g:
It is white. )
Wdt colour is it?
- question words come at the beginning of a question
. When they havc finishcd, they should swap quesrionand-answer sheets with another group. They should iay
the ponrnqrrs on the table so that they can all see them.
Other structures
None
. They each take out one of the new question-andanswer sheets and read out the questions and answers.
Vocabulary
Personal information about age, famil-v, domicile,
p r e l e r e n c e s .f a v o u r i t e c o l o u r s s p o r t s . e t c .
(The u'ords for these vocabularl' topics are provided on
. The obiect of this part of the game is to guess which
PORTRAIT the questions and answers refer to.
the cards.)
Materials and preparation
. Copy and cut up one set of HaLI, sENTIINCESand one
set of poR-rR,c.trsfor each group of 3 4 students. Each
student needs a sheet of paper and a pen or pencil.
lE this, that, these, those
Type of activity
'Whole
How to use the game
Part 1
R U L E SS H E E T
. Check that your students are familiar with the grammar
in the Grarnrnar point and with the .n'ocabularytopics
shown under Vocabulary,
above.
. Divide the class into groups of 3 4.
. Give each group a set of HALF sF,NTENCl,sin twcr
'beginnings'
'endings'.
separate packs
and
. One student in each group deals out the 'endings' to
all players, rvhich they hold in their hand, and places
'beginnings'
the
face down in a pile in the middle.
'beginning'
' Player I begins b1' turning up a
and
placing it on the table so everyone can see it.
I
class, collecting game
Grammar point
this, that, these and those
- this and that arc singular, theseand tltose are plural:
this shoe, theseshoes
this and these are used for nearby objects
that and those are used for objects that are further awav
Other structures
Haae you got ... ?
It's this one here. It's that one oxer there.
Are they these ones? Are they those ones oz:erthere?
Vocabulary
Clothes and personal possessions: shoes,boots,gloxes, tte,
urnbrella, bracelet, coat, rucksack, brieft:ase,sLtitcase,purse,
scarf, hat, zoallet,glasses,
cardigan, hartdbag,jumper,
iacket, uatch
. The object of this part of the game is to complete
each question using one ofthe 'ending' cards.
. The first person to do this, by producing the appropriate
'beginning'
'ending' card and placing it next to
to
the
form a question, asks all the other players the question
1n turn.
. They must answer.
. Completed questions should be left on the table.
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 set
of the four Losr pRopERTy oFFrcE cARDS for four of
the students (one card pcr student). For the remaining
students, copy and cut up one set ofthe Los'r ARTICLES
cARDS.I(eep one row ofthese cards for each student.
15
- For 15 24 students, copy and cut up two sets ofthe
OFFICECARDS(one each for eight
LOST PROPERTY
students). Copy and cut up a row of the Losr ARTTcLES
cARDS for each of the remaining students.
For 25-36 students, copy and cut up three sets of the
OFFICECARDS(one each for 12
LOST PROPERTY
students). Copy and cut up a row ofthe Losr
ARTICLESCARDSfor each of the remaining students.
- If you have a larger class than this, it would be best
to play in two separate groups.
How to use the game
. Check that your students are familiar with the grammar
point and Other structures and
in the Grammar
with the words listed under Vocabulary for this game.
. Give out the Losr PRoPERTYoFFICE cARDS first.
. Ask students with these cards to sit behind desks in
'Lost
different areas of the room. These are the
Property offices'.
. They should keep the card so that they can see it but
it is not visible to the other students.
. Give out the Losr ARTICLESCARDSto the rest of the
students. Each student receives the four cards
1n a row.
. The obiect of the garne is for the students to find
the things on their Losr ARTICLESCARDS.
. To do this they will have to visit each 'Lost Property
'Have you got my shoes?'or
offrce' in turn, asking
'Haae you got my jumper2', etc., until they find one
l4l have got=affirmative
and negative
Type of activity
Game 1: Small group. finding game
Garne 2: Pairwork. information gap game
Grammar point
haae, haae got, haoen't got; has, has got, hasn't got
- after I, you, we, they we use'. haxe, haue got ot 've got
- after he, sherir we use: has, has got or 's got
in the negative, we say: Ilyoulwelthey hazte not
(haaen't) got and helshelit has not (hasn't) got
- to talk about possession, the short forms of haae ('s, 'ue,
haaen't and hasn't) are not normally used without gor:
He's got a car. (Not He's a cat.)
Other structures
None
Vocabulary
Physical appearance:
Garne l: long, short, curly, staight, brown, red, blonde,
black, green, uhite, blue, yellow, hair, eyes, skirt, dress,
jumper, ffousers, shoes
Garne 2: wings, webbedfeet, arnts, heads, horns, eyeson stalks
Materials and preparation
. For Game 1, copy and cut up two sets of srrono canos
for each group of 3-4 students. You will also need
a paper bag per group.
. For Garne 2, copy and cut out one set of RttgN FA"MILIES
rICTURESfor each pair of students in your class.
with their article(s).
. \Vhen they have found the office with their article(s),
the Lost Property officer may show them the picture
of the lost articles and ask them which article is theirs,
e.g.'This one here?'ot'These oneshere?'(for things that
are at the front of the office) or'That one oaer there?'
or'Those onesoaer there?' (for things that are at the
back ofthe off,rce).
. Each Lost Property offrce has more than one of each
article so they will have to identifu the article(s) they have
'It's
rhis one.'
lost by telling the Lost Property offrcer
ot'Those onesoaer there,look.'
How to use the games
Note: Garne 1 practises the affrrmative; Game 2 practises
both the affirmative and nesative.
GAME 1
I
R U L E 5S H E E T
. Check that your students are familiar with the grammar
point and with the words listed
in the Grammar
under Vocabulary for Game 1, above.
. Divide the class into groups of 3-4 students.
. Give each group two sets of woRo cARDS.
. The Lost Property officer can then mime giving them
the article and they may tick it off on their card.
. Ask them to deal out seven cards to each Derson in
the group.
. The Lost Property officer should cross out the item on
his drawing.
. They should put the rest in a bag.
. Ask students to sit down when they have found all the
articles they have lost.
. 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 peopie in her group, she can lay
down the words to make the sentence, e.g.'He has gat
'We
hatte blue jumpers.' (The student
broun hair.' or
may make a word plural.)
. If she cannot make a sentence she may exchange as
many \iloRD cARDS as she likes with cards from the
bae. She can then use them on her next turn.
16
. Then the turn passes to the next person.
Divide the class into parrs.
. The obf ect of the garne is to rnake as rnany true
sentences as possible.
For each pair give one student FAMILIEScano A and
the other FAMILIEScaru B. They should not show the
picture to their partner.
. The player with the most sentences on the table at the
end is the winner.
GAME 2
. Divide the students into pairs. Check that they are
familiar with the words and phrases listed under
Vocabulary for Game 2.
. Give each pair a set of eLleN FAMILIESprcrunps and
ask them to take one each (Family A or Family B).
They should not show their picture to their partner.
. The obiect of the garne is to find as rnany
differences as possible between the pictures.
. To do this they have to imagine that they are the 'me'
in their picture and describe their pictures to each other,
'M1
'We'te all got
mother
e.g.
four arms and tzuoheads.' or
has wings but my sisterhasn't got wings.' erc.
. There are six differences between the pictures.
El have got: yes/no
questions
Type of activity
Pairwork, matching game
Grammar point
hante got: yes/no questions and answers
- questions: Haae youlwell got ... ? Has helshelitgot ... ?
- short answers: Yes,Ilyoulwelthey hazse. Yes,helshelit has.
- negative short answers: No, Illtoulwelthey haaen't.
l{o, helshe hasn't.
Other structures
None
Vocabulary
Family members: parents, grandparents, aunt, uncle,
brother, sister
Pets: (shaggy) dog, poodle, cat, hantster, rabbit, ntouse, rat,
horse, tortoise, goldfish, parrot, canary, guinea pig, spider
Tell them that the ieft picture on their card is their family
and the right picture is their partner's family.
Give each pair a set of pEr canos.
Ask them to spread these on the table so that they can
both see them.
The object of the game is to guess which pet each
rnernber of your partner's
farnily owns.
To do this they will have to ask questions, e.g. 'Has your
'Haz,e yosr grandparents got
aunt got a parcot?' or
a cat?'
Their partner may only give yes/no answers, e.g.'Yes
(shehas).' or'No (they haaen't).'
As they match each pet with its owner, they may take
the PET cnRp from the table.
The game is finished when each player has matched all
the Dets with their owners.
lEl have got= whquestions
Type of activity
Small group, arranging game
Grammar point
hazse got in'2r,ft- questions
- we use haxe got in zuft- questions like this:
What colour eyeshaue youlwell got?
What colour eyeshas helshelit got?
- note that word order is reversed in ouestions
Other structures
zllz* question phrases: IX4tarcolour ... ? Iilhat kind of ...
How many ... ?
Vocabulary
Physicalappearance:
hair,eyes
Possessions: house, books, rooms, car, camera, telez;ision,
bicycle, radio, pets
Family members: parents, grandparents, mother,father,
Materials and preparation
. Copy and cut up one set of rar'ULIES cARDS (A and B)
and one set of pgt: ceRns for each pair of students in
your ciass.
aunt, uncle, brother, sister, children
(These words are provided on the cards.)
Materials and preparation
. Copy and cut up a set of se,Nrsxcns cARDS for each
group of 3-4 students.
How to use the game
. Check that your students are familiar with the grammar
in the Grarnrnar point and with the words listed
under Vocabulary, above.
17
How to use the game
Materials and preparation
. Check that your students are familiar u'idl the grammar
in the Gramrnar point and Other structures and
for this game.
with the words listed under \bcabulary
. Copy a RooM ptclruRg and a set of nar-p sENTENCE
canos for each pair of students in your class. Cut up
the rt.ru sE\TENCE CARDS.
. Divide the class into groups of 3-4 students.
. Give each group a set of sENTENCEScARDS.
How to use the game
. Ask them to spread them all out facc up on the table
so that they can all see them.
. Get them to appoint one person in each group as 'scribe''
. Check that 1'our students are familiar with the grammar
in the Grarnrnar point and Other structures and
with thc rvords listed under Vocabulary for this game.
. The object of the garne is to rnake as rnany questions
as possible frorn the words on the table'
. They can use each word more than once'
. Give them a time limit, say five minutes.
. The 'scribe' writes down the questions as the group
think of them.
. The group with the most questions at the end is
the winner.
. Then, the students take turns asking a question to a
student in another group, e.g:
Group 7: IX'hat colour eyeshas .yttur nnther got, ILaria?
Black.
Maria:
Group 2: Wat kind of car has your father got, Pedro?
. Divide the class into pairs.
. Give each pair a set of HALF sENTENcB canns and a
ROOIU PICTURIT.
. Ask them to spread the cards out face down on the
table and to put the ROorI PICTUREwhere they can
both see it.
. They should take it in turns to turn up two HALF
SE\TENCI] CARDS.
. The object of the garne is to find rnatching half
sentences that rnake a sentence that correctly
describes the roorn,
. 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 dre picrure. FL{LF SENTENCE
cARDS may be left face up when they are turned over.
Then a nen' half sentence can be combined with anv
that are visible.
. The player rvho can make the most sentencesis the winner.
El rnere is and Thereare=
affirmative and
negative
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.
Type of activity
Pairwork, matching game
Grammar point
There islisn't ... T'herearelaren't ...
we use the singular, islin't, to talk about single
countable objects and uncountable obiects:
There isn't a sofa. There isn't atty strgar.
we use the plural, arelaren't, for plural objects:
There aren't an! to))s.
Other structures
lotsof ...: Therearelots of cuPs.
aryt in negative sentences'. There ttren't any matches.
(= There are no mdtches.)
Vocabulary
Furniture and household obiects: soJa,cot, urntcltair,
knitting, cffie table, xases, bookcase)cttps' piano, photos,
uindow, toys,fireplace, cigarettes,music stand, natches,
ashtray, paints, xiolin, dog biscttits, neuspctper, sLtttc.tses
(These words are provided on the cards.)
18
IE ts there ...? and
Are there ...?
Type of activity
Smal1 group, information gap game
Grammar point
Is there ... ?Are there ... ?
we use the singuiar, lr', to ask about singie countable
objects and uncountable obiects:
Is there any sugar?
Is there a chair?
- \4'euse the plural, are, for plural objects:
Are there arqy toys?
note that the lvord order is changed in questions
Other structures
arT, in questions'. Are there any biscuits?
a lot of ...'. Are there a lot of bisctrits?
Vocabulary
Other structures
Furniture and household objects: ashtray, cigarettes,ntLttcltes,
easel,pairtts, collar, dog lead, dog boul, (packet ttfl dog biscttits,
knitting, cot, childrett's
tttusic stand, t,iolin, boo/es,szzircases,
&e in .vesinoquestions: Are you ... ?
&e in short answers: Yes,I am. No, I'nt not.
There isittre . . .
toys. babies' tot's
Materials and preparation
. Cupy and cut up a set of eEosl-tt-lxo picturcs and a set
of r-oocERs for each group of 3 .l students in -vour class.
Vocabulary
Furniture and household objects: fridge, table, chair,
cupboard, cup, saucer,jug, tLapot, trrilk bottle, sink, cooker,
pan, cttrdboard box, toLrstet",kettle, floor
Materials and preparation
How to use the game
. Check that -vour studcnts are familiar with the grammar
in the Grarnmar point and Other structures and
with the n'ords listed under Vocabulary, above.
. Make one copy of the car AND MousE tsoARD,the c,qr
ToIiEN and the t\vo IIOUSE'I'OKENS,and two copies of
the crt' AND \rousE pIcruRE, for each pair of students
'roKENS.
You will also
in -vour class. Cut apart the
for
need a dice
each oarr.
. Divide the class into groups of 3 -l students.
. Give each group a set of BEDSITLT\\I)pictures and ask
them to take one each.
How to use the game
I
RULEsTHTE-Er]
. In groups of 3, one person il'ill have to take tu'o
BEDSITLANI)pictures.
. Check that .vour students are familiar with dre grammar
in thc Gramrnar point and Other structures and
rvith the n'ords listcd under Vocabulary, above.
. They should not shou' their pictr-rrcs to each other.
. D i v i d c t h e c l a s si n t o p a i r s .
. Give each group a set of LoD(;ERS. Tell them these
eight iodgers live in thc eight rooms in the house.
. Give each pair a c.\T AND IIOUSE BOARD,a dice, a cA.r
-I'oKEN and one rlousE TOKEN.
. Ask them to spread the LctttctRs out on the table
where thev can a1l scc thcm.
. Ask them to decide which of them will be the cat and
ll,hich the lnouse.
. The object of the garne is to decide rvhich lodger
lives in which room.
. They should place their tokens on START.
. They first look at the ir o\\'n litDst-t.L.lxn picture and
decide which t-oncsn lives in i,vhich room, using the
objects in the room as clues.
. Then they trl to rvork out 'uvherethe othcrs 1ive. To do
this they u'ill have to ask each other questions using
'Is there ...' ot 'Are there ...', such as 'Is therecut ashtral'
'Are
there a lot of books in Room 2?'
it Room 1?'
. The game is finished r'r,henthcy have rvorked out u'ho
lives where.
. Now give all the students a c.{T AND A.lousE prcruRE,
'mice'
another r'rousE ToIiEN.
and give the
. The 'mice' should place their secondlrousE ToKEN
an]'r,vherethey like on their picture (keeping it carefully
'cats'!).
hidden from the
. The object of the garne is for the 'cat' to try to
catch the 'mouse', and the 'rnouse' 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
IE Placeprepositions:
in, at, under, etc.
Type of activity
Pairwork, board game
Grammar point
Placeprepositionsand phrases
opposire,
in, at, ort, ttnder,belou, next to, near, ahctL,e,
behind,in front o;t',beside,on the rightile.frof
lnove the appropriate number of squares, missing out
the SCURRY squares.
. If she lands on a POUNCE square, she can ask the
'mouse' a question about his whereabouts, e.g. 'Are you
in the box rtear the sink?' or'Are vou on the chair on the
"i.ht
^f
tl','
t,'hln)'
et,-
. The game cnds when the 'cat' catches the 'mouse' by
'mouse' gets
finding his hiding place, or r,vhen the
to
mousehole.
the
19
EOlmperatives
They may want to change rules to benefit their pair
or just to have fun.
Type of activity
Small group, board game
The obiect of the garne, as in a norrnal
is to reach the end first.
Grammar point
The pair that does so wins the game.
lmperatives and negative imperatives
- we use the infinitive form of the verb for the imperative
in commands and instructions:
Sit down. Conte here. Tbuch your toes.
- we use do not or don't in negative imperatives:
Don't
EEPresentsimple:
laugh.
affirmative and
negative
Other structures
None
Vocabulary
Parts of the body, e.g. hands, toes,stomach, earst nose' eres'
knees, elbow, feet, tongue, head, mouth
Game actions and expressions: say (the alphabet backwards),
miss (a go), pat $tour heaA1,rub $tour stomach)) go (back
three squares), close Qtour eyes), moae, change (the rulesl
one instruction), land (on a square), and other actions as
invented by students; at the same time, it's your go) counter
Materials and preparation
. Copy a r-AURA'scAME BoARD and set of INs-tRucrroxs
for each group of 6 8 students in your class. You will
also need a dice for each group, and 3 4 differently
coloured counters for each group.
How to use the game
I
R U L E SS H E E T
. Check that your students are familiar with the grammar
point and with the words listed
in the Gramrnar
under Vocabulary, above. You can write the
vocabulary up on the board for their reference.
. Divide the students into groups of 6-8 players.
. Ask players in each group to group themselves in pairs.
. Tell them they are playing together in these pairs
against the other pairs in the group.
. Give each group a I-AURA'SGAME BOARD,a set of
rNsrRUCTIoNs and a dice. Give each pair in the group
a differently coloured counter.
. Ask all pairs to put their counters on START.
. Tell them to begin playing by shaking the dice and
moving the counters round the board.
. When they land on a shape (triangle, circie, square
or diamond) they should obey the instruction for
that shape. Then it is the next pair's turn.
. \7hen a pair lands on '!', they may choose one of the
TNSTRUCTIoNSto change, for example, changing the
parts of the body when landing on a circle.
. The only condition is that they may not make an
instruction that allows a pair to move more than four
squares forward, or straight to FINISH.
Type of activity
Garne 1: Small group, card game
Garne 2: lfhole class, information gap game
Grammar point
Presentsimple
- we use this tense to talk about things that are generally
true:
Birds lay eggs. Tigers hazse stipes.
- we also use it for habits, routines and things that often,
sometimes or aiways happen:
I go swimming on Sundays.
- the present simple is like the infinitive form of the verb
(like, want, etc.) except for the third person singular
which has an -s (he likes, she wants) etc.)
- we use don't or doesn't in the negative:
Ilyoulwelthey don't like it. Helshelit doesn't like it.
I
Other structures
Game 2: Where do you comefrom? lY4tat's that like?
Vocabulary
Game 1: general 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, Sottth America,
stripes, spots, bamboo, rice, tea, cffie, legs, cgg\ moon,
earth, sun, light, sound, water, degrees(o), plant, sunlight
Students will need to know these verbs: liae, freeze, haae,
eat, grozo, go, traael, boil, need
Game 2'.planet, ntountains, grass,trees,water, insects,
insect lifu, bt1ds, bird life, sun, moon; telephones, signs,food,
wilk, radios, guide, beetles,lights, flying chairs, woolly hats;
haae, go round, write, use tools, speak, eat, need,
communicate, drink, walk, ffattel, wear
Materials and preparation
. For Garne 1, copy and cut up a set ofpRearv racts
canls and a set ofvERe cARDS for each group of 3-4
students in your class.
. For Garne 2, copy a soIAR sYSTEI,I u,Ll for every
student in the class. Copy one IL{NET ceRo and
one INHABITANTSCARD fbr everV Student and cut
up these cards.
20
board game,
How to use the games
Part 1
. Give each student a soLARsysrEM lrqp and a
Note: Garne 1 practises the affirmative;
Garne 2 practises the affirmative and negative.
GAME 1
PLANET CARD.
R U L E SS H E E T
. Check that your students are familiar with the grammar
in the Grarnmar point and with the words listed
under Vocabulary for Game 1.
. Divide the class into groups of 3 4.
. Give each group a set of t RgRKy FACTScRRos and a set
ofvens cARDS.
. Ask them to deai out eight FREAKv FACTScARDS to each
player and to spread the rest face down on the table.
. They should place the \ERB cARDSface down in a pile
on the table.
. The object of the garne is to make sentences using
a verb frorn a vERB cARD to cornbine two of the
FREAKY FACTS CARDS.
. Each player should take it in turn to pick up a vERB
CARD from the pile.
. She should take two FREAKy FACTScARDS from her
hand and make a sentence with them using the vrRn
CARD to connect them (and adding any other words
'The
she likes), e.g.'Tigers have stripes.'
earth goesround
'Polar
the sun.'
bears liae near the North Pole.' 'Pandas
live in China.'
. To make some sentences she will need an extra
'es'
card.
's'
or
. She will find that sometimes she holds the right
combination of cards to make a fact easily, e.g. Cats
eat fish, but sometimes she will not have the right
combination of cards to make an obvious fact.
'invent'
In this case she should
a fact. e.g. Tigerseat
fish, and try to persuade the others that it is true.
(She will obviously have more chance with a
'believable' fact like
the above than with obviouslv
false statements like Birds hatte 8 legsl)
. If the group accept the 'fact' as true or possibly true,
she may discard the cards and take another two FREAKv
FACTSCARDSfrom those on the table.
. If the group reject the sentence, she must keep the
cards but may change as many FREAKv FACTScARDS
as she likes from her hand with those spread out on
the table. The cards that she outs back on the table
must be face down.
. Then the turn passes to the next player.
. The winner is the player who gets rid of all her
cards first.
GAME 2
Note: This is a whole-class activity.
. Check that your students are familiar with the grammar
under Other structures and with the words listed
under Vocabulary for Game 2.
I
. Ask them to read the pr-qNn.t caRo and work out which
planet on the soL{R sysrEM rLlp they come from.
They should mark it with its name on the map.
. Ask them to rake their soL"\R sysrEM mt
PLANET cano) and to stand up.
(but not the
. The object of this part of the garne is to narne all
the planets on the rnap.
. Students can do this by talking to each other and
describing their planet using affirmative and negative
statements such as:
Sl: IX'4teredo you comefrom?
32: Tharg.
Sl: IX/hat'sthat like?
32: Well, it doesn't haz;e any mountains and it doesn't
have any grass. But it has trees and water.
Sl: Is it planet number 2?
52: No, Tharg doesn't go round the sun.
etc.
. The students must not show their solqR sysrEM I,L{ps
to each other, nor say the number of their planet.
. When they have written in the names of all the planets
on their map, ask them to sit down.
Part 2
. When everyone is sitting down, give each student an
INHABITANTScann. This card should not corresoond
to the IIANET cARD they already have.
. Tell them that they are each on a mission in outer space
and they have each found an alien (the one on their
INHABITANTSceRl) from another planet who is lost
in space. He/she doesn't speak their language so they
don't know where he/she comes from.
. The object of this part of the garne is to find out
which planet the alien is from and return
hirn/her to it.
. To do this they will have to stand up and move around
'radioing'
the class
each of the other planets rill they
find out which planet the alien is from- They could say:
Sl
32
Spaceship Deha to Gamma 3
Yes. Go ahead.
Are you receiz;ingme?
Sl: We haz,ean alien here. He has two heads andfour arms.
But he doesn't hazte any feet. He's in a fllting chair.
32: Yes!He\ from Plarg. Can you bring him back?
Variation
. You can play this game in a more static version by
seating students in groups of 8 or fewer around tables.
For 8 students, make eight copies of the sor-cn sysrEM
A.Ltp, and a copy of each of the eight pr-ANET cARDS
and INHReit-Alirs CARDS.For groups offewer than 8,
make one copy of the soLA.RsysrEM l n and white out
any unwanted planets. Use this as your master to make
the required number of copies. Select pt-tNpT cARDS
and rNHaettaNTS cARDS to correspond with the map.
21
EEPresentsimple:
yes/no questions
Type of activity
Pairwork. matching and memorl' gamc
Grammar point
Present simple questions
we use do and doesto form questions in the present
simple: Do Ilyoulwelthey like ... ? Does helshelitlike ... ?
- note that we put the subject (1, -,-ott,etc.) after do and does
Other structures
Short answers: Ye.r,1do. ,\1L I don't.
Vocabulary
Pair B should quiz Pla1'er I about Player 2's ans\\'ers,e.g.
'Does like icc crednt?'They may use the cards as cues,
he
Pla-ver 1 must tr)r to remember.
\flhcn she has ans'nl'crcd,Plal,er 2 ma1' say whether she
r.vasright or not.
The-v can then ask Pla--ver2 about Player 1, and Player I
can confirm or disagree s'ith the answer.
Pair B should keep a score of dre number of right answers
that Pair A give about each other.
Then it is Pair A's turn to question pair B.
The pair who got the most right answers at the end are
the u'inncrs.
Places, things, activities: ice crean,.football, cat, dog, g/a-sse.s,
club, theatre,bicycle,tear tennis,cltess,stantps,guitar, PiLttto,
Ia rtg t tages, o.lfice. ch t t olalc. *zr'. loqgi tt g
Activity verbs: p/a1,, watch, go (clubbinglto the theatre),
gct up, ride la biq'tle\, tollecr. sptak, iLttt'k.driz'(
Other verbs: like, enjoy, haxe, zcear
Materials and preparation
. Copy and cut up one set of cul caRns lbr each pair
of students in your class. Each pair u'ill need a sheet
of paper and a pen or pencil.
How to use the game
. Check that I'our students are familiar lr'ith the grammar
in the Grarnrnar point and Other structures and
with the q'ords listed under Vocabulary, above.
You can u'rite the verbs, from the list, on the board
for students to refer to.
EEPresentsimple:
wh- questions
Type of activity
Small group, matching game
Grammar point
Present simplc zr,ft-questtons
w-e form thcsc questicrns u'ith do and does:
Wtere do Itl,ouiweithe-t'liue?
Where does hetshelitlite?
\ve put the subject (1, /ri, etc.) after do and docs
question u'ords (arlro, u,here,uhj, tuhat, hou, tuhen)
go at the beginning of the question
Other structures
. Divide the class into pairs.
\flith things that are gcnerall.v true, \r'e use .l or thc
plural: A hedgehog rolls ittto a ball. Tigers liae in India.
. Give each pair a set of cuE cARDS.
Vocabulary
. Ask them to put them in a pile face dorvn on the tab1e.
. Player I should take the top card and look at dre picture,
then ask Player 2 a question based on the picture,
'Do you
l;ke
e.g. (picking up the picture of an ice cream)
ice creant?'
. Player 2 should answer and ask Player 1 the same
'I?s,
I do. Do 1'ou?'
question, e.g.
. The object of the garne is to ask and answer as
many questions as possible.
Arimals (the names of these animals are given on the cards):
elephants, tigers, horse, ouls, girafes, camel, frogs, hedgehog,
turtles, bees,hantsters, birds,geese,pLtlar bears,pettgttirt
These u.'ords are also given on the cards: India, Africa,
hay, grass,leaJ'lleates,tees, ilate\ hole, beach,hone1,,food,
spring, autunln, snou; rcach, store,catch (/lies'),roll (into a
balD; dark
Students will need to know these u.ords to make the
questions for the game (the-v can be q'ritten up on the
board): lir-te,eat, la1 (eggs),fl15 keep,Jur, lortg necks, ltuntp,
cheeks, bqgc1'cs,lortg tongues
. Players should take it in turns to pick up cards from
the pile.
. Give a time limit, sav three minutes.
Materials and preparation
. Copy and cut up onc set of lNtllqI- IICTURES and one
set of aNtir,t,rr-A\s\\-ERS for each group of 3 4 students
At the end of this time, join pairs together with
another pair.
Pair A should put their chairs so they are back to back
and cannot see each other.
22
in the class.
How to use the game
I
R U L E SS H E E T
I
. Check that your students are familiar r"'ith the grammar
in the Grarnmar point and Other structures and
with the words listed under Vocabulary for this game.
. Divide the students into groups of 3.-4.
Materials and preparation
. Copy and cut up one set of t'acxtllc PICTURES,one
suITCASEand one cHECKLISTfor each group of j-4
students in your class. Put all the PAcKING PICTURES
that you have copicd together and mix them up.
. Give each group a set of axlNlLL t,tc-ruRgs and
ANIMAL
ANS\\''ERS.
How to use the game
[jg!51]**--l
. They should spread the A\INIAL ANSwERSout face up
on the table and put the ANI\,L\L PICTURESface down
in a pile.
. Check that your students are familiar with the grammar
in the Grarnrnar point and Other structures and
with the u'ords listed under Vocabulary for this game.
. Players should take it in turns to turn up a card from
the ANIMAL PICI'uRESpile and lay it on the table.
. Divide your class into groups of 3-4.
. The
the
the
and
obf ect of the game is to find a question for
pICTURE that rnatches one ofthe ANSwERS on
table. Questions rnust begin with a ztsh- word
use do or does.
. The player who can do this correctly frrst, for example
by asking (matching a picture of a tiger with the answer
'II/here do tigers lite?', rnay keep both cards.
India)
. The plaver with most cards at the end is the wtnner.
EEIsome and any
Type of activity
Small group, exchanging and collecting game
Grammar point
sorne and any
- we use some and azy with plural nouns (sonte pills,
any batteries) and uncountable nouns (sotnentoney,
any shamPoo)
- we use sornein affirmative statements (I haxe sorne
money), in offers (Wotid you like sorne ntoney?) and
requests (Can you gioe me sorne monel'?)
- we use any in negative statements (I haxen't got any
ntoney) and in questions, except for offers and requests
(Have you got any money?)
- some and any may be used on their own without a noun
when the noun has been previously mentioned:
I haaen't got any shampoo. Haxe you got any?
Other structures
need'.We need somestarn4s.
haae got in questions and short ans\{'ers
Vocabulary
Holiday necessities:film, suncream, insectrepellent,tltoilq)'
plasters, batteries, shampoo, toothpdste, soap, travel pills,
(These words are provided in the game.)
aspirin, rlssz.res
. Give each group a sUITCIASEand a r:uscKLISt.
. Tell them the-v are going on holiday and this is their
packing list.
. Ask tu'o plavers in each group to take the surrcasn and
the other t\\'o to take the cIlECKLlsr. (In a group of 3,
one play'er can take either the sLrn-cASEor *re cHEcr<usr.)
. Give out the mixed-up PACKINGI']ICTURESto the players
with the suitcases onl.v 12 pictures to each pair.
Because the pacrctNc PI(t'fuREShave been mixed up,
each group will be missing some items and have more
than one of othcr items.
. The pair should spread the racrtNc; PI(lruRES out where
they can both see them, but conceal them from the
other pair in their group.
. The obiect of the garne is to 'pack' the sulrcAsE
with all the iterns on the cHECKLIST.
. The pair n'ith the cHECKLISI' should ask the other pair
if they have items on the list, e.g.'We needsomesuncreanl.
Hatte ue got any (suncrednt)?'
. The players with the sUITCASEand t'aczuNc PICTURES
'Yes,we'aegot sonte.' or'No, we
should answer, e.g.
got
ttny.'
haren't
. If they have an item, they can put it in the SUITCASE
and the pla-versrvith the cHECKLIST can tick it off.
. If they haven't got an item, the players with the
cHtscKlIST should underline or circie the item.
. If they have more than one of any item, they should put
one in thc suITCASh,,but keep the other on the table.
. $flhen they have finished going through the cuncrLtst,
thel' should decide u,'hat items they need to get,
e.g.'l'W htn-ten'tgot.tlry batteries.We needto get some.'
-'Yes, and we neetl sonrcpl(lsterstoo.'
. Groups may then send out two players to go to other
groups to try to obtain those items.
. They should visit other groups and ask for items,
c.g.'We needsonteshdntpoo.Hatte you got any?',
. Groups can give away any of the items not in their
suITCASl. (Items do not need to be exchanged they
can be given away.)
. The group to finish packing first are the winners.
23
El uow much ..,? and
How many ...?
Type of activity
Pairwork,informationgapgame
Grammar point
Hoz.u rnuch... 2 and Hozts ntany ... ?
- we use hou much with uncountable nouns:
How rnuch flour ... ?
we use how ntanl' with plural nouns:
How many apples ... ?
Other structures
haxegot
Thereislare...
Vocabulary
tea'
Shop goods: apples,flour, cffie, jam, sottp'oratTges'
bread
sugar,
tomatoes,
Amounts: gram, loaflloaaes
Containers:bag,packer,jar, rin
Materials and preparation
. Copy and cut up a set ofcupsoaRD PICTURES(A and B)
for each pair of students in your class.
EEIQuantifiers: much,
many, a lot of,
a few, etc.
Type of activity
Small group, board game
Grammar point
tttuch, ?natay, not ntuch, not rnany, a little, a lot
(oJ), not a lot (oJ), afeu;
- we use much with uncountable nouns: tnuch time
- we use many with plural nouns: tnany books
- we use a lot of with uncountable and plural nouns:
a lot of time a lot of books
- much and many tend to be used in questions and
negatives. In affirmative statements we tend to use
a lot of rnstead of much or many.
- a few (meaning 'not many') is used with plural nouns:
afeza books
- a little (meaning 'not much') is used with uncountable
nouns: a little time
Other structures
haae got: affirmative. negativc. questions
There is arc: affirmative, negative, questions
Present simple: affirmative, negative, questions
Vocabulary
How to use the game
. Check that your students are famiiiar with the grammar
point and Other structures and
in the Grammar
listed
under Vocabulary, above.
the
words
with
. Divide the class into patrs.
. Give cupBoARD picruRn A to one student in each pair
and cupgoaRo pICTUREB to the other student. Thev
should not show their pictures to each other.
. The object of the game is to find as many
differences as possible between the two pictures.
. To do this they will have to ask questions about each
other's pictures, e.g.'Hozu many apples are there in your
'How much
cupboard?'
flour is there in your cupboard?',
'There
are fiae apples in my cupboard.'
e.g.
answer,
and
or'I'z:e got 500 grams o;fflour.'
. There are eight differences.
These words are provided on the board: brothers,ntone)),
books, letters, cffie, tea, languages, hobbies, rooms, rain, pets,
kilometres, time, exercise,problems, good friends, aunts,
frce ritne, lrolidays. releaisionprograntntes, sisters
Materials and preparation
. Copy a eUESTIoNS BoARD and a set of l,rucu oR \,LA.NY
carus for each group of 3 4 students in your class.
Cut up the uucn oR MANv cARDS. For each group you
will need a dice and 3-4 differentlv coloured counters.
How to use the game
tluLrssHEEi_l
. Check that your students are familiar with the grammar
point and Other structures
and
in the Grarnrnar
above.
with the words listed under Vocabulary,
. Divide the class into groups of 3-4.
. Give each group a eIJESTIoNSBoARD, a dice and a shufled
set of llucu oR MANy cARDS. Give each student a
differently coloured counter.
. Ask them to place their counters on START and to
deal out five uucn oR I,LA.NycARDS to each student.
. The rest of the cards should be placed in a pile face down.
. Player I throws the dice and moves forward that
number of squares.
. The object of the garne is to rnatch picture squares
and nucu oR MANY CARDS to rnake questions.
24
\Xlhen a player lands on a picture square he should look
at the MUCH oR r'IANy cARDS in his hand to see if he
can make a question to ask one of the other players.
For example, if he lands on 'books' and he has a 'How
many' card he can make a question such as 'How many
books haae you got?' ot'Hou many books do you read eaery
month?' He can ask any of the other piayers, u'ho must
reply, e.g. 'I don't haxe many books.' or 'N'ot many!' or
'(I reaQ two books (eaerytmonth).'or'(1 reaQ a lot (of
books).'The player can then put his card down on the
'Hou'much'
table in front of him. But, if he only has
cards in his hand, he cannot make the question and
must 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 is
the winner.
Materials and preparation
. For Game 1, copy and cut up one set of pEopLE
carus and one set of rRnqutNcy cARDS for each pair of
students in your class. Each pair will need a sheet of
paper and a pen or pencil.
. For Game 2, copy one sheet of caLENoaRS and one
set of pEopLs prc'ruREs for each pair of students in
the class. Cut up the pBoplE prcruR-Es.
How to use the games
. Check that your students are familiar with the grammar
point and with the words listed
in the Grammar
under Vocabulary for this game.
GAME 1
. Divide the classinto oairs
I
RULES
sHEEr
I
. Give each pair a set of pEopLE caRns and a set of
FREQUENCYCARDS.Ask them to put them in two
separate piles face down on the table.
EllFrequencyadverbs:
always, sometimet etc.
Type of activity
Pairwork and small groups, connecting game
Pairwork/whole class, information gap game
Grammar point
phrases
Presentsimple* frequencyadverbsandadverbial
- frequency adverbs (always, often, frequently, usually,
sometintes,occasionally,rarely, nexer, etc.) precede the
verb (1 nezter eat fish), and the main verb in questions
(Do you sotnetitnes go skating?)
- adverbial phrases (ez;eryday, once a ueek, twice a week,
on Sundays, on Monday nights, etc.) go at the end of
the sentence: I go swimming on Tuesdays.
Other structures
. Player I should take the top card from each pile and
put them face up on the table for both players to see.
. The object of the garne is to rnake 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
'A
on the cards, e.g.
lot of my friends go skating on
Friday nighrs.' or'My bossoften shouts.'
. They should keep a list of their sentences as they say them.
. Then get each pair to work with another parr.
. Each pair in the group should take it in turns to read
their sentences out.
. Each pair should guess whether the other pair's sentences
are true or false.
None
. If they are right they get a point. If they are wrong,
the other pair get a point.
Vocabulary
. The pair with most points at the end is the winner.
Garne 1: Family and friends: brother, sister,aunt, uncle,
parents) cousin, friend, neighbours
Other people: boss,teacher,children, politicians, babies,
people, group, British
Variation
Animals: dogs, sheep, cat
Game 2: theate, ballet, orchestra, church, Italian lessons,
ztiolin, skating, birdwatching, parachuting, hiking, canoei rtg,
yoga, football, boxing, art, cookery, philosophy, astononty,
clinic, sewing, finance, climbing
Garnes I and 2: Activitv expressions: go walking I
birdwatching I swimming I hiking I parachuting, go to a class
I to church I to the clinic I to the hairdresser I to orchesta
practice I to the ballet I to the theatre, do astronomy I yoga,
play football I tennis
. You can adapt this game to practise only the frequency
adverbs (always, often, frequently, usually, sontetin tes,
occasionally,rarely, neaer) if you prefer. Simply discard
the adverbial phrases (on Saturday nighrs, etc.) from
the FREeUENCvcARDS and 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 psopLE,
PICTURES.She should spread these out on the table
in a way that she, but not her partner, can see them.
25
. The obiect of the garne is to match the prcrunes
to the CALENDARS.
. Student A begins. He should describe the activities in
'FIe
the first calendar in his sheet of calexoans, e.g.
sometimesgoes to the theatre. He goes to ballet lessonsonce
a week I eaery Tuesday.'
. Student B should look at her ppopLn PICTURESto see if
she has a picture that corresponds to this description.
Other structures
None
Vocabulary
Actions and feelings (a11these words are provided in the
game): arriz,ing, feeling (happylwelllsaQ, tying (ro learn
Spanish), practising (her Spanish in the market), haxing
(a siesta), spending (all her money), learning (to windsurf I
to ride bikes), enjoying (Spanish food I rhe tour), playing
(z,olleybal[), burying
. She should give this to Student A, who should put it
on the correct calendar.
. Halfivay through, the students can exchange roles
(Student B has the set of cRLExoaRs and Student A
the PICTURES).
Variation
. If you prefer a whole-class activity for this game, copy
and cut out as many calendars from the CALENDARS
sheet as you have students in the class, and copy the
corresponding pEopLE PICTURES.Give each student an
individual calendar and one of the pgopr-E PIC'I'URES
(not the picture that corresponds with their calendar).
They should then go round the class trying to find the
'lost' the calendar that they have, by
person who has
asking and answering questions. e.g:
Sl: Do you sometinlesgo skating?
32:. Yes!
Sl And do you go birduatching at weekends?
S2: Yes! I loae birdwatching.
Sl: Is this your calendar?
Materials and preparation
. Copy one set of caprroN cRRos and one PHoro ALBUN'I
(left and right pages) for each group of 3-4 students
in your class. Cut up the cAPTIoN cARDS, keeping the
pEopLE caRos and vERB CARDSseparate.
How to use the game
]
R U L E SS H E E T
I
. Check that your students are familiar with the grammar
in the Grarnrnar point and with the words listed
under Vocabulary, above.
. Divide the class into groups of 3-4.
. Give each group a PHoro ALBUM and a set ofcep.ltox
cARDS, separated into psopLE, cARDS and vERB cARDS.
. Ask each group to put both pages of the PHoro ALBUNI
face up on the table where they can all see them.
. Ask them to take the pEoPLE caRls and to spread
them out face up on the table.
. Ask them to take the vERB cRRns and to spread them
out face down on the table.
EEIPresentcontinuous:
affirmative and
negative
Type of activity
Small group, ordering game
Grammar point
. Players then take it in turns to turn up the vERB cARDS,
one at a time. They should leave the cards face up.
. The object of the garne is to make a caption for
each photo, using the cAPTIoN cARDS. Each caption
is made up of three cards.
. The players should look at the cards on the table and
try to spot a combination of caprroN cARDS that
makes a sentence that describes one of the photos,
e.g. for photo 1: We are arrizting in Spain.
Present continuous
- we can use this tense to talk about ongoing actions
and feelings:
. When one of them 'spots' a caption, she should say
the words and point to the photo.
I'rn reading.
She's u:atching TV
He's feeling sad.
- we form the present continuous with the present tense
forms of be + [verb]-ing'.I'n lyou're lhe's lshe's I
we're lthey're + [verb]-ing
we can form the negative like this: I'm not I you're not
(or you aren't) I he's ttot (or he isn't) I she'snot (or she
. The first player to do this can put the appropriate
cAprIoN canos under the photo and claim a point.
isn't) I we're not (or we aren't) I they're not (or they aren't)
+ [verb]-rag
26
. The player with the most points at the end is the winner.
Variation
. This can be played as a team game, where the first
group to match all the photos and captions correctly
wins the game.
EEPresentcontinuous:
EOPresentcontinuous:
yes/no questions
wh- questions
Type of activity
Small group, lotto game
Type of activity
Smallgroup,orderingand matchinggame
Grammar point
Grammar point
Present continuous questions
the word order is changed in questions:
+ [verb]-iiig? Am I + [verb]-l)rg?
Are Stottiucithg-1,
Is heishelit + [verb]-rizg)
Present continuous zr'lz-questions
the word order is changed in questions:
lVhat ate youlzuelthey + [verb]-ing?
LVherearn I + lverbl-ing?
lY./henis helshe + fverb]-ing?
- question words (what, uho, when, why, where, how, which)
come at the beginning of the question
Other structures
Present continuous negatives: He isn't dancing.
Vocabulary
Other structures
Activities : dancing, rtmning, .jumping, kicking (a baltl,
drinking, typittg, singing, climbing (d tee), ironing, cooking,
washing ttp, riding (a bike), driz-ing, eating, writing, playing
(the gtital, painting, sleepittg, shopping, uatching (Tl),
reading, Jighting, skating, repairing (a car)
None
Vocabulary
Actions: crying, smiling, looking (at), talking (to),
running, thinking, buging, writing (to), cooking, standing
(ort), screaming (at), going (These verbs are provided
on the cards.)
Also: watch, see, catch, dreaming, trying (to reach); sad,
film, hot-air balloon, bus, flouers, fried eggs, cupboard, ghost
Materials and preparation
. Copy and cut up one set of four Lorro eoaRDs and
IICTURES for each group of 3 4
one set of 24 lolro
students in 1'our class. For groups of 3, discard one
board and its set of six picture cards.
How to use the game
]
R U L E SS H E E T
Materials and preparation
I
. Check that your students are familiar r.l'ith the grammar
in the Gramrnar point and Other structures and
with the words listed under Vocabulary, above. You
can write the u'ords on the class board for the students
How to use the game
Part 1
to refer to.
. Divide the students into groups of 3-4.
. Give each group a set of Lorro
LOTTO PICTURES.
. Copy and cut up one set ofplc.tunp eUESTIONS,one
set of ptc-tuRl, ANS!ilERSand one set of woRo cARDS
for each group of 3-4 students in your class.
BOARDSand a set of
. They should put the LOTTo pICTURESface dou'n in a
pile on the table and take one LOTTo uolRl each.
t
RriLEs
sHEErl
. Check that your students are familiar with the grammar
point and with the words listed
in the Grarnrnar
under Vocabulary, above.
. Divide the class into groups of 3-4 students.
. Give each group a set of IICTURE eUESTIoNS and a set
ofshuffled \roRD cARDS.
. The object of the garne is to rnatch the pictures
in the pile with the pictures on the boards.
. Ask them to spread out the \(/oRD cARDS face up on
. Player 1 begins. He takes a picture from the pile and,
without showing it to the others, tells them three
things that aren't happening in dre picture, e.g.'He isn't
. Ask them to put the IICTURE eUESTIoNSface down in
a pile on the table.
dar'tcing.He's not eating. He isn't laughing.'
. The other players then ask questions to find if the card
'1s he
cooking?'
corresponds to one on their boards, e.g.
'Is
'Is
he driz;ing?'
he zuriting?'
. The player u'ho gets the answer 'Vs' may take the picture
and place it on her board on the matching square.
. Then it is the next pla.ver'sturn to pick up a picture and
say what is not happening in his picture.
. If any player picks up a picture that matches one on her
own board, she should replace it at the bottom of the
pile and take another.
the table where they can all see them.
. The object of this part of the garne is to make an
question using four wono carus for
appropriate
each picture.
. Player I should turn up the first rICTURE euESTioN
and put it face up on the table where everyone in the
group can see it.
. The first player to see the four wono canos that make
an appropriate question for the picture should say the
question. If the others agree it is correct, he can then
take the four vroru canos and the prcrunr euESTIoNj
placing the picture in front of him with the four wonD
cARps underneath.
. The player rvho completes his board first is the wrnner.
27
. Then it is the next player's turn to turn up a IICTURE
Materials and preparation
QUESTION.
. Copy and cut up one set oflon caRts and one set of
ACTION IICTURES for each group of 3-4 students in
your class.
. The player u'ith most woRD cARDS at the end is
the winner.
Part 2
R U L E SS H E E T
I
. V/hen they have made all the questions correctly, ask
them to put away the \x'oRD caRos and give each group
a set of PICTUREANS\vERS.
. Ask them to put the IICTURE euESTIONSface down in
a pile on the table and to deal out all the ptcrune
ANS$(/ERS
to the players.
How to use the game
I
R U L E SS H E E T
. Divide the class into groups of 3 4.
. The object of this part of the game is to rnatch
question and answer.
. Give each group a set of 1on canos and a set of
ACTION PICTURES.
. Player I takes the first pICTUREQUESTIoNfrom the pile
and asks the question, without showing dre others the card.
. Ask them to place the JoB cRnos in a pile face down in
the centre of the table and to deal out all the acrroN
PICTURESto the players.
. The player who thinks she has the right IICTURE ANS\x,T,R
'llet
crying becausehe's uatching a sad
can reply, e.g.
players
can check that the question
The
other
film.'
and answer cards match; if they do, she can keep the
pair of cards.
. Then it is the next player's turn to turn up a PICTURE
eUESTI()Nand ask the question.
E[ Presentsimple or
present continuous
Type of activity
Small group, matching game
Grammar point
Present continuous or present simple
- we use the present simple to taik about actions repeated
every day, often, or sometimes (I get up at 7.30 eaery
morning) and about feelings (He lihes chocolate)
we use the present continuous for ongoing actions
taking place at the time of speaking:
She can't conle to the phone nowl she's haz:ing tt bath.
Other structures
None
Vocabulary
$ilork activities'. drive (a btts), delixer (letters), repair (cars),
teach (maths), work (in a restaurant I in an olfice I on a
building site I in a shop), painr (picuues), direct (films), fly
Qtlanes),clean (windows), zuear(a unfornt)
Llkes: like (chocolateIdogsI musicIcoffeeI bikesI ballet[t'ilntsI catsI
chewing gumlbooks)
Common actions: do (somegardening), eat (lwtch), drink
(cffie), driae (a car), read (a book), watch (balletlafilmlTV),
talk (on the phone), play (tennislfootballlgolfl, ride (a bike)
28
]
. Check that your students are familiar with the grammar
in the Grarnrnar point and with the expressions
listed under Vocabulary for this game.
. The obiect of the garne is to rnatch 1on cRnos and
ACTION PICTURES.
. Player I should take a 1on c,qRn from the pile and look
at it, without showing the others. He should give the
others three clues about what the person on his Joe
caRo does for a living and any likes, hobbies or habits
'He
wears a unform. He driaes a bus.
he can see, e.g.
He likes chocolate.' Then he asks'll/hat is he doing now?'
. The player holding the matching ACTIoN IICTURE can
answer, e.g.'He's doing sontegardening.', and produce
the card.
. If she is correct, she can keep both matching cards
(.Joecano and acrrclN t,tcrunr). If she is wrong, she
must give her actIoN IICTURE to Player 1.
. Then it is the next player's turn to draw a JoB cARD
from the pile.
. The olaver with most cards at the end is the winner.
EE can and can't
Type of activity
Vhole
class/small group, collecting game
Grammar point
can and can't
can has no -s in the third person:
I lyoulhelshelitlweltheycan ...
the negative of can is cannot or can't
the word order is changed in questions:
Can Ilyoulhelshelitlwelthel ... ?
canlcannotlcar't are followed by an infinitive (without ro):
I can szpitn run'jump.
can is used without an infinitive in short answers:
Can you swim? - Yes,I can.
'r
we use canlcannotlcan to talk about abilities
(I can swimlcooklsew), and to ask and give or refuse
permission (Can I join your team? - Yes,you can. I
No, you can't.)
Other structures
None
Vocabulary
Activities: .juggle, ride (a horse), somersauh I turn
somersauhs,walk (the tightope), eat (ffue),Li.ft(weighn), run,
do (the long jump I the high jump I gltrnnasrics),swim, throw
(the jaaelin), play (rhe violitt I the piano I the guita),
conduct (an orchestra),sing, dance, cook, sezt,,make
(furniture), sail (a boat), spin, weaxe, gizte (firsr aiQ
Llso'. desert island, castazuay
Materials and preparation
. Whole class: first mentally divide your class into four
teams. For each team, copy and cut up enough reer,r
caRps and their correspondingIALENT rICTURES for
each student to have one of each, e.g. each student who
'clncus
will be in the circus team should have the
'crRCUS'TALENT PICTURE.
TEtuM' CARD and a different
(If there are fewer than 6 in a team, you will have to
make a choice of rar-sNr pICTURESand white out the
corresponding items from the TEAII cARD. If there are
more than 6, simply copy some TAI.ENT PICTUREStwice.)
. Small groups: if you prefer to play the game in small
groups, copy and cut up one set of rgal.r canos
IICTURES for each group of
and one set ofraLsxr
3 4 students. For groups of 3 students remove one
TEA-McARD and its corresponding TALENT IICTURES.
How to use the game
. Check that your students are famiiiar with the grammar
in the Grarnrnar point and with the expressions
listed under Vocabulary, above.
. The other teams must guess what the team does,
e.g.'You're a ciruts teant.'
Variation
. If you prefer to play this game in a more static version)
divide the class into groups of 3 4 and give each group
a set of -r-nal,t carus and a set of -rar-sx.r IICTL-RES. They
should take one TEAM cARD each and put the TALENT
IICTURES face down in a pile in the centre of the table.
. The object ofthe garne is to collect a set ofraLpxr
PICTURES that correspond
with the tearn rnembers
on the TEAM CARD.
. Player I takes one TALENT IICTLRE from the pile, without
showing it to the others. He should check if the picture
matches one of the six talents on his rr,Rlt cano. If it
does, he should replace the card at the bottom of the
pile and take another.
. When he has a picture ttrat does not match the talents
on his rna"r'r CARD, the others may ask questions,
'Can you
e.g.'Can you juggle?'
cooA?'based on the
list on their TEAI'{ cARD.
. The player who asks the question that gets the answer
'Yes'
may keep the picture and add it to her'team'.
. Then it is the next player's turn to turn up a TALENT
PICTURE.
. The winner is the player who gets her 'team' together first.
. At the end, players can go through their raI-eNr
'introducing'
PICTURES
their teams to each other,
e.g.'He can juggle.' etc., but not say what their team is.
. The other players must guess what each team does.
. For a whole-class activity, give each student in the
-tnRlt cnno.
class a TALENT pICTURE and a
. Each student's TALENT pICTUREshould correspond to
one of the people described on their TEAM cARD.
. The obiect of the garne is for the class to group
thernselves into four teams, by finding the other
people described on their TEAM cARD.
. To do this, they should get up and walk around the
'Can you...?' questions,
room, asking other people
'Can you juggle?' 'Can you cook?'
e.g.
. Players can answer 'Yes, I can.' or'Aro I can't.' or offer
'I
information, e.g. can't juggle but I can ualk the tightrope!
joit
your
Can I
circus?'
. When they find someone who has one of the abilities
described on the card, they should join together and
go in search of more people to join their team.
. When everyone has joined a team, ask the four teams
to go to different corners of the room.
. Ask each team member to describe the abilities of the
person or people standing next to them, e.g. 'He can juggk.'
'She can ride a horse.' 'They can both walk the tightope.'
EE must, m.tstnt and
needn't
Type of activity
Pairwork, matching game
Grammar point
tnust, tttustn't
and needn't
- must has no -s in the third person:
I lyouI heIshelit lweI thelt nr.ust ...
- the negative of rnust is tttust not or ntustn't
- an alternative form to doldoesnot need to is needn't:
You do not need to run. You needn't run.
- mltstlmustn'tlneedn't are followed by an infinitive
(without ro):
I musr buy somefood today.
You mustn't be late.
You needn't do any shopping.
we use nlust to tell people to do things
- ntustn't is used to tell people not to do things
needn't is used to say there is no obligation/necessity
to do something
29
Other structures
Comparatives'. eat trtore) do tnore
exercise
Vocabulary
(These words and expressions are provided on the cards.)
Activities: do my homework, clean the house, cut the grass,
go on a diet, do the shoppittg, seenry bank ntanager' go to the
dentist, haae a holidalt, haae a good night's sleep, do ntore
exercise,eat more, wash my hair, get up early toddy, rush,
take warm clothes, go to the bank
Transgressions'. be late again, forget to phone the taael agent,
lose my temper,fall asleepin the meeting, spend a lot oJ monelt
on holiday, spend a lot of time watching Tll lose the ke1,s,
burn the dinner, park on that yellow line agairt
EEIwas and were
Type of activity
Garne 1: Vhole class/small group, ordering game
Garne 2: Small group. guessing gamc
Grammar point
zpas and ztsere'. sirnple past of be
ro talk about situations that existed
we use zrrasand r.aere
at a definite time in the past
in the affirmative the form is:
Ilhelsheiit zpas ...) youlztelthelt Tpere ...
in the negative thc form is:
Ilhelshelit ztsasn't ..., youluelthey zaeren't ...
- in questions the u'ord order is changed:
Was Ilhe lshelit ... ? Were youlzcelthey ...?
Materials and preparation
Other structures
. Copy and cut up one set ofxncesslTY cARDS and one set
of RcrroN cARDS for each pair of students in the class.
None
Vocabulary
Garne 1: Romancc: in lozte,neeting place, under the clock,
hoppt, late, angry, rtrde, sorry
(These words are provided on the cards.)
How to use the game
. Check that your students are familiar with the grammar
in the Grarnrnar point and Other structures and
with the words and expressions listed under
Vocabulary, above.
Garne 2: Places: in the bath, in the steet, irt a boat (ort the
sea),on the roo.[, irt the sea, up a sk)tscraper)oil a rtntnttaitr,
in a treela gardenld police car, in hospital, on a horse
Also: a.m.. b.m.
. Divide the class into pairs.
. Give each pair a set of NECpssITY cARDS and a set of
ACTION CARDS.
Materials and preparation
. Ask them to spread the two sets out, face down, in
different areas on the table.
. Game 1: Copy and cut up one set of soal opER{ cARDS
(v'onos and ptc-ruRr,s) for each group of 3 4 students
in the class.
. They should take it in turns to turn up two cards, one
from each set.
. The obiect of the garne is to match
sentences.
rneaningful
cards to rnake
. If the two 'half sentences' can reasonably be combined,
e.g.'I needn't' and'getup early today', or'You mustn't'
and'be late again', the player can put them together to
'justifu'
his sentence,
make a sentence, adding a phrase to
e.g.'I needn't get up early today becauseI don't start work
'You
mustn't be late again or your boss
until eleaen.' or
zaill be angry.'
. The player can then collect the two cards.
. If the two 'half sentences' can't be combined, or the
player can't think of a situation in which they would
make sense- e.g.'I rnltstn't' and'do my homeuork'
would be hard to combine (though ingenious students
may be able to find a reasonl) - the two cards should
be left face up on the table.
. The next player can then turn up two cards and. try to
make a sentence.
. Any new 'half sentence' can be combined with one that
has previously been turned up and left on the table.
. The winner is the player with most cards at the end
of the game.
30
. Garne 2: Copy and cut up two sets of srR\NGE BUT
lnus cards (pictures with times) for each group of
3-4 students in the class. Cut the times off the bottom
of one set of cards for each group.
How to use the games
Note: Garne 1 practises affirmative and negative forms;
Garne 2 practises questions and negatives.
GAME 1
. Check that your students are familiar with the grammar
point and with the words and
in the Grammar
expressions listed under Vocabulary for Game l.
. Divide the class into groups of 3 4.
. Give each group a set of soAP oPER{ ceRls (n oxns
and Rrcrurus).
. You can play this as a competitive team game or as a
small-group card game.
Team game
. Get each group to spread the PICTURESand the voRDS
out on the table.
. Tell them the prcruREs and rvoms tell a story and that
there is one sentence for each picture. Each sentence is
made uo of three w'oRls cards.
. The object ofthe garne is to arrange the PICTURES
in sequence to tell the story and then to select and
order words frorn the woRDS cards to rnake a
sentence for each picture.
. The group can re-order the IICTURES to match with
the sentences if they need to.
. The group that does this first is the winner.
Card game
t
RULEisHTETI
. Get the groups to spread the soAP oPERAPICTURESout
face up in the centre of the table, in any order.
. They should deal out seven woRDS cards each and put
the rest face down to one side of the pICTURES.
Give each group a set ofstruqNGE BUT lnuE cards
without the times.
Ask them to deai them out equally to all piayers.
Now give each group the srp-qNcc BUT TRUE cards with
the times on. Ask them to put these in a pile face down
in the middle of the table.
The obiect of the game is to match
STRANGE BUT TRUE cards.
the two sets of
Player I begins. He takes a card from the pile.
If it matches one in his hand, he shouid replace it at
the bottom of the piie and take another.
. The obiect of the game is to find three wonns cards
to make a sentence that tells what is happening
in one ofthe PICTURES.
If it does not match one in his hand, he should look at
the card but not show it to the others, and he should
'Guess
where I was at ...
ask the rest of the group:
a.m.lp.m. yesterday.I wasn't
and I wasn't
. . . . . . . . . . . . . . . ' ( s a y i n gt h e t i m e o n t h e c a r d a n d n a m i n g
two places not pictured on the card).
. Player I goes first. If he has the right words in his hand
to make a sentence about any of the prc-IuRBs, he can
lay them down underneath the picture and say the
The rest of the group have to guess where he was,
basing their guesses on the pictures they hoid,
e.g.'Were you in the bath?'
. The players may look at the \iloRDS in their hands but
not show them to the others.
sentence.
. The others can comment
accept or reject the sentence.
. If they agree with it, he can take, from the wonos cards
on the table, three new voRDS cards.
ThE player with the matching picture, who guesses
correctly, can take both cards and discard them.
The player who gets rid of her cards first is the wrnner.
. If he cannot find the right vonns in his hand, he can
exchange as many \(/oRDScards as he likes from the
cards on the table.
. Then it is the next player's turn.
. \7hen every pICTUREhas its sentence, then the players
can arrange them to make the story.
The story is:
1)
They were in loae. (rrcrunl
The meeting place was under the clock. (vrcr:oxn 2)
He was there at 7 o'clock. (ttcrunr 3)
She wasn't there. (vtctuvs.4)
5)
lYhere was s/ref (ltcruru
He wasn't happy. (vtcluRE 6)
She was /are. (rtcrurc 7)
He was angry. (rrcrunr 8)
She was angry. (rrcrunn 9)
10)
He was rrzde. (lrcrunr
I l)
She was rzda. (tlcrunr
and negative
Type of activity
Garne 1: Pairwork and small group, matching game
Garne 2: Small group, information gap game
Grammar point
Past simple: affirmative and negative
- in the affirmative this tense is formed by adding -ed:
walk + usalked, look + Iooked
- in the negative this tense is formed wirh did notldidn't:
I didn't usalk. She didn't look.
there are many common verbs which have irregular
past simple forms: go + taent, see+ sazt)
Other structures
She wasn't happy. (rrcruR-E 12)
He was sorry. (rrcruRE l3)
She still wasn't happy. (rrcrunr 14)
He was L)ert sony. (lrcrunn 15)
They were in loz.teagain. (r'Icrunr 16)
None
Vocabulary
(But variations are possible!)
GAME 2
[ RUCasHiE]-_l
. Checkthat your studentsarefamiliarwith the words
and expressions listed under Vocabulary
EE Pastsimple:affirmative
for Garne 2.
. Divide the class into groups of 3 4 students.
Common actions: beginlbegan,breaklbroke, bringlbrought,
build Ibuih, bugI bottg ht, catchIcaught, com eIcam e, drink Idrank,
eatl are, :t'alllfell, findlfound, fly lflezu,forgetlforgor, getlgot,
gia eIgav e, goIwent, haa eI h ad, h ear I h eard, leaxeIleft, loseIlo st,
makelmade, nteetlmet,pay lpaid, putlput, readlread, ringlrang,
saylsaid, seelsazu,selllsold, sitlsat, sleeplslept,speaklspoke,
spill Ispih, stand Istood, stick Istuck, rak eI took, tellI told,
thinklthought, winlwon, write lwrote
31
AIso:
Garne l'. job, cup, chocolates'wall, hat, ball, room, tea,
spagheti, tase, Jloor, key, Paris, name, book, flowers' yesterday,
haae (a bath), o'ul, house, cake, pal (b! cheEte), food, fridge'
marryr;t'ilm, car, cloun, tent, chat, glass,water, class,stand up,
paper, slice of cake, child, think about, cuplrrophy, letter
Garne 2'. hole, wall, mistake, door, plant pot, accident,
. Ask them to put these face down in a pile in the centre
of the table.
hantnter, piano kegs, glue, curtains, blowtorch, windou, glass,
carpet, paint pot, table, saw, shelaes,fountain, plans,
living roont, garden, uallPaPer;
need, admit, drop, glue, burn, get (in the way o;f), smash,
Itan, walk, saw (in half), pur up, notice;
thin, backwards, silly, sorry, not straight, back to front
. Players may look at their cards.
Materials and preparation
. Garne 1: Copy and cut up one set ofvsns MATCH
cards (rRrsENr and PAST)for each pair of students in
the class. Copy and cut up one set of ecrrox PIcTURES
(1 and 2) for each group of 4 students; for weaker
classeskeep the verbs on the cards as support - for
stronger classes cut the verbs off.
. Garne 2: Make one copy of the pavE THE BUILDER
prcruRr and one copy ofthe cuLPzuT cARDS for each
group of 4 10 students in the class. Cut up the
. Ask them to take the vERB ivATCH cards and separate
them so that only the IAST forms are left.
. Check that students have all the PASTcards. Ask them
to deal out the pasr- cards equally to all players.
. The object of the garne is to rnatch pictures and
verbs, and to rnake a sentence, using the past
sirnple, describing the picture.
. Player I begins. He takes a card from the pile of
ACTIoN IICTURES and lays it face up on the table so
that the other players can see it.
. A11the players must try to match the correct verb to the
picture and to make a sentence in the past, e.g. for the
picture of a girl dropping a cup and breaking it, a student
'Sfte
broke the cup.'
must produce the card broke and say
The first to do this may collect the RcltoN PICTURE
card and put her vERB MATCH (tasr) card on the
discard pile.
. The player with most ACTIoN PICTUREcards at the
end is the winner.
Variation
. \ilfhenthe studentsarefamiliarwith the pastforms,
CULPRIT CARDS.
this game can be played without the vERB MATCH
(lasr) cards: students turn up an ACTIoN PICTURE
from the piie and the first one to describe it correctiy
How to use the games
Note: Garne 1 is a simple game to help students memorise
irregular pasts; Game 2 practises negative past forms.
GAME 1
Part 1
. Check that your students are familiar with the grammar
in the Gramrnar point for this game.
gets 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 pair a set of vERB MATCH cards, PnesENT
and past.
. Give each group a DAVE THE BUILDER ptc-ruRn and a
set of cur-pzuT cARDS. Each student should have one
cuLPzuT CARD. If the group is smaller than 10, some
students will need to take two (or more) cards.
. Ask them to shuffle them and then spread them out
face down on the table.
. The object of the garne is for each group
out who did what.
. They should take it in turns to turn up two cards at
a time.
. There is one snag - they are only allowed to deny
actions; they cannot make positive statements nor ask
any questions. Ted, for example, can say'I didn't
. Divide the class into pairs.
. The object of this part of the garne is to find
matching pairs of rasr and pnrsent verbs.
. If a player turns up two cards which have the past and
present form of the same verb on them, e.g. begin and
began, she can pair the cards and collect them.
. The player with the most cards at the end is the winner,
R U L EsSH E E r I
. Check that your students are familiar with the words
listed under Vocabulary for Game 1.
Part 2
I
. \il1-ren the pairs have finished the first part of the game,
join them up n'ith another pair to make a group of 4
PICTURES(1 and 2).
and give them a set ofactlox
32
to work
smash the windou.' or'I didn't burn the curtains.'but
'I
not
broke the plant pot.' (They must tell the truth
though - Ted can't say'I didn't break the plant pot.')
. It is up to each group to work out how to solve ttre puzzle.
. The group that solves the puzzle first are the winners.
. When the puzzle is solved and everyone knows who is
guilty, they can all make their excuses, e.g.'I put the
fountain in the middle of the room. I had the plans back
to front!'
EEPastsimple:
yes/no questions
Type of activity
Small group, matching game
Grammar point
Past simple: yes/no questrons
we use did to forrn questions in the past simple
(Did I lyoulhelshelitla:elthey ...):
Did you go to the cinema?
note that we put the subject (1, you, etc.) after did
Other structures
None
Vocabulary
tinenta, filnt, cafc, coffee.pizza. rcstatrrant.qttcue lfor a ra.ri\.
party, gerloffer (a lift), pub, folk concert, ballet, catch (a bus),
nightclub
Materials and preparation
. Copy and cut up the cROSSEDpar.gs cards for each
group of 4 6 students in the class. If using the game
with groups of 4 or 5, simply discard one or t\vo
cRossED pa.rss cards.
EZ Pastsimple:
w,h- truestions
!'l
r'
Type of activity
Small group, lotto game
Grammar point
Past simple: zlh- questions
- question wotds (zohat,why, uhen, uhere,who, how or
uhich fthing]) come at the beginning of a question
we can make zu/r-questionswith zlasor werefollowed
b1' the subject:
Whenu;ere you in London?
we can also make zr,/r-questionswith did follor.l,edby
the subject and an infinitive (without ro):
lY/heredid you stay? IX/hodid jtou nteet?
Other structures
What kind of: What kind of shoesdid yotr buy?
What colour: What colout'was it? What colour tie did he
wear?
Vocabulary
toast,cffie, pocket,cup,Italy, year, bike,scared,plane,funny,
red, white, bhte, theate, party, pizza, restalffant,mother,
night, bestfriend, ueek,foot, train, aanilla, orange,black,
stripes,nice (These words are provided on the cards.)
Studentsshould be familiar with a range of common verbs,
€.9.go, do, eet, get to, like, prefer,buy,find, keep,nleet,go,
see.catch.choose
How to use the game
. Check that your students are familiar u'ith the grammar
point and with the words and
in the Grammar
expressions listed under Vocabulary, above.
. Divide the class into groups of 4-6 students.
. Give each group a set of cRossED p.q-ruscards and ask
them to take one each.
Materials and preparation
. Make one copy of the lorro BOARDSfor every 4 students
in the class (cut each copy of the sheet to create 4
identical boards). Copy and cut up one set of RxswER
caRos for each group of 3 4 students. You will also
need a paper bag for each group.
. They should not show it to the other players.
. The card shows u'hat each of them did yesterday evening.
. At some point in the evening they met each of the other
members of the group.
. The object of the garne is for each player to work
out where he saw the other players.
. To do this they should use the information on their
c a r d a n d a s k e a c h o t h e r ' D i d y o u . . . . . . . . . . .y e s t e r d a y
'Did yotr go
to Luigi's restaurantyesterdal'
eaening?', e.g.
eaening?',until they find a place that they both have
How to use the game
R U L E SS H E E T
]
. Check that your students are familiar with the grammar
in the Grarnrnar point and Other structures and
with the words listed under Vocabulary, above.
. Divide the class into groups of 3-4 students.
. Give each student a Lorro BOARDand give each group
one set of ANSU,ERc.qnos and a paper bag.
. Ask them to put the ANS\x/ERcaRrs in the paper bag.
in common. They must answer onl.v'Yes' or'Nb'.
. rWlhenthey find a place they have in common, they can
write the other person's name against that place on
their card.
. The group who are the first to work out u'here evervone
saw ever-voneelse wins the game.
. The obiect of the garne is to rnake questions
match the answers on the ANSwER cARDS.
that
. Player I begins. He takes a card from the paper bag
and reads it out.
33
. The other players must trv to make a past simple
or phrase from their
question using a question
"vord
read out from the
words
Lo'flo BOARDto which the
player to do this
The
first
card could be the answer.
places
it
on her LoTTo
correctly takcs the card and
a player
is
read
out,
BoARD. For example ' rf Pizza
BoARD
and make
could use WHAT from the Lorro
'lWat did
the question
i'ort eat for dinner?'
Materials and preparation
' In thc event of two pla1'ers asking a question at the same
time, the other players can decide which question is the
best in terms of grammatical correctness or inventiveness'
How to use the game
. Then it is the next pia-ver'sturn to dip in the bag and
read out an ANSwER.
. Once pla-vershave covered a space on their Lorro
BOARD,the-v cannot use that question word or phrase
an_vmore.
. The winner is the player who fi1ls in her Lorro
eoaRn first.
Note: If you are concerned to restrict the questlons to
object questions only and to avoid students making
subject questions (e.g. you $'ant them to ask'I'Y,/hodid
'Wo ztisitedyott yesterday?'),
yott xisit yesterday?'but not
'lY4tatllWerellY44t
make the rule that questions must begin:
'DID' after each question
(etc.) did...?' Or write in
u,ord or phrase on your master copy of the Lorro BOARDS'
. Copy a TIME BoARD and a set of pRrposrrroN cARDS
for each group of 3-4 students in your class. Cut up
the pREposITIONcARDS. You will also need a dice for
each group and a different coloured counter for each
student in the group.
I
R U L EsSH E E r I
. Check that 5'our students are familiar with the grammar
in the Gramrnar point and Other structures and
with the expressions listed under Vocabulary for
this game.
. Divide the class into groups of 3 4.
. Give each group a TIME BoARD, a dice and a set of
pREposITIoN CARDS,and a different coloured counter
for each student in the group.
. The students should put the TIME BoARD in the middie
of the table and place their counters on START.
. They should deai out four pREposITIoN cARDS to each
player and put the rest face down in a pile on the corner
of the board.
. Players take it in turns to throw the dice and move their
counters round the board.
. If a player lands on a time square, she should look at
the cards in her hand and find one that matches the
time in the square (e.g. AT Christmas or ON Monday).
Etrrime prepositions:
in, at, on
Type of activity
Small group, board game
Grammar point
in, at and on
we use irz with months (in Janttary), .veats (in 1999),
seasons (in the spring), and parts of the day (in the
n or nirtgi aJternoonIevenntg)
we use ar'"vith times (of 9.30), festivals (at Christmas)'
and in expressions like al night and at tlte weekend
we usc oz u'ith days and dates: oz Monday, on Tuesday
morning, on 17th APril
Other structures
Present simple: affirmative, negativc and questtons
Past simple: affirmative, negative and questions
Vocabulary
Times (e.g. cr six o'clock), da1,s(e.g. on Monday),
months (e.g. in June), years (e.9. in 1999), festivals
(e.g. nr Nett, Yedr)
34
. The obiect of the garne is to rnatch tirnes and
prepositions correctly in order to ask a question.
. If she has a suitable PRTPosITIoN cARD she can ask a
question to any other player, invoiving that time phrase,
e.g.'IX/hat do you eat at Christmas, Frangois?' When
Frangois replies, she discards her pRl,post-lloN cARD)
replacing it at the bottom ofthe pi1e, and takes another
from the top. Then she can have another go.
. If a player does not have the correct PREPoSITIoNcARD
in her hand she must miss her go, but can pick up a
card from the pile.
. The player who gets to FINISH
first is the winner,
EEPresentcontinuous
with future meaning
Type of activity
group,informationgapgame
\X4roleclass/1arge
. You can practise the third person forms (Sarzt going I
Amy\ going ..., etc.) in addition to 1 and yoz by giving
a (deliberately short) time limit, and then seating srudents
in pairs or threes to pool their information and complete
their maps.
Grammar point
Present continuous for future plans
the present continuous is used u'ith a future meaning
when we are talking about plans and intentions:
I'nt going to the theatre tonight.
Other structures
zulz-questions: What are )'oLt doing tonight?
Vocabulary
Leisure activities and places: nteal, restaurctnt,piano recital,
concert (hall), theatre, nightclub, skating (rink), nteerittg,
caf6, film, cinenn, pub, badninton, sports hall, su,inunittg
(b ar hs), foo tball pitc h l m atch
Materials and preparation
. Copy and cut out one I,tlp and one RoLE cano for each
student in the class. For classesand groups smaller
than 12, just use the appropriate number of Role
CARDSbut make sure the cards for 'Sam' and 'Amv'
are included.
EEIgoing to
Type of activity
Whole class and small group, information gap game
Grammar point
going to
- we use amlislare goittg to follou.ed by an infinitive to
talk abour luture intentions:
I'rn going to finish this book tonight.
We're going to buy a small hotel near the sed.
- in negatives we use I'm not ..., helsheisn't ..., and
youlwelthej,aren't ...'.
I'tn not going to cook tonight.
in questions \ve pur the subject after anlislare..
Wat aye you going to do tonight?
we usually avoid saying going rrt go
I'rn going
to bed (tather than I'nt going
to go to bee
Other structures
How to use the game
. Check that your srudents are familiar with the grammar
in the Grarnrnar point and Other structures and
with the words listed under Vocabulary, above.
. Give each student a ROLE cARD.
. Make sure 'Sam' goes to a man and'Amy'to a woman,
if possible, because these are the only tu'o people who
are going out together tonight.
. Tell them that what is written on the card is what each
ofthem has arranged to do tonight.
. Give everyone a copy of the 'r,Lqp.
. The object of the garne is to find out which two
people are going out together tonight.
' To do this thel'will have to get up and walk round the
class, asking each other zr,/z-questions and answering.
For example, they ask 'lYhat are you doing tonight?' or
'Where
areyolt going tonight?', and answer 'I'm haxing ...'
or'I'm going ...'. They fiIl in on the map u,'ho is going
to be where.
Variations
. You can adapt the game to practise yes/no questions
and short answers by adapting the rules: specify that
students should guess by asking e.g. 'Are you gtting
to the theate tonight?', and should reply'Yas I am. I
No I'nt not.'
Present simple of &e:affirmative, questions and short answers
Time expressions: y'rsr, after, then, next, erc.
Students may use can, and imperatives: e.g. kltlAsk
(sonteoneto do something)
Vocabulary
hazsea partyldinner party, paint, dining room, play (drums),
do (honrcwork), zuatch(TL1a aideola foorball match),
go to bed early, go to d rest.nffdntlthe cinerna, go sztiuuuittg
Materials and preparation
. Copy and cut out one of the RolB cARDS for each
student in the class. For classes or groups of fewer
than 12, cut the fourth person offthree RoLE cARDS
in a family and discard the fourth card (e.g. cut 'Alice'
off three cards and discard the 'Alice' card), or
discard a whole familv. Each student needs a card
with a name in bold.
How to use the game
. Check that your students are familiar with the grammar
in the Gramrnar point and Other structures and
with the expressions listed under Vocabulary, above.
Part I
. Give each student a ROLE cARD.
. Tell them to imagine they are the character in bold on
their card. The thought bubble shows what thev have
decided to do this evenrns.
35
' The obiect of the garne is to frnd the rest of your
family and discover what they are hoping to do.
' To do this, students will have to walk around the class
until thei/ find the rest of their family, by asking, for
'Are yott in the Brozan
example,
family?' and answerlng
'Yes,I ant. I'nt Mrs Brown.' or ',No, I'tt not.'
. When they have grouped into their families, they should
then find out what the others in their family are planning
to do, by asking'IV/hat areyou going to do this evening?'
'I'ttt going to play m! drums.'
and answering, for exampl e,
. S7arn them there will be a conflict! Give them a few
'Ato, you're not going to play your
minutes to argue, e.g.
'Oh
no
drunts becauseI'nt going to haxe a dinner party!'
you're not going to haae a dinner Part! [s.tttt. I'm going
to painr the dining room this exening!'
Part 2
. Regroupthem into groupsof 3 like this: askall the
'Browns' to put up their hands and give them a number
'Blacks'
each, counting from l Do the same with the
'Greens'.
and the
. Then ask'all the ls'to sit at a certain table, a1lthe 2s
at another and so on, until the whole class is sitting in
groups of 3. In each group of 3 there should be one
person from each family. If the number of students is
not divisible by three, add the extra students to other
groups, e.g. if you have 14 students you will have 2
'ieft over'. Add one to each of two other groups
students
so you have two groups of 3 and two groups of 4. In the
groups of 4 there will be 2 people from the same famiiy.
Try to ensure these are different family members!
. Ask them to tell the others about their famiiy
argument. For example,'My ntum thinks she'sgoing to
zuatchEastEttders, but she's wrottg becattseI'm going to
watch a aideo!'
. Then see if they can offer the other families in their
group some advice. Can they solve the problem so that
everyone gets what they want? For example,'Tbll your
Mum's friends they can come to dinner, but you're all
going to paint the dining room first!'
. Regroup students in their original 'families' and get
them to tr1, to find a solution.
. Ask 'families' to report back on any solutions. For
'Well, I'rn going to watch the aideo after Mum's
example,
TV progranmte and Susie isn't going to haae a party.
She'sgoing to inz;ite her friends to Llatch the ztideo too.
And Dad is still going to bed earlY!'
36
The following pages contain games material to be
photocopied and cut up for your class. The Teacher's
notes explain how to use this material for each game.
All sheets are for single-sided photocopying.
O n s e v e r a lp a g e s ( p a g e s 5 3 , 7 8 , 7 9 , 9 0 a n d 1 0 6 ) , t h e
numbers that identifu different cards are printed outside
the cards. It is important that you cut aiong the
cutting-lines
- - and discard the numbers so
that students do not see them on their cards. The numbers
are printed to show you the correct answers for the games.
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.
37
Elementary Grammar Games
PearsonEducationLimited O J Hadfield 2001
Ea or an
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Elementary Grammar Games
PearsonEducationLimited @ J Hadfield 2001
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onion
avocado
orange
artichoke
oyster
lemon
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tom ato
lettuce
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carrot
cucumber
pear
chicken
banana
sausage
Elementary Grammar Games
PearsonEducationLimited O J Hadfield 2001
Ea or an
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Elementary Grammar Games
PearsonEducationLimited @ J Hadfield 2001
E atan or the (1)
ARTICLECARDS
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Elementary Grammar Games
PearsonEducationLimited @ J Hadfield 2001
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ANIMAL CARDS
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FOOD CARDS
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f lour
s u g ar
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milk
coffee
br ead
c h e e se
m
apple
butter
banana
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orange
t o m a t oe s
44
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biscuits
peas
potatoes
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Elementary Grammar Games
PearsonEducationLimited O J Hadfield 2001
E Countable and uncountable nouns
KITCHENPICTURES
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PearsonEducationLimited @ J Hadfield 2001
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he
sees
her
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him
seeS
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smi lesat
smilesat
him
tl
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she
'----'l
he
wavesat
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him
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writesa
message
to
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PearsonEducationLimited O J Hadfield 200'l
E Personal pronouns: subject and obiect (2)
ME AND YOU CARDS
you
me
WC
us
like
hate
love
make
makes
don't
doesn't
believein
rcecream
dancing
musrc
books
sadf ilms
f ootball
letters
g hosts
sunshine
holidays
spiders frightened
I
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sad
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happy i excited i
tired
i
cry
Elementary GrammarGames
PearsonEducationUmited O J Hadfield 2001
E Possessiveadjectives i my, your, his, etc.
my
your
his
her
our
their
mother
father
brother
sister
I
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aunt
group
uncle
is ta ll
is small
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ElementaryGrammarGames
Pearson Education Limited O J Hadfield 2001
E Possessive3
FAMILY TREES
A
Felix m. Agatha
++
Martha m. William
Teter m. Annie
Kate
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Amanda m. Tom
Suaanna m. Tim
l++_l]
Toby
Alex
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Jan
m, = married
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m. = married
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Elementary Grammar Games
PearsonEducationLimited @ J Hadfield 2001
El Possessive's
PHOTOALBUM
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51
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.rillr,
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Mr and Mrs Coco
Mra ndM rs Bloggs
52
Mr and Mrs King
,"",,."l'f;,*ilf?#,""J"r,H*"
;
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POSSESSTONS
CARDS
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53
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fii:l:; T;:
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VICTORIANPHOTO
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54
Elementary Grammar Games
PearsonEdu.ation Limited @ J Hadfield 2001
IO be: affirmative and negative
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Pearson Education Limited @ J Hadfield 20Ol
I0 be: affirmative and negative
NEIGHBOURSCARDS (two sets)
At Number'l
At Number2
At Number3
At Number4
Jane(21),Mary (22)
Peter (50),5ue (46)
Alice (39),Tamsin(3)
Bob (a2),Tina (43)
) Single
) Married
) A l i c ei s s i n g l e
) Married
) Students
) Peter:doctor
) Alice:secretary
) Bob: postman
Sue:doctor
Tamsin:at nursery
Tina:housewife
At Number 5
At Number6
At Number7
At Number8
Sam (59)
JamesQ4,Tony (29)
Mandy (32),Terry(33)
Tessa(4'l), Max (42),
) Widower
) Single
) Married
Toby (15)
) Dentist
) Nurses
) Mandy:teacher
) Married;son
Terry:not working
) Tessa:
accountant
Max: lawyer
Toby:at school
At Number 1
At Number2
At Number3
At Number4
J a n e( 2 1 ) ,M a r y ( 2 2 )
Peter(50),Sue(46)
Alice (39),Tamsin(3)
Bob (42),Tina (43)
) Single
) Married
) A l i c ei s s i n g l e
) Married
) Students
F Peter:doctor
) Alice:secretary
) B o b :p o s t m a n
Sue:doctor
Tamsin:at nursery
Tina:housewife
At Number 5
At Number6
At Number7
At Number8
Sam (59)
James(24),Tony(29)
Mandy (32),Terry(33)
Tessa(41), Max (42),
) Widower
) Single
L Married
Toby (1s)
) Dentist
) Nurses
) Mandy:teacher
) M a r r i e d ;s o n
Terry:not working
) Tessa:
accountant
Max: lawyer
Toby:at school
L___------------------J
56
Elementary Grammar Games
PearsonEducationLimited @ J Hadfield 2001
IE be: affirmative and negative
WORD CARDS
you
you
you
you
WE
WE
WE
WC
am not
am not
am not
am not
a r en' t
aren't
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a re n 't
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small
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aren't
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57
Elementary Grammar6ames
Pearson Education Limited @ J Hadfield 2001
IE be: yes/no questions
SLrPS
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Elementary Grammar Games
PearsonEducationLimited @ J Hadfield 2001
lE be=wh- questions
HALF SENTENCES
BEGINNINGS
ENDINGS
What is
your favour itecolour ?
W h a ti s
your favour itenam e?
What are
your favour itethings to eat?
What are
your good points?
W h a t c o l o u ri s
your fr ont door ?
W h a t c o l o u ra r e
y o u r l i v i n g - r o o mw a l l s ?
W h a tc o l o u ri s
yourfavouritefruit?
W h a t c o l o u ra r e
your mother'seyes?
How old are
your parents?
How old is
y o u rh o u s e ?
Where is
your home?
Whereare
y o u r f r i e n d sn o w ?
Who is
your bestfr iend?
Who are
yourfavouritesingers?
Why are
you her e today?
EO
ElementaryGrammarGames
Pearson Education Limited @ J Hadfield 2001
7E be=wh- questions
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Elementary Grammar Games
PearsonEducationLimited @ J Hadfield 2001
EI tnis, that, these, those
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Elementary Grammar Games
PearsonEducationLimited O J Hadfield 2001
EI tnis, that, these, those
LOSTARTICLESCARDS
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Elementary Grammar Games
PearsonEducationLimited O J Hadfield 2001
El have gotr affirmative and negative
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They
You
She
- t l l l
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r
have
haveihave:have
lA/^
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I
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ll
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has
- ---
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long
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ll
- - - - - - - - - - - - - - - - -L
F - -
-
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l- - - - - - - - - - - - - - - - - - - -F
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- - - - - - - rF - -
- - - - - -l-
- - - I
yellow
greeniwhiteiblue
black
a
skirt
JUmper
I
eyes
hair
hair
skirt
dressidressijumper
trousersitrousersishoesishoes
eyes
Elementary Grammar Games
PearsonEducationLimited @ J Hadfield 200f
lEl have got: affirmative and negative
ALIEN FAMILIESPICTURES
Family A
Elementary Grammar Games
PearsonEducationLimited @ J Hadfield 2001
lEl have got: yes/no questions
FAMILIESCARDS
A
My family
My partner'sfamily
Qrandpa
Uncle
" I cioq4lo Pe.ter p{um Dad
(s5q"'t
\t
Alice
\6(
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:-s
SammYJulie
MeT
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Dad
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Susie
Simon
65
Elementary Grammar 6ames
Pearson Eduction Limited @ J Hadfield 2001
lEl have got: yes/no questions
PETCARDS
s h a g g yd o g
(
o-.o
=8< *--r(
)--
cat
ru
I
\) 6/
poodle
i
hamster
rabbit
hor se
C,)
)i
g o l d fi s h
g u r n e ap r g
L-------
65
parrot
canary
Elementary Grammar Games
PearsonEducationLimited @ J Hadfield 2001
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PearsonEducationLimited @ J Hadfield 2001
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Pearson Education Limited @ J Hadfield 2001
EE past simple: affirmative and negative
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Elementary Grammar Games
Pearson Education Limited O J Hadfield 2001
EE Past simple: affirmative and negative
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Y o u s p i l tt h e p a i n t o n t h e c a r p e t .
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O n l yt e l l t h e m w h a t y o u D I D N ' Td o !
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T h e y l o o k n i c et h o u g h , d o n ' t t h e y ?
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113
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Pearson Education Limited O J Hadfield 2001
EEPast simple: yes/no questions
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PearsonEducationLimited @ J Hadfield 2001
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Pearson Educalion Limited @ J Hadfield 2001
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PearsonEducationLimited @ J Hadfield 2001
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B o a rc a f et o n i g h t .
AMY
FRAN
Y o u a r e g o i n g f o r a n l t a l i a nm e a lt o n i g h t . Y o u a r e g o i n g t o t h e c i n e m at o n i g h t .
SELWYN
Y o u a r e g o i ng to a p i a n o re ci ta lto night.
TIM
Y o u a r e g o i n gt o t h e p u b t o n i g h t .
II
I
PETE
Youare goingto the theatreto see
M a c b e t ht o n i g h t.
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i tonight.
119
Elementary Grammar Games
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Elementary Grammar Games
PearsonEducationLimited @ J Hadtield 2001
Rules sheets
2 alan or the (1)
12 he: wh- questions
Rules
1 There are two setsof cards: plctunp canos and
Rules for Part 1
1 There are two setsof cards: epcINNtNcsand
ARTICLE
CARDS.
2 Put the prcrunn caRos face down in a pile in the
centre of the tab1e.
3 Deal out the ARTICLEcARDS to all players.
4 You can look 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 ntoon.'
'An
apple.'
7 If not, put the rICTURE caRr down on the table,
face up.
8 The first player to match it with one in his hand
and say the words can lay both cards down.
9 The player who gets rid of her en.rtcLE cARDS
first is the winner.
5 Personal pronouns: subiect
and object (1)
Rules for the card garne
1 There are two sets of cards: ptc-turu cards and
woRos cards.
2 Spread the twelve IICTURE cards face up on
3
4
5
6
the table.
Deal out seven \iloRDS cards to each player.
Put the rest in a pile, face down on the table.
Look at your cards.
Player I begins. Can you make a sentence about
one of the IICTURES,using the \(/oRDSin your hand?
Each prcrunp needs three woRns cards.
7 If you can make a sentencer put the three v/oRDS
cards down, next to the IICTURE. Say the sentence.
8 The others can agree or disagree. If they agree,
you take another three v/oRDS cards from the pile.
9 Ifyou can't make a sentence, you can exchange
any cards in your hand with ones in the pile.
10 Then it is the next player's turn.
11 Sfhen each picture has its sentence, arrange them
ENDIN(]S.
2 One player deals out the tsNDINGScards to all
players.
3 Put the BEGINNINGScards face down in a piie in
the centre of the table.
4 You can look at your cards.
5 Player 1 begins. Take the top card from the
BEGINNINGSpile and place it face up on the table
so everyone can sce it.
6 Look at your ENDINGScards to see if any go with
the BEGINNINcs card to make a question.
7 To make a question, put do\r'n an gNolxcs card
beside the BEGINNINGScard. The first person to
make a question can ask each of the other players
the question, in turn.
8 They must ansrver!
9 At the end, look at all dre questions you have made.
Can you move the cards to make any more
questions, or better questions?
14 have got= affirmative and
negative
Rules for Garne I
1 Deal out seven !(/oRD CARDSto each player.
2 Put the rest in a paper bag.
3 Look at your words.
4 Player 1 begins. Try to make a sentence that is true
about people in your group) e.g.'He has got brown
'We
hair.'
haxe bluejumpers.'
5 Put the sentence down on the table.
6 If you can't make a sentence) you can put any of
your'woRD carus back in the bag and take the
same number of new ones.
7 Then it is the next player's turn.
8 The winner is the player who makes the most
sentences.
to make a storv.
123
Elementary Grammar Games
PearsonEducationLimited @ J Hadfield 2001
Rules sheets
19 Placeprepositions:in, at,
under, etc.
21 Presentsimple: affirmative
and negative
Rules
1 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.
'cats'
a car prcruRr, and
4 Your teacher will give the
'mice' r{ousE pICTLIREand another mouse token.
a
the
'mice' should place their second token
5 The
anwvhere they like on their picture (keeping it
Rules for Garne 1
1 You will have a set ofFREAKyracrs ceRts and
a set ofVERB cARDS.
2 Deal out eight FREAKv FACTScARDS to each player
and spread the rest face down on the table.
3 Place the vERB caRts face down in a pile on
the table.
4 The obiect of the garne is to make sentences
using a verb from a vERB cARD to ioin two of
the rngexv FACTS cARDS. You can add other
words to rnake the sentence ifnecessary.
5 Player 1 begins. Pick up a vERB cARD from the pile.
6 Thke two FREAKv FACTS cARDS from your hand
carefully hidden from the cat)!
'cat' to try
6 The obf ect of the game is for the
'mouse'
'rnouse'
to try
and the
to catch the
'cat'.
to escape frorn the
7 The mouse begins. Shake the dice and move that
number of squares round the board, missing out
the POUNCE squares. (Mice don't pounce!)
8 If you land on a SCURRY square, you can, if you
7
8
want, move the second mouse token to another
'cat'.)
place on your picture. (Keep it hidden from ttre
'cat's'
turn. Roll the dice and move
9 Then it is the
that number of squares, missing out the SCURRY
squares. (Cats don't scurryl)
10 If you land on a POUNCE square, you can ask the
'mouse' a question, e.g. 'Are you in the box near the
'Are you on the chair on the right of the table?' etc.
sink?'
'mouse'
'cat'
catches the
11 The game ends when the
by finding its hiding place or when the mouse gets
9
10
to the mousehole.
r'
r----------
-----J
20 lmperatives
Rules
1 Play this game in a group of 6-8 players.
2 Within each group, organise yourselves into pairs.
3 Each pair is playing against the other pairs in the group.
4 You will have a board and a set of instructions,
a counter for each pair, and a dice.
5 Put your counters on START.
6 Begin playing normally, by shaking the dice and
moving the counters round the board.
7 When you land on a shape (triangle, circle, square
or diamond), you must obey the instruction for
that square.
'!',
8 Each time your pair lands on a square marked
you can change one of the four other instructions
in any way you want. But you cannot make a rule
that allows a pair to move more than four squares
forward, or straight to FINISH.
9 You can change rules to help your team win, or
just to have fun!
10 The winners are the pair who get their counter to
the end of the board hrst.
I
and make a sentence with them and the verb,
'Tigers
e.g.
haae stripes.'
Warning: To make some sentences you will need
an extra s or ES card.
Sometimes you will have the right cards to make
'Cats
eat fish.' But sometimes
a fact easily, e.g.
you wiil not have the right cards to make a fact
'invent' (or guess)
that you know. Then you can
'Tigers
eatfish.'
a fact, e.g.
If the others disagree with your fact, try to
persuade them that it is true.
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
FACTScARDS 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.
Elementary Grammar €ames
Pearson Education Limited @ J Hadfield 2001
Rules sheets
23 Present simple=wh- questions
26 Quantifiers: much, many,
a lot of, a few, etc.
Rules
1 There are two sets of cards: aNnLqL PICTURES
and aNrlrar- ANSwERS.
2 Spread the aNr 'LqLANS\rERSout face up on the table.
3 Put the ANIMAL IICTURES face down in a pile.
Rules
1 Your group will have a eUESTIoNS BoARD, a dice,
a set of uucg oR MANy cams and a counter for
each player.
i
i
4 Thke it in turns to turn up a IICTURE from the
pile and lay it on the table.
5 The obiect of the game is to find a question for
the plcruRe that rnatches one of the ANswERs on
the table. Questions rnust begin with a ush- word
2 Piaceyour counters on START and deal out five
I
(e.g. What or Where) and use do or does.
6 The frrst player who can do this correctly, e.g. by
matching a picture of a tiger with the answer India
'Where
do igers live?' may keep both cards.
and asking
7 The player with most cards at the end is the wrnner.
5
3
4
6
cards each.
Put the rest in a pile face down.
Player 1 throws the dice and moves forward that
number of squares.
$fhen you land on a square, look at the cards
in your hand to see if you can make a question.
'books'
and you have
For example, if you land on
'How
many' card you can make a question such
a
as'How many bookshaaeyou got?' or'How mang
books do you read every month?'
7 If you can make a question, ask any of the other
i
Rules
q
going
your
group aiso a rfamily,
qrrurj,
on holiday. i|
uls(
1 Imaginethat
Jvsa
Srvqy
'Two
_
boohs''
'How much'
cards in his hand,
S ff Player 1 only has
i
i
3 Two playersin each group take the surrcAsE.
The other two take rhe cHECKus.r..
i
I
4 The players with the SUITCASEtake the twelve
i
10 Then it is the next player's turn'
i
rt rn" player who usesall the cards in his hand first
can both see them, but hide them from the other
i
i
i
i
i
i
i
!
'I
many books.' i
8 The playermust reply, e.g. don't hazLe
'Not
many!' or'I readtwo booksez'erymonth.' or
ot
2 Your teacher wili give you a suITCAse and a
cHECKLrsr and twelve 'ACKTNGprcruREs.
'ACKTNGprcruREs. spread rhem out where you
i
|
I
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he cannot make a question with 'books'. He should I
take a card from the pile and miss a go.
i
|
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I
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i
is the
'"
L't winner.
w'urtrr'
rl
5 The playerswith the cHECKLISTshould ask the other
players
if theyhavethethingson thelist,e.g.'we
Haxewegotany (sun*eam)?'
needsomesuncream.
i
i
- -
-
Zl
Ffequency
so metimes,
i
advefbs=
i
alwayS,
i
etc.
6 The other players should look at the PACKING
rICTURESand answer, e.g.'Yes, we'ae gotsome.'
._\.o,
we haz,en'tgot any.'
or
7 If they have the thing, they can put the PACKING
i
i
t
prcruRE in the surrcasr urra the rplayers
with
" _ _ ^ _ the
_*J'^"
cHECKLrsrcan tick it off.
i
i
2 Put them in two separatepiles,face down on the table. I
3 Player 1 begins.Take the top card from each pile
i
i
i
and put the two cards face up on the table.
4 The object of the garne is to make a true or
8 If they haven,t got the thing, the players with the
.HECKLT'T shouid underline or circle it.
g If they have more than one of a thing, they should
Dut one in the sutrcasE. but keep the other on
i
I
I
table.
il;i.
the
i
you
going
through
LruvuSrl
the
Lrre
lhave
ravL
lhnished
lruDrrvu
10 when
w rrLrr
JUU
5vur5
cHECKLrsr,you should decide what you need to
get, e.g. 'we haaen't got an)) batteries. IYe need.to
get some.' - 'Yes,and we need somepldsters too.'
11 your group can then send our two players
to visit other groups and ask for things:
r-'l
'We
need
someshampoo.Hare you got ang?,
12 You can glve away any ofthe things not in your
surTCASE.
13 The group to finish packing firsr are the winners.
Rules for Garne 1
1 There are two sets of cards: pgopLp caRts and
FREQUENCYCARDS'
i!
i
i
* skatingon Friday nights.'
sto the sentence'
-
bossoften
shouts.'
-
8 Then work with another pair. Thke it in turns to
i
I
i
rry
makeda JsrrLsrrLr
sentence
such4D.
!u!ll
as:'A
4
tuL uJ
lor
of ttt)/
my.ltfriends
[YtLuJ
s rry
to
LU rlld\E
I
i
'My
i
i
i
i
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false sentence with the two cards. You can add
any other words you need'
6 Then it is the other piayer's turn'
7 I(eep a list of all the sentences'
I
i
i
|I
i
i
I
read your sentences out'
9 Each pair should guesswhether the other 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 most points at the end wins the game.
I
I
I
125
Elementary Grammar Games
PearsonEducationlimited
@ J Hadfield 2001
Rules sheets
i Zg present continuous:
affirmative and negative
i
i fO Presentcontinuous:
wh- questions
i
I Rules
i
--
--
|
ll
I
i
i
|
|
|
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|
tyouwillhaveapHoroALBUM(twopages),aset
ofpEopLE caRos and a set ofvsns cARDS.
2 Put the puoro ALBU\,{face up on the table where
ll
I
-------
yor.,can all seeit.
l
I
i
2 Spread the rvono cARrs face up on the table where
i
3 Take the people caRos and spread them out face
.,p on the table.
+ fut. the veRrl clnos and spread them out face
do*rl on the table.
i
i
j
i
)S,
Rules for Part I
i
YorrwillhaveasetofprcruREeuEsTroNSandaset
ofv/oRD cARDS.
you can all seethem.
3 Put the pIcruRl, euESTroNS face down in a pile on
the table.
+ fft. object of this part of the garne is to rnake
a question using four woRD cARDS for each
ot.r,r*r.
i
|
I
I
one at a time.
6 The obiect of the garne is to rnake a caption
for each photo, using the r'Eor'LE cRnos and
vsne cARDS.
i
I
i
5 Player I begins. Turn up the first IICTURE
eussrloN and put it face up on the table where
everyone can see it.
.fhe
o
first plaver to find the four rvon.l caRls that
I
Z Look at the cards on the table. Tr1, to find words
i
make a question for the picture should say the
;t -
that go together to describe one of the photos,
I
i
II
I
..*.
''D'
for Photo 1: lYeare arriaing irt Spain.
'uvords
point to
find
a
uru
a ucaption,
4
4PLrvlr,
say
J a _ v the
LrrL
vvuruD
Lv
S IIf you
o
and
4
rru
JUU
ljuurl
the photo it describes.
ir
Ii
i
I tt the
' ^ ' others agreeit is correct, the piayer can take
prcruRs
the
Lrll
rfour
uul
woRo
wuru
rlL
c.rrus
u
nruJ
and
a
llq
the
LrrL
r uls
r lwi\.
veuESTroN
uDo
Ue puts the picture in front of him with the four
I
i
j
!(/oRD cRnos underneath.
8 Then it is the next player's turn to turn up a
rrcruRE euESTroN
i
9 The playerwith most cards at the end is the winner.
I
t"
|
9 Then you can put the caption under the photo
and claim a point.
I
| 10 The player with the most points at the end is
i
the winner.
I
i
question.
- - - - - T -I- - -
l----------r:l
-----------J
i zg pr.sent continuous:
i fO Presentcontinuous:
i
|
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t
I
---
r-
l l
i
I Rules
I You will have a set of Lor-t'o BOARDSand a set of
r-orro IICTURES.
i
i
2 Take one BO,qnD each.
'
-3 -Put
- . -the
- - ptcrurus face down in a pile.
--
i:
i
i
I
',
|
4 Player 1 begins. Thke a IICTURE from the pile and,
without showing it to the others, tell them three
thingsthataren'thappeninginthepicture.e.g.
'He isn't dctncing. He's not eating. He isn't laughing.'
5 The other players ask questions to find if the card
i
I
I
ir the sameas one on their eonRDs,e.g.'Is he
cooking?''Is he writing?' 'Is he driving?'
O 1.ne player who gets the answer'Yes'may take
I
the IICTL'RE and place it on her BOARD,on the
matching square.
7 Then it is the next plaver's turn to pick up a
Rrcrrtnn
S tf any player picks up a IIC-IuRE that matches one
on her own BOARDTshe should put it back at the
'
I
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bottom of the pile and take another.
.fn" player
who finisheshis eo,\RDfirst is the
' l
rrrinncr
I
I
I
I
I
I
126
wh- questions
i
i
I
i
----
-I--
Rules for Part 2
f wn.n you have made all the questions correctly,
put arvay the woRD cARDS and take a set of
pICTURE ANS\(/ERS.
2 Put the ptcruRn eUESTIoNS
face down in a pile
or the table and deal out all the prc-ruRl, ANSI('ERS
to the players.
:llheobfectofthispartofthegameistornatch
question and answer.
4 Player I takes the first IICTURE euESTroN from the
pif. and asksthe quesrion,without showingthe
others the card.
.ftre
player who thinks she has the right ercrunr
S
ANS!(/Encan reply, e.g.'He's crying becausehe's
watching a sadfilm.' The other players can check
that the question and answer cards match; if they
i
i
I
i
'
do, she can keep the pair of cards.
6 Then it is the next player's turn to turn up a
IICTURE euESTroN from the pile and ask
i
i
Z
I
sv,
the quesrion.
.I]n"
piayerwith most cards at the end is the winner.
Elementary Grammar Games
PearsonEducationLimited O J Hadfield 2001
Rules sheets
31 Presentsimple or present
continuous
34 was and were
Rules for Garne 2
1 Your teacher will give you a set of s.rnq.Ncn eul
.tnug cards.
2 Deal them out equally to all players.
3 Now you will get another set of stRqNGE BUT TRUE
Rules
1 There are two sets of cards: a set of 1or cARDS
and a set ofactiox PICTURES.
2 Place the Joes caRns face down in a pile in the
cards, with times on.
4 Put this set in a pile face down in the middle of
3 Deal out the ACTIoN PICTURESto each player.
4 The obiect of the garne is to rnatch JoB
cARDS and acrroN PICTUR-ES.
5 Player I begins. Thke a card from the pile and
look at it, without showing the others.
6 Give the others three clues about the person's
job and any likes, hobbies or habits you can see,
'He
wears a unifurm. He driaes a bus. He likes
e.g.
'lY.4tar
is he doing now?'
chocolate.'Then ask
player
matching
ACTIoN PICTURE
with the
7 The
'He's doing somegardening.' and
you,
e.g.
can tell
show the card.
8 If she is correct, she can keep both matching cards
fos cenn and acrroN rtcrunE). If she is wrong,
she must give her ACTIoN IICTURE to Player 1.
9 Then it is the next player's turn to draw a 1on
cRRo from the pile.
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 the 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
'Guess
whereI uas at ... a.m.lp.m.
of the group:
yesterday.I wasn't
and I wasn't m
(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 the pictures they hold, e.g.'Wereyou in the bath?'
11 The player with the matching picture, who guesses
correctly, can take both cards and put them down on
10 The player with most cards at the end is the winner.
- - - - - - - J
I
the table.
12 Then it is the next player's turn.
13 The player who gets rid of her cards first is the winner.
I
34 was and were
Rules for the card garne
1 There are two sets of soAP oPER{ CARDS:$(/oRDS
cards and pICt-uRg cards.
2 Spread the prc-tuRrs out face up in the centre
ofthe table, in any order.
3 Deal out seven v/oRDS cards each and put the
rest face down in a pile.
4 You can look at the voRDS in your hands but not
show them to the others.
5 The object of the garne is to find three
woRDS cards to rnake a sentence that tells
what is happening in one of the PICTUR-ES.
6 Player I goes first. Look at your cards. Have you
got the right words in your hand to make a
sentence about any ofthe pictures? Each picture
needs three \(/oRDScards. Lay them down
underneath the prc-tuR-pand say the sentence.
7 The odrers can agree or disagree with your sentence.
8 If they agree, Player I can take three new woRDS
cards from the pile on the table.
9 If Player 1 cannot find the right woms, or if his
sentence is wrong, he can exchange as many woRDS
cards as he likes from the cards on the table.
10 Then it is the next player's turn.
11 SThen every IICTURE has its sentence, put them in
order to make a storv.
r--------------
35 Past simple: affirmative
and negative
Rules for Game I Part2
1 You will have two sets of cards: vsRB t4,{TcFI cards
(pesr) and ACTToNptc.ruRs cards.
Put
2
the ACTToNpICTUREcards face down in a pile
in the centre.
3 Deal out the pas.r cards equally to all players.
4 You can look at your cards.
5 The object of the garne is to rnatch pictures
and verbs, and to rnake a sentence describing
the picture.
6 Player I begins. Take a card from the pile and lay
it face up on the table so that everyone can see it.
7 All players must try to match the correct verb to
the picture and say, e.g.'She broke the cup.'
8 The first player to do this collects the IICTURE
card and puts her pas-t card down on the table.
9 The player with most IICTURE cards at the end is
the winner.
When you think you know all the rAST forms on the
cards, this game can be played without the pas.t cards.
1 Put the IICTURES in a pile face down.
2 Turn up a PICTUREfrom the pile.
3 The first one to describe it correctlv sets the card.
127
Elementary Grammar Garnes
PearsonEducationLimited @ J Hadfield 2001
37 Past simple: wh- questions
Rules
a set of
I You will have a set of Lorro BoARDS,
ANS!(/ERcARDS, and a paper bag.
2 Put the ANSIrER caRrs in the paper bag.
3 Take a Lorro noaRo each.
4 The object of the garne is to rnake questions
that rnatch the answers on the ANSWER CARDS.
5 Player I begins. Thke an ANSvER caRn 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
phrases on their Lorro BoARD. For example,
a player could use WHAT on the board, and say
'lY.4tatdid you eat
for dinner?'
7 The hrst player to do this correctly takes the
caRo and puts it on the right space on his
ANSN(/ER
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!(/ERCARD.
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 player who fills in her r-orro
BOARDfiTst.
38 Time prepositions: in, at, on
Rules
1 Your group will have a TIME BoARD, a dice, a set
of pRgposrrioN CARDSand one counter for
each player.
2 Place your counters on START.
3 Deal out four pREposITIoN cARDS to each player.
4 Put the rest of the cards in a pile on the board,
face down.
5 Player I throws the dice and moves forward that
number of squares.
6 If you land on a'time'square, look at the cards in
your hand to see ifyou have a preposition that
matches the time, e.g. AT Christmas or ON Monday.
7 Use the phrase to make a question to ask one of
the other players, e.g.'lVhat do you eat at
Christnns, FranQois?'
8 \X4eenthe 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 pile and miss a go.
10 Then it is the next player's turn.
11 The player who gets to FINISH first is the wrnner.