lntermediate GRAMMAR Games

A collectionof grammargamesand activities for intermediatestudentsof English

Jill Hadfield

photocopiable rnate?ial

E L Pearson ducation imited Edinburgh ate G Harlow E s s e x M 2 02 J E C England C a n d A s s o c i a t e d o m p a n i e sh r o u g h o u tt h e w o r l d . t w w w . l o n 9m an .c o m O J i l lH a d f e l d2 0 0 3 i T h e r i g h t o f J i l l H a d f i e l dt o b e i d e n t i i i e da s a u t h o r o f t h i s W o r k h a s b b e e na s s e r t e d y h e r i n a c c o r d a n cw i t h t h e C o p y r i g h t , e s i g n s n d e D a Patents ct 1988 A Permissioto copy n g 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 r t h e p u b l i s h e r r a n t s , p e r m i s s i o no 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 sr o m p a g e 3 8 t o 1 2 8 f f s 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 a y m a k e f c o p i e s o r t h e i r o w n u s e o r f o r u s e b y c l a s s eo f w h i c h t h e y a r e i n s s s c h a r g e ; c h o o lp u r c h a s e rm a y m a k e c o p i e s o r u s ew i t h i n a n d b y t h e f s t a f f a n d s t u d e n t s f t h e s c h o o lo n l y .T h i s p e r m i s s i o no c o p y d o e sn o t o t e x t e n dt o a d d i t i o n a ls c h o o l s r b r a n c h e s f a n i n s t i t u t i o n w h o s h o u l d o o . p u r c h a s e s e p a r a t e 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 . m a pr 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 e s i o r p e r m i s s i o nn w r i t i n g m u s t i b e o b t a i n e df r o m P e a r s o n d u c a t i o n i m i t e d . E L p First ublished003 2 r s B N0 5 8 24 2 9 6 41 P r i n t e di n M a l a y s i a f s P r o d u c e do r t h e P u b l i s h e r b y G e n e v i d v e a l o n T D e s i g n e rT r e v o rS y l v e s t eT,S G D : r M l l l u s t r a t eb y : G a b r i e l l e o r t o n( u n i t s , 9 , 1 8 , 2 1 , 2 2 , 2 4 , 3 4 , 3 6 ) ; d 3 4 J o h nP l u m b( u n i t s , 8 , 1 0 ,1 2 ,2 0 , 2 3 [ p 8 3 ] ,2 9 , 3 3 , 3 5 , 3 7 \ : ( T e r r yM c K e n n a u n i t s5 , 6 , 1 1 ,1 9 , 2 3[ p p .8 a - 5 ] .3 1 , 3 2 )

With grateful thanks to David Lott,Liz Paren and GenevidveTalon for their skilful and patient editing of the various versionsof this book. Jill Hadfield

In memory of Gillian Porter Ladousse inspiring writer, generouscolleague,beloved friend.

Introduction Teacher's notes Articles in general statements I Articles in general and particular statements 2 Past simple and present simple 3 4 will 5 zuill and going to 6 usedto Past continuous 7 Presentperfect 8 Presentperfect and past simple 9 Presentperfect continuous 10 11 Pastperfect Past perfect continuous 12 Future continuous 13 14 Future perfect Present,past and future of must, have to and can 15 l16 ma3,tlmightlcouldlmustlcan'thazte Active and passiveinfinitives 17 18 Comparativesand superlatives 19 lVh- questions: mixed question forms 20 If ... will If ... would 2l If ... would hazte 22 If and uhen 23 24 zuish Presentpassives 25 Presentperfect and past perfect passives 26 Past passives 27 Reported speech 28 29 Time prepositions -ing and -ed participles 30 Verb + -ing or * to 3l Constructions with preposition * -ing 32 Relative clauses 33 Relative clauseswith extra information 34 35 Question tags Verb + preposition 36 Adjective + preposition 37 Noun * preposition 38 Phrasalverbs I 39 Phrasalverbs 2 40 Garnes rnaterial Rules sheets

4
.7 .7

8 I l0 10 1t

t2 t2 t3 t4
15 15 16 17 t7 l8 19 20 20 2T 2I 22 23 24 24 25 26 26 27 28 28 29 30 3I 32 33
3)

34 35 37 124

like gramrnar drills. In them the players have to choose the correct linguistic form.vhich plavers or teams work together torvards a common goal. The difference is not onl1. the teacher. In what games. consequences.ragewithout pausing fbr too long to analysc it. board gamcsJ dominoes tilentor! ganrcs: e. there is only one right I have called accurac\.g. in order to carry out this task it will be necessarl. grammar exerclses. to For example. or players may be asked to complete sentence frames in any u'ay their cxperience or irnagination dictates.practice exercise. Commun. and that it has been explained in the textbook or course that thev are folloi. ln production games) the piayers have more lee'uva-v invent and create. Some.g. matching t'uvor. multiple choice or word-order exercises. Games can be used at any stage of thc lesson once the target language has been introduced and explained.vn experiences. including the target language.vou. to decide when and hor. as a means to an end rather than an end in itself. all sorts ofvariants and hybrids in betn'een1.g.leor completing a picture.vpes of grammar practice exercises reflect these two sryles of learning. tastes and pret-erencessince I believe that a personal element gives emotional colour to an cxercise and this is a valuable memorv aid . not to introduce or explain it.if you have invested something of yourseif in an cxercise you are less likell.l'ho sr. matching half-sentences or matching words and pictures ordering: e. whereas most grammar exercises are a collection of unrelated sentences. 3 About this book The games in this book have been dcsigned to practise grammar. how quickly you can unrnuddle sentences card gantesand other. that they are in game format. work by presenting students with grammaticai patterns to repeat and imitate. bingo. a goal and an clemenr of fun. help students understand and practise grammatical forms by getting them to segment 4 . sentence completion.l'ith.vords or phrases. to use language and by careful construction of the task it is possible to restrict the language to certaln grammatical structures and to ensurc that these are practised intensivel-v. multiple choice. The context is verv often the students' oi.icative games havc a goal or aim that is not linguistic: successfulcompletion of the game wili involr'e solving a pwzz.g.unttutic cttizte In linguistic gamesJ the goal of the game is linguistic accuracy: in the case of these gramrnar games.v to use them. There are two kinds of games: contpetitiucgames. but also thar in mosr casesthere is a context for the game. seeing hor. They serve both as a memory aid and repetition drill and as a chance to use language freely. who can note areas of difficulty and take appropriate remedial actlon. categories: ling uistic games and c ttr. to reach their goal. Contrrttuticatioil games have a freer structure where players mav use a range of language.faniliar game 4rpe.) answerJe. Other exercises.r: e. They can also serve as a diagnostic tool for the teacher. It is up to .1 About games A game is an activity u'ith rules. but it scems to me that students adopt two main approaches 1r. based on the conscious application of a grammar rule. This book assumes that the class has already met each grammar point.vallowit rvhole in enormous guips without worrying too much about the recipe. However. u'hich means the-v are more fun and lighter-hearted. some more like the second. Different t. Types of game Some games in the book are u'hat could be called 'choice' games. to forget it.g.c games at the other. (Besides which. and those r. language and anal-vscits components. to help students absorb the langr. The gamcs are to be used as pracrice exercisesto help students get used to and remember grammatical rules and patterns. perhaps rvritten.g. but one suggestion is as light relief at the end of a lesson which has lbcused on grammar or after a session doing more traditional. only one possible match tbr a pair of cards or only one right u'ord to fill a blank. rather as in traditional grantmar exercise types such as gap-fiIl. it's fun!) These are the types of 'choice' games in the book: ruatching: e.ving. ordering words to make a sentenceJ or ordering pictures and u'ords to make as long a sentence as possible coiltpleting:completing incompiete sentences or questions contpetitions: e. like gap-fi1ling. etc. using the correct grammmatical forms. Pelmanism. happl' families. There are the analysts and thc absorbers those like "vho to dissect language into little pieces to understand how it is made. Some of the games in this book function more like the first tvpe of.v many sentences players can remember 2 About grammar How do students acquire grammatical understanding and '\fith accuracy? difficultl" is a short answer. in r. and cooperatixegames. there is a continuurn betu'een games requiring strict linguistic accuracv at one end of the scale and freer communicatir. In this book. ofcourse. Thel' are designed as fun activities to help lighten the load of grammar learning. see how many sentencesyou can make. These tend to be more analytic. Languagc games can be divided into twc'rfurther games. in which players or teams race to be the first to reach the goal. there is more than one possiblc match for pairs of cards.

Games are best set up by demonstration rather than by lengthy explanation. hand out the photocopied cards. ntatching garles: these may also involve a transfer of information. It will be found that the idea of thc game is probably casier for students t() grasp from seeing the cards than from a verbal explanation. rvith different cards. u'hilc others gucss rvhat it might be. Players must obtain ail or a large amount of the information available to fi1l in a chart or picture or to solvc a problcm.ities is that of monitor and resource centre. Resource management The resources required for each game fall into two categories: reusabie and disposable.pla-ved in pairs. This t-vpe of game may be one-sided. since these are games not drills. These games are designed to provide intensivc repetition of a grammatical structure or structures' but il. gunrcr. involving groups of thrce or four or more. It is a good idea to carry paper and pen and to note any persistent crrors or areas of difficulty. 'uvhereeveryone moves freely around the room. 'reinforcement' games in the book: These are the rypes of inforntation gap ganes'. and there is no point in collecting up the photocopies in order to use them with another class r. 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. Al1 these activities require some flexibiiity in the constitution of groups and organisation of the classroom. it is best to treat these photocopies as disposable. w'hich involve all the students circulating freely can take place in the empty area in the centre of the U-shape. but not intcrrupting or correcting as this impedes fluency and spoils the atmosphere. and then demonstrate the game with one of the students in front of the class. this nced not deter you: the traditional arrangement of front-facing desks can be easily adapted to pairwork.'reinforcement' Other games. All the above activities may include elements of roleplay c:r of simulation. listening. in others they can be asked to write down (some of) the sentences the-v produce and rcad them out at the end. The average lcngth of time for the games in the book is about 15 to 20 minutes. while role-play proper is open-ended and mav develop in anv number of u al's. or in small groups (where all be members of the group have some information). r""hich could be called games. played as a card game on the'snap' principle. the symbol f RtLEs The teacher's role in all these acti\. If it is not possible to arrange desks in this 5 . with peopie at adjoining desks u. u'ork more like substitution dril1s or pattern practice. make sure students have pen and paper if needed. another t'ariant. It is best to have the desks or tables in a U-shape if possiblc. getting students to internalise rules by repctition of patterns. \flhere more complicated card games are played in small groups. one player has access to some information not held by thc other player or players. and that as they become more familiar with the idea of the games and the techniques uscd. In manv cascs the game can then be played again with different partners or. suppl-ving any nccessary language. or a pairu'ork or small group activity. if possible. any initial problems caused by unfamiliarity will quickly disappear. Some games are self-checking and have an answer ke-v.In some cases students can be asked to give examples of things theit said during the gamc. -Ibacher's notes with These games are indicated in the sHEEr l. Students can then u'ork'nvith the person sitting ncxt to them for pairt'ork. involving the rvhoie class. Various suggestions have been given at the end of each game for monitoring accuracy and giving feedback after the game. and groups of threes and fours can easily be formed b-v alternate pairs moving their chairs to the inner side of the U. while small groups can be forrned by two people turning their chairs round to face the people behind them. In contrast. involving two partnersl small-group u'ork. moving fiom group to group. or desks can be pushed back to clear a space in tht: centre. some of the games requirc a larger number of copies and an inr. This is a particularly good idea if there have been persistent errors. opposite another pair. The teacher should explain briefly what the game involves. Sometimes an alternative small-group version of the whole-class games in this book has been provided. and mav bc pla-ved as a rvhole-class activit-\'. \)ilholeclass activities. \Whole-class activities present a little more of a problem. The games ma-u.7/zds: games everyone in the class has one piece of In these information. These are not role-plays in the true sense) as the role-pla-v element is alwa-vssubordinate to the use 'closed': once of language. In role-play games) players are given the name and some characteristics of a fictional character. or reciprocal (where both pla-vershave information which the-vmust pool to solve a common problem). give them a little time to study the cards. who must acquire this information to complete a task successfuily.'ithin a meaningful context and. \iflhere a very small number of photocopies are needed for a whole-class game or u'here students may write on their cards. They involve matching corresponding pairs of cards or picturcs. and wholeclass activities. Each student is thus simultaneously a giver and a collcctor of information. noting errors. the repetition has a purpose: students are working towards winning or completing the game.v sentences as possible. guessing pla-ver with the information deiiberatel-v u'ithholds The ir.vhen the game is finished. way. These can then be dealt with in a fecdback session after the game. but often there is a space big enough for the students to move around in at the front of the class. a familiar variant on this principle. rvhere everyone must circulate until thel'find a partncr with a corresponding card or picture. The outcome of a game is cards are distributed it develops in a certain predetermined wa1'. a Rules sheet is provided and it is suggestedthat teachers hand out a photocopy of this to each group of students together n'ith the cards.estment of the teacher's time in accurate 4 Practicalconsiderations management Classroom There are three main t-vpesof activites in this book: pairwork. nlenk)ry garzcs: players compete to remember as much information or as man.orking together. searchingg.

cutting up and sorting. However. though time-consuming.copyrng. this isn't absolutely necessary I have sets of games materials printed only onto paper that have done their dury in r. it is possible. and get the students to sort them back into their respecrive envelopes at the end of the game. 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. It is then the students' responsibility ro collect up all the cards at the end of the game. \X/hat is more important is providing a system to prevent the materials getting lost and disorganised. put them back into the envelope and hand them back to you. 6 . keep them in two smaller envelopes inside the big one. check that they are all there. Finally. for example. it is worth putting each pack into an envelope ciearly labelled with the name of the game and the number of cards. obviously printing or pasting the materials onto card or laminating them would help preserve their shelflife.vorkshops all over the world and aren't much the worse for wear after several years. If you have a class set of ten packs of cards. if you have no access to copying facilities at all. to make home-made versions of the materials b5r getting the students to work with vou to draw and write the cards. If two packs of cards are required for a game. If you have the time and resources.

camel. They may look at their ARTICLEcARDS. she should put the NouN cARD back at the bottom of the pile and must miss a go.we use no article with uncountable nouns (e.t'ulflower"?'). correcting mistakes and giving feedback. production Grammar point Articles in general statements . 'Rose is a beautiful Jlower. Ask them to deal out all the aRrtcr-n cARDS among the players. .' -'Is that right? Shouldn't it be "A rose is a beauti. Divide the class into groups of 3-4 students. The first person to do so is the winner. .'A dog is man's best shottld be seenand not heard.food. hdppiness. she can . intelligence. ice): love. . The first player turns up a NouN cano from the pile. . anger.we use a w'ith a singular countable noun: A spider has eight legs. intelligence. .'Children discard both cards.accuracy Grammar point Articles in general staternents we use no article with plurals or uncountable nouns when making general statements: It's itnportant to haxe goodfriends. desert spider excitement.l or the when we talk about particular things we use r/re when we can make it clear which particular thing or things we are talking about: I loztedthe music they played last night. If she makes a grammatically incorrect sentence. . fool (n). you can ask the students to play the game again (possibly in new groups). Monitoring and feedback You can ask students to write down some of therr sentences as they produce them or after the game is finished.'. go round.bingo.iatts likc their ou'tt toiccs. staternents Articles in particular . How to use the game t RULEs sHEErI . we use no article with plural nouns: Politi. They should put the NouN cARDS face down in a pile in the centre. Check that your students are familiar with the grammar in the Grarnrnar point and with the words listed in Challenging vocabulary.t'riend.Rts for each group of 3 4 students. .we can use . . Money maleesthe uorld Other structures simple Present Topic areas General truths and well-known facts Challenging vocabulary (n). svmbol O. Then it is the next player's turn.'. we sometimes use rfte to give a general statement a scientific tone: The tiger is an endangered species. E nrticles in general and particular statements Type of activity Smallgroup. brain. Give each group a set ofaR-rtcLE cARDS and a set of NOUN CARDS. politician.E Rrticles in general statements and one ofthe anrtclE cARDS from her hand. I loxe music. Type of activity Smal1 group. 'Camels haxe humps to store food. If she cannot make a general statement. . 'no article' is shown by the Note that on the cards. the other students can query it (e. Copy and cut up one set of xoux carus and one set of aRrtcr-p c.'. If you feel it would be useful to reinforce the grammar.q. matching. . ntoney. Materials and preparation . we usually use a with singular countable nouns: A dog is man's bestfriend.9. sorrozN. At the end of the game you can go round the class asking individual students to read out their sentences. Pre-teach any other words from the game you think will be unfamiliar to your class. music.g. e. .g. The object of the garne is to get rid of all your ARTICLE CARDS. If she can make a general statement using this card .

. How to use the games Garne 1 .flove . communication Materials and preparation . How to use the game I RrrLEs3rEEr__-l . of you're right. .. and giving feedback. correcting any mismatched cards. . (For groups of 3 students leave out the fourth card. Other structures Present simple. You will also need to cur out one blank card for each student. Ask the students to take one sENTINCE caRo each. . The player who can fit the Noux cano into one of the blanks on his ssN.t'ood loae .we use a wnen we cannot: I saw a fox itt the garden last night. The obiect of the garne is to fill up the seNreNce CARD. 8 . e. . past simple. .'Yes. lWhen the students have finished they can check their sentences with the ANS\rERKEY. accuracy Garne 2: Small group. play on. You might like to make a copy of the uncut pages for each group tO ACt ASAN ANSWER KEY.t'ood love. Monitoring and feedback At the end of the game you can go round the class asking individual students to read out the sentences on the cards. . Check that your students are familiar with the grammar in the Gramrnar point. "?'.' or 'I loaed the of music they played last rtight.'If the music be 'Is the food o.g.If the issue is still in doubt. present continuous.' He can then lay it on the appropriate sentence. a set of NouN CARDS. habits. Give each group a set of wono cARDS. information gap. Copy and cut up one set ofssNrENCE cARDS and one set ofNouN cARDS for each group of 3 4 students. Give each group a set of SENTENCE cARDS.g. past continuous. relative clauses (recognition only) Topic areas Various Challengingvocabulary on. Garne 2 . . music' or'ntusic'.we use the past simple for an action in the past: I utent to the interxiew at 10. Copy the scENES oF THE cRrLtE sHEET and copy and cut up one set of suspects canos for each group of 3 4 students.').4 choriar Ef Past simple and present simple Type of activity Game 1: Smaligroup. . .' that right? Shouldn't you say "If music be the. Then it is the next player's turn to take a card from the bag and read it. They should put the ANS\x'BR KEy face down on the table for later use. Pre-teach anv words from the game you think will be unfamiliar to your class. The first player draws a card from the bag and reads 'the it out.ordering.g. and the player can change his sentence (e. superlatives. Divide the class into groups of 3 4 students.) You will need a bag for rhe NouN cARDS.a bag and an ANSv/ERKEy.4nttoovo.. . The player who does so first is the winner. appointments Challenging vocabulary None Materials and preparation Garne 1 . e. 'If music be the. . . Ask them each to write their name on one of the blank cards. They should put the NouN cARDS in the bag. Copy and cut up one set of wono csms for each group of 3-4 students. . .lENCE cARD can claim the NouN cano by reading out the completed sentence. . Other structures None Topic areas Leisure activities. thev can call the teacher to decide. Divide the class into groups of 3 4 students. If the other students think that the sentence is not correctJ they can query it.. Grammar point Past simple and present sirnple we use the present simple for actions repeated every day or sometimes: I go to work at 8 eaery morning. The obiect of the garne is to rnake as many sentences as possible that are true for their group. Pre-teach any other words from the game you think will be unfamiliar to your class. Ask them to spread all the cards out face up on the table. Check that your students are familiar with the grammar in the Grarnrnar point and with the words listed in Challenging vocabglary.

Tell them that this shows houses that were burgled on the night of September 27'n. . leaving some objects behind. . I shan't see tonnrrou. e.l students.g. e. These clues are illustrated on the rooms. matching. . . Garne 2 . in the negativethe form is llyoulhelshelitlwelthey won't + infinitive: It zlon't be cloudy tonlorroLo. . .g. . Give each group a copy of the scpNES oF THE czuttE SHEET. The object of the game is to find out r.rE cARDS. If she can make a sensible prediction with tuill using one of the TIME cARDSfrom her hand. How to use the game t RrrLEslHEEr___l . The first player turns up a card from the pile. her Other structures None Topic areas inventions The future. Give a time limit of say 5 10 minutes. Ask them to deal out the TIME cARDS. daily life.rnos and a set of CRYSTAL BALL CARDS.' is appropriate but 9 . . The others must ask questions based on the clues in the scENES oF THE cRI\. Copy and cut up one set of -rIl. Give each group a set of -rlltp c. At the end the group with the longest list of sentences is the winner.vith the words listed in Challenging vocabulary.'The weather 'People tomorrow will be sunny. 'W'e burgled hotrseno I because they know the Smith sisters smoke and they went to a concert on September22"r.TEcARDS than others. . Then it is the next player's turn to take a card from the pile. They should put the cRysrAL BALL cARDS face down in a pile in thc centre.' . 'The ueather tonlorrou will be rainy. Septentber22"'?' . Pre-teach any other words from the game you think will be unfamiliar to your class. Give each group a set of suspECTS cARDS.the short form of zuillis 'll we can use shall and shan't instead of will and won't with 1 and zrre: I shall seeher tonlorrozr. . . The first player takes the top suspECTS cARD from the pile. ation.. . tilfhen the group have matched the suspect to the crime they should fiIl in the name on the ScENESoF THE CRIME SHEET. Check that your students are familiar with the grammar in the Grarnrnar point and i.vhich suspect committed each crime. Some cRysrAL BALL cARDS combine more appropriately/ meaningfully with some TII. Monitoring and feedback Garne 1 At the end of the game you can go round the class asking individual students to read out their sentences. Garne 2 Ask each group to report back on one suspect. Awill Type of activity Small group. They may look at their TIr. production Grammar point Forrning the future with uiII .' or will lixe on Mars by 2500.we can form one kind of future by using will and the infinitive (rvithout ro) in the affirmative the form is Ilyoulhelshelitlwelthey will + infinitive: It zt:ill be cloudy tonloruoz!.'. Divide the class into groups of 3-4. science.g. . The first player may only say 'Yes' or 'No'. . e. Students may use woRD CARDSmore than once. She tells them the name(s) of the suspect(s). If you feel it would be useful to reinforce the grammar) you can ask the students to play the game again. They should write their sentences down as they produce them. Ask them to put the suspECTS cARDS face down in a pile on the table.g.tE SHEETto find out more about the suspect and to match the suspect with the 'Does he smoke?'r'Did he go to a concerton crime.tRns and one set of CRYSTAL BALL CARDSfor each group of 3 4 students.in questions the form is u:ill Ilyoulhelshelitlwelthey + infinitive: Will it be cloudy tontorrou? . . . . she can discard both cards. correcting mistakes and giving feedback. C h a ll e n g i n g v o c a b u l a r y dis as communic e e. . .lg c. e. ln each house the burglar left in a hurry.populatiort Materials and preparation . She should look at it but should not shorv it to the ottrers. . The group who are able to filI in all the names of the suspects on the scENES oF THE CRIME SHEETfirst are the winners. Divide the class into groups of 3 .

Then it is the next player's turn to put down a card from his hand.we use going to for an intention that has already been formed: I'm going to go to the party tonight. They may want to make some changes. correcting mistakes and giving feedback. They may look at their cards. They should keep the ANS\rER t<Ev face down to check their sentences at the end. . . You might iike to make an uncut copy of both sets of cards for each group to serve as an ANSI(1ER KEy.\NSwER KEy. If you wish you can divide these into tN. I'll phone e'uertonetonight. groups should look at the completed cartoons and discuss whether the best speech bubbles have been matched to the pictures. The first player to do so is the winner. In these cases the group can decide whether a sentence is a sensible prediction or not. Pre-teach any other words from the game you think will be unfamiliar to your class. It is up to the players to select the most appropriate rrul cARD fiom their hands. before using the IREDICTIoNS set. saying the sentence on the picture if there is one. . usually when there is visible evidence: Watch out! You're going to fall of. but there are differences in their use Intentions . .we use will for an intention that is formed at the moment of speaking: Let's haae a party! . You could use the INTENTIoNS set to play with first.'The weather in tzuo years'tinte will be rainy. The player who does this first is the winner. Monitoring and feedback You can ask students to write down some of their sentences as they produce them or after the game is finished. . The obiect of the garne is to get rid of all your cards. then he shouid miss a go. .Good idea. spEECHBUBBLE . predictions 10 . and players have fewer TIME cARDS. Or you could mix the two sets up and play with both together. Divide the class into groups of 3-4 students . . If you feel it would be useful to reinforce the grammar) you can ask the students to play the game again (possibly in new groups). Grammar point with u:ill and going to and predictions Intentions will and going ro for intentions and we can use predictions.f that ladder! Other structures None Topic areas Plans. . . If the player does not have a PICTUREcARD.we use going to for something that we think is about to happen. The obiect of the game is to get rid of all your cards. The first player takes a rICTURE cARD from his hand and places it on the table where all can see it. As the game goes on. he or she should put it on the table with the IICTURE cano.'is not. matching. Materials and preparation . The two cards may then be piaced together to make the cartoon at one side of the table. this will get harder. How to use the game f. Then they can check their answers with the key.scu BUBBLE cARDSare paired up.rIoNs and pREDrcrroNS. but the game should continue until all the pICTUREand spr. . Copy and cut up all the IICTURE canps and all the spEECHBUBBrF cARDS for each group of 3 4 students. the turn passes to the next player. .you can explain why the answer key is correct. (I made my mind up a while ago) Predictions . At the end you can go round the class asking individual students to read out their sentences. If a player cannot produce a prediction that the other players think is sensible.RULass+Er I . At the end. . Check that your students are familiar with the grammar in the Gramrnar point. accuracy . In such cases. Give each group a set of IICTURE cARDS. Ask the students to deai out all the cards. El witl and going to Type of activity Small group. a set of can-os and an. Monitoring and feedback Check to see if any students do not understand why the answer key is different from what they have produced. .rEN.we use will for predictions that we think or believe to be true: Man usill li'ue on the moon in the next 100 years. saying the phrase in the bubble. If any player has a suitable SIEECH BUBBLEcARD to complete the cartoon.

communication Grammar point Used to + infinitive . policeman. e.we use used to with the infinitive to describe what someone did in the past but does not do now: He used to liae in Enpland but now he lirLesin NezuZealand. When players have matched all the grandpas with their younger selves and written the names on the 90rH BIRTHDAYPICTURE. Challengingvocabulary politician.' . we form the negative by using nexer used to or didn't use to'. they say something he didn't use to do/have/be. If the second player stiil cannot guess after the clue and the three questions. gardener E Pastcontinuous Type of activity Whole class. They should compare their answers with the person sitting next to them. Pre-teach any other words from the game you think will be unfamiliar to your class. 'Did he use to haztelong hair?' . some will have to have two cRANDnA cARDS. play the game in two groups. Each player is allowed to give one clue about their 'own' grandpa. How to use the game . often one which is interrupted: She utas zlalking to the shopswhen shefell. Monitoring and feedback Ask students to report back. Grammar point Past continuous . farmer.'My grandpa used to be a spy. then small group. e. journalist. sp. the first player can give them direct information.g. The students usere talking about the dancewhen the teacher came in. Give one copy of the 90''" BIRTHDAYPIcruRE and one PHoro ALBUM to every student. we form questions with did and use to: Did he use to lizte in London? . (n). stomach. rub (v). Other structures None Topic areas habits. matching game. To do this students will have to get up and move around the group. Ask one student to so out of the classroom. trapeze artist. describing what their grandpa used or didn't use to do.NnpAcARDS for each group of l0 students. he use to be a z:icar?'. (but now he does) He didn't use to smoke. If you have fewer than l0 students give some students CARDS. Copy and cut up a set of nctll'Ity student in the class has one card. . Pre-teach any other words from the game you think will be unfamiiiar to your class.they can sit down. cARDS so that each How to use the game .Horo ALBUM and to write their narnes on the 90rH BIRTHDAy pICTURE. If you have more than l0 students. Copy and cut up one set of cruq. sailor. exchanging information with other players.'Mt grandpa didn't use to haae a beard. scratch (v) Materials and preparation .' Other structures Pastsimple. aicar. The object of the garne is to match the grandpas in the 90rH BTRTHDAv prcruRE with the photos of their younger selves in the r. . Give each student one cR\NDpA cARD. . memory.E used to Type of activity \X4role class. Check that your students are familiar with the grammar point and with the words listed in in the Grarnrnar Challenging vocabulary. . If you have fewer than 10 students in your class. The player they are talking to may then ask up to 'Did three questions. . . tWO GRA. hobbies Jobs.g. e. Check that your students are familiar with the grammar in the Gramrnar point and with the words listed in Challenging vocabulary. accuracy Materials and preparation . 11 . Having worked out who their'own' grandpa is on the 90rH BIRTHDAvIICTURE and in the pHoro ALBUM. pilot (n).forrn to form the past continuouswe use: Ilhelshelit was + fverbl-ing Youlwelthey were+ lverb]-ing Use the past continuous is used to describean ongoing action in the past. He neoer used to smoke. . imperatives Topic areas Everyday actions Challengingvocabulary pat (v).. . Make a copy of the 90fI'BIRTHDAv IICTURE and the pHoro ALBUM for each student.g.NDPA .

-fheir should ali place their counters on srART. the last fotrr months'). If anyone runs out of cards they may take another from the pile. is $(hen everyc'rne miming or doing their action. Give one copy of the eupsrloN BoARD and two sets of Evt.-e + past participle Helshelit ias * past participle to form the negati'"'e\\'c usc haxen't anci the past participle: Ilyotrlweltltey ltaxert't + past participle Helshelir httsn't * past participle . 'in books') and the phrase on the board (e. proposal. Go through all the sentences r'vith the whole ciass. u'a1k round the room). and Sonia antl l{eiko zuere dancing. as rnany true IJse .x'r cARDS to each group in the class. He should use 'good the present perfect. Then put them in groups of tbur.g. * . If he cannot make a question then the turn also passes to the next player. E Present perfect Type of activity Small group. e. Ask each group to try to remember what ever-vone was doing..:'c th. You will aiso need a counter for everv student and a dice for each group. The object of the garne is to write sentences as possible. The first playcr shakes the dice and moves his counter the appropriate number of spaces on the board. Lct the actions continue for a fer.' 'IWat trIanuel doing?' -'Slecpitg. . . . .(rt's still this week) Haz. 'Alicid uds singirtg.g. The group with the most senrencesat the end is thc winner.to form questions we use hate and the past participle: Hat'c I .v thel' should bcgin miming or doing that action and continue till you say'Srop'. the word(s) on the card (e. . . . . .vmore seconds then say'Srop'. How to use the game F o . He can ask thc question. make a note of an-v crrors and provide feedback on these after thc game is finished.g. .DS for each group of 3 4 students. r T ---. ' l ' L t:-j . drink ver-v hot tea).rp should also ha'. Some activitics arc ver-v simple (e "g. The group should then u'rite dorvn what everyone was doing. .to form thc affrmative we use haxe and dre past participle: Ilyottlueithel' htt. . 'lhey should shuffle the EVENT carus and deal out seven to each player." r .g. zutts he tuds rectdilry. e.'e counters and a dice. . Pre-teach any other \\''ords from the game you drink u'ill be unfamiliar to your class..lie (n). Divide students into groups of 3-4. opcn the door and ask the student outside to come in.' -'Yes.Distribute the ACTIvITy cARDS so that cach student has one. Say'Go'. . Check that your studcnts are familiar with the grammar in thc Grarnrnar point and n'ith the words listed in Challenging vocabulary. FIe can then place his card at the bottom of the pile and the turn passes to the next player. (and I still haven't got any) Other structures None Topic areas Events Challenging vocabulary secret. some involve a little mimc (e. Ask a few students rvhat thcy rverc doing when the student came in. . and feedback Monitoring lilrhen 1'ou go through the sentcnces u'ith the rvhclle class. Copy onc eUESTIONBOARDand copy and cut up two sets of EVENT cAIr.teyou ezterbeen ro Paris? (in yorrr life which isn't finished) I'ue spent all rny ntonej. Give the mimes to the more extrovert students.' .g.the present perfect is used to talk about an action or event that happened in a period of time thar is not vct finishedr or that still has relevance to the present: It hasn't rained so. Each gror. board game. They should place the rest face down in a pile in the centre. production Grammar point Present perfect .t'ar this zueek. snail Materials and preparation .'Have you read somegood books in the last fotrr months?') to any other player.'1'+ past participle? Has helshelir + past participle? 12 . 'fe1l 'Go' them that rvhen you sa.forrn .ott . . who should answcr it. When he lands on a square he should select a card from his hand and make a question.

Divide students into groups of 3-. The first player shakes the dice and moves her counter the appropriate number of spaccs on the board. Pla-versnlav somctimcs bc unable to come up il ith a sentence that makes good sense.rvho should ansu. . At the end you can go round the ciass asking individual students to read out their sentences. accuracy Grammar point How to use the game T RrrLEs sHEErl . matching.er. correcting mistakes and giving feedback.g. (last year is finished) I didn't eat cabbagezuhenI uas a child. 'fhe player n'ho does so first is the n'inner. e. If you feel it would bc useful to reinforce the grammar. and feedback Monitoring You can ask students to $'rite dou'n some of tireir sentences as they produce them or after the game is finished. Other players can challenge sentences on grounds of logic and grammar. The player who does so first is the lvinner. we use the past simple: I usent to Paris last 1tear. The object of the garne is to get to the end of the board. Check that your students are familiar with the grammar in the Grarnrnar point.\RDS each group as rvell as countcrs and a dice.v should place it f'ace down on the table. (I'm not a child an-vmore) Did you see him j. The obiect of the game is to get to the end of the board. You will also need a counter for ever]' student and a dice for each group.which isn't finished yetl) Past sirnple when ll'e are talking about an action in a time period that is over. . . Monitoring and feedback You can ask students to n'rite down some of therr sentenccs as the!' produce them or after the game is finished. ]'ou can ask the students to play the game again (possibly in ncw groups). At the end you can go round the class asking individual students to read out their sentences.fChina this morning?').e . The..1.(it's still this week) Haae you exer been to Paris? (in 1'our life . . showing which time expressions are used with the present perfect and u'hich rvith the past simple.esterday?(yesterdal. we use the present perfect: It hasn't rained all zaeek. then she misses the go. . They should a1l place their counters on srAKt'. The group should also have an ANSwERrnv. E Presentperfect and past simple Type of activity Small group: board gamel production Grammar point Present perfect . If you feel it would be useful to reinforce the grammar.t'or three hours. You could give each group the uncut page as an ANS\\ER r<nv. hobbies. . -fhen it is the next pla. correcting mistakes and giving feedback. Thc students should shuffle the rtr. Present perfect continuous . habits. only referring to it to check that the questions are correctlv formed.we fbrm the present perfect continuous with hdae I has beett+ [verb]-irg: I hazse been usaiting .tE c. 13 .ver'sturn. Copy one IICTURE BoARD and copy and cut up both sets of-rllts cARDS for each group of 3-4 students. She can ask the question to an-v other p1ar.r.vn in a pilc in the centre. . is finished) Other structures None Topic areas Jobs. IEI Present perfect continuous Type of activity Small group.forrn . \iil'hen she lands on a square she should take the top card frcm the pile and make a question using the ilord or phrase on the card and the picturc on the board.l'hen we are talking about an action or event that happened in a period of time that is not yet finished. Give one copl* of the ptcruxl BOARDand both scts of TIrfit C.c with something like lLttr heard the neztsdbout the Great lYall tf China this ntornbry?' If a pla-ver cannot produce a sensible sentence. to . . . a player landing ort'the Grettt Wali oJ Chinu' and picking up the card 'tltis norrtirtg' might find it hard to make a sensibie sentence ('Hcn. .erit. ' She can then place the card at the bottom ef tha nilo .vou can ask the students to play the game again (possibly in new groups). personal information Challenging vocabulary None Materials and preparation .{Ros and olacc them f-acedor. though a resourceful player n-right come up 'Httz.\'ou been to the Great Whll o. .

. The player with an EXIIANATIoN cARD that matches the accusation can produce it. .g. correcting mistakes and giving feedback. I was sure I'd seen her somewhere before. I had just fallen o.we use the past perfect to talk about an action or event that happened before another event in the past. Pre-teach any other words from the game you think will be unfamiliar to your class. information gap. How to use the game . Monitoring and feedback You can ask students to write down some of the sentences that they produce in the game. Then it is the next player's turn to be Mum or Dad CARD. Give two copies of the eat-t-ooNrs-t's L{NDING picture to and one set of eveNr CARDS every pair. feather Materials and preparation . At the end you can go round the class asking individual students to read out their sentences. Pretending to be the Mum or Dad he/she reads out the caption e. 14 . I'zte been painting the liaing room. They should shuffle the EVENT caRos and place them in a pile face down. .forrn . The first player can then discard the card. Make two copies of the ear-r-ooNIs-r's i-aNoINc. and turn up an ACCUSATION . II/hen I got ro the station. They should deal out the Expi-ANATIoN cARDS and put cARDS face down in a piie in the cenue. The first person to do so is the winner. offering the explanation e. showing everyone the card.'This room'sfull of feathers!' and. Explain that several things had happened just before the balloonist landed. Explain to the students that they are members of a Iarge family and are always getting into trouble.picture and copy and cut up one set ofsvnNt canos for each pair of students. Divide the class into groups of 3-4 students. . The first player turns up an ACCUSetIoN cano from the pile. . communication Grammar point Past perfect . . . . the accusaroN . muddy. smoke (n).'We'oe beenhaaing a pillow fight.g. shouid look at their cards.we also use it for activities which have just finished and which explain a present situation: Your hands are all red. be. How to use the game . . asks'lVhat's been going on?' The other players.parrot. . . Give each group a set ofaccusATloN of sxpt-cNATroN cARDS. I[ Past perfect Type of activity Pairwork. . I Had I seen hint somewherebefore? wasn't sure.' . . . . The r.I know. Check that your students are familiar with the grammar in the Grarnmar point and with the words listed in Challenging vocabulary.Use we use the present perfect continuous to talk about situations which started in the past and are still going on: He's been talking on the phone for oter an hour. We went to Paris last year. ntess(n). pretending to be the children.vnNr caRos show oictures to explain what had happened. hat-te Topic areas Family life Challenging vocabulary scratch (n). The object of the garne is to draw in all the people in the right places on the picture. Check that your students are familiar with the grammar point and with the words listed in in the Grammar Challenging vocabulary. black eye.[f my bike.' . They may look ar their EXILANATIoNcARDS. caRns and a set Other structures Pastsimple Topic area Everyday actions Challenging vocabulary rescued. Pre-teach any other words from the game you think will be unfamiliar to your class. propose Materials and preparation .to form a question we use had and the past participle: + Had Ilyoulhelshelitlzuelthelt past participle? Use . .to form the negative we use hadn't and the past participle: Ilyoulhelshelirlweltheyhadn't + past participle . I hadn't been there before. the tain had alreadg left.to form the affirmative we use had and the Dast participle: Ilyoulhelshelirlwelthey had + past participle . Divide students into pairs. Copy and cut up one set ofaccusattoN canos and one set ofexpLaNRtIoN cARDS for each group of 3-4 students. One student takes a card from the pile and describes what had just happened to him when the bailoonist 'IWen landed: the balloonist landed. The object ofthe garne is to get rid ofall your cards. Other structures Present continuous. They should take one picture each.

The obfect of the garne is to find out which criminal burgled which house. . e.. They should not show their pictures to each other. . Then it is the next player's turn to take an EVENT CARD from the pile. The first pair of players begin. because had beenpainting. . If students prefer not to draw. . e. they can write in the number of the event card in the appropriate place on r hr p ri r. crime Challenging vocabulary handprint. Divide students into groups of 6-8 and then divide them into pairs within each group. rha h ri !n ! "^ -! .. nail. know Fred Cloggs burgled n'' .. You will also need a counter for everv pair of students and a dice for each group. The pair may look at their cards. house 4 . Monitoring and feedback 'We Ask each pair to say one thing. communication .in the negative we say: Ilyoulhelshelitlwelthey + had not beenlhadn't been + [verb]-rng . Without looking at the cLUE cARDS rhe studenrs should place one face down on every house on the BROAD SQUAREBOARD. Players (all players. Other structures Pastcontinuous Topic areas Leisure activities.l v l .to form questions we say: Had + Ilyoulhelshelitlwelrhey been + lverbl-ing? Use we use the past perfect continuous to talk about a long action that happened before another action in the past: IVhen the bus finally arriaed I had been uaiting for nearly an hour. 'IYhen the balloonist landed. Copy one BRoAD seuARE BoARD for each group of 6-8 students. At the end of the game. Give one suspECT Lisr to each pair. They should shake the. footprint.' he Grammar point Past perfect continuous .form in the affirmative we say: Ilyoulhelshelitlwelthey + had beenl'd been + [verb]-ing . . . They first find out which of the other players is Joe Bloggs and then ask the suspect 'lY/hat wereyou doing at 8 o'clock last night?' (the time of the crime) and 'lVhat had you been doing up till then?' The player hoiding the Joe Bloggs card must answer. e c s . The pair of players with the card can discuss its implications (quietly so the others don't hear!) e. 15 . If the players land on a question mark.are they the same? Monitoring and feedback Ask each pair to say one thing about their picture. board game. e. ( l' h. dice and move their counter the appropriate number of spaces on the board. Lr r nint"ro l J r r Lqr l t How to use the game t _-l RrrLEisHEEr . Then it is the next pair's turn. the paint fingermarks): so the burglar had been painting!'They should then replace the cr-ur cARD face down and note down the information on the suspect list in order to remember ir. Copy and cut up one set of cr-un canos and one set of cnnrtNeL ceRos for each group.g. Pre-teach any other words from the game you think will be unfamiliar to your class. rilfhen the student with the card has described what had just happened. Give out counters and dice to each group.g. The first pair of players to find out are the winners. Copy one suspECT usr for each pair of students. a man had just fallen off his bike. The game ends when one pair have correctly matched all the names on the list with the house numbers.' IE Pastperfect continuous Type of activity Small group. . 5. . both players should compare pictures . The cr-un caRo gives information about something that was found in that particular house. boxing.sand. not just the ones asking and answering) can make notes about the replies on their suspECT Lrsr.g. they can consult the suspECT usr and choose a name e. V/hen they land on a house they should turn up rhe CLUE CARD that is on that square and look at it without letting any other player see it. Joe Bloggs. both students should draw in the person in the right place on their picture. . helmet. Give one copy ofthe eROap SQUARE BOARDJ one set of CRIMINAL can'os and one set of cr-uB cARDS to every group. . . . $fith groups of 7 divide them into pairs and a threesome.g. Check that your students are famiiiar with the grammar point and with the words listed in in the Grarnrnar Challenging vocabulary. . The burglaries were committed by the people on the SUSPECT LIST. . puttingup sheltes Materials and preparation .g. Ask the students to deal out the cRTMTNAL cARDS equaliy to each pair. They should all place their counters on srART. fingermark.. . Tell the class that a burglary was committed in each house in the square at 8 o'clock last night. (turning up the card with 'Aha.

Ask the students to try to remember everyone's sentences from their first group. guessing. They should not show their sentences to an-vone else. e. that are true for them.ing to the airport. \Wrhenthey har. I won't be reading a book.'Will you be eating dinner?' .in the negativewe say: + Illtoulhelshelirluelthey zuillnotluon't be + fverb)-ing to form questionswe say: + Will Ilyoulhelshelirlzuelthey be + fverbl-ing? Use we use the future continuous to describean ongoing specified)in action at some titne (often precisel-v the future: At 5 o'clockon SarurdayI utill be driz. By this tinte romorrou I zaill haz:e finished How to use the game Part 1 . it is the next player's turn and so on until all the players have guessed each other's sentences. The others must try to guess the sentence e. using the future continuous. 16 . At the end you can go round the class asking individual students to read out their sentences.'Will you be dancing?'. Part 2 . you can ask the students to play Part 2 agarn.forrn in the affirmative we say: + Ilyoulhelshelitlwe. . . . . Be prepared to provide support.in the affirmativewe say: + IlT. The obiect of this part of the garne is to rernernber the rnost sentences. o'clock. Ask them to filI in the frame with sentences.IE ruture continuous Type of activity production Part 1: Individual then small group. Then regroup the students so that each pair ofstudents is with a new pair or individual from a different group.form . and I uon't be at 8 sitting at home watching teleaision. Divide the students into pairs within their groups (or an individual and a pair in the case of threesomes).g. Coov the spNrsxcss FR\\IH. The obiect of this part of the garne is to guess each other's sentences.Be preparedto provide support. If you feel it would be useful to reinforce the grammar. then small group. I'll Next sumnter be tra<:elling aroundGreece. Grammar point Future perfect . Materials and preparation . .g. in the Grarnrnar . Monitoring and feedback Part2 You can ask students to write down some of therr sentences as they produce them or after the game is finished.' . The group with the most sentences is the winner. Other structures None Topic areas Everydayactions Chal lenging vocabulary Studentsgeneratetheir own vocabulary.for evervstudent in the class. production Grammar point Future continuous . .oulhelshelitluelthey uilll'll be + fverb]-ing . l4 ruture perfect Type of activity Individual.e guessed. The first player begins by giving the flrst date on the frame to the other players and telling them two things 'On Saturday eaening he won't be doing on that date e. correcting mistakes and giving feedback. guessing. Give one sENTENCES FR\\. Then group the students into threes and fours.IE to each student. Other structures None Topic areas Everyday actions Challengingvocabulary Students generate their own vocabulary.'Maria will be driaing to London on Friday eztening. Part 2: Smali group. Check that your students are familiar with the grammar point.tthey willl'll haxe + past participle in the negative we say: Ilyoulhelshelitlwelthey+ will not I won't haae + past participle to form a question we say: Will Ilyoulhelshelirlwelthey * haae + past participle? LJse we use the future perfect to describe an action that will be completed by a certain time in the future: m! essaJ'.' . productron Materials and preparation Part 1 . . Copy and cut up enough copies of the IRoMISES. in new groups.g. pROMISES SHEETfor everv student to have one. memory.

How to use the game . . PROMISES sHEET to each student. exam. .. Group the students into groups of 3-4.future: You uton't be alloztsed to smoke in the waiting room. Ask them to use the future perfect to complete the three sentences with: 1 a fact (something they will definitely have done) 2 a promise (something they promise themselves they will have achieved) 3 a wild dream (wish-fulfilment!) . Divide students into pairs. Expressing prohibition present: You rnustn't smoke in the waiting room. The order of the ciues must not match the order of the sentences. fantasisethat we uill haae . . 17 . Materials and preparation . marriage. completing and matching. e.g.. promise rhat we will haxe . They should not show their sentences to anyone else. Check that your students are familiar with the grammar point. .present: I ntust go to the dentist. The first player begins by giving the other players three clues about the subiect matter of her sentences. prohibition.present: I don't haoe to stay late today because the meeting is cancelled. asking and answering questions about each other's facts.present: You can I rnay useyour mobile phone here. e. production . like this. permission and ability Expressing obligation . ..past: You could I zaete alloztsed to I z. Make enough copies of the QUESTIoNNATRE each for pair of students to have one. you can if you like extend the game into an activity where all students stand up and move around.future: You ztsill be able to I uiII be alloused to use ltour mobile phone when you get there. I You couldn't smoke in the waiting room. Expressing lack of obligation . promises and dreams.past and future of must. You can. Pronises' and Dreams'. The others must try to guess the sentences:'Will you haae got married?' They must then try to decide which is fact. . . . Mustn't in this sense has no past or future equivalent so another verb must be used: past: You useren't alloz*ted to smoke in the waiting roont. Then it is the next player's turn to give clues while the others guess.future: I uson't hazte to stay late tomorrow because the meeting is cancelled. The obfect of the garne is to guess each other's sentences and to decide which are facts. Set a time limit for this part of the activity.past: I couldn't driae when I zuas 18. then ask students to sit in groups of 4-6. and feedback Monitoring After the small group guessing game. Expressing ability . collect in the papers and make a wall-poster..e banned it now. ..' the winner. (class 5) will definirely haz. I Yotr uson't be able to smoke in the waitins room. which is a promise and which is a dream.e .past: I didn't hazse to stay late on Tuesday becausethe meeting was cancelled.uere able to use your mobile phone here last week btfi they'z.present: I can suim. past: t had to go to the dentisr last week. . . Ask them to imagine the future this time next year. .. future: I usill haoe to I rtust go to the dentist next month.' 'llte group with the iongest list at the end is novel. which are prornises and which are drearns. Give one eUESTIoNNAIREto each student. Grammar point Compare the use of forms for talking about obligation. . Ask them to put as many items as they can remember in each 'Peter 'Maria will zpill haxe got married. if you like. Other structures None Topic areas Everyday actions Challengingvocabulary generate their own vocabularv. prepared Be to Students providesupport. writing a list under each heading: By this time next year we . in the Grarnrnar IE Present. Expressing perrnission . have to and can Type of activity Pairs. job. Check that your students are familiar widr the grammar in the Grammar point... 'Anya will have written a best-selling have found a new job. Ask them to fill in their quesrtoNNAIRES with as many answers as oossible that are the same for both of them. How to use the game .' column. . .ftrture: I will be able to tyDe zuhenI haoe finished this course. . Give one PROMISES.g. They should take a piece of paper and divide it into three columns with ' ' ' the headings Facts'.

a LIST oF cHARA.active infinitive in the past. aerandah. . Pre-teach any other words from the game you think will be unfamiliar to your class.edone it!'. e. e. billiards. . Other structures Past simple. Monitoring and feedback Ask pairsto reportbackwith oneor two of therr sentences.he's not that kind of person! we use must haae to indicate a near certainty that something did happen: The light\ ltot on .g. The dead man is Xavier whose body was found in the conservatory. guessing. Check that your students are familiar with the grammar in the Grarnrnar point and with the words listed in Challenging vocabulary. They should study the HousE ILA. to lozte: He promised to lozse her forever.'John can't haz-. shriek (n).we use maylmight haxe to indicate 1[21 s6llgthino possibly happened: He's not there he might hansegone out to lunch.e done it becattsehe was uith Daaina in the library then'. /o be loaed'. passive infinitive in the present. The group who does this first are the winners. . 'e t c . past continuous.g. Divide the class into groups of 3 4 students. production Materials and preparation . . The players il'ill be able to find the murderer by a process of eiimination. might.N to familiarise themselves with the layout ofthe house and the Lrsr oF cHAR{crERS to find out who was in the house at the time. It may help to give a time limit for each of the three sections. .vone in the group can see it. . to haxe lotsed'. 5-10 minutes. Copy and cut up one set ofaLtst cRRts and one copy ofthe riousn plqN and LIST oF cHAR{crERS for each group of3 4 students.g. .. a weak possibility: I supposehe could hatse gone to London. e. Give each group a set of at-lnt cARDS. The obiect of the game is to find as rnany sirnilarities as possible. e. 18 . might haae gone.AN shows a country house in which a murder has been committed. Piayers make deductions based on the statements on 'So the card. could haae said Use . The first player turns up an AIrBI cRRo from the pile and lays it face up where ever. conservatory. .g. . mLtst. Grammar point Active and passive infinitives . Attnette might haz. communication Grammar point May lmightl couldlrnustl can't + hazte. The students can make notes on the rrsr oF cIt\R{crERS as they piay dre game. lEl maytmighttcouldl Type of activity mustlcan't + have Small group. . \il7hen everyone else has an alibi only one character will be left (Margaret). may. \Xrhen the time limit has expired.we can use these modais to indicate degrees of certainty that something happened in the past we use could hate to indicate the least degree of certainty. soundproof.g.they rnust hazte gone out. parlour IZ Rctive and passive inf initives Type of activity Pairwork. etc.g. past perfect Topic areas Rooms in a house. . ask them to go on to the next section. . . wrth haae * past participle: may haxe done. information gap. Explain that the HoL. .can't (but not can). The obfect of the garne is to find'whodunit'. .CrERSand a HctusB luqN. It is better to hazse lozsed and lost than nexer loaed at all. could. . e. e. everyday activities Challengingvocabulary drawing roont. sueam (n). pop in.active infinitive in the present.sE rrl. He had been killed with a billiard cue. . They may have to revise opinions as further cards with more information are turned uo in the course of the game.we use can'tlcouldn't have to indicate a near certaintv that something did not happen: He can't hazse dorte it . aiolirr. They should put the ALrBr aTARDS face down in a pile in the centre. She wants to be looed for herselfnot for her ntoney. How to use the game . (billiard) cue.forrn we can use most modal verbs. Monitoring and feedback Ask groups to report back on their'thought processes': 'At first we thought Annette could har:e done it b e c a u s e . trio.

Make enough copies of the QUESTIoNNAIRE each for student in the class to have one. . . Grammar point and suPerlatives Cornparatives .prettier .with adjectives of two syllables and more the comparative and superlative are usually formed using more and most'. The students should each take two strips of ntppsn-e. we form the comparative and superlative by doubling the final consonant: hot . we form the comparative and superlative by changing the -y to -i: pretty . . both with the same number (1-4) at the top. Do not cut them up into individual cards . we form the comparative by adding -r and the superlative by adding -st'. cut or tear them into individual cards. get them to turn round and discuss each sentence with their partner. The first player shakes the dice and moves his counter the appropriate number of spaces on the board. Give out counters and dice to each group. Be prepared tcr provide support.nlore intelligent most intelligent exceptions are: good better . Check that your students are familiar with the grammar in the Gramrnar point. . Copy one cuE BoARD and all 48 olrplnpucE cARDS for each group of 3-4 students.when a short adjective ends in consonant + -1. How to use the game I RUrEs sHEEr I .passive infinitive in the past. keeping them hidden from the others. .hotter hottest when a short adjective ends in -e.smallest . For groups of 3 DIFFERENCE leave out two sets of cards. Cut the DIFFERENCE CARDSvertically into four sets for each group so that each player will have two strips of different pictures. . correcting mistakes and giving feedback. IEI comparatives and superlatives Type of activity production Smallgroup. How many were right? .the students will do this. Give one euESTIoNNAIREto each student. V/hen they have finished. My car is faster than yours.boardgame.we can use comparatives (witir than) and superlatives to compare things: 19 . Monitoring and feedback At the end of the game you can go round the class asking individual students to read out the sentences they have written down. The object of the garne is to get as many correct guesses as possible. Jill's car is the fastest. You will also need a counter for every student and a dice for each group. How to use the game . . Other structures Present simple Topic areas and hopes Wishes Challengingvocabulary Students generate their own vocabulary. Ask each student in the pair to imagine they are the other. . Ask them to sit back to back. intelligent .gentlest .smaller . Get them to fiIl in the QUESTIoNNAIRE. The mosr important thing in ltfe is to haae loxed and to hanse been loz. imagining they are the other person. .with most one-syllable adjectives and some two-syllable adjectives we form the comparative by adding -er and the superlative by adding -esr: small .ed.g. Divide students into groups of 3-4.gentle gentler .prettiest vi'hen a short adjective ends in consonant * vowel * consonant. (They should use both passive and active infinitives. to haxe beenlozted'. . Other structures None Vocabulary area personal information Possessions.. The pair who get the most correct guesses are the wlnners. Challenging vocabulary None Materials and preparatlon . Check that your students are familiar with the grammar point.best bad-worse-worst far further furthest (or farther farthest) Materials and preparation . e. in the Gramrnar . Divide students into pairs.) . . Give one copy of the cus BoARD and eight sets of cARDS to each group.NcE carus with the same number at the top and. They should all place their counters on SQUARE 1.

\[hen he lands on a picture square he should select a card from his hand that matches the object on that square and make a statement about it using a comparative o r s u p e r l a t i v e . ' 'M! e. These should be questions they would like to ask the main character either about him or herself or about the other characters or objects in the painting. he can throw away his card.we begin a zrrfr-question with a question word like who or why . . car is the fastest. . i s t h e . laying down the card from his hand so everyone can see it.. ushy. etc.' . . Copy and cut up one set of pRINlNcs for each group of 6-8 students and one set ofqunsrtoNs for each student. is .g. The first player begins by reading out his answers to the questions he was given (but not the questions). .I uson't go to thepark. correcting mistakes and giving feedback. zohich. EEI .g. zt.the first conditional . depending on students' choice of what to say Grammar point If . domicile.ill . Monitoring and feedback At the end of the game you can go round the class asking individual students to read out the sentences they have written down.Sorry. where everyone can see them . he must keep it.' He can address the statement to any other player or to the group as a whole. Be prepared to provide support. (= it's possibleit will rain) Topic areas Personal information: marital status) age.) or he can compare the object with that of another player by saying 'My . . feelings. Materials and preparation . .'Why are lou so unhappy?' . .' ot 'My ring is ntore expensiaethan yours. family. . Check that your students are familiar with the grammar in the Grammar point. e. using full sentences.e s t . b) what the questions were.. will If Type of activity Small group. I took it. The player who does so first is the winner.g. tohen..4ry she angry? is . At the end you can go round the class asking individual students to read out their sentences.but we use normal statement word order when the question word is the subject: Who took my camera? . hoza . favourite colours/sports.'I'nt unhappy because my cat has run away.'M! house is smaller than yours. . But will they be able to remember? Monitoring and feedback You can ask students to write down some of their sentences as they produce them or after the game is finished. . If the player's statement was correct. They should then pass their painting and questrons to the person on their right. matching..guessing.I'il tell heryou rang. How to use the game . uthat. uthere.we usually put the subject after the auxiliary or after main verb 6c in questions: Where are you going? lV4tat hazse you done? 1Y. . preferences. The obiect of the game is to guess a) which painting is 'speaking'.H e c a n e i t h e r s a y ' M j . .-er than yours. . . correcting mistakes and giving feedback.. . Challenging vocabulary Students generate their own vocabulary. The object ofthe garne is to get rid ofall your cards. who should look at the painting.g. accuracy Other structures A mix of tenses. Ask them to take one each. El Wn-questions:mixed question forms Type of activity production Smallgroup.we usethe present simplein the y'clause andwill in the main clausewhen we talk about a future event that is a definite possibility: If I seeher. The players should then pur all the perNrrNGSin rhe middie of the table. Give each group a set of IATNTTNGS. NOTE At first the piayers will be making guesses. Then it is the next player's turn. . Each player should look at the painting and write down seven qliestions (one for each question word) on the euESnoNS sheet. . 20 . (= it's possibleI will seeher) If it rains. As more players have to show their cards they will know who has the biggest / smallest / most beautiful etc. Grammar point Who. The other player or players who are addressed must lay their cards down too. Divide the class into groups of 6-8. If not. imagine they are the central character and write down answers to the questions in the answer column.' e. . e.

e.' I were him. Check that your students are familiar with the grammar in the Grarnrnar point and with the words listed in Challenging vocabulary. The obiect of the game is to get rid of all your cards. safari. starting a sentence beginning with 'If . then the group as a whole should decide which is best and award the cards to that player...' 'If I spent that much money on a dress. How to use the game T-TuLEasHEEi__l . . Topic areas Plans and dreams Challengingvocabulary competition. At the end you can go round the classasking correcting individual studentsto read out their sentences) giving feedback.. If everyone agrees that this makes a good sentence. . would Type of activity production Smallgroup. Copy and cut up two sets of IICTURE cARDS for each group of 3-4 students. (turning up the picture of the snow) 'If it snows ..g. Divide the classinto groups of 3-4 students. Then any card can be combined with any other on the table. they can ask the teacher if it is wrong or not. The obiect of the garne is to collect the rnost cards. . we'll go sledging. . I tuould take the job. Grammar point If . Give each group a set of r caRos and a set of ACTION CARDS. weather Familylife. If two or more players make a sentence simultaneously.. The first player to make a sentence combining the two ideas can collect the cards.' . mistakesand EII If . in the f clause. Be prepared to provide support. .' . If two or more players offer endings. Other structures None Materials and preparation . How to use the game f RrrLEs siEEr I . Then it is the next player's turn to turn up a card from the pile. (turning up dress and man):'If I had a rich boyfriend. Materials and preparation . e. . snake Students will also generate their own vocabulary. If the group cannot think of a sentence. The other players can query the sentence if they think it is grammatically wrong..Other structures Passive Topic areas activities. The first player turns up an tF cano from the pile and lays it on the table. the player leaves the cards face up on the table and draws another two from the piles. . . If they can't decide. Ask the students to shuffle the cards (keeping them in two sets) and then to put both sets face down in piles in the centre. ny father uould go 'If mad.the second conditional 21 . completing the sentence. The player who does so is the winner. the players can then discard both cards. leisure Challengingvocabulary None we use the past simple in the z/clause and would in the main clause when talking about an imaginary or hypothetical situation: If I won a lot oJ'rnoney I usould go on a world tour... . e.f I zuere you. Copy and cut up one set of the lF cARDS and one set ofthe Rc. uere is used in preference to zrds: I. . . . Then another player can turn up two cards for everyone to see. the teacher gets the casting vote! . I would buy that dress. Check that your students are familiar with the grammar in the Gramrnar point. The player with an ACTIoN cARD that matches can produce it. the group should decide which is the best.matching. I wouldn't wear that to the ffice!' . Give each group two sets of ptcruRl cARDS. . One player should then turn up a card from each pile and put them on the table where everyone in the group can see them.troN canos for each group of 3 4 students.g.rIoN ceRos and put the rl' cARDS face down in a pile in the centre. . Monitoring and feedback You can ask studentsto write down some of their as sentences they produce them or after the game is finished. The students should deal out the ec..'. . They may look at their ACTIoN cARDS. uould . Divide the class into groups of 3 4 students.. screanl (v). .' as suggestedby the picture.g. If necessary.

you can ask the students to play the game again (possibly in new groups). Now regroup studentsby swappinga pair from each group with a pair from another group. Copy one trIy LIFE sHpnr for every student in the class. communication Grammar point If . a situation that could have happened. . I wouldn't hazte met mJ' wifet' . Ask them to number them in the order thev think thev honnene. i. presentperfect 22 . zahen we use the present simple to talk about future events after if and uhen: If I see Julia. accuracy Grammar point If and. rock climhing .in the example abovewith when the speakerls sure that he will seeJulia. Materials and preparation . present continuous.s cano will tell him whether to make a happy ending or a sad one.' or'If I had taken that job. e. I wouldn't hatte met my wfe!' . say 15-20 minutes. landing on the 'You were offereda goodjob in London but you turned it down. The object of the game is to get as rnany events as possible on the MY LrFE sHEET. How to use the game En FRUr-rJ sHEEr I and when . Type of activity Smallgroup. I'll tell her. Set a time limit for the game. Ask the students to place the otlr-corr'rE carus face down in a oile in the centre... Divide students into groups of 3-4.e. . I zpouldn't hazte ntet my w{e. Give one copy of the lrrssen oppoRTUliITIss eoaRD and one set of ourco-l. Using the nlv LIFESHEET a prompt. They should all place their counters on seuARE t.and feedback Monitoring You can ask students to write down some of their sentences as they produce them or after the game 1s finished.g.' square he might say 'If I had taken thejob. You will also need a counter for everv student and a dice for each group. is Other structures Presentsimple. but didn't: If I had worked harder.we use the past perfect in the z/ ciause and would haae + past participle in the main clause when we talk about an unreal situation in the past. Copy one MISSED oppoRTUNITIES BOARD and one set of ourcolrp cRRos for each group of 3 4 students. the pair should tell the new as pair about their 'lives'. . was offereda job but I turned it down I'm glad about rhis becauseif I had taken it. At the end you can go round the class asking individual students to read out their sentences. \7hen he lands on a MrssED oppoRTUNITIEs square he should take an ourcoME caru from the pile and make an If . Check that your students are familiar with the grammar point and with the words listed in in the Grammar Challenging vocabulary.. Pre-teach any other words from the game you think will be unfamiliar to your ciass. .. If a player lands on a square that someone else has already landed on they must make a different sentence. The ourcol. The first player shakes the dice and moves his counter the appropriate number of spaces on the board. If I hadn't gone to Australia.boardgame. . .l El lf . Then it is the next player's turn. . He should replace the ourcoME cARD at the bottom of the pile and write down both the situation and the f sentence and his feelings about them on the My LrFE 'I SHEET. Monitoring and feedback Ask each student to say one thing about their life. . would haae sentence about the situation described on that square. ask students to look at the events they have written down on the My LrFE SHEET.g.e. Topic areas Life experiences and opportunities Challengingvocabulary archaeology. \ff4ren the time limit is up. but in the examplewith r/the speaker not sure. zt:ould hazse .. I would hate been able to afford a new car.rn cARDS to every group. would have Type of activity Small group.. Give out counters and dice to each group. I'll tell her.. Give every student a My LIFE sHEET.the third conditional . If you feel it would be useful to reinforce the grammar. correcting mistakes and giving feedback. . I zttould hazte done better in school. When I see Julia. board game. . using theiT MY LIFE SHEET. Other structures pastpassives Pastsimple.

.g. . The object of the garne is to rnake the rnost pairs of cards. communication How to use the game f RrrG-nEErl . Some cards (e. perhaps in a more challenging version by cutting off the tp and wnpN labels on the cards and shuffling them together into one pile.although it can be a dream: I ztsish he ztsould kiss me! .g. The first player to produce an acceptable sentence can lay both cards dolvn as a pair and take another card from the pile at the side of the board. You u'il1 need a dice and counters for each group. the weather cards) can only be used with.l'ith the grammar in the Grarnrnar point. r'and rHr'.use could not would'. Give each group two packs of cts cARDS' .. . at the side of the board. (but I did tell her) I u. the l8'h birthday party) only widr wrrl'.it\ deJinitely going to end!' Materials and preparation . and place the piles face up on the appropriate rectangles on the board. in this type of wish you can use uere instead of was: I toish I zt:ere on holidav now. quarrel (v).s.Topic areas Everydayactions Challenging vocabulary None it or not. Grammar point Different tenses are used after zlzil2. Divide the class into groups of 3-4 students. musical instrurnent.1 some can be used with either. players can 1ay out the matching pairs of cards they collected and try to remember the sentences' You can either go round the class asking for sample sentences from each group (or each group's best sentences) or ask students to write up their sentences. ./HljNBoARD and copy and cut up both sets ofcus canos (Packs 1 and 2) for each group of 3 4 students. Copy and cut up all dre cRUMBLES.. Make one copy of the -u'AND tl. hopes and dreams Challengingvocabulary interrupt.use wottld if you wish that something would happen or someone would do sornething in the future or very soon: I uish he would answer my emaik. wish EEI Type of activity Whole class. (but I didn't work hard) Future wishes: complaints and hopes . If you like. They should deal out four cards each from Pack 2 and put the rest face down in a pile. They should all put their counters on SQUARE l. I zpish I could go to Thailand. e. When a piayer lands on a square she takes a card from the pack and decides whether she can use Materials and preparation .:ish I had u. (picking up the picture of the lesson) 'When the lesson ends.' . Present wishes: dissatisfaction use the past simple or continuous if you wish that the present situation were different: I uish I zlas on holidalt now' I utish it zpqsn't raining.with different meanings. .REGRETS CARDSso that each student can have four cards. scrape (v). etc. regrets. .. .rl. . (irritating) habits. Then it is the next player's turn. (using the ' picture of the house) . you can play the game again for reinforcement. soRTED! 23 . bablt-sitting. some (e.g. The players must decide which is appropriate and may query sentences: 'I don't think you can say "If the lessonends" .. The player who does so is the winner. Sflhen she lands on a square) she should take up a card from the appropriate pile (rr or wan) and begin a sentence. colleague. and sopr.. The first player begins by throwing the dice and moving the appropriate number of squares on the rl AND IIJHEN BOARD.. Copy and cut up the ItTsH cARDS so that each student can have one card from each set of colttLAINTS. Past wishes: regrets use the past perfect if you regret that something happened (or didn't happen): I usish I hadn't told her about John.ifyou have a hope or a dream about yourself.g. Check that your students are familiar r. searching. .1'll go to the beach. e. this type of wish is often a complaint: I uisk you zaouldn't interrupt me all the time! .r'.' or (producing ' the picture of the beach) . .'. Other structures None Topic areas Past actions.1'll go horne. turn down Monitoring and feedback At the end. Players should try to produce a suitable card from their hands and complete the sentence.sorked harder at school. Ask the players to divide Pack 1 into two piles.

. Divide the class into groups of 3 4 students. e. If not.'I wish I could swim. At the end you can go round the class asking individual students to read out their sentences. Countries. this might help!' or'Your uish is granted!' . . islare used (to or fo). They should leave the ANSvER KEy face down on the table. Variations are possible. .' . Then it is the next player's turn. memory. correcting mistakes and giving feedback. The object of the garne is to rnake the rnost sentences.wheat. she can lay both cards down on the table to make a sentence. she must put the ENDINGScARD at the bottom of the pile and miss a go. . (n).' EEPresentpassives Type of activity Small group.silk. islare grown (in). Pre-teach any other words from the game you think will be unfamiliar to your class. Monitoring and feedback You can ask students to write down some of their sentences as they produce them or after the game is finished. Pre-teach any other words from the game you think will be unfamiliar to your class. inflare. one REGRET and one HopE CARD. measure (v). matching. If she can make a senrence using one of the BEGINNINGS CARDSfrom her hand and one of the passive verbs you have written on the board. .'Coffee is grown tn South America. 'Pens are usedfor writing.paperclip. tyre. If you feel it would be useful to reinforce the grammar. students will have to get up and walk around the room telling each other their wishes based on their rzrsa cARDS.present passives are formed using amlislare and the past participle: Tea is grou:n in China. islare found (in). oil corkscrew. . They may look ar rheir BEGTNNTNGS cARDS. completing and guessing. Materials and preparation . On the board.How to use the game .' or'I wish I hddn't suaped the car.'I wished that I could szpimand then Anna gatte nte a voucher. temperature EE Present perfect and past perfect passives Type of activity Part 1: Small group. The object of the garne is to find the people who can sort out all your dissatisfactions and rnake your dreams corne true. .'. I{eys are ntade of metal. e.'. Give each group a set of BEGINNINGS cARDS. write the verbs they will need: islare made (of or in). one GRUMBLE.g.g.pump (n). . production 24 .g. When they find the person with the appropriate soRTED! caRl. a set of ENDTNGS caRls and an ANS\yERKEy.e. Check that your students are familiar with the grammar in the Gramrnar point and with the words listed in Challenging vocabulary. They should deal out the BEGTNT. . production Part 2: Small group.'. Mix up the sonrgo! caRos and give four cards to each student. sHEEi-l How to use the game t RULEs . To do this. Other structures None Topic areas products materials. The first player turns up an ENDTNGS cARD from the pile. Grammar point Present passive we use passiveswhen the doer of the action is unknown or not important and we want to focus on what happens or where or how something happens . $fhen they have collected all four soRTED! cARDS for their wishes. . Copy and cut up the BEGINNTNGS and ENorNcs cARDS for each group of 3.y for each group. you can ask the students to play the game again (possibly in new groups). . he then hands it to them saying 'Here.hammer (n).t'or swimming lessons. Give each student one cor. Check that your students are familiar with the grammar in the Grarnmar point and with the words listed in Challenging vocabulary. Challenging vocabulary gold.4 students.TTNGS cARDS and put the ENDINGScARDS face down in a pile in the centre.{pLAINT. At the end of the game the students can check their answers with the ANS\IrER KEy. You can make a copy of the uncut sheet to act as an ANSNilER xl. they can sit down. Monitoring and feedback Ask each student to tell the class one of their wishes and how it got sorted. accuracy . 'I{angaroos are found in Australia. . They can compare wishes and solutions with the people next to them until the rest have finished. .

. Other structures Active forms of the present perfect. Check that your students are familiar with the grammar in the Grarnrnar point. Make enough copies of the sENTENCES FR{ME for every student in the class. They should then write the sentences down.'I haae beencriticised talking too much. They must use perfectpassives. When all playershave guessedeach other's sentences. . e. To do this.Grammar point Present perfect and past perfect passives . correcting mistakes and giving feedback. Other structures None Topic areas Everyday actions Challenging vocabulary inspired.'Maria wishesshe hadn't been told off so much when she was a child. correcting mistakes and giving feedback.' Part 2 . e.. information Grammar point Past passives How to use the game Part I . using as many different verbs as they can. The students should fiIl in the frame. . They can use the verbs provided or others of their own choice. . they could use.'In numberX. The group who can write the most sentences in 20 minutes is the winner. nect nerfent Topic areas Everyday actions Challenging vocabulary blackmail (v). we form past perfect passives by using had been + past participle: His passport had been tqhen.e a puppy when . . "I wish I hadn't beenteased aboutrny hair".past passives are used when we want to focus on the object of a past action or on the action itself rather than on the doer ofthe actron . criticis ed. admired. praised. . The students should tell each other the sentences. 25 . past simple.':'In number I think Soniasaid 20. to .' for .g. Ifyou have fewer than I I students in your class you will have to give some of them two cards to ensure all the information qets distributed. EZ Past passives Type of activity gap. Monitoring and feedback Part 1 At the end of the game you can go round the class asking individual students to read out some of the sentences they have wriften down.we use perfect passives when the doer of the action is unknown or not important and we want to focus on what happened or didn't happen. Give one SENTENCES FR\MEto each student. for instance. Then regroup the students so that each pair of students is with a new pair from a different group. divide the studentsinto pairs within their groups (or an individual and a pair in the caseof threesomes). I think Y said. undenuear. Make enough copies of the DrsAppEARrn! cRnos and wHERE's NrALL{CE?SHEETfor every student to have one card and one sheet. The object of this part of the game is for the students to remember as many sentences possiblefrom their as previous groups.we form past passives by using waslwere + past participle: He tuas last seen at the airport. The obiect of this part of the garne is for the students to guess each other's sentences.' 'Peter is glad he has been rold he is handsome by so many girls!' .we form present perfect passives by using havelhas been and the past participle: I hazte been asked to go to Spain for six months. spy (n) Materials and preparation . They should not show their sentences anyoneelse.g. Then group the studentsinto threes and fours.communication Wholeclass. encouraged. . to haz. . employed. Part2 At the end you can go round the class asking individual students to read out their sentences. we form past continuous passives by using waslwere being + past participle: He usas being blachrnailed. or where or how something happened . we form past perfect passives by using had been + past participle: I wish I had been alloued I was a child. appreciate d. teased Materials and preparation .. Ask *rem to fiIl in the frame with sentences that are true for them.

past continuous. Give them a little time to read their card and to filI in any information they have on their wHERE's SHEET. . .' . so the verbs in the reported speech change to past tenses . XTALTACE? .willbecomes would: 'I'll do the shopping.g. . a man called Wallace. 'I Other structures Present simple. Seventh.She told me that she had been to India twice. The obfect of the game is to fill in the eNswsn SHEET. Ask them to check their answers with each other and to pool their information to fi1l in any blanks on their SHEETS. we are taiking about the past.t'eelinghapfu) today. They should the names of all the students in their group on a sheet of paper.How to use the game . Divide the class into groups of 3-4 students. The group that does so first are the winners. for instance said that she was . EE neported speech Type of activity production Smallgroup. Check that your students are familiar with the grammar point. They should write the answers on their wHERE's SHEET.changes oftense when we report what someone said. They should return to their groups and 'report' the 'Number 2: Maria answer to the question.the simple present becomes simple past: 26 . .'A note was found on his bed.' . After a little while.' . Everything else. . going to Topic areas Personal information Challengingvocabulary None Materials and preparation . . Spy. Check the answers with the whole class. past simple. Each group will also need a paper bag. . The otsappeaRED! cARDS you will give out contain clues as to where he has gone. Then tell them that the initial letters of their answers will give the name of the city where Wallace has gone. How to use the game . Make one copy of the QuesrloN sHEET and one copy of the aNsrvsR sHEET for each group of 3 4 students. They should have the foilowing: Note.She said that she worked at City College. If the person whose name they have drawn is absent (i. Blackmail. . \rHERE'S !{/ALT-ACE? . The obiect of the garne is to find out where Wallace has gone. . present continuous. . You can give them the following blank-fiIl to help them if you like: work at City College. present perfect continuous. present perfect. Airport. asking a question himself) they should draw another name from the bag. e. One thousand pounds. .' . in the Gramrnar . Explain to the students that their neighbour. or She said that she had gone to a concen last night. They will have to rearrange them first. it is the next person's turn to take a name from the bag and go to another group SHEET. the present continuous becomes the past continuous: 'I am working in Paris. will. They must talk to everyone else and share their clues to find out where he has gone. Then ask them to move around the class telling other people what they know about Wallace. and collecting information. to ask the second question on the QLTESTIoN .' . Give each group a eUESTIoN sttEpr and an ANS\(. Monitoring and feedback Go through the wtlpnp's \(/ALIr\cE? sHEET) asking students to give full answers.e. . Irene. has disappeared from his London flat. Evening.ERsFmET. (The answer is BUENOS AIRES. put the students in groups of 3 4.He told me that he was working in Paris. Check that your students are familiar with dre grammar in the Gramrnar point and with the words listed in Challenging vocabulary. !(/ALLACE? . lilIhen they have done that. Railway station. Distribute the orsappnaRED! cARDS and wnERe's so !fALL-{cE?SHEETS that each student has one of each.' . They should dip into the bag and take out a name.the past simple can remain unchanged or can change to the past perfect: 'I went to a concert last night. One person from the group should go to another group to ask the person whose name they have drawn the first question on the sheet. . Pre-teach any other words from the game you think will be unfamiliar to your class. lJnderwear.the present perfect becomes the past perfect: 'I haae been to India twice.) .' The group should write the answer down on the ANSV/ERSHEET. . Get each group to write the class who are not in and to cut or tear it into per piece.searchl Grammar point Reported speech . pieces so that there is one name put the names in the bag. .She said that she went to a concertlast night.He said that he would do the shopping. The group who does so first is the winner.

The obiect of the garne is to find out why the people in the office on Monday rnorrring all look so unhappy. .g.30.before. Copy and cut up enough \IEEKEND cRn-ps for every student in the class to have one card. Together they should work out a) who is dating whom (or was until last night!) and b) why is everyone in the MONDAY MORNING PICTURE looking so unhappy..Monitoring and feedback At the end of the game you can go round the class asking individual students to read out some of the sentences they have written down. dates. a Monitoring and feedback Go throughttrewuosBwHo euESnoNNArRE asking full for answers.30 so I went home and watched TV I went to bed by 10. I got there at 8 but she didn't come.. I arranged to meet my girlfriend at Ferdy's Cinema. . until late afternoon. . to. in the morning Iafternoon Ieaeninglnight . they should then look at the wnosn. . e. qt New Year . months. . until. 'When they finish each conversation. and one \(/HosE wHo eIiESTIoNNATRE for every student in the class. since...in and during are used to talk about specific events that happen inside a longer time period. such as clock times. since. e.before.after and until can also be used as conjunctions followed by a sentence: I locked the back door before I wenr to bed. lillhen they have each filled in the yrrioss \rrro they should sit down and compare QUESTIONNAIRE answers with the person next to them.' . \ilHosE \!'uo er. on. by May 21'h. for frorn .' . you may like to tell them that there are some duplicate roles. information gap.for is used with durations of time: for three hours. .' 27 .after.'I had a bad evening too . ar is only used with clock times and festivals: at 1.on is only used with a day or date: on Mondayo on February 15'1' . E9 fime prepositions Type of activity V4role class.g. Give each student a MoNDAy MORNING pICTURE. wfHo er. during. To do this they first read their card and fill in their own details on the lyHosE wHo eUESTIoNNATRE. Copy one MoNDAy MORNING IICTURE. . since last year. until.ESTroNNArREand see if they can fill in any answers. after 8 o'clock.. seasons and times of the day: in S eptember. How to use the game . in. . Tell them to imagine they are the character whose evening is described on the !flEEKENDcARD. ro are used with points in time.during can also be used with events: during the meai. Check that your students are familiar with the grammar in the Grarnrnar point and with the words listed in Challenging vocabulary. before. after. at. 'Lucy and Eliot had a row during the party. Pre-teachany other words from the game you think will be unfamiliar to your class. by the way . for example: 'Hi. e. Then they will have to get up and go round the class telling each other about their evenings. days. months..lEsrroNNAIRE and one vEEKEND CARD. by.for 12 days Other structures Past tenses Topic areas Leisure activities Challenging vocabulary brol>osed Answers: Who went on a date with whom? Lucy and Eliot Sam and Punita 'Will and Rosie Ben and Jasmine Jasonand Poppy lY'hatdid eaerybody do? I 2 3 4 5 6 7 8 9 10 II 12 Lucy and Eliot Punita $fill and Rosie Jasmineand Ben Jasonand Poppy Sam and Poppy Lucy and Eliot Jasonand Poppy Jasmineand Ben Rosie Punita and Sam Lucy 13 14 15 16 17 18 19 20 2l 22 23 24 Poppy Jason Ben Rosie Sam Ben Rosie Jasmine Punita Lucy Wrll Elior Materials and preparation .30. during my childhood . They only need to talk to one ofthese Lucys! . seasons: before Christmas. correcting mistakes and giving feedback. more than one person may be Lucy. If you have a class larger than 10. frorn Monday to Saturday .from . I had a terrible evening gesterday. I'm Sam.g. If you have fewer than l0 students some students will have to act two characters. Warn them that some blanks will require two names. communication Grammar point Tirne prepositions: . by.I'm Will. She still wasn't there at 8.

. Pietro and Ali think English grammar is confusing but Anna isn't confused!' . I'm fascinate d by archaeology.there are many pairs of -ing and -ed adjectives. e. If you feel it would be useful to reinforce the grammar.t'using?' e. Give each group a set of -1NG cARDS and a set of -. The first player draws an -ED caRD from the pile and lays it on the table face up. ask the group a question using the other word.these participles can act as adjectives: His joke was not aerg annusing.-ing participles describe someone or something that gives you that feeling: I Jind history interesting. bored. . shocking. Check that your students are familiar with the grammar in the Grarnrnar point and with the words listed in Challenging vocabulary.fascinated. with an -ingform: He kept talking all through the film.interested bored Prepositions Topic areas Various Challenging vocabulary w or ry in g.g. . fail. Pre-teachany other words from the game you think will be unfamiliar to your class. Copy and cut up all the BEGINNINGS and gNorNcs carus for each group of 3-4 students. The object of the garne is to match all the cards. correcting mistakes and giving feedback. Other structures Materials and preparataon . . You can make a copy of *re uncut sheets to act as an ANSvER <pv for each group. Pre-teachany other words from the game you think will be unfamiliar to your class. amusing. disappointing. e. Monitoring and feedback At the end of the game you can go round the class asking individual students to read out some of t}re sentences they have written down. Be prepared to provide support.'Svetlana. Divide the classinto groups of 3 4 students. She must then make a sentence about herself using 'I'm confusedby English grammar!' one of the words. confused. disappointed. accuracy Grammar point Verb + -ing ot * to . amused. How to use the game _--] TrrJnlllE-RULEisHEET .g. Give each group a set of BEGINNINGS cARDS. shocked. disgusted.l'c caRns and one set of -r-l canps for each group of 3-4 students.EE -ing and -ed participles Type of activity Small group. .g. . . e. She can then discard both cards and it is the next player's turn. 28 . $7hen the groups have finished. imagine.g. . Check that your students are familiar with the grammar in the Grammar point and with the words listed in Challenging vocabulary.we follow some verbs.lrc cARD can claim it. Ask the students to deal out the BEGINNINGS cARDS and put the ENDINGScaRos face down in a pile in the centre. following verbs(e.g. put groups together in pairs (i. Materials and preparation . . refuse. di sgusting. .we follow some verbs. E[ Verb + -ing or + to Type of activity Small group. production . . They should leave the ANSI(/ERt<tv face down on the table. interested. The group as a whole records its answers.LD CARDS. decide. confu sing. 6-8 people) to share/compare their information. argue. Divide the classinto groups of 3-4 students. embarrassing' depressing worried. They should deal out the -rNc canns and put the -ED cARDS in a pile face down in the centre.postpone. keep. miss How to use the game . embarrassed. Other structures by) in. offer. put off. matching. fa scin atin g. Grammar point ending in -ing and -ed Participles .-ed paniciples describe a feeling: I'm interested in history. None Topic areas Various Challenging vocabulary aaoid. Copy and cut up one set of -r.with an infinitive: We decided to go to Thailand. The player who has the matching -r. set of a ENDINGS cams and an ANS\(/ERKEY. annoyed.risk.e.g. e.g. . interesting . boring . depressed Students will also generate their own vocabulary. ann oyi ng. and 'Do you think English grammar is con. e. Yerbs: admit. dare. matching. . you can ask the students to piay the game again (possibly in new groups).

I hate no intention of buying that car. Divide students into pairs. Variations are possible of course the important thing to ensure is that the correcr infinitive or -ing form has been used after each verb. Give each group a set of euESTIoNNAtxgs and a set ofprcruRt CARDS.' Materials and preparation Game I . Ask them to complete their as euESTToNNATRES if they were the person in the picture imagining what his/her answers would be. tastes. . Each player should try to be the first to match the verb with a preposition by calling out the full phrase. for. Monitoring and feedback At *re end of the game the students can check their answers with the ANSwERKEy. . Pre-teach any other words from the game you think will be unfamiliar to your class. production Grammar point Constructions with preposition + -ing certain words and expressions can only be followed by particular prepositions: lookfonuard to.' 'He often thinks about being young again. They should look at the picture but keep it hidden from the other students. of. e. She'sgoodat playing thepiano. Topic areas Personal experiences. providing feedback. Make enough copies the qunsrtomletRe that of so each student has one.' or 'I'd like to take the money. in. they should replace the pictures face down in the pile and shuffle rhem. be usedto . The object of the garne is to get rid of all your BEGINNINGS CARDS. 29 . she can Iay both cards down on the table to make a sentence. Check any variations from the ANSvER Kry and correct those that are grammatically incorrect.) the verb will be in the -ing form. cenoS face down Other structures pastsimple Present simple.'. When they have done this. Game 2 . about. haae no intention of. Garne 2 . . 'He is looking fonuard to sleeping a. . be excitedabout. .g. If she can make a sentence using one of the BEGINNINGSCARDSfrom her hand. accuracy Game 2: Group. I'm lookingJonuardto seeingyou. with. matching. . completing and guessing. e. They should pur rhe \T. etc. disapproxe of. succeedin Game 2: Students generate their own vocabulary. Copy and cut up all the VERBCARDSand all the pREposITIoN cRRos for each pair of students. The partner must guess whether it is true or false! They can then discard both cards. Ask the students to place the plctung so that no one can see them. .t'terlunch. . values.. at.g. insist on. be bad at. They may look at their BEGTNNTNGS cARDS. . . . Give each pair also a copy ofthe uncut page as the aNsy/sR KEy. The group should choose one player to go first. The first player turns up an ENDINGS cARD from the pile. and copy and cut up a set of IICTURE canos for each group of 4-6 students. Give each pair a set of vERe caRns and a set of PREPOSITION CARDS.' 'He is fed up with liaing alone. Check that your students are familiar with the words listed in Challenging vocabulary. . The object of the garne is to rnatch verbs and prepositions correctly. then spread them out face up on the table. opinions Challengingvocabulary Game 1: Verbs: up with. The player who matches them correctly must then make a sentence about themselves using verb and preposition. . That player can tell them three things about their character.if a verb comes after a preposition (to. If not. . Players should take turns to turn up a vERB cARD from the pile. EEConstructionswith preposition + -ing Type of activity Game 1: Pairwork. . 'He refused to take the moneg. . They can check their answer with the ANslyER KEy. Divide students into groups of 4-6. . Check that your students are familiar with the srammar in the Grarnrnar point.RB cARDS face down in a pile in the centre and spread the pR-e'posrrloN cARDS face up on the table. Be prepared to provide support. . How to use the games Garne 1 . Then it is the next player's turn. They should put the ANSI/ER r<p. . They shouid each take one of the euESTroNNArnss and one picture from the prcruRE carus pile. on.yface down on the tabie. she must put the ENDTNGS cARD at the bottom of the pile and miss a go. apologise approxel fed for.

Copy and cut up all the NL\IN cl-{usE caRls and all the RELATIVEcI-AUSE cARDS for each group of 3-4 students.usE cARD they hold in their hand. whose. They should take it in turns to turn up a MAIN cr-q.'He isfed up uith liting alone-' Materials and preparation . Grammar point Relative clauses .If you feel it would be useful to reinforce the grammar.. and children Ben and Daisy. . . . . they should produce the card and read out the complete sentence. Give each group a set of T. Game 2 Go round the classasking everybodyto say one thing about the characterthey described. Monitoring and feedback Garne 1 Ask studentsto write down some of their sentences either as they produce them or after the game is finished. then deal out the REr-ATIVE ct-{usE caRos and place the MAIN cLAUSE cARDS face down in a pile in the centre. . Peter and Mary don't like . Qrer dog barks) .whomis used when the person referred to is the obiect ofthe verb: That's the man uthorn I sawyesterday. As the game progresses) they will find out more information about the occupants of the houses. Keep one uncut copy to make an ANS$rER rpv.e. set of REI-{TIVE cI-AiJSE ceRns and a STREETPICTURE.tho lixes next door. The winners are the first group to find out who lives where and why they all disagree.usE cRxo from the pile. The others may ask one question each.likesand dislikes Challenging vocabulary None 30 . . The group should choose the one they think best. \Wfhen they have finished the game and all the sentences are laid out on the table and they have decided who lives where.pets. relative clause main clause .using their completed questionnaire. If any player thinks they can complete the sentence with a Rn-qrIVE cr-A. you can ask the students to play the game again (possiblyin new pairs). The complete sentence should be laid out on the table where everyone can read it.LAIN a cI-AUSE cARDS. place or thing which has been mentioned in the first sentence: Tbm is a postman.whichis used for things: She had an old car u.vmanushose dogbarlzs night. That'sthe house Other structures present continuous simple. 'Doeshe dream of going away on holiday?' . The answers below can be photocopied and handed OUt ASAN ANS\rER KEY: no 27. e. postman.iLEfHrEr 1 . .g. and his dog Trevor. Each group should also have a STREETPICTURE.whereis used for places: uthere I was born. Present Topic areas Daily life.who is used for people: Mrs Jenkins is the woman u.g. whom. . Divide the classinto groups of 3-4 students.who. .hich was alwajtsbreakingdown. .A. mistakesand giving feedback. .(I saw him) is whose used to indicatepossession: aI That\ thz u. Andrew doesn't like his neighbours because the children fight and their tree blocks out his light. where and which are relative pronouns used to connect two sentences by referring back to a person.matching. Check that your students are familiar with the grammar in the Grammar point. As they find out information about the occupants of the houses. iournalists. There may be two or three players who think they have appropriate endings. they should write the names and jobs of the people who live there below each house on the STREETPICTURE. they should find out why they all disagree. How to use the game f Rr. The obiect of the garne is for the group to guess which picture the first player is talking about. He lioes in Bristol' Tbm is a postman usho lixes in Bristol. jobs. At the end of the game you can go round the classasking correcting individual studentsto read out their sentences.ndrew (no 27) because his dog barks and they don't like Julie (no 29) because she has the TV on all the time and they can hear it through the walls. Andrew Jones. and may want to rethink some of their eariier decisions and substitute a different relative clause for one of the ones on the table. Their neighbours don't like them because their children fight and their large tree blocks out the neighbours' light. The obiect of the garne is to find out who lives in which house and why they disagree. They should put the sTREETPICTUREin the middle where they can all see it. no 28: Peter and Mary Blake. . This is possible at any time as more information becomes available. nelative clauses EEI Type of activity accuracy Smallgroup.

. . Give each group a set of prcruRE catts and a set of REI-ATIVEPRONOUNCARDS. 'Ml uncle works in Australia where . or for a freer gamet cut them off. Tammy doesn't like the Browns becausetheir children have loud parties. The first player chooses a prcruRE caRl and places it on the table where everyone can see it. She doesn't like the Blakesbecausetheir children fight and she doesn't like the Browns because rheir teenagers havenoisyparties.t'e. waitress. the main clause cannot stand alone without the relative clause in non-defining clauses. no 31: Tammy Tomkins. zrsho is a geologist. . The next player must choose another DoMr\to and place it next to the fust.) . teachers. the relative clause identifies who or what is referred to in the main clause: That's the man usho bought mt car.non-defining clauses are separated from the main clause by a comma or commas Other structures None Topic areas Everyday (and not so everyday)life Challenging vocabulary pianisr. a nurse. with defining clauses.g.'. Check that your students are famiiiar with the grammar in the Grarnrnar point and with the words listed in Challenging vocabulary. Materials and preparation . who is a lion-tamer. (If he chooses a relative pronoun card he will have to decide whether the clause is to be a defining or non-defining clause and choose an appropriate pronoun. e. the relative clause gives extra information: My cousin. 'My uncle. The neighbours don't like Thmmy becauseher baby cries all night. 'zoho'. Ask students to deal out four cards from each pile to each player and to place the rest face down in two piles in the centre.'works in Australia'. The next player must try to add a new DoMrNo to continue the sentence.we cannot ieave out the relative Dronoun in nondefining clauses . or an introductory phrase 'This like is the uncle . Copy and cut up one set ofthe DoMINoES for each group of 3-4 students. . if the non-defining relative clause is left out. and l4 cats. . liaes in Argentina. . Monitoring and feedback Go round the classasking groups to read out their until all have been read out. The neighboursdon't like her becauseshe has the TV on all the time and they can hear it through the walls. He can choose either a prcruRE cARD and complete the phrase.we can leave out the relative pronoun in the defining clause where it is the obiect of the verb in the first clause: Is that the man (uho) jou saw yesterday? 31 .' . The object of the garne is to rnake as long a sentence as possible.E. . no 30: Sally and Bob Brown.no 29: Julie Simmonds.there are two types of relative clauses: defining clauses and non-defining clauses .in defining clauses. ordering (dominoes).. e. They don't like Julie becauseher TV is on ail the time and they can hear it through the walls.widow. e. She doesn't like Violet becauseher cats are alwaysin her garden. She doesn't like Tammy becausethe baby cries all night. The pollrNoes comprise REL. no 32: Violet Perkins. They don't like Tammy becauseher baby cries all night. e. sentences . Thmmy doesn't like her becausethe cats ger inro her garden.' . He begins the sentence either by saying the words on the card. . Pre-teachany other words from the game you think will be unfamiliar to your class. the sentence will still make sense . . e. 'My uncle . The next player must choose either a IICTURE cARD to complete the relative clause appropriately.and their teenage children Felix and Jodie. .. EEnelative clauseswith extra information Type of activity Small group. . lion-tamer lighthous giraf. You can leave the words on the bottom of each picture card. Players may look at their DoMrNoES. .g. Divide the classinto groups of 3-4 students.g. e.' or a relative pronoun to continue the sentence. or a RELITIVE pRoNouN cARD.and baby Olivia.g..another difference between the two types of relative clause is that we can use that instead of who or which in a deflning clause but not in a non-defining clause: Is she the uomatT that you were talking about? .{TrvE pRoNouN canos and pICTUREcARDS. production Grammar point Relative clauses . . How to use the game .

who owns a lighthouse. correcting mistakes and giving feedback. If it is accepted.rve usually use a negative question tag after a positive statement: to get the milk. \il/hen she lands on a picture she should select a card from her hand to go with the picture and make a tag 'You can't lend me question. . didn't he? You hansen't seen my keys anywhere. . hanse gou? He isn't marrying her. The first player throws the dice and moves her counter along the IICTURE BoARDTstarting with squane t. Divide the class into groups of 3-4 students. you can ask the students to play the game again (possibly in new groups).depending on the verb in the statement: The party's on Friday.we use a positive question tag after a negative statement: You tpon't tell him I said that.g. Other structures Presentsimple. didn't you? You rernernbered . .tags use a form of be or do or the auxiliary verb. the other players should answer the question. EE Questiontags Type of activity Small group. zaheremy sisterworks. production Grammar point Question tags . . Materials and preparation .will.g. . . present perfect. The students should deal out the TAG canns and put the prcruRs BoARD in the centre. but the question must make sense. The player who does so first is the winner. She can then discard her rac cRnn. e. could Topic areas Home life Challenging vocabulary None 32 . . which she stolefrom the zoo. At the end you can go round the class asking individual students to read out their sentences. compieted a turn until there are no DoA.They will also need counters and a dice. If a piayer cannot go at any time he may pick up a card from either the picture pile or the pronoun pile and the turn passes to the next player.a question tag is a short question which is attached to the end of a statement to make it into a question . The obfect of the game is to get rid of your cards. haoe you?' or d5. in the Grarnrnar . make a note of any errors and provide feedback on these after the same is finished. e.ill you? Monitoring and feedback You can ask students to write down some of their sentences as they produce them or after the game is finished. or she cannot think of a sentence that makes sense' then the player cannot discard her rac cRno and the turn passes to the next player. Groups should read out their sentences. who is a lion-ramer. need. Then it is the next player's turn. hazte. isn't ir2' Considerable variations are possible. . The group with the longest (correct) sentence is the winner. should. where she keeps a giraffe. The game rvill end when no-one can go and there are to no more DOMI\-OES Pick uP.IINoES . past simple. Monitoring and feedback lilfhen you go through the sentences with the whole class.g. Philip. works in Austalia. Check that your students are familiar with the grammar point.' . How to use the game -RULrr sHEEr I . . If necessary. Each group will also need counters and a dice. a. Players should write the sentence down as they make 'My uncle it. . they can ask the teacher if it is wrong or not. 'This is an English d5 note. Players also pick up a card from the pile of their choice when they have left. Give each group a pICTURE BoARD and two sets of rac cARDS. They may look at their TAG cARDS.can. Ifthe question is not accepted. is he? . The other players can query the question if they think it does not make sense or is grammatically incorrect. Make one copy of the ptcruRs BoARD and copy and cut up two sets oftcc cARDSfor each group of3-4 students. (landing on the f"5) can you?' or'You haaen't got {5. present continuous. isn't it? They like jazz. . board game. If you feel it would be useful to reinforce the grammar.. where he met a dentist. e. putting in commas where necessary. don't they? He usent to France last week.

EEVerb + preposition Type of activity Whole ciass. values. . You will also need counters and a dice for each group.. responsible. furious. information gap. contplain. As the game progresses they will have more and more rumours to spread. astonished. Check that your students are familiar with the grammar point and with the words listed in in the Grammar Challenging vocabulary. impressed. to Topic areas Personal experiences. Copy one oFFICE Gosslp IICTURE and one QUESTIoN sgggr for each student in the class. accuracy Other structures Present simple.{ouR cARDS as evenly as possible. . suspicious.famous. crash (v). Give each group a IICTURE BoARD. How to use the game . tastes. Check that your students are familiar with the grammar point and with the words listed in in the Grammar Challenging vocabulary. oFFICE Gosslp pICTLTRE Materials and preparation . When they have filled in all the answersthey will be able to work out who the cat belongsto (answer: Mary). similar. Copy and cut up all the ADJECTIvEcarus and CARDSfor each group. a set of aolecrrw cenns and a set ofpREposITIoN cARDS . To do this students will have to walk around the c1ass. capable. worried Students also generate their own vocabulary. Pre-teach any other words from the game you think will be unfamiliar to your class.es astrology. ..in fact they knorr" almost nothing about their private lives . past simple. apologise. life Challengingvocabulary astrologj. Be prepared to provide support. jealous. \Whenthey have finished they shouid sit down and compare their answerswith the person next to them Monitoring and feedback sHEET. I feh so somy for him. For classes over 20 copy enough cards for everyone to have one.some verbs can be followed by different prepositions the choice of preposition often changes the meaning of the verb: She'slookingfor her ke1'. You could use one PREPOSITION KEY for each uncut copy of the cards as an ANSxilER group. shocked.'Tantara beliez. asking studentsto Go through the eUESTIoN give full answers.g. How to use the game . Make one copy of the IICTURE BoARD for each group of 3-4 students. Ask the students to deal out six ADIECTIVEcar<os and six pRsposrroN cARDSto each player. Add the explanation that the cat belongs to the person in the about whom there are no rulnours. Give one oFFICE Gosslp IICTURE and one QUESTIoN sHEET to ever-vstudent in the class. . delighted.but they have heard one or lwo rumours. They shouid put the remaining cards in both sets face down in two 33 .aware) annoyed. The people there are their colleagues. For ciasses under 20 some students will have to have two cards. The obiect of the garne is to find out who owns the cat. Materials and preparation . Thar dog belongs to nry neighbour. . disappointed. EZnUlective+ preposition Type of activity Small group. present continuous. Divide students into groups of 3 4.' in Grammar point Verb + preposition some verbs are follon'ed by a particular preposition: She'sa person))olt can reljt on. They don't know their colleagues weil . telling each other the gossip they know and filling in the eUESTIoN sHEET. antazed.e.. . . . Distribute the RUr. prepared Students generate will providesupport. crowded. seuetly. applg. Topic areas Everydal. For classes of 20 and under copy and cut up one set of the RUMoUR cARDS. board game. excited. passive Grammar point Adjective + preposition Some adjectives are followed by a particular preposition: I was delighted by the nezus. communication .enztious. Tell students they work in the office in the picture. . opinions Challenging vocabulary hopeless. promoted Other structures Be their own structures. (she's caring for it) some verbs can be followed bv more than one preposition: She complained to the nanager about the serxtce. (she's searching for it) She'slooking after her aunt's dog.

Grammar point Noun * preposition Some nouns are followed by a particular preposition: I haae responsibility for ot:erseeingthe department. . e. responsibility. Other structures Be will their own structures. to be used after they have made a sentence to check they were correct.proof. The students should place their counters anynvhere on the board. reason. he can put the pair of cards that he used on the table and take another two from the piles. e. opinions Challengingvocabulary Nouns: adaantage. Monitoring and feedback You can ask students to write down some of their sentences as they produce them or after the game is finished. The object of the garne is to rnake as many pairs ofcards as you can.up. rise. and after they have made a sentence they should use it to check that they have made the correct adjective * preposition combination. You could keep one uncut copy of the cards to make an ANS\(/ER KEy for each group. How to use the game . Materials and preparation . Divide students into groups of 3 4. EE tuoun + preposition Type of activity production Smallgroup. Could you send me details of the job? . The player who does so first is the winner. he can change as many cards as he likes from the piles on the table. accuracy Grammar point Phrasal verbs these consist of a verb and a particle (which can be either a preposition. .g. They should also put the ANSwER KEy face down. damage. she can replace it at the bottom of the pile. The object of the garne is to get rid of all your NOUN CARDS. she can lay the two cards down and use the words to ask the rest of the group a question. solution Students will generate their own vocabulary. . cause. If you feel it would be useful to reinforce the grammar. or an adverb. . . you can ask the students to play the game again (possibly in new groups). bingo. 'Do you haae a photo of your family here?' 'What's your dttitude to GM foods?' . tastes. away) 34 . If a player is unable to make a suitable sentence from the words in his hand. but must then wait for the next round to pick up a new one. If. The rest of the group must answer her. Be prepared to provide support. EEPhrasalverbs 1 Type of activity Small group. If you feel it would be useful to reinforce the grammar. . e. He will then have to wait until his next go before making a sentence. Then it is the next player's turn. . Ask the students to deal out all the NouN caRts and place the pREposITIoN cRRns face down in a pile in the centre. . \7hen they land on a picture.piles in the centre. belief.g.' . prepared Students generate to providesupport. relationship. At the end you can go round the class asking individual students to read out their sentencesr correcting mistakes and giving feedback. The player who makes the most pairs is the winner. correcting mistakes and giving feedback.cards. e. Topic areas values.g. Personal experiences. Monitoring and feedback You can ask students to write down some of their sentences as they produce them or after the game 1s finished. you can ask the students to play the game again (possibly in new groups). when a player picks up a pREposITIoN cARD. . If she can match it with a xouN cano in her hand. . it does not match any in her hand. Then it is the next player's turn. demand. . They should put the ANS\(rER rgy face down. At the end you can go round the class asking individual students to read out their sentences. Check that your students are familiar widr the grammar point and with the words listed in in the Grarnrnar Challenging vocabulary. increase. (landing on the Sydney 'I utts intpressed Opera Flouse picture): by the Sydney Opera House. Give each group a set of NouN cARDS and a set of PREPOSITION CARDS. they caru and its matching should try to use an ADJECTIVE CARDfrom their hand to make a sentence PREPOSTTION about the picture. The first player picks up a pREposrrrox cano from the pile. 'When a player has made a sentence. attitude.g. Copy and cut up all the NouN cARDS and pruposrrrox canos for each group of 3 4 students. .

g. . . would Topic areas Various Challengingvocabulary quarrel (v). They should take one BINGo cARD each and put the CARDSin the bag. postpone. They can then lay the PARTICLEcARD on the BINGo cARD on top of the matching verb. The player who does so first is the winner. rmperatives. . up. For groups of 3 remove one BrNGo cARD and its pARTICLEcARDS. At the end you can go round the classaskingindividual correcting mistakes studentsto read out their sentences) and giving feedback.some phrasal verbs do not have an object: I had jusr got home when John and Alice turned . unconscnus Yerbs: diaide. . . Other structures present reportedspeech. Pastsimple. Check that your students are familiar with the grammar in the Grarnmar point and with the words listed in Challenging vocabulary. How to use the game .it is not correct to put the pronoun after the particle: ++arne-etr+ Other structures None Topic areas Various vocabulary unexpectedb). Monitoring and feedback using some of You can ask studentsto write sentences the phrasalverbs on their completed erNco cARDS. You will need a bag for each group.g.If you feel it would be useful to reinforce the grammar. . delete.some phrasal verbs do have objects: I turned rhe radio off. Make sure the students are familiar with all the phrasal verbs. she reads out the definition on the other side (but not the answer!) e. discuss. PARTICLE . Give each group a set of sENTENCEcaRls and a set of onlpcr CARDS. exploder consider. Then it is the next player's turn to take a card out of the bag and read it.Make sure the students are familiar with all the phrasalverbs.some phrasal verbs do have objects: up. Materials and preparation . . Give each group a set of sINco cARDS and a set of PARTICLECARDS. Pre-teach any other words from the game you think will be unfamiliar to your class. boast Challenging EOPhrasalverbs 2 Type of activity Smallgroup.'get brighter'. management. continue. I turned the radio off. . it can only go before the particle: I turned it off. accuracy Grammar point Phrasal verbs and obiects . (= switched off the object can go before or after the particle: . You will need to do double-sided copying for the CARDSso that each particle has its matching PARTICLE definition on the back. the object can go before or after the particle: I turned off the radio.it is not correct to put the pronoun after the particle: ++wnee-aff* How to use the game . . Divide the class into groups of 3 4 students. .if we use a pronoun instead of the noun.. Holding it so that e. Copy and cut up one set of srNco canos and one set of pRRrrclp cARDS for each group of 3-4 students. you can ask the studentsto play fhe oqme ese in I turned off the radio.if we use a pronoun instead of the noun. remove. it can only go before the particle: I turned it off. the others can see the particle. discard. Check that your students are familiar with the grammar in the Gramrnar point and with the words listed in Challenging vocabulary. 35 . continuous. Copy and cut up one set ofsnN-reNCE cARDS and one set of oepcr cARDS for each group of 3-4 students. The player who has the matching verb (CLEAR) on cann if they their sINco cARD can claim the PARTICLE can make up a sentence containing the phrasal verb (CLEAR L'P). Pre-teachany other words from the game you think will be unfamiliar to your class. . litter (n) Materials and preparation .operciling.some phrasal verbs do not have an object: I had just got honte when John and Alice turned (= arrived) . (JP. The object of the game is to fill up the erNco cARD. The first player draws a PARTICLE cARD from the bag.lotto. Divide the classinto groups of 3-4 students. .

Then it is the next player's turn to take a card from the bag and read it. If two players have appropriate sentences. and giving feedback.. . radio' or'it'. Some oBJECTcnnos will fit into more than one sentence. . Monitoring and feedback At the end of the game you can go round the class asking individual students to read out the sentences on the cards. The first player draws a card from the bag and reads 'the it out. e... correcting any mismatched cards. 36 . The player who does so first is the winner.g. .' but 'ir' will only fit the first sentence. . by reading our the completed sentence. . For example 'the radio' will fit into either 'I turned . The player who can fit the oeJpcr cARD into one of the blanks on her sENTENCEcARD can claim the oBJECTcARD. it is the first player to read out the complete sentence who gains the card.. .. .' or 'I turned off . They shouid take one sENTENCEcaRo each and put the oBJECTcARDS in the bag . off. The obf ect of the garne is to fill up the SENTENCECARD.

you will find Rules sheets for some of the games. The Teacher's notes explain how to use this material for each game. 37 . the numbers that identifii the cards are printed within the cutting lines. But on pages 119 and 120. 75 and I18. On pages 74. These can be photocopied too and given to students to help them remember how to play the game. except for those on pages I l9 and 120 which are intended for double-sided copying. All sheets are for single-sided photocopying. keep the numbers outside the cut-out cards.The following pages contain games material to be photocopied and cut up for your class. and not Only cut along the cutting-lines (-----------) along the unbroken lines ( ). it is best to keep these numbers within the cut-out cards. On pages 124 128.

..- music ....-'l f I .....-r..- news .......-r.- camels dog poIiticians men women garden cats children sheep information fools mother desert ll ice heart brains r------------------------r- intelligence weather anger traveI excitement spiders fa mily food ................Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E Rrticles in general statements tiger Irtl rose .

..-F ./ t a i 7 v 1 t xJivr.....- @ @ @ @ @ 39 .-|----t t I t t t l l l l l -lI I I I I I -------...v wlrLttY' l l l l I I I I 17i Wl I I I I -------J I I t t t t t r t t t t t I l l l l l ------l----l l .. . l l l I I I I I I I I I I I I I I ^l 1/t t l.I I I I I I I @ t t t t t t l .{ wiv)iw a.r -l- . l r l l l l l .lntermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 II Rrticles in general statements ARTICLECARDS a a a a a --------F-I I t t t t a a 1I I I I I __-----t I I I I a (itzi...- | t I t t t t t l l l l l l '/' I I I I I I vl I I I I I I I I --------|-------.'aa .

i t h e g o o d b o o k 40 . are my favourite flowers.... . . the tiger . in zoos. i music i I write a lot of letters .. . tigers . is an endangered species. the good frie nd i-----------------------1 T h i si s .. I w a st e l l i n gy o u a b o u t . . roses I f e e l s o r r yf o r . . .. .. I t o l d y o u a b o u t i s c o m i n gt o s t a yt o m o r r o w .p l a y o n . t h e y p l a y e dl a s t n i g h t . .Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E Rrticles in general and particular statements CARDS SENTENCE 1 NOUN CARDS lf . the music tl F-----------------------{ I love I t a l i a nf o o d -'l I . b e t h e f o o d o f l o v e . a good book 2 I loved .. isa friendfor life. .

.you madethis morningwastoo strongfor me. the coffee 41 .. the letters ----1 i s t h e m o s t i m p o r t a n tt h i n g t o h a v e i n l i f e .. people I neverdrink 4 coffee I'm scared f o .Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E Rrticles in general and particular statements CARDS(continued) SENTENCE T---------------T-- TUOUN CARDS(continued) ----------l I'm scared f o dogs I answered ll . in my in-tray.... the dogs I loved ... a good friend c a n b e v e r y a n n o y i n gs o m e t i m e s . t h e l t a l i a nf o o d I in our garden are lookinggoodthisyear. we ate lastnight. the people ----1 . the roses n e x t d o o r c a n b e v e r y a n n o y i n gs o m e t i m e s .. a .. nextdoor.

lntermediate Grammar Games Pea6on Educationlimited @ J Hadfield 2003 E Past simple and present simple WORD CARDS WC and didn't don't doesn't go goes went like likes liked eat eats ate drink drinks drank did do does read reads watch watches watched cook cooks cooked play plays played .

Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E Past simple and present simple WORD CARDS (continued) get up getsup got up to the cinema to the disco chips ptzza i c ec r e a m bananas tea coffee homework the housework t h e w a s h i n gu p the newspapers a book g o o d m e al s a good meal the piano the guitar i i I footba ll i I I I I I I I '----T----- chess early late everyday o n c ea w e e k s om e t i m e s lastweek yesterday lastyear l a s tm o n t h a longtime ago 43 .

. . . .lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E Past simple and present simple OF SCENES THE CRIMESHEET House 1 r O n t h e n i g h t o f S e p t e m b e2 7 ' h . . n i g h t o f S e p t e m b e2 7 ' n . . . Suspect: Suspect: r O n t h e n i g h t o f S e p t e m b e2 7 ' h . . . . Suspect: House2 27'h On the night of September House7 On the nightof House 3 27'h On the night of September House8 r O n t h e n i g h t o f S e p t e m b e2 7 ' h . . .t{"ffi r O n t h e n i g h t o f S e p t e m b e2 7 ' h . r House4 Suspect: ft. House l0 r O n t h e n i g h t o f S e p t e m b e2 7 ' h . . . House6 r O n t h e n i g h t o f S e p t e m b e2 7 ' n . Suspect: .

Intermediate Grammar Games PearsonEducationtimited @ J Hadfield 2003 EI Past simple and present simple SUSPECTS CARDS .9 - .9 a qJ J 3 ca o € \) o \) o o (.) o P .ts E ttl F C.) o B I o c IIJ uE L o < ffi oJ (I) b P o OJ OJ R P t- tL.= o- P LJ 't v qJ F .' lrl E o tr o L o fKs {s$ X uo L .

lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 Awill TIME CARDS in the next twenty years next year nextcentury in a hundred years time in ten years' tomorrow in the year3000 in 2100 F------------- in a thousand years in fifty years in the next fifty years in the next ten years by 2500 tonight within twenty-fiveyears within ten years by the end of thiscentury nextweek in five years' time in two years' time rl !---------------------J .

) t neis-)i t world) i tonnunica l( i newg '. i/r1r .// K*i :J \ a\ -.\v-1^ t| : -v1l|I I t I i\ '\-.abliia <''n' i 2 \ .O5 I lqlsp:. ^-. '. t IfJta . iV iV" Peop\0. /1u.lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 Elwill ftiaViryge Iife tr I i3[a I cohpule( .. Populatio 47 . i i i tt : /4ne\ Wortdcup c'Jt 6oru <i \' i +r1t- -z iG#i€ foatr.G.Z </.\ 4te '4ne i h. ^\ i.

I ' m g o i n g t o h a v et h e c h i c k e n . I H m m .lntermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 El witt and going to INTENTIONS CARDS PICTURE BUBBLE CARDS SPEECH D o n ' t w o r r y . .F woutd You like. Sor. g"aetgfonight? Y e s .t:. Shall we orde. G r e a t .I ' m g o i n g t o d o t h e f shoppingor it now. Have qou relnonbered ihe.l ' l l d o t h e s h o p p i n g for it thismorning. l ' l l h a v et h e c h i c k e n I think.c: o l ' v ea l r e a d y r d e r e d . Shatl we.l ' l l a n s w e ri t ! k n o W I ' m g o i n gt o answerit.order? Vha.g l'^ t. .

y o u ' l lf a l l ! --1- . . and. y o u w i l l h a v et w i n s .. .. look atti. .c-or"lry. Don't go up there. .. ..no. .. . .Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 El will and going to PREDICTIONS PICTURE CARDS (continued) SPEECH BUBBLECARDS (continued) . . i t w i l l r a i n l a t e rt o d a y .. y o u ' r eg o i n g t o f a l l ! 49 . y o u ' r eg o i n g t o havetwins. . .osa cloudsl . . l'yg looked af Jhe-scan . . Oh. lr' fhe south of tke. .

.n {. ') f ^ [3i ? I c!.. .\erfu\ views.. . won.. h"!13? \stkat gour IJr \ \ Y('. 15ff{loor... love.. CaN 5sagig Be. fl^d how lo19 r\ave gou lived t\ere / N .lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E ssed to 9O'" BIRTHDAYPICTURE .it.o^ n^g wrndow.

t{EFJR/ \ lll.QF_ f. N TAY 7$.Intermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 E used to ALBUM PHOTO ----------1 69 /t-"1 op.-' $ (oR>"w 51 -1-'tS*- .

Y o u r g r a n d p au s e dt o b e a p o l i c e m a n . a Your gr andpa usedto be a vicar . N o w h e r e a l l yh a sa b e a r d ! Y o u r g r a n d p au se dto b e a p i l o t. N o w h e l i v e si n a f l a t . N o w h e m a ke smo d e l a e ro p l a n e s. N o w h e ' sa B u d d h i s t . Your grandpausedto be a trapezeartist. Your gr andpausedto be a far mer . . Now he writesscience Your gr andpausedto be a gar dener . Y o u r g r a n d p au se dto b e a sa i l o r. to fiction. N o w h e s i t si n a r o c k i n gc h a i ra l l d a y . N o w h e l i v e si n S w i tze rl a n d . Yourgrandpa used be a journalist. Now he wr ites cr ime novels. N o w h e l i v e si n t h e m i d d l eo f L o n d o n . Your gr andpa usedto be a spy.Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E used to GRANDPA tr--------' Y o u r g r a n d p au s e dt o b e a p o l i t i c i a n . Now he sleeps ll day long.

^o r.r') LA .v (I' P o_ = ro b€ o E c ((.P o J= o -cE . ga CE (oc 'q) P P (o.Intermediate Grammar Games Pearson Education timited O J Hadfield 2003 El Past continuous -o. O) 6H !tr c o 39 .-O ol O!- o _c P OJ r:) Cr7l- O'o -L/ >Tj -c(o o HY oo o V) (o P (.tt E o _c O') c (o fs o P o o f (o P o(o lrJ 3€ c : LJ _c o f rF o o_ o -\( 6g -vo 'c J .> -v o o -o -o o o E (' (o -c ((' P o ol c (.ts !- o (o o o qi c (o d :) ttl . o E -c t- ctr o t- O-o s(o =t o o(o tJ f xo io -\Z (' .

lntermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 EI Present perfect BOARD QUESTION $ w Y*% - . -^r in -v w 6% "ro'll 54 2ry" 0n0( Wt9.icL( J- ta' gears cen / "r.4 W::i t < .L -F .t ./-a -tt- nor? /' .nttU tg'" " $f. todaY tr .rw $ m rr-t%-ry ''2'x* t#: !0+ rnonihs la/. 'l'3r tlte last .

\Fl IP tll - I I I I I I I I I I I iru Ft\ I I I I I I I I o o- e'-c 'O I I tTl I I I I I I I I I .I I I I { I I I I I I I I I I I I (oix o 'i-o rr O PI '(n tV i (> r Q l- I rul tv ta v I I I I I I I rv I IA I tltI rt!... iP I I I I i(t' rL.- oiP Or .:3 ltl .t . .. C') E o r^:! I I I I I JrQ /ll <(rQ re 'O) t I I I -tI I -tI I I I I I I I I I I ..' o) i---------I I I I r .....-- ..9 E o o E oul o- o o c ro o o t- (o ttl o l l l l l l l l l l l l l l l -..o I I --------i--- --i--------I I I I I I I I I I I I J I I I I I I I I I I I I I I I I I c to iF iL I lv' I I I I I I I I I I I I E P E L o nl \Jr(.t) o \J -L i9 I t L I I I I I I I I I .-L - th ttl c...J ....lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E Presentperfect EVENTCARDS ltl P o lq) c) ..) o P P o o -E F -tI I I I I I I I I I v'l .!-2 (o o- P P G) AJ (o L..-- ._- E o oo o_ : (o c ltl o _o (o ro E o x o ..P o ( r | (/..r* rJ oio 'xiu \ z.-- . 55 .

Intermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 E Present perfect and past simple PICTURE BOARD I /m t=ffi?C.aiY HI 5-:-. P (/2 7) rD EI M Lt/ OBI AI ry4 .G"" \ WV U r(td-O - I \/ 5'z-U .

= OJ I o P -E f= >lJ C(o P OJ P C U # = -c c P CJ c) -c 3 c P CJ -Y o o) o OJ N C CJ 50 >.Intermediats Grammar Games Pearson Education Limited @ J Hadfield 2003 E Present perfect and past simple TIME CARDS PERFECT PRESENT r--------* -a-----------------a f ll a OJ oc P o o 3 -c .9 -c P c o Ol Ol Ol 3 P rh o c ocJ qra -Y. c J = P OJ o c) L-------------------L ll ttl ttl ttl + 3 B CJ o -c P c c o J B> dl E P o a 3 O N nE >oJ Iv E OJ P P !E -c.= c P tl tl o P .9 c P = P P OJ >P c \F .s I I P P -Y o P LO o a) Er -:(o -E> .q -> # c (J -c P c E . (U P rF CJ = . P 6X 57 .

Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 IE Presentperfect continuous CARDS ACCUSATION The baby'sgot a scratch i ffil W h y i s y o u r r o o m i n s u c ha w Y o u rh a i r ' s e t ! Yffil&" i 4* fl: T h e r e ' s m o k ec o m i n of r o m s the kitchen ! p T h e r e ' s a i n to n t h e c e i l i n g l T h e b a b y ' s e e ns i c k ! b T h e r e ' s a t e r a l l o v e rt h e f l o o r ! w Y o u ' r el a t e a g a i n ! W h a t ' st h a t t e r r i b l es m e l l ? .

lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 IE Presentperfect continuous .

60 .> /F- S.Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 III Past perfect LANDING BALLOONIST'S T------------------1 --/ AHHH-HH :-:--- /ll_[ QI 1. (- Stf.^ ^.'-\ F' /l .or 0nrs*s: i+-t5 T\ L-l'L'rr \-\ l--:{- {.// /////.

wi\. u-\1/\ i Y-\\ i i3 imi in@rtr l'flm'R ilwfui iruFlFfi('Mil i. I i ilillt/ffi fri_fficry.-il t l-il I i i i 'd\)T'U\.}i.-sr// / *i ii) ' s r=i {/ r /j i1o i i ils re*ir /11\\ ")t i iA{= i" i ns' *ui /ri v. ffi \4-_ i W.Intermediate Grammar Games PearsonEducaiion Limited @ J Hadfield 2003 I[ Past perfect EVENTCARDS \6Riil\m?ffiffi .&ffil i i h1 IXrm i.I iI $ffi r*b trti -{ 61 .i'r tlt i ii"nrlh i ijiH<l ilm i"'{lffi i'4 ilj. |Hir(rJl/:t triNK ihp*\11 ll rui NS. I I I \72' t9 lli 7 L llfv-Jll1ll | 4-^ i | i12 l:'t)'!)#---i----| &.s{.rfltxll'T i i i | i1 i"7 \ l@ntI i rr-llutd i i Fr i --:V-_\- -' d{flt}u i fil)qdilt\ llll.__\.W @4H 2:l---\\ \ l\- i i2 r---------- W T.W[-i||]fu^l[j@$Al i.lll _ a.lWWffii ' -=-u.i qA: Ill -lli:-tz\@.ll 'A) . i P\nff* ..zvz' tl-ll l/n - i ito lr z\i'o i \ ff\* i Y).Lll i r rr ur+:._-i-iir..<Te il.r) 7 \L | i<r1\l\ llAlllll -i '.4^ il-tll \J7tH\ *) i l.. i iGe+xlr : i.11$.i./ q. i i (K il lllll*.xril\\ i ffi N. /_lllffi=r ll\\ffi\ i.li' titffi +\i'q'Agip_ /1lffi11ffiffi.ffi.1'S.

Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 IE Past perfect continuous f I rTIQ'I 1 f lNforl BEB fl\ffin Fts-. trm .F-------J III') ri--\ @ I]AD HE f=FEf. FNE€ wffi lffi @ IF_I\ q-tj @m a..

lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 perfect continuous a torn bit of a football shirt a s w i m m i n gc a p s o m ed o g h a i r s House number Clue Name Joe Floggs [red Cloggs Hoggs Sarn Pave loggs [roggs Marvin Harry Sloggs Doggs Samantha Poggs Iasrnin Snoggs Karen Jade koggs toggs Mike [elix Noggs Myers .

Sayyou wer e w a s h i n gy o u r h a i r a t B o 'cl o c k. e l lth e tru th a b o u t w h a t y ou d i d b e f o r e h a n dp l a y i n g : football. Samantha Doggs Y o u b u r g l e da h o u s ei n B r o a dS q u a r e t 8 p m a l a st n i g ht. Te l lt h e t r u t h ab o u t w h a t you did beforehand: p a i n t i n gt h e k i t c h e n . Harry Sloggs Y o u b u rgleda housein B r o a dS q u a r e t 8 p m a l a st n i g ht. Sayyou wer e h a vi n ga bath at 8 o' clock. Sam Hoggs Yo u b u r g l e da h o u sei n Bro a dSq u a r ea t 8 p m I a s tn i g h t . t . Jade Troggs You bur gleda housein B r o a dS q u a r e t 8 p m a last night. Sa yyo u w e re w a t c h i n gt e l e v i s i o n t a T 8 o ' c l o c k . Sayyou wer e doing the housewor kat 8 o ' c l o c k T e l lt h e t r u t h . Dave Toggs You b u r g l e da h o u sei n Bro a dSq u a r e t 8 p m a las t n i g h t . Sa yyo u w e re d r i v i n gh o m e a t 8 o ' c l o c k . S a yyo u w e re t uck e d u p i n b e d a t 8 o ' c l o c k . Fred Cloggs Y o u b u r g l e da h o u sei n B ro a dSq u a r eat 8 p m la s t n i g h t . Tellthe tr uth a b o u t what you did b e f o r e h a n ds w i m m i n g . Sayyou wer e putting the kidsto bed a t 8 o ' c l o c k T e l lt h e . T e l lt h e t r u t h ab o u t wh a t y o u d i d b e fo re h a n d : boxing. Tellthe tr uth about wha t you did befor ehand: gardening. : Marvin Froggs Y o u b u r g l e da h o u s ei n B ro a dSquar e 8 pm at l a st n i ght. S a yyo u w e re in the pub at 8 o'clock. about what you did befor ehand: walking the dog. tr uth about what you d i d b e f o r e h a n dc o o k i n g : supper . Sayyou wer e v i s i t i n g o m e o n en s i hospitalat 8 o' clock. Mike Foggs You bur gleda housein Br oadSquar e 8 pm at last night. e l lth e tru th T a b o u tw h a t y o u d i d b e f o r e h a n dc y c l i n g . T e l lth e tr uth about w h a t you did befor ehand: p u tti n g up shelves. Tellthe tr uth a b o u t what you did b e f o r e h a n dw a l k i n go n : the beach. Sayyou wer e r e p a i r i n gh e c a ra t t 8 o 'cl o c k. Sayyou wer e h a v i n ga h a m b u r g e r Tellthe tr uth a t B o 'clock. Yasmin Poggs Y o u b u rgleda housein B ro a dSquar eat 8 pm l a st n i g ht. a b o u tw h a t y o u d i d b e f o r e h a n dr:u n n i n g . Tellthe tr uth about what you did befor ehand: p l a y i n g e n n i sa t t h e c l u b . Sayyou wer e r e a d i n ga t 8 o ' c l o c k .Intermediate Grammar Games Pearson Education Limited @ J Hadfield 2003 IEI Past perfect continuous Joe Bloggs Y o u b u r g l e da h o u sei n Bro a dS q u a r e t 8 p m a las t n i g h t . : Felix Myers Noggs You bur gleda housein Br oadSquar e 8 pm at last night. Karen Snoggs Y o u b u r g l e da h o u s ei n B r o a dS q u a r e t 8 p m a last night.

. o ' c l o c ko n . .l At . . .l At . . .l Next Nextyea. o ' c l o c ko n . e v e n i n ga t . I .I I I On . .lntermediate Gramrnar Games Pearson Education Limited O J Hadfield 2003 IE ruture continuous On . e v e n i n ga t . . ..l Next Next year. . .

. I it I q . | I I I I I I .. .... | I I I I I I .. | ... I I I I i.. ... I I I I I I I I I I I I | .. i I I I I tt this time next year: r l ...Intermediate Gramrnar Games PeareonEducationLimited O J Hadfield 2003 IE ruture perfect PROMISES SHEET(two copies) PROMISES.... | . I I I I I !rY !{t | I I I I I I I I I I I I I ..... | i 1 r. . !tl | I I I I I I I I I I I - I . talY I 2 r. -----------l L---------f------- | | | i By this time next year: i I - -. i)T i I I I I I I I ^..

Findas many similarities possible.lN YOUR LIFEAT THE MOMENT Obligations ThingsI haveto do (that I didn't haveto do when I was a child) ThingsI don't haveto do (that I did haveto do when I was a child) Permission and prohibition T h i n g sI c a n d o / a m a l l o w e dt o d o ( t h a t I c o u l d n ' td o w h e n I w a s a c h i l d ) T h i n g sI c a n ' t d o / a m n o t a l l o w e dt o d o ( t h a t I c o u l dd o w h e n I w a s a c h i l d ) Ability T h i n g sI c a n d o / a m a b l et o d o ( t h a t I c o u l d n ' td o w h e n I w a s a c h i l d ) I T h i n g s c a n ' t d o / a m n o t a b l et o d o ( t h a t I c o u l d d o w h e n I w a s a c h i l d ) . NOW . lN TWENTYYEARS'TIME: Obligations h T h i n g sI w i l l p r o b a b l y a v et o d o I T h i n g s w o n ' t h a v et o d o a n y m o r e Permission and prohibition T h i n g sI w i l l b e a b l et o d o / w i l l b e a l l o w e dt o d o ( t h a t I c a n ' t d o n o w ) ThingsI won't be able to do i won't be allowedto do (that I can do now) Ability T h i n g sI w i l l b e a b l et o d o ( t h a t I c a n ' t d o n o w ) ThingsI won't be able to do (that I can do now) ' .past and future of must.WHEN YOU WEREA CHILD: Obligations T h i n g sI h a d t o d o I T h i n g s d i d n ' t h a v et o d o Permission and prohibition T h i n g sI c o u l dd o / w a s a l l o w e dt o d o T h i n g sI c o u l d n ' td o / w a s n ' ta l l o w e dt o d o Ability T h i n g sI c o u l dd o I T h i n g s c o u l d n ' td o . . THEN. have to and can as Work with a partner.Intermediate Grammar Ganres Pearson Education limited O J Hadfield 2003 IE Present.

Intermediate Grammar Games Pearson Education Limited @ J Hadfield 2003 16lmaytmighttcou Idt mustlcan't + have Annette I l e f t t h e m u s i cr o o m a t 8 . Herbert l a n a n d I h a d a p i p ea n d a p o r t o n t h e v e r a n d a h . t h e n g o t b o r e d ..------^ Margaret p I l i s t e n e d o A n n e t t e . s o I w e n t o f f t o t h e l i b r a r y a t a b o u t 8 . e l l xw a n t e d t o s m o k eh i s p i p e s o h e l e f t t h e r o o m a t a b o u t t e n t o n i n e a n d G a r t h w e n t w i t h h i m .O h a n d t h e r e w a s a n o t h e rp e r s o n A n n e t t e .a b o u t h a l f p a s te i g h t . t t h e n w e n t o n i n t o t h e d r a w i n gr o o m . 3 0a n d D a v i n al e f t a r o u n d a q u a r t e rt o n i n e .B e r y la n d C h r i s t i n a l a y f o r a b i t . Davina I started off by listeningto Annette. b u t t h e y w e r e n ' tt h a t g o o d ..M a r g a r e tg o t b o r e d e v e n q u i c k e r a n d l e f t b e f o r em e ! Keith I p l a y e db i l l i a r d w i t h J o h n . . a n d E d w i n af r o m a b o u t 8 o ' c l o c k W e i n v i t e dM a r g a r e t w t o j o i n u s b u t s h ew o u l d n ' t . w i t h h i m t o t h e v e r a n d a h A n n e t t ew a s t h e o n l y o t h e r p e r s o nI s a w . Edwina I w a s i n t h e d r a w i n g r o o m h a v i n gc o f f e ew i t h F e l i x F a n d G a r t hf r o m a b o u t 8 o ' c l o c k . --t-- John I p l a y e db i l l i a r d s i t h K e i t ht i l l a b o u t a q u a r t e rt o w n i n e .F e l i x a n t e dt o s m o k eh i s p i p e s o h e l e f t t h e r o o m a t a b o u t t e n t o n i n e .I w e n t .----I -----------J | Felix I w a s i n t h e d r a w i n g r o o m h a v i n gc o f f e ew i t h E d w i n a N a n d G a r t h f r o m a b o u t 8 o ' c l o c k .S h e p o p p e d i n t o l o o k f o r s o m e m u s i ca t a r o u n dt w e n t y t o n i n e . I s u p p o s el. Beryland p C h r i s t i n a l a y i n gi n t h e m u s i cr o o m . L l Christina I w a s i n t h e m u s i cr o o m b e t w e e n8 a n d 9 w i t h A n n e t t e a n d B e r y la p a r t f r o m a b o u t 1 0 m i n u t e s w h e n I w e n t t o m y r o o m t o g e t m y v i o l i n . 4 5 .I t h i n k M a r g a r e tl e f t a r o u n d 8 . !----------f:l I F-r:-- ------. Garth I w a s i n t h e d r a w i n g r o o m h a v i n gc o f f e ew i t h F e l i x .W e l e f t t h e b a l l sa n d c u e so n the table.. .I ' d p r o m i s e d i o n e a g a m e o f b i l l i a r d s . t w Beryl u I p l a y e ds t r i n gt r i o s w i t h A n n e t t e a n d C h r i s t i n a n t i l 9 p m w h e n w e h e a r da s h r i e kf r o m t h e c o n s e r v a t o r y . Lionel I w a s p r o b a b l yt h e l a s t p e r s o nt o s e eX a v i e ra l i v e . I h a d a p i p e a n d a g l a s s f p o r t w i t h H e r b e r to u t o n o t h e v e r a n d a h . 5 0w h e n l a n l e f t s a y i n gh e h a d a r r a n g e d o p l a y b i l l i a r d s i t h L i o n e l . I w a n t e d t o s m o k em y p i p e s o I w e n t t o t h e v e r a n d a h a t a b o u t t e n t o n i n e .t w a s b o r i n g i n t h e r e s o I w e n t t o t h e l i b r a r yt o r e a d f o r a b i t . I d o n ' t k n o w w h a t K e i t hd i d .D a v i n a t a n d M a r g a r e tl i s t e n e d o u s p l a y f o r a b i t . D a v i n aa n d M a r g a r e tw e r e w i t h u s f o r a w h i l e b u t they had gone by that time.s h ec a m e i n t o t h e d r a w i n q r o o m t o i o o k f o r h e r m u s i ca b i t b e f o r ea q u a r t e r l o n ' n " . G a r t hw e n t w i t h m e . !. 4 0a n d w e n t t o g e t m y m u s i cf r o m t h e d r a w i n q r o o m . o o n e e l s e.o h M a r g a r e tc a m e i n b r i e f l yb u t s h e d i d n ' t s t a y . o o n e e l s ej o i n e d u s .t h e n w e n t t o t h e l i b r a r yw h e r e I f o u n d D a v i n a . I w a s c h a t t i n gt o h i m i n t h e c o n s e r v a t o rtyl l l a n i c a m et o g e t m e f o r b i l l i a r d s . I l e f t a b o u t t e n N t o n i n e. W e w e r e b o t h t h e r e t i l l a b o u t 8 . M a r g a r e tp o p p e d h e r h e a d i n a r o u n d h a l f e i q h t b u t s h ed i d n ' t s t a v .T h e g a m ef i n i s h e d b o u t s a a o u a r t e rt o n i n e .

I s t a y e dt o c h a t .T h e l i b r a r yi s s o u n d p r o o f e d o w e d i d n ' t h e a ra n y t h i n g . f W e w e r e a l l t o g e t h e r w h e n w e h e a r da s c r e a m r o m the conservatorv. I I I I I I I I I I I . Lionel l a n a n d I l e f t t h e c o n s e r v a t o ra b o u t f i v e t o n i n e .s h e ' do n l y b e e nt h e r e a c o u p l eo f m i n u t e s . Thatwasaboutten to nine I think. T h i sw a s a b o u t t e n t o n i n e o r s o .il I I I I w e n t t o t h e d r a w i n gr o o m w h e n w e ' d f i n i s h e d g w t h e b i l l i a r d a m e . W e h e a r da t e r r i b l es c r e a m t a b o u t 9 o m .Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 ftl maylmighttcouldtmustlcan't + have ALIBI CARDS (continued) r------------------l Annette I r e t u r n e dt o t h e m u s i cr o o m f i v e m i n u t e sl a t e r a n d t w e n t o n p l a y i n gt h e r e w i t h B e r y la n d C h r i s t i n ai l l 9 w h e n w e h e a r da s h r i e kf r o m t h e c o n s e r v a t o r y . lan I w e n t t o t h e c o n s e r v a t o rty g e t L i o n e la t a b o u t o . 69 . 4 5 . I I I I I I I I I I John D a v i n aw a s o n h e r o w n i n t h e l i b r a r yw h e n I c a m e i n . H e r b e r tw a s a l r e a d y h e r e . H e r b e r tw a s a l r e a d y h e r e .a r o u n d 8 . o I w e n t t o g e t i t a t 8 .. e a l l h e a r dt h e s c r e a m . f W e w e r e a l l t o g e t h e rw h e n w e h e a r da s c r e a m r o m the conservatorv.W e w e r e h u n t i n q f o r t h e o t h e r w h e n w e h e a r dt h e s c r e a m . t h r e e o r f o u r m i n u t e s t h e n w e n t b a c k .s h e l e f t w h e n I c a m eb a c k i n . t D a v i n al i s t e n e d o u s p l a y i n gt i l l a b o u t a q u a r t e r t o n i n e . a n d f o r w t e n m i n u t e sw h i l e C h r i s t i n a e n t t o o e t h e r v i o l i n . 4 0 S h ew a s t h e r e a b o u t .I w a s o n m y o w n a f t e r G a r t h a n d F e l i xl e f t u n t i l K e i t h c a m e i n a b o u t a q u a r t e rt o n i n e . Margaret I n e e d e da p e n c i lt o w r i t e s o m e t h i n g o w n a n d d I s r e m e m b e r e d' d l e f t m y b a g i n t h e p a r l o u r .E d w i n a a s t h e r eo n h e r o w n . y W e g o t t o t h e b i l l i a r dr o o m b u t c o u l d o n l y f i n d o n e c u e . T h a t w a s t h e l a s tw e s a w o f h i m ! I f---------- ---------'l I I christina | | w a s o u t o f t h e r o o m f o r a b o u t 1 0 m i n u t e sb e t w e e n | 8 o ' c l o c ka n d a b o u t t e n p a s te i g h t . t e n t o n i n e . s I Davina | | w a s a l o n e i n t h e l i b r a r yf o r a c o u p l eo f m i n u t e st h e n I J o h n c a m e i n a b i t b e f o r et e n t o n i n e I t h i n k . or a bit after Y e s . w Beryl a I w a sw i t h A n n e t t ea n d C h r i s t i n a l l t h e t i m e b e t w e e n 8 a n d 9 e x c e o tf o r f i v e m i n u t e sw h e n A n n e t t e w e n t t o g e t s o m e m u s i cf r o m t h e d r a w i n g r o o m .W e w e r e t o g e t h e rw h e n w e h e a r da s c r e a m .s o m e t h i n gl i k e t h a t ? Garth t I w e n t t o t h e v e r a n d a h o h a v ea s m o k ew i t h F e l i x t a t a b o u t t e n t o n i n e . a l I Edwina I s a w A n n e t t ec o m e i n t o t h e d r a w i n g r o o m a n d l o o k f o r h e r m u s i c. Herbert I f i n i s h e dm y p o r t a n d w a s a b o u t t o g o i n w h e n F e l i xa n d G a r t h c a m eo u t . Felix t I w e n t t o t h e v e r a n d a h o h a v ea s m o k ew i t h G a r t h t a t a b o u t t e n t o n i n e . H e w a s t h e r e w i t h X a v i e rW e w e n t o n t o t h e b i l l i a r dr o o m l e a v i n gX a v i e ra l o n e .

Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 lEl mayl mightlcou ldl mustlcan't + have LISTOF CHARACTERS I I I I Davina I I I Edwina .

! 71 .Intermediate Grammar Games Pearson Education Limited O J Hadfield 2003 t6l maylmighttcouldlmustlcan't + have HOUSEPLAN E o o L L o o L E L II L f ru L TI lJ UI E 5 G = -o TI f s s L E G g IE o L +t L o G E o o L '= o UI g L o U oI c L I o L 5 G G o.

... . ldon't want to . .Intermediate Grammar Games Pearson Education Limited @ J Hadfield 2003 IZ Rctive and passiveinfinitives QUESTIONNAIRE A lma g i n ey o u a re yo u r p a rtn e r. n swerthe questions. I expectto I d o n ' t e x p e ctto a M y b i g g e s t m b i t i o ni s t o M y b i g g e s tf e a r i s to A n i m p o s s i b l d r e a mo f m i n e i s t o e When I Iook back on my life: I w o u l d l i k et o I w o u l d n ' t l i k et o T h e m o s t i m po rta n tth i n g i n l i fe i s to Th e l e a s ti m po rta n tth i n g i s to . In my life at the moment: I w a n tt o .

lntermediate Grammar Garnes Pearson Education Limited @ J Hadfi€ld 2003 and superlatives IE Comparatives CUE BOARD euno6/pp ?e "".l'"iils". 73 .

Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 IEI Comparativesand superlatives DIFFERENCE CARDS ffi W [r ==: toio .

lntermediate Grammar Games Pearson Education Limited O J Hadfteld 2003 and superlatives IE Comparatives CARDS (continued) DIFFERENCE .

questions: mixed question forms 7'7 rrx.Intermediate Grammar 6ames Pearson Education Limited @ J Hadfield 2003 El Wn.\-.>'\ {:9i2- calrt 7P1 L__---------I I\Y'o /4tt U 'jL I N L'l*)' .

.... .. ....... r a t .. r .? . ....... 3. A.. - 5 ....... ..questions: mixed question forms 1 Why.? ') Write your answers here. rt V r .. a r..... .. 2 Who 3 Where 4 When 5 Which 6 What 7 How ') ') ') 7 ....lntermediate Grammar Games Pearson Education Limited O J Hadfield 2003 El Wn.. t z -......

ra th"jo'r-if \r ii#fir:.. ffi #4 tf .Intarmediate Grammar Ganes Pearson Education Limited @ J Hadfield 2003 EEI .... will rf 'F CARDS tf a.(a tf llarargra.

\ ' \ rDF I I -r a- *!. I I I I I I I I I I I I I I I I S&l . .t. will q00w {?.2 4 .|ft \r / '.\tt \ \ IZ L I t - -f.. I 'u j "-i s..< {-r'n/t I I o'L{-lUl 'F[/ /t/.Intermediate Grammar 6ames PearsonEducationLimited I J Hadfhld 2003 If EEI .

.Intermediate Grammar Games Pearson Education Limited O J Hadfield 2003 EII If . would ffiffi v-i I o1 \ r\l I I I ..

!"^+ )f{".). ' o * s. 5 nol pa>Pe .c Io { o 1 o) l o f. '1 P o 3 tt. 3s o-? s{ . Q.u I :e b€ 3-g 9es 5' . L 59o gl .. O9 QS.l . went to lndia for a holidag' You gotinterested in Srchaeologg when Uou went' {.Intermediate Grammar Games PearsonEducationLimited O J Hadfi€ld 2003 EEIf . G Qg (D J C P e! rr 4c Q. s o -(t (t <o 61 9\ 5'P *J ?* (D>. P C ai J oa rO be -c :t .r"d Y"trw.0 OO oo tL Yo."t* qlt."*'h} *'dr 81 . C+ 7 /qo oC(D = r-t v aFr (r I g (T f 9l .(/) o- tr3 Di 6# r[) 3 r -O tl.{ o o L EJ .... L 1.C.g(o ! q) TJ ij r6 ef o I t t 7 (r) (o o 3.-o qnq noh lpasnla-r 1vs/aU nJrQu./ .cr g ! il (lr 6r o .ot +. would have BOARD MISSEDOPPORTUNITIES "ffi."P"' +) C () L 'hAt r-\ t. o IQ -1 g es rD 6< o 0 t (+ 0 s- 0 fn L '6 oE r'-Z d.: Poil <^ csJ 0) -6 c t L :NE D.ran1un 1e erqd e pere3fo or1PF cr.l o+ arJoaujos OO 'r?. yC9 9 o 5r t 90' ) J e-.r'r 6e.. qofe xooltrnq G11s. o o- T ils1 8 <: Q 5 * -u7 !:::.

. would have 82 .Intermediate Grammar Games PearsonEduration Limited @ J Hadfield 2003 EEIf ..

..aa.1... a a a a o o a O a a a a a a Ir ra.a.lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 En and when rl t a ri ta 1o r a | ! t a it a ll t a t a a a a a a a a a a a a a a a a |.a..l aaaa aaaaaaaaataao aa a 'o ta a a oa a a a .

.. p"ti"i pe..1i9?e.n 'Go o^ t \o\1d69 ty{> T z/ 8s"^ gv Ior t7 \ \ ) 'tl // ) ..e-*a*" ...Intermediate Grammar Games Pearson Education Limited @ J Hadfield 2003 Ef and when CUE CARDSPACK 1 ----------1I A WEE KLN D ON THE AOON <=> 7<-- be' a$" \" lr...' p\easeAYo t -{:-'-: {ronn td\ 9ouJ"" l::: \\'". When COLD L' -.'son. Iz+..*- IN ALL AREAS F .- When I 5.

Intermediate Grammar Games Pearson Edu(alion Limited @ J Hadfield 2003 En and when CUE CARDSPACK 2 'REiTAuaJAr/ MtAl :--.------------I- i1.t'^>\ Z .&a& I I --:.\€( . yffi -t---.W -.-------. \ /// iaf. v ..-t t.

lntermediate Grammar Games
PearsonEducationLimited @ J Hadfield 2003

EI wish
WISH CARDS COMPLAINTS

l T h e p e o p l ene xt d o o r p l a y l o u d music l a t e a t n i g h t a n d i t ke e p syo u a w a k e.

5 You ar e baby- sitting. The baby keep s b e i n gs i c k .

2 T h e w o m a n i n th e n e xt stre e tp a rk s h e r c a r i n f r on t o f yo u r d ri ve w a y.
l l

6 Y o u rd a u g h t e rb i t e sh e r n a i l s . y T h i sa n n o y s o u .

3 Y o u r f r i e n d a l w a ysi n te rru p ts h e n w you aretalking.

i i
I I I I I

t.

I ncolleaguein your office hasan annoying ough. c

4 Y o u r s o n d r i ve sto o fa st. Y o u ' r ew o r r i e d .

8 Your bossgets ver y ir r itable. you. Thisupsets

1 l t ' s r a i n i n g . o uw a n t i t t o b e s u n n y . Y

5 Y o u ' r er e a l l yb a d a t m a t h s . o u w a n t Y good at maths. to be

Y 2lt ' s T u e s d a y . o u 'rei n th e o ffi ce . Y o u w a n t i t to b e th e w e e ke n d .

5 Y o u c a n ' t p l a ya m u s i c ailn s t r u m e n t . You want to be able to do so.

3 Yo uc a n ' ts p ea k n yfo re i g nl a n g u a ges. a Yo u w a n t t hi s to b e d i ffe re n t.

7 You have brown hair.You want b l o n d eh a i r .

i
4Y o u c a n ' t s w i m.Y o u w a n t to b e a ble to swim. i i
tu I I I

SYou havethr ee sons. You want a dauqhter .

86

Intermediate Grammar Games
PearsonEducationLimited @ J Hadfield 2003

EIwish
WISH CARDS (continued) REGRETS ------.--------|-----

d 1 Yo u r b o yfri e n d i g i rl fri e n a ske dyou t o m a r r y h i m/h e rb u t yo u sa i d no. N o w y o u re g re t i t!
I ,l

5 You scr aped the sideof the car . Ther e' s big scr atch ther e now. a
-----------i

r----------

------i----

2 Yo u p a i n te dth e l i vi n g ro o m g reen. I t ' sa h o r r i b l ec o l o u r !
rl
I

6 You tur ned down a job in Per u. Now you' r e sor r y!
-----------1

3 Yo u d i d n't w o rk ve ry h a rd a t school. Yo u f a i l ed yo u r e xa ms.

7 You ate too m uch at dinner . Now you r egr et it!

w 4 Y o u q u a r r e l l e d i t h y o u r b e s tf r i e n d . Yo u w a n t to b e fri e n d sa g a i n .

8 You sold your bike. Now you' r e sor r y!

HOPES

1 Yo u w a n t yo u r g i rl fri e n d /b o yfriend l t o s a ys h e /h e 'l ma rryyo u .

5 Your dog is ill. You want him to get well.

. | 2 Y o u ' r eo n a s k i i n gh o l i d a yT h e r e w a n t mor e. i s n ' t e n o u g h sn o w .Y o u

ver 6 You like som eone y m uch. y l Y o ut h i n k h e / s h ei k e s o u t o o . . .

3 T h e s u n h a sg o n e b e h i n da c l o u d . Y o u w a n t i t to co me o u t.

7 You have seena holidayadver tis ed i n T h a i l a n dY o u ' d l o v et o g o b u t . it' s too expensive.

4 Y o u ' v e s ee na b e a u ti fu ln e ckl a c e. Yo u ' d l o veso me o n e g i ve i t to you. to

8 Y o u ' d l o v et o b e a b l et o d a n c ew e l l .

Intermediate €rammar Games
Pearson Education Limited @ J Hadfield 2003

EAwish
SORTED!CARDS

8\K

M

/nf

\ '/J-.7

o{$"u

c

(--B

ise
kt8i
\a/ ---------1 |

*it

lntermediate Grammar Games
Pearson Education Limited @ J Hadfield 2003

EIwish
CARDS(continued) SORTED!

6a

--=S

x
0l -/

{:T 1:;"S:";
\-"*o*'Z

6;"p*>

3{rr;"*"
o o B ike -(or 5 al e
o

ss> ffi:

o

m-% k9
f,""4h;

W

((

))

...---J I North Africa ..--.-L cars F---.--.-.::' : temper atur e .---..------ -------------i ' Bi silk Bi China Ei cotton B India a c a no p e n e r ' i t o o p e nt i n s ' i a hammer I : I t-o b a n gn a i l s .--. rnto wood a pump i to i n fl a tetyres I a ther mometer i .---..---.------ rice India E furniture B gold wood E South Africa oil Kuwait keys B tigers I I I to open door s paper lips c i...--.Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEPresentpassives AND ENDINGSCARDS BEGINNINGS r------------------1 B coffee E South America E tea China kangaroos ll------------------------r f A u stra l i a pens E B books E B wheat for wr iting E paper E Nor th Amer ic a B metal . to measur e ...-i- to h o l d p i e ces of p a p e rto g e ther India lions B camels l l Af rica -----lI El LI I sugar the Caribbean .-r i I I I I a corkscrew for opening bott l es F-----I .---.

lntermediate Grammar 6ames PearsonEducationLimited O J Hadfield 2003 Present perfect and past perfect passives EEI FRAME SENTENCES I I In my life up till now 1 | h a v eb e e n 2 | h a v eb e e n 3 | h a v eb e e n 4 | have been 5 5 7 I I'm proudthat I'm proudthat I'm proudthat I'm proudthat have been h a v eb e e n h a v eb e e n h a v eb e e n 9 I ' m g l a d I h a v eb e e n 1 0 I ' m g l a d I h a v eb e e n 1 1 I ' m g l a d I h a v eb e e n 1 2 I ' m g l a d I h a v eb e e n 13 | wish I had been 14 I wish I had been 15 | wish I had been 16 | wish I had been 17 | wish I hadn'tbeen 18 | wish I hadn'tbeen 19 | wish I hadn'tbeen 20 I wish I hadn'tbeen given inspiredby praised for to encouraged a d m i r e df o r told employedas for appreciated askedto told that told off for criticised for allowedto loved by teasedabout 91 .

.Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EIlPast passives h N W a l l a c e a sd i s a p p e a r e d ! o . Wa l l a c eh a sd i sa p p e a re dN o -o n eknows ! wh e r e h e h a sg o n e .o n ek n o w s wh e r e h e h a sg o n e . ! Wa l l a c eh a sd i sa p p e a re dN o -o n eknows wh e r e h e h a sg o n e . A note was found on his bed by lr ene.his cleaner . H i su n d e rw e a rwas f m i s s i n gr o m h i s r o o m .o n ek n o w s h N wher e he hasgone. W allacehasdisappear ed! oneknow s Nowher e he hasgone. the dayhe disappeared. ! Wa l l a c eh a sd i sa p p e a re dN o -o n eknows w h e r e h e h a sg o n e . W a l l a c e a sd i s a p p e a r e d ! o . T h e rew a s a n o te i n h i s r o o m t h a t s a i dh e w a s b e i n q blackmailed. He was seenat 3 pm at the r ailwaystation. tl W allacehasdisappear ed! oneknow s Nowher e he hasgone. W allacehasdisappear ed! oneknow s Nowher e he hasgone. W allacehasdisappear ed! onekno w s Nowher e he hasgone. ! Wa l l a c eh a sd i sa p p e a re dN o -o n eknows h w h e r e h e h a sg o n e . He was lastseeno n the eveningof the 7' h.O n e t h o u s a n d p o u n d sh a d b e e n ta ke n o u t o f h i s b a n k a c c o u n t.R u m o u r s e r e be i n g s p r e a dth a t h e w a s a sp y. He was lastseena t the air por t by a taxi dr iver . Ther ewas a note found on his bed. wr itten on the 7' h. ! Wa l l a c eh a sd i sa p p e a re dN o -o n eknows w w h e r e h e h a sg o n e . H i su n d e r w e a r a d b ut e ve ryth i n g l seh a d been e be e n t a k e n left behind. A n o te w a s fo u nd o n h i s b e d b u t i t d i d n ' t s a yw h e r e h e hadgone.

llewas. . Whattime of daywashe lastseen? ....S V What wasbeingdoneto him?..hsing W h a t h a d be e n ta ke n fro m h i s ro om ? . What rumours were beingspread abouthim?.0rr...4t.th9....a 93 ..At.hewas. Wherewas he lastseen? .h?t. ..t.. I I I I I I I I I i Whenwasthe notewritten?.Intermediate Grammar Garrres Pearson Education Limited @ J Hadtietd 2003 EZ Past passives WHERE'S WALLACE?SHEET ?-I I I I I I i W h a t w a s f o u n d o n h i s b e d ?.fhe i W h o w a s t h e n o te fo u n d b y? ..ln...the.llls W h a t h a d b e e nl e f t b e h i n d ? H o w m u c h m o n e yh a d b e e nt a k e n f r o m h i s b a n k a cco u n t? Wherewas he seenat 3 pm? ..the.

up Has everstayed all night? X i j I i. i I I i i n 13 Ca X cookwell? soon? 14 lsX gettingmarried X 15 Has just boughta new car? f 1 6 l s X g o i n g t o s e eh i s / h e r r i e n d st h i s w e e k e n d ? i 94 .Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 neported speech EEI SHEET QUESTION of 1 What isthe number X'shouse? 2 lsX feelinghappytoday? X 3 Does like icecream? 4 What did X do lastnight? holidays? 5 WhereisX goingfor his/her 6 What isX doingtonight? i I I 7 W h a t i sX g o i n g t o d o a f t e r t h e l e s s o n ? i I I A Wherewill X be thistime tomorrow? 6 9 What wasX doing between pm and 8 pm lastnight? time recently? spare tO What hasX beendoing in his/her i i I : i I I i I I 11 HasX everbeento Paris? t.

s a i dt h a t s a i dt h a t CD C' 9 10 11 12 13 14 saidthat .... saidthat saidthat 95 15 16 I I I I .. saidthat .. saidthat .. saidthat . saidthat . 4 5 6 a a saidthat saidthat saidthat saidthat .Intermediate Gramrnar Games Pearson Education Limited O J Hadfield 2003 EEI neported speech ANSWERSHEET s a i dt h a t 2 J saidthat .. ......... saidthat ...

lntermediate Grammar Games PearsonEdu€ationLimited O J Hadfield 2003 EErime prepositions MONDAY MORNING PICTURE 96 .

o u rf r i e n d d e c i d e d o g e t a t a x i Y t home. .Y o u d i d n ' t g e t t o b e d t i l l a b o u t 4 a m .D u r i n gt h e p a r t yy o u h a d a r o w . a o n e y e a ra g o . w a s n ' tt h e r e a t 8 .T h e nw h e n y o u went on to the pub afterwardsshe got very bored and left after half an hour! You stayedon till about 1'l pm andthen went home. a he got upsetand left early. ( Y o u rg i r l f r i e n d ' s a m e i s R O S I E u t y o u d o n ' t n b elsein the office to know.Youdidn't get to bed until 3l ( Y o u rg i r l f r i e n d ' s a m e i s L U C Y u t y o u d o n ' t n b want anyoneelsein the office to know. e s t i l lw a s n ' t . ( Y o u rb o y f r i e n d ' s a m e i s S A M b u t y o u d o n ' t n want anvoneelsein the office to know. B u t d u r i n gt h e m e a l h e a s k e dy o u t o m a r r y h i m ! Y o u f e l t c o n f u s e d n d w h e n y o u s a i d' N o ' . 3 0. S oy o u g a v e u p a n d w e n t c l u b b i n g Y o u d i d n ' t g e t h o m et i l l a f t e r 1 a m .) want anyone POPPY You agreedto go to a football match with your b o y f r i e n dW h a t a d i s a s t e rW h a t a b o r i n gg a m e ! . W h a t a m i s t a k e l c and S h et a l k e da l l t h e w a y t h r o u g h .T h e t r o u b l ew a s . You were at the pollcestationfor about a n h o u r . Shewent home but you stayedat the party until 2 am. 1 5 . 3 0 . Y o u l e f t a f t e r h a l f an hour. W h e n y o u c a m eo u t .) WILL .lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E9 flme prepositions ELIOT a Y o u w e n t t o a p a r t yw i t h y o u r g i r l f r i e n d t t h e w e e k e n d .30.He went to the policestationand you got a taxi home. o u w e r e i n b e d b y 1 0 . (Yourboyfriend's name is JASON but you don't want anyoneelsein the office to know.S h es t i l l C . y o u r f r i e n d ' s a r h a d c been stolen. ( Y o u rg i r l f r i e n d ' s a m e i s P U N I T A u t y o u d o n ' t n b want anyoneelsein the office to know. 3 0 . 8 t h e r e b y 8 .a n d y o u h a d b e e nw a i t i n g since8! You went home and watchedTV for Y a c o u p l eo f h o u r s . N o o n e t a l k e dt o y o u . 1 0 .) JASON You went to a football matchon Sunday afternoon y o u r g i r l f r i e n d a m et o o .You went to a f r i e n d ' sh o u s ea n d t a l k e d a b o u t i t f o r a c o u p l e of hours. u t t h e y t a l k e da b o u t t h e m a t c ha l l t h e t i m e . ! After the match you went to the pub with his B f r i e n d s .) LUCY You went to a party at the weekend. W h e n y o u c a m eo u t . You were there f r o m a b o u t 1 0 p m t o 2 a m .) 5AM to You were supposed meet your girlfriendat F e r d y ' s i n e m aT h e f i l m b e g a na t 8 .You were in bed before 10.went home and watchedTV for a c o u p l eo f h o u r sa n d t h e n w e n t t o b e d . You left the party alone and you were home by 9. Y o u w e n t f o r a m e a lw i t h y o u r g i r l f r i e n d l a s t You met her on May 23'd exactly night.Y o u h a d b e e nw a i t i n g s i n c e p m . t 5o you went home early.) ROSIE Y o u w e n t s h o p p i n gi n t h e a f t e r n o o na n d t h e n went for a meal with your boyfriendat 7. ( Y o u rg i r l f r i e n d ' s a m e i s J A S M I N E u t y o u d o n ' t n b want anyoneelsein the office to know. S oy o u o r d e r e dc h a m p a g n e n d p r o p o s e do h e r .) JASMINE Y o u w e n t c l u b b i n gl a s tn i g h t f r o m a b o u t 1 0 t i l l 2 .) BEN You went to a club with a friend. ( Y o u rb o y f r i e n d ' s a m e i s B E Nb u t y o u d o n ' t n want anyoneelsein the office to know. y o u r c a r h a d b e e ns t o l e n !Y o u h a d t o g o t o t h e p o l i c es t a t i o n .s h es a i d' N o ' .) PUNITA to You were supposed meet your friend at Furby's H C i n e m aT h ef i l m b e g a na t 8 . 3 0 .You left at 8 and got h o m ea t 8 .At the party you had a row with your boyfriend.) . ( Y o u rb o y f r i e n d ' s a m e i s W I L Lb u t y o u d o n ' t n want anyoneelsein the office to know. ( Y o u rb o y f r i e n d ' s a m e i s E L I O T u t y o u d o n ' t n b want anyoneelsein the office to know. May 23'0. ( Y o u rg i r l f r i e n d ' s a m e i s P O P P Y u t y o u d o n ' t n b want anyoneelsein the office to know.

.. 6 w a t c h e dT V fo r a co u p l eo f h o ur sbefor e g o i n gt o b e d ? 8 w e n t t o t h e p u b a f t e r a f o o t b a l lm a t c h ? ....lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EErime prepositions WHOSEWHO QUESTIONNAIRE t-------------------l Who went on a date with whom? and and . ....... .. and ... .. t 1 1 w a s s u p p o s e do b e m e e t i n gs o m e o n e 1 5 f o u n d t h e i r c a r h a d b e e ns t o l e nd u r i n gt h e e v e n i n g ? C s 8 1 7 h a d w a i t e d o u t s i d eF e r d y ' s i n e m a i n c e ? 1 8 w a s a t t h e p o l i c es t a t i o nf r o m 2 t i l l 3 ? 1 9 r e f u s e da p ro p o sa la n d th e n w ent to t a l k t o a f r i e n d f o r a c o u p l eo f h o u r s ? 2 0 g o t a t a xi h o me a n d w e n t to b ed by 3? t 2 1 w e n t t o a c l u ba n d d a n c e d i l l 1 a m ? t 2 3 l e f t a r e sta u ra n a t 8 a n d w e n t str aighthom e? 98 .. 2 4 s B C h a d w a i t e d o u t s i d eF u r b y ' s i n e m a i n c e ? w a s a t a c l u bf r o m 1 0 p m t o 2 a m ? t 3 w e n t t o a re sta u ra n o n 2 3 'dMay? 5 w e n t t o a fo o tb a l l ma tch o n S undayafter noon?.... Who ........

"VG CARDS -ED CARDS i n t e r e sti n g boring interested bor ed s ur p f l srn g disappointing surprised disappointed tiring exciting tir ed excited f a s cn a tin g i shocking fascinated shocked f rightening d i sgu sting f r ightened disgusted annoying embarrassing annoyed em bar r ass ed w o r r y in g co n fu sng i wor r ied confuse d amusrng d e p re ssing amused depr essed 99 .lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 -ing and -ed participles EEI .

h\") t\-/( \\L..r/ W e decided to go on holiday ffi $ (/ Headmitted t a k i n gt h e m o n e y He r efused to take the mon ey )r-{}...'\ € I t r i e d t o a v oi d a r g u i n gw i t h h e r I don't want j t o a r g u ew i t h h e r I don't feel like ..{>€)..\ ) <.\ )P '\"( ^ i o.\ z] .Intermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 E[ Verb + -ing or + to CARDS BEGINNINGS ENDINGSCARDS BEGINNINGS CARDS ENDINGSCARDS <P'.L g o i n go u t c l u b b i n g tonight ---T to go out clubbing tonight g I ' v ef i n i s h e d 100 c o o k i n gt h e d i n n e r John offer ed t o c o o kt h e d i n n e r ... ..l I h talking He kept Heagreed [92 I enjoy g o i n go n h o l i d a y ffi I U(' lW--.{>€ t'7..$P .> € ln7-''. /*...r...

_9!9 _ _ We've put off h a vi n gth e par ty We expect to havethe p ar ty ___ _w_eg_[ _lsl-t_ ___i -_ seBB4lr' ./A<< \ lfailed to se e her I m issed s e e i n gh e r ::1:::1T1 '::: ::|t:l l'j:Tlti::ti:9j: b e i n gv e r y r i c h r------------_________J 101 ._--. <.Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EII Verb + -ing or + to BEGINNINGS CARDS ENDINGSCARDS BEGINNINGS CARDS ENDINGSCARDS W e p o s t p o n e d j h o l d i n gt h e m e e t i n g He promised to hold a mee 6'N ffi]N #'s ililil llr I hope to g o to L ondon n e xt w eek I can' t face g o i n gt o L o n d o n i --1 lllllltrl ----te$-w"er i Wouldyou risk m a k i n ga p a r a c h u t e W o u l dy o u d a r e to m ake a ump? P_qr_q! iYItP-? i r.

......--.l i I I I I I I succeed tn think of I I I I dr eam of approve of disappr ove of F-.: lH.-.-l- ri insist on decide to 102 .:s"rii:1..:11::T.--. EEConstructionswith preposition + -ing VERBAND PREPOSITION CARDS PREPOSITION VERB PREPOSITION b e l o o k i n g f o r w a rd be interested in be bad at be good at be fed up w i th be excited about be used lrlrl F -F - to have no intention - - - - i - r - {- - - - - - - - - - - - - { trlrl I I apologise fo r ..-."".-...:g?1..

:lt'o:T.3"'*:*T"$i::t:':T':: EEConstructionswith preposition + -ing QUESTIONNAIRE I a m l o o k i n gf o r w a r d . ."". . . I d i s a p p r o v e. I oftenthink d I s o m e t i m e s re a m I approve . . . . I am used I h a v en o i n t e n t i o n.. . I a l w a y si n si st L a s tw e e k I d e ci d e d CARDS PICTURE KSL l'\rt-- aF E ffi 103 . I a m i n t e r este d I am bad I am good A t t h e m o m e n tI a m f e d u p . .. I g e t e x c i t e d.

i I I .--------J 104 . I raD *m nEg w* MAIN CLAUSE CARDS I RELATIVE CLAUSECARDS i T h e m a n i n n o 2 7 h a sa d o g c a l l e dT r e v o r which bar ksa lot. who livesat no 27. o i ----------t- ---------'l P e t ea n d M a r y l i v e i n t h e h o u s e P e t ea n d M a r y a r e j o u r n a l i s t s P e t ea n d M a r y B l a k ea n d t h e i r t w o l c h i l d r e n i v ea t n o 2 8 ----------t- w h i c h h a sa b i g t r e e i n t h e g a r d e n . ' ll F---------I ------r- And r e w d o e s n'tl i keth e b i g tre e n e xt door j w h i c h b l o c k s u t h i s l i g h t . w h o s ec h i l d r e n r e a l w a y s i g h t i n g . ------i I :l i i eeteand Marylivenextdoorto a house i w h e r e t h e r e i s a b i g d o g .Intermediate Grammar Games Pearron EducationLimited @ J Hadfield 2003 EEI nelative clauses *{t. a f '---------t w h e r et h e r e i s a b i g t r e e i n t h e g a r d e n . I i i i M r J o n e s st h e o w n e r o f t h e d o g And r e w i s t h e fi rst n a me o f th e ma n I whose nam e is Tr evor .

Intermediate Grammar Games
PearsonEducationLimited @ J Hadfield 2003

EERelativeclauses
MAIN CLAUSECARDS (continued) RELATIVE CLAUSECARDS (continued)
---------l

B e na n d D a i s y r e t h e c h i l d r e n t n o 2 8 a a

who arealwaysighting. f

P e t ea n d M a ry g e t cro ss i th th e w postman's og d

whichisalways arking. b

b o P e t ea n d M a ry g e t cro ss e ca u se f Julie' s w h i c h t h e y c a n h e a rt h r o u g ht h e thin walls. television

s J u l i ec o m p l a i n a b o u t t h e c h i l d r e n nextdoor

who arealwaysighting. f

w J u l i ei s a n n o y e d i t h t h e t e e n a g e r s nextdoor

who have noisypar ties.

At no 29 thereisa woman called J u l i eS i m m o n d s

who liveson her own.

J u l i el i v e si n t h e o n l y h o u s ei n t h e s t r e e t
I I

w h i c h h a sa s a t e l l i t e i s h . d

T h e p e o p l en e x t d o o r t o J u l i eh a v ea big tree

w h i c h b l o c k s u l i e ' si g h t . l J

N e x td o o r t o S a l l y n d B o b i s a n u r s e a called ulie J

w h o i s n ' tm a r r i e d .

S a l l y n d B o ba r et e a c h e r s a

w h o h a v et e e n a g ec h i l d r e n .

T h e Br o w n f a mi l y l i ve n e xt d o o r to a baby

w h o c r i e s l o t a n d w a k e st h e m u p a t a night.

T h e r ea r e a c o u p l eo f te a ch e rs t no 30 a

w h o s ec h i l d r e n r e a l w a y s a v i n g a h noisypar ties.
105

Intermediate Grammar Games
PearsonEducationLimited @ J Hadfield 2003

EEnelative clauses
MAIN CLAUSECARDS (continued)
F---------

RELATIVE CLAUSECARDS (continued)

T a m m ya n d J u l i el i v eo n e i t h e rs i d eo f a house

wher e ther e ar e often teenagepar ties .

w Ta m m yg e t s c r o ss i th F e l i xa n d Jo d ie
ll ll f---------------r-

who havever y noisypar ties.
---------'l I

i T a m m yT o m k i n s s a y o u n g m u m

w h o h a sa s m a l lb a b y .

w T a m m yi s t h e t i r e d - l o o k i n g o m a n

w h o s eb a b y c r i e s l l n i g h t . a

At n o 3 1 t h e r e i s a h a i rd re sse r
i
I

w h o h a sa s m a l lb a b y .

m O l i v i a ' s u m i st h e h a i r d r e s s e r

h i w h o d o e sJ u l i e ' s a i r .
I I I I - - - - - - - * - l

i

i I T a m m ya n d O l i v i al i v e i n t h e h o u s e w h i c h h a sa s a n d p i ti n t h e g a r d e n . i I
I I

---------i i
Ta m m yd o e s n o t l i ke th e ca tsn e xt d oor w h i c h a r e a l w a y si n h e r g a r d e n .
---------J

i I
I I

i
I I

T a m m yh a sa n e i g h b o u r

w h o m s h ed o e s n ' tl i k e .

I
I I I

i V i o l e tP e r k i n ss t h e o l d l a d y

w h o l i v e si n t h e e n d h o u s e .

h M r s P e r k i n s a sa h o u s e

wher e ther e ar e 14 cats.

M r s P e r k i n s o m p l a i n s b o u tt h e b a b y c a next d o o r

whosecr ying keepsher awake.

lntermediate Grammar Games
PearsonEducationLimited @ J Hadfield 2003

ElI nelative clauseswith extra information

who

who

who

who

who

who

which

which

I I I I I I I I

which

which

r^/h rrh vvt ltlt I

I t
I I I I I I I

which

'----'I
I I I I I I I I

I

where

w h e re

wher e

i
I

wher e

.___l

I

where

w h e re

whose

whose

.---J

I

w h o se

w h o se

whose

whose

- - t -|

- - - - - - - -

|

|

---------------------J

I

that

that

that

that

107

to Welcorne BangkoK l'-- '9_ bankrobber uncle tlatI(lK()K ---------i- A u s t r a l iV ./ a\ i Fl ' pnson Af r ica lighthouse ---------.6 :3/ sister br other dentist ffi Llrtl.:ll:lT. ==Q4 ----1 I >H:: --" l-.:J"r.."". ES i) bank car g i raffe saling i 108 i d un c i n g i .[fi IH.r->.PICTURE CARDS 6.ji ?ffi .T::.. E4 nelativeclauses with extra information DOMINOES.].1 F3 .

/r8- 4 Ee. 2\-u6 -# .Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEQuestion tags c= :"o / IM. ffiq w .

....Irll ...-L ....-l.........lntermediate Grammar Games PearsonEdutation Limited @ J Hadfield 2003 EEQuestion tags TAG CARDS canyou? h a veyo u ? i s n ' ti t ? h a v e n ' ty o u ? I I I i i s n ' th e ? do you? doesn' tit? d o e s n ' th e ? I I I I I I I I I I t s n ' t s n ea isit? ar e you? don't you? i I I I a r e n ' ty o u ? s shouldn't he? i c o u l dy o u ? ii I I I won't you? didn'twe c a n ' ty o u ? did he? i I will you? I I I lttl L .............J- n e e dl ? h a sh e ? h a s n ' th e ? c o u l d n ' ty o u ? 110 .

_ EE Sophie \e /@ A. t'> I Tamarq I . F l l =l L .lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEVerb + preposition GOSSIP PICTURE OFFICE t------' Alex Troceg o'y Lerog Crotq HongMer Tom Sarnqntha Parvq!i Torrrny Roshrd E1F EE l.

. d s e c r e t l y r e a mso f b e i n g a n a cto r? f i sa p p l y i n g o r a n e w j o b ? . c o m p l a i n e do t h e c o m p a n y i r e c t o ra b o u t h e r b o s s ' s e h a v i o u r ?.. . be l i e v e sn a s tro l o g y? f h h a d t o a p o l o g i s eo t h e b o s s o r s c r a p i n g i s c a r ? t t d . . b i s l o o k i n ga f t e r t h r e e d o g sa n d a p a r r o tw h i l e h e r a u n t i s a w a y ? i c r a s h e d n t o a tre e l a stw e e k a n d w reckedhis car ?. ha s n ' tt a l k e d to h i s n e xt-d o o rn e i q hbourfor 20 year s? jokes? go t p r o m o t e d b e ca u se e a l w a ysl aughsat the boss' s h An d W H O d oe sth e ca t b e l o n gto ? .. last night and was askedto leave? s h o u t e da t t h e w a i te r i n a re sta u rant i s n ' ts p e a k i n go h e r s i s t e r ? t wa s t h r o w n ou t o f a n i g h t cl u b l a stweekend? i s t h i n k i n ga b o u t m o v i n ga b r o a d ? wr i t e sf a n l e tte rsto fi l m sta rs? i s s e a r c h i n go r a n e w h o u s e ? f i s p a y i n gf o r a t r i p r o u n d t h e w o r l d f o r h e r m o t h e r ? i s l o o k i n gf o r a h u s b a n d ? i s w a i t i n gf o r a p l a c ea t u n i v e r s i t y .. i .lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEVerb + preposition Who .? . . . . a s k e df o r a p a y r i s el a s tw e e k ? . .

! r.Intermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 EEVerb + preposition oF AL rV . FECI:e cXoGcr I 9.! -a-+:E-o a. a' J-LAL Qtr.S b fI v n. R -v TFgEE li g.r X . fl (ou o_P i f*F c..E 3 =< o s=E o{ - x9 I t:E.+ q J (tc e< E -I! J l_ ttl v>J b.= 3.U O -: t .XP rV.Yooot f+.I : =" vi-Lro ---? P . ar ' f oI Q ' -.'"i. P E* -F: oi. (J R 3gE ?E9€ i ).r.... r 9H:ie9 o .o f 6 L . € o-l h-'f i=# 55 IIJ(o ot-r.. L 5 u6uT > IMF Ha E s ' o_v 5g.e3E X c f f9g_dn E t". .PP L -..9 ro{ IE.^-L y> I e f*'BPn (o 6 i. L- i: .'O g> d5s E o c^ >! ?* =:: |!d ur.-X X i l-c .ei. !> r\. # 9i.= t> ! c o F_o ='O> >> 9 6'-o 5 q.9 r(.rrY > t >.25 IJ (o.iJ EYv ^vt P -C ..9 i. C') E(') g *9 l€ Y foo o o-c >.eb >=E ..l it!.a ./t _ n'.lg.^ f o- o) C > ' ( TvJ .7 r p Eil c. Ol k..v+.9X Y+t !0J= k'= v Y(^(^ Ar qJ. v--vs .l d > 3E _LU -. _ o c )-L ? "-'P Lts t-r ..Oc cE(oe n'Y Q cE Xl-.!3 r.tll+. ro|rJP o silg I< o 113 .' >=P(o o>'6 ) ='2 o oJ (J J-F+. \l/ si€# = i5 { =xsi 5 F c >i E Y.\.g (o (o b! A< .frY....8 9 SutS-O (o (J IJ g*.. e# 3 =H 3 o-Vp ) (of IIJ (o x-Y SF o U ><-c (od c) n f ?F L |-...GG .) c *Egr* ()E ^.g \F 6 >ro o. 9. o) 93 '. P -=J-P E:8b b s I n'= o-o-o ar--c Lj-Pttt E 8P E a .Pg 6 4l-\F (/1 9=: E (J . 9.. 5 f I3_E (.Y >\.. .8 u') L dUp (EJ* yo. s .= tr s =F fr:\ro r >.9 ?q. = = u) r \ *- O (u.- -c>o _r .3 (o c tl .I.. i..sroooro >.Lt.: U O 5 )a+r+.

-.--..lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EZ nOjective + preposition CARDS ADJECTIVE CARDS PREPOSITION ADJECTIVE CARDS PREPOSITION CARDS hopeless at jealous of envtous of suspicious of aware of bad at good angry w i th annoyed with a n n o y ed by delighted delighted w i th I rtl amazed by amazed at sorry for impressed i------..---..--...-i- by fam ous for r e s p o n si b l e L---------------------J- fo r i nterested tn 114 .

-__l |" I I I I I I I i disaopointed by I I I I I I disappointed with i a fr a i d of I' I rl scar ed of '---'l surprised I by furious with excited by I' --t---___--_ rl wor r ied _____t_ by shocked L---------------------l by proud 115 .Intermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 EZ nUjective + preposition ADJECTIVE CARDS PREPOSITION CARDS ADJECTIVE CARDS PREPOSITION CARDS capable I I fond full of T tir ed of keen aston ished by I I i a s t o ns h e d r I I similar d i f fe r e n t f ro m I crowded ----iI rl with .

Nffi eomt ...ffi rm /i*@ tg. Tg<t @ v .lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EZ nUjective + preposition BOARD PICTURE $o'. wfi..

r cong atulations on proof i of damage to r eaction to a demand fo r a r eason for d e t ai l s of a relationship with a dream L about responsibility for an example of a nse tn a fall in the solution to 117 .Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EE ruoun+ preposition NOUN CARDS I I PREPOSITION CARDS NOUN CARDS I PREPOSITION CARDS I I t h e a d v a nta g e s tlrl -L of 'l!l - .l I I an increase l- ini { I I I I I I your attitude I ? to ! I I an inter est .l Inr I I a belief in an invitation to t h e c a u se of a need for complaint about a ohoto It i o.

lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEPhrasalverbs 1 BINGOCARDS BREAK TALK BREAK CLEAR SEND CLOSE SHOW SPEAK CLEAN CROSS Card3 Card4 .

.lrl rlrl OFF IN UP -------------1 OUT UP ON AWAY UP 't:l ..1 OFF ON UP UP 119 .Intermediate Grammar Games Pearson Education Limited @ J Hadfield 2003 EEPhrasalverbs 1 CARDS PARTICLE DOWN OFF UP FOR DOWN OV E R OFF UP UP BACK OVER UP I I DOWN OFF I I I I I I INTO UP OUT UPIUP I I .- OUT ..-!......-L ....-r.lrl.... r lll ON -l----J 3i UP UP 4 ON IN DOWN ........ ON ...- OFF ........

discuss I I I (rnlK OVER) put in writing (WRITE OWN) D d i v i d ei n t o p i e c e s ( C U TU P ) consider (rHrNK OVER) ri I 1i ti . i I I I I .... o d (GET N) O .- l e a v et h e g r o u n d ( r A K EO F F ) 120 .. i i I I I i I stopdoing something (G|VE P) U manage...I Lr- get rid of mess (CLEAN P) U s p e a km o r e l o u d l y (SPEAK P) U be careful ( L O O KO U T ) +-r 4 s t a r tl i v i n gi n a n e w h o u s e (MOVE N) r d continue oing ( c E TO N ) I c o n s u la d i c t i o n a r y t ( L O O KU P ) collect ( P r c KP ) u get older (GROW P) U complete ( F r L LN ) r s t o pw o r k i n g (TURN FF) O refuse (TURN DOWN) I I I d isca rd (THROWAWAY) w s t a r ts o m e t h i n g o r k i n g (TURN N) O I stopsleeping ( W A K EU P ) i i I I I I makeunconscious (KNOCK UT) O remove (TAKEOFF) (cRoss our) delete s e ei f c l o t h e s i t y o u f (TRYON) f i n i s hw h a t y o u ' r ee a t i n g (EATUP) I telephone (R|NG P) U . i return (Se BACK) ruD i i get brighter (CLEAR Up) get out of bed (GET P) U find out moreabout ( L O O Kr N T O ) boast stopoperatrng (sHow oFF) (cLosE DowN) get into your clothes (PUT N) O r.! .Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEPhrasalverbs 1 PARTTCLE CARDS(DEFTNTTTONS) r sea cn ( L O O KF O R ) explode ( B L O WU P ) postpone ( P U TO F F ) stopworking (BREAK OWN) D a r r i v eu n e x p e c t e d l y (TURN P) U finish (BREAK OFF) I I .

.i . . . . . .. . . . . . . . .. . | | looked I I . I I I t I l ' v ed e c r d e do g t v eu p . . . . . n o w i t ' sg e t t i n gl a t e E a t. . I I cleaned I I I . . . . . . out on the list. . . for the interview. .o f f . . . . . ---------l 121 ..d o w n o n a s c r a p f p a p e r .o f f t o t h e n e i g h b o u r s . . | ^. . . c T h e m a n a g e m e n tl o s e d S i to v e rt h e r ea n d f i l l i n . . . . . . . I H e s a i dh e w o u l d t h i n k o v e r I I I I ' v ed e c i d e do g i v e t t" I I . . I t r i e do n . . d t I T h e m a n a g e m e nc l o s e d o w n i You can throw away . . . . . . .. W e a g r e e dt o t a l k I s e n t. ... . .. . . | | s e n tb a c k. . . .d o w n . . . . . I I o d .o f f . . . . u p n o w i t ' sg e t t i n gl a t e . . . .. C a ny o u t u r n o n I turned i" w " t "or""d to talk . .u p .n t o 1 0 p i e c e s . .o n f o r t h e i n t e r v i e w .a s i t d i d n ' tf i t . . C r o s s . .. . . Thebomb blewup i S h ec u t . .. .. I C a ny o u t u r n . . u Hewrote down Heshowed .. . . .. . in the telephone irectory. I I I I I H e s h o w e do f f . I I u S h ep i c k e d p .n .a w a y .. . . . ..please? . . . . . i take off . and hangit up in there. . . . . . . . . . . . . . S h ec u t u p .. .. . I s n e p r c K e o. . . . . . I t l o o k e du p . . on please? Y o u c a nt h r o w I t u r n e do f f . . . .. . to the neighbours.o n b u t i t d i d n ' ts u i tm e . . . d . . . . . . . .o v e r . off. I I I . .o n t h e l i s t .o n a s c r a p f p a p e r . T h e yp u t . . .o v e r .u p . I T h eb o m bb l e w . . . . .. . S i to v e rt h e r ea n d f i l l . ! S h ep u t I .o v e r . . . . . . . .u p i n t h e t e l e p h o n e i r e c t o r y . .u p i n t o 1 0 p i e c e s . I I I I I Hewrote .. . I i E a tu p i ig I I I 4 .. . . o ..d o w n . . asit didn'tf it. . . . . . . b u t i t d i d n ' ts u i tm e . . Cross ut Iturned . . . I take I . . ... .. ... . . . .u p .. . I turneddown .u p . . . T h e yp u t o f f .. . ... . . . . . . They quarrelleda lot so they broke off H e s a i dh e w o u l d t h i n k . S h ep u t o n .i . . . . . .lntermediate Grammar Games PearsonEdu(ation Limited @ J Hadfield 2003 EOPlrrasalverbs 2 S E N T E N C EC A R D S r--------I !1 I a i they quarrelled lot sothey broke t' . .o f f a n d h a n g i t u p i n t h e r e . .. . I cleaned p . . . . . . . . o . . . back. tl 1l -----t----- | | tried I I . .

l : I I t the car the cake th e ca ke the matter the matter sugar sugar a new dr ess a new dr ess the mess the mess the party the party the problem the problem her number her number I theshirt -F .-.. it'it it -------i------------J I I I I it itiit I I I I I it 122 .Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EOPhrasalverbs 2 OBJECT CARDS I I I I I the relationship the relationship the car .. ..--.--- the shirt .---l- his new car h i sn e w c a r it ttl rl it it it I I I I I I I I I I I I it trt: --F-------rrrl tll .---..

lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EOPlrrasalverbs 2 CARDS (continued) OBJECT t h e o l d f a cto ry th e o l d fa ctor y t h i sf o r m t h i sf o r m that old box th a t o l d box the radio the radio the television the television your coat your coat her name her name h i sn u m b e r h i sn u m b e r I the litter the litter his offer his offer the hat the hat yourfood your food it it tl tl it it it it it it 123 .

g. put the NOUN cARD back at the bottom of the pile and mlss a go. put both cards down on the table. but continue the game until all the cards are paired up. then put the cRysrAt. sayingthe sentenceon the card (if there is one).' or 7 He can then take the NouN cARD and lay it on the appropriate sentence. 6 If any piayer has a suitable spEECHBUBBLEcARD to complete the cartoon.g.g.' 'People or will liz.Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 Rules sheets r------------l-------------l i f nrticles in general statements i 4 will Rules 1 There are t\\.. There is also a bas and an ANSV/ERKEY.' is a sensible sentence.e on Mars by 2500. 10 When you have finished you can check your with the aNswER sentences t<sy. e.tn cARDS from your hand. If not. 5 Player 1 begins. 'A dog is man's bestfriend. 3 Put the cRysrAL BALL cARDS face down in a pile in tne centre. 6 Try to make a general statement using the NouN caRo with one of the anrtcr-s ceRos from your 'Cantels hand. 'The weather tomorrow will be sunny. saying the phrase in the bubble. 8 The first player to get rid of all their cards is the winner. e. 1 0 The person who gets rid of all their cards first is the winner. 7 Place the two cards together to make the cartoon at one side of the tablc. Take a NouN cARD from the bag 'the and read it out. their ARTICLE i 2 Articles in general and i particular statements I I Rules | i I | I | I I I 1 Th. Thke the top NouN ceRo from the pile.. As the game goes on) and you have fewer TIME cARDST will get harder to make a sensible it sentence! In these cases the group can decide whether a sentence is sensible or not. e.taI. are two sets of cards: sENrsNce canos and NouN cARDS.BALL cARD back at the bottom of the pile. 9 At dre end check your answers with the ANS\rER KEy. 8 Then it is the next player's turn to take a card from the bae and read rt. Put a prc-ruRE cARDfrom your hand on the table.' Ifyou can do this you can put down both cards. haxe humps to storefood. I | i i I t- . e. music' or'music'. The other players try to fit the NouN cnRo into one of the blanks on thelr sENTENCEcARDS.E.' on. at 4 You may look at your cards.BALL caRos combine more sensiblv with some TIME cARDSthan others. There is also an ANSvER Kry. 5 Player I begins. and say the sentence.tg canos and CRYSTAL BALL CARDS.'osetsof cards:. Some cRys.g. 8 If you cannot make a general statement. 3 Put the ANSTTER face down.g. e ffr" player who can do this correctly must read out the sentence) e.'. 9 Then it is the next player's turn. 5 Player I begins. Turn up a cRysrAL eaLL ceRD from the pile. 4 You can look at your ARTICLEcARDS.'Children should be seenand not heard.'The weather tomorrou will be rainy. but'The weather in two years' time will be rainy.qR-ttct. 2 Deal out the Trl. 4 You may look at your TIME cARDS. Miss a go if you do not have a PICTURECARD. play 'I loxed the mtrsic they played last night. i I Rules 1 There are t\{'o setsof cards:-tIl. canos and NOUN CARDS. + pnt the ANS\x'ER icny face down on the table to use later. 3 Put the Noux carus face down in a pile in the centre.floxe. 2 Deal out all the anrrclE cARDS. | | I 9 The player who fills up their sENTENCE cARD first is the winner.' is not. place it on the tabie with the IICTURE cRRo. 2 Deal out all the prcruRg and sprecu BUBBLE cARDS to all players. Use it to check KEy your sentences the end.'If nntsic be the food o.rE cARDS. 5 will and going to Rules 1 There are two sets of cards: ptcruRl cnRns and SpEECH BUBBLE cARDS. 9 Then it is the next player's turn.' 7 If you can do this. 10 The first person to get rid ofall cARDS is the winner. I I I I . I lut the NouN cARDS in the bag. 2 Take one SIINTENCB caRl each.'. 6 Try to make a (sensible!) prediction using this card together with one of the rtl. 5 Player 1 begins. | I I I I I .

8 You can then place your card at the bottom ofthe pile.lls counters and a dice. 6 When you land on a square (e. 'Hazte you been to America recently?' 7 You can ask the question to any other player and they should answer it. Shake the dice and move your counter the appropriate number of spaces on the board. not iust the ones asking and answering) can make notes about the repiies on their susPECT LIST. 10 If anyone runs out of cards they may take another from the top of the pile. You will aiso have counters and a dice. e. The burglaries were committed by the people on LIST. you will have a BRoAD SQUARE BOARD.one set of cnrlrtNaL CARDS. Discuss the information (quietly so the others don't hear!) e. Each pair will have one susPECT r-tsr and one counter.tsr and choose a name. 7 The first pair of players to find out are the winners. Choose the right tense. 4 Al1 place your counters on srART. (turning up the card with the paint fingerprints): 'Aha. The pairs may look at their cards. who shouid answer it. 3 Shuffle all the rrus caRos and place them face down in a pile in the centre.9. 9 Present perfect and past simple Rules 1 You will have a IICTURE BoARD) two sets of :lt. e. 2 Shuffle all the BvrNr ceRos and deal out seven to each piayer. select a card from your hand (e.'recently') and make a question using the present perfect. 8 The first pair begin.g. so the burglar had beenpainting!' Note down the information to remember it. 4 Place ail counters on srART. 4 Place all counters on srART. the SUSPECT 6 The obiect of the garne is to find out which crirninal burgled which house.lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 Rules sheets 8 Present perfect Rules 1 There is a qursrloN BoARD and two sets of EVENT cARDS.g.one set of cLUE cARDS and a dice. 13 The game ends when one pair have correctly matched all the names on the list with the house numbers. 10 The winner is the first player to get to the end ofthe board. 5 Player I begins. 8 You can then place the card at the bottom of the pile. 3 Place the rest face down in a pile in the centre.g. 5 Player I begins. Players (all players. 9 If you cannot make a question' the turn passes to the next player. e. 11 The winner is the first player to get to the end ofthe board.what Joe Bloggs. the word(s) on the card and the word(s) on the board.'America'). 12 Then it is the next pair's turn. 125 . down on every house on the BROADSQUARE 3 Deal out the czuMINAL ceRns equaily to each pair. take the top card from the pile and make a question using the word or phrase on the card and the picture on the 'Did you break board. and it is the next player's turn. Place it face down on the table. Then replace the cLUE CARD face down. you can consult the suspECT r. 2 You will also have an ANS\rERxev. 5 Imagine that a burglary was committed in each house in the square at 8 o'clock last night. 11 If you land on a question mark./hat had you been doing up till the crime) and then?' The player holding the Joe Bloggs card must answer. 10 The cLUE cARD gives information about something that was found in that particular house. your leg when you were a child?' or'Hatte gou etter broken your leg?' 7 You can ask the question to any other player. Shake the dice and move your counter the appropriate number of spaces on the board. 9 Then it is the next player's turn. turn up the cLUE cARD that is on that house and look at it without lettins any other player see it. 12 Past perfect continuous Rules 1 For your group. 'Joe Bloggs. and use it to check that the questions are correctly formed.g. 2 Without looking at the cLUE cARDS. 6 V4ren you land on a square. CARDS.g. Then ask the suspect were tou doing at 8 o'clock last night?' (the time of 'lY. 9 When you land on a house. place one face BoARD. Shake the dice and move your counter the appropriate number of spaces on the board.

'My house is smaller than yours. e. 7 Then it is the next player's turn.'.. e.. 9 The winner is the player who gets rid of all their ACTTONCARDS first. nty father would go 'If mad.' as suggestedby the picture. (turning up the picture of the snow) 'I..g. 8 Then it is the next player's turn to turn up a card from the pile.' I were hint. Start a sentence beginning 'f with ..g. completing the sentence. 2 Shuffle the cards (keeping them in two sets) and put both sets face down in piles in the centre.s. 8 The winner is the player who collects rnost cards... 3 Ali place your counters on seuARE 1. If not. the group should decide which is best.f it snou. 5 If two or more players make a sentence simultaneously.'. is . 'Mt car is the biggest.. 7 If two or more players offer endings. 4 All playcrs try to make a sentence combining the two ideas. leave the cards face up on the table and turn up another two from the piles. Turn up an 1F cARD from the pile and lay it on the table.g. But will vou be abie to remember? 20 If . would Rules 1 You will have two sets of ptcluRl cARDS.' 'If I spent that mttch money on a dress.' e.g. or you can compare the object with that of another player by saying'. 'My ring is more expensiaethan yours. zl Player I begins.. is the .My . Then any card can be combined with any other on the table. then the group as a whole should decide which is best and award the cards to that pla1'er.'You can say this to any other player or to the group as a whole. Turn up a card from each pile and put them on the table where everyone 1n the group can see them.... 7 If no players can think of a sentence.' 6 You can throw away both cards.. 126 .. (turning up dress and man): 'f 1 had a rich boyfriend. 5 \7hen you land on a picture square. 4 Player I begins. e. keeping them hidden from the others. You can either say 'My . cut or tear them into individual cards. e.. I uottldn't wear that to tlrc oIJicc!' The first player to make a sentence combining the two ideas can collect the cards.lclctx cARDS. I toottld btty that dress. If they can't decide.' 5 The player with an ACl-roN ctARDthat matches can produce it. 6 If your statement was correct.-est.'. we'll go sledging. the teacher gets the casting vote! 6 Then another plaver can turn up two cards for everyone to see. 3 Player I begins.Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 Rules sheets 18 Comparativesand superlatives Rules 1 You will have one copy of the cue BoARD and eight plus counters and a dice.. 21 If . laying down the card from your hand so everyone can see it. will Rules 1 You will have a set of n'ctaRts and a set of . NOTE At first you will all be making guesses! But as more players have to show their cards you will know who has the biggest / smallest / most beautiful etc. sets of DIFFERENCE CARDS... The other piayer(s) you are speaking to must lay their cards down too.'.g. select a card from your hand that matches the object on that square and make a statement about it using a comparative or superlative.-er than yours. 2 Deal out the ACTToNcaRls and put the 1F cARDS face down in a pile in the centre. you can throw away your card. Shake the dice and move your counter the appropriate number of spaces on the board. 3 You may look at your AC'rroN cARDS.. you must keep it. 8 The winner is the player who gets rid of all their cards first. Each takes two strips of DTFFERENCE 2 canos with the same number at the top and.

lay both cards down on the table and say the sentence.g. 5 Player 1 begins. cARDS.g... 3 Thke one MY LtpB suss-r each.g. e.' or have met my wife!' 8 Then replace the ourcoME cARD at the bottom of the pile and write down the situation and your f sentence on the MY LIFE SHEET. 4 Leave the RNsvsR KEy face down on the table to use later. 11 At the end of the game you can check your answers with the ANS\rER KEy. if turned it down .'. 12 When the time limit is up. would hate sentence about the situation described on that square.' the lesson 7 The other players try to produce a suitable card from their hands and complete the sentence. l. I wouldn't alford a neu car.'. 11 The object of the game is to get as many events as possible on the MY LIFE SHEET. Throw the dice and move the appropriate number of squares on the IF AND I. turn up a card from the appropriate pile (tn or wnrN) and begin a sentence. Turn up a card from the pile. as a prompt tell the new people about your 23 If and when Rules 1 You will have two packs of cus canDs and an /JT AND ITIHEN BOARD. found in Austalia. I'll go home. e.'Coffee is grown in South America. (using the picture of the house) 8 The first player to make an acceptable sentence can lay both cards down as a pair and take another card from the pile at the side of the board.' e. landing on the ffired a goodjob in London but you turned it down' square.Add your feelings 'I was ffired a job but I about the situation. 8 If not. Using the MY LIFE sHEET 'life'.. 13 Your teacher will change the groups around so you are with some new people. The ourcoup ceno wili tell you whether to make a happy ending or a sad 'You zuere one. and place the piles face up on the appropriate rectangles on the board. 9 Then it is the next player's turn.. 4 Place all your counters on SQUARE 5 Your teacher will set a time limit for the game. (picking up the picture of the lesson) 'IVhen ends. look at the events you have written down on the MY LIFE SHEET.Y/fIEN BOARD. a set ofourcoME caRls and a dice.g. you could say'If I had taken thejob. Imagine this is your iife. 2 Divide Pack I into two piles. the ENDINGScano you have 'I{angaroos are turned up and a passive verb. '. 10 The winner is the player pairs ofcards. at the side of the board..Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 Rules sheets 22 If . e. 7 V/Lren you land on a MISSEDOPPORTUNITIES take an ourcoME cann from the pile and make an If . square. would have Rules 1 In each group you will have a MISSEDoPPoRTUNITIES BoARD. you must put the ENDINGScaru back at the bottom of the pile and miss a go. 3 Deal out four cards for each player from Pack 2 and put the rest face down in a pile. 9 Then it is the next player's turn. e. 9 Then it is the next player's turn.I'm glad about this because I had taken it. 6 1ff4renyou land on a square. 2 Place the ourcortE cARDS face down in a pile in the centre. ri and wnnN.. Decide in what order the events happened. Variations are possible. 2 Deal out all the BEGINNINGS cARDS face down in a pile in 3 Put the ENDTNGS the centre. Shake the dice and move your counter the appropriate number of spaces on the board. 6 Player 1 begins. 10 The winner is the player who has made the rnost sentences. and for each player a MY LIFE ssss-r and a counter. 'Pens are usedfor writing. a set of 1 You will have a set of BEGINNINGS ENDINGS ceRos and an ANS\uERKEY. 10 If a player lands on a square that someone else has already landed on they must make a different sentence. who rnakes the inost 25 Present passives Rules cARDS. I wouldn't haztemet my wtfe!'.' 7 If you can do this.g. Number them in the order. 127 . Try to make a sentence using one of the npcnNncs CARDSfrom your hand. 5 Look at your BEGINNINGS 6 Player I begins. 4 All put your counters on seuARE t.. I uould have been able to 'If I had taken that job. cARDS to all players..

isn't it?' Variations are possible. 3 You may look at your TAG cARDS. 2 Deal out the BEGINNINGS 3 Put the r. 35 Question tags Rules 1 You will have a pICTUREBoARD and two sets of TAG cARDS. 7 You can then throw away the TAG cARD. cARDS. 5 Player I begins. Throw the dice and move your counter along the PICTUREBoARD. 5 You may look at your BEGINNINGS 6 Player I begins. You can do this at any time as more information becomes availabie.v. you can lay both cards down on the table to make a sentence. 3 Deal out the RELATIVE 4 Place the MAIN cLAUSE caRos face down in a pile in the centre.L\IN cIAUSE ceRr from the pile. e.g. 5 \'X&en you land on a picture you should choose a card from your hand to go with the picture and make a tag question. 10 The winner is the first player to get rid of all their rRc CARDS.Variations are possible the important thing is that the correct form of the verb has been used. Tirrn up a I. If any player thinks they can complete the sentence with a ruuqTrvE cl-{usE caRr from their hand. 7 Then lay the compiete sentence out on the table where everyone can read it. they should produce the card and read out the complete sentence. cARDS. Turn up an ENDINGScaRp from the pile. 2 Deal out all the r. You might want to change some of the sentences you made earlier. 8 As you all find out information about the occupants of the houses. hazteyou?' or'This is an English d5 note.c canos and put the PICTURE BOARDin the centrc. 9 The winner is the first player to get rid of all their ENDINGS cARDS. 7 If not. 9 Then it is the next player's turn. (landing on the d5) 'You can't lend me {5.' or'I'd like to take the money. The group should choose the one they think is best. 6 There may be two or three players who think they have appropriate endings. you will find out more information about the occupants of the houses. can you?' or'You haaen't got d5.usE canos and a STREETpICTURE. and the BEGTNNINGS 'He refused ENDINGSCARDyou have turned up. set of 1 You will have a set of BEGINNINGS ENDlNcs c. 10 At the end of the game you can check your answers with the ANSwERx-e. Try to make a sentence using one of the can-os from your hand. keep all TAG cARDS and miss a go. 8 Then it is the next player's turn. set of a RELATIVEcLA.' Ifyou can do this. but the question must make sense! 6 The other players should answer the question.q. 4 Leave the aNsweR rcv face down on the table to use later. 8 If you cannot make a question. . 33 Relative clauses Rules 1 You will have a set of MAINcLAUSE cARDS.Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 Rules sheets 31 Verb + -ing or + to Rules a cARDS. to take the monel).lnos and an ANS\ilERKEY. you should discuss why they all disagree. 4 Player 1 begins. e. cIAUSE cARDS to all players.NorNcs ceRns face down in a pile rn the centre. 2 Put the sTREETpICTUREin the middle where vou can all see it. you must put the ENDINGSceru back at the bottom of the pile and miss a go.g. write the names and jobs of the people who live there below each house on the STREETPICTURE. 10 The winners are the first group to find out who lives in which house and why they disagree. You will also have counters and a dice. 11 $[hen you have finished the game and all the sentences are laid out on the table and you have decided who lives where. 9 As the game goes on.

Sign up to vote on this title
UsefulNot useful