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Elementary Grammar Games

Elementary Grammar Games

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Elementa ry GMMMAR Games
A collectionof grammar gamesand activifies for elementarystudenfsof English
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Introduction Teacher's notes L aotan 2 alan or the (l) 3 alan or the (2) Countable and uncountable nouns 4 Personalpronouns: subject and object (1) 5 Personalpronouns: subject and object (2) 6 Possessive 7 adjectives: my, your, his, etc. Possessive B t pronouns: mine,yours) his, etc. Possessive 9 10 be: afftrmative and negative be: yeslno questions 11 be: wh- questions L2 this, tltat, tltese,those L3 have got: affnmative and negative 14 haaegot: yeslno questions 15 ltave got: ult- questions 16 Thereesand There are: affttmative and negative L7 18 Is there...? and Are theye ...? 19 Place prepositions: 'in, at, under, etc. 20 Imperatives Present simple: affirmative and negative 2L Present simple: yes/no questions 22 Present simple: wh- quesdons 23 24 someand arqt 25 H o w m u c h . . . i a n d H o w m a n y. . . ? 26 Quantifiers: much, mamy,a lot of, a few, etc. Frequency adverbs: alzuarys) sometimes) etc. 27 Present continuous: affirmative and negative 28 Present continuous: yes/no questions 29 Present continuous: uth- questions 30 Present simple or present continuous 3L can and can't 32 musL mustn't and needn't 33 was and lJ)ere 34 Past simple: affirmative and negative 35 Past simple: yes/no quesdons 36 Past simple: uh- questions 37 Time prepositions: in, at, on 38 39 Present continuous with future rneaning going to 40 Garnes material Rules sheets
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1 About games
A game is an activity with rules, a goal and an element games) of fun. There are two kinds of games: competitiae or reams race to be the first to reach in which players the goal, and cooperadae games, in which players or teams work together towards a common goal' Language games can be divided into two further categories: linguistic games and communicatiae games. In linguistic games, the goal of the game is linguistic accuracy: in the case of these grammar games' using the correct grammmatical forms. communicative games have a goal or aim that is not linguistic: successful completion of the game involves carrying out a task such as exchanging information, filling in a picture or chart, or finding two matching cards, rather than the correct production of language. However, in order to carry out this task it will be necessary to use language and, by careful construction of the task, it is possible to specifu in advance what language will be required' Games can be used at any stage of the lesson once the urget language has been introduced and e>rplained' They serve both as a memory aid and repetition drill, and as a chance to use language freely and as a means to an end rather than an end in itself. They can also serve as a diagnostic tool for the teacher, who can note areas of difficulry and take appropriate remedial action'

3 About this book
The games in this book have been designed to practise grafirmar) not to introduce or explain it. This book assrrnes that the class has already met each grammar point, and that it has been explained in the textbook or course that they are following. The games are to be used as practice exercises to help students get used to and remember grammarical rules and patterns. They are designed as fun activities to help lighten the load of grammar learning. It is up to you, the teacher, to decide when and how ro use them, but one suggesdon is as light relief at the end of a lesson which has focused on grammar, or after a session doing more traditional, perhaps written, grammar exercises. Types of game 'choice' some games in the book are what could be called games. These tend to be more analytic, based on the conscious application of a grammar rule. In them the players have to choose the correct lingrristic form, rather as in traditional grammar exercise types such as gapfrlling, sentence completion' multiple choice, etc' The difference here is not only that they are in game format, which means they are more fun and lighter-hearted, but also that in most cases there is a context for the game, whereas most grafilmar exercises are a collection of unrelated sentences. The context is very often the students' own experiences, tastes and preferences since I believe that a personal element gives emotional colour to an exercise and this is a valuable memory aid if you have invested something of yourself in an exercise you are less likely to forget it. (Besides which, it's fun!) 'choice' game in the book: These are the types of marching: e.g. matching two words or phrases, matching halFsentences or matching words and pictures or finding other words finding: e.g. finding missing words to make a sentence sorting: e.g. sorting words or phrases into categories ordering: e.g. ordering words to make a sentence collecting: e.g. collecting words of a kind, collecting words that collocate, collecting words to make a sentence : completing completing incomplete sentences or questions competitions: e.g. see how many sentences you can make, how quickly you can unmuddle sentences types: e'g' lotto, bingo' card gatnes and ather familiar ga??xe games Felmanism, happy families, consequences, boarC

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2 About grammar
How do students acquire grafirmatical understanding and '\Jrith diffrculty' is a short answer, but it seems accuracy? to me that students adopt two main approaches (with, of course, all sorts of variants and hybrids in between) ' - those who like There are the analysts and the absorbers pieces to understand how to dissect language into little it is made, and those who swallow it whole in enormous gulps without worrying too much about the recipe' Different types of grammar practice exercises reflect these rwo styles of learning. Some, like gap-filling, multiple choice or word-order exercises, help students understand and practise.grammatical forms by gening them to segment language and analyse its components' Other exercises, like grarnmar drills, work by presenting students with grammatical patterns to repeat and imitate, to help them absorb the language without pausing for too long to analyse it. sorne of the games in this book function more like the first r,vpe of practice exercise' some more like the second.

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work more like substitution drills or pattern practice. In then be played again with different cards. than briefly cards. Teacher's notes with the symbol l. -!.RttEssHEr The teacher's role in all these activities is that of monitor and resource centre. any initial problems caused by unfamiliariry will quickly disappear. where players circulate freely. guessinggames: a familiar variant on this principle. It is best to have the desks or tables in a U-shape if possible. players are given the name and some characteristics of a fictional character. Players have certain articles or cards that they are willing to exchange for others in order to complete a set. involving two partners. a Rules sheet is provided at the back of the book and it is suggested that reachers hand out a photocopy of this to each group of students. so that teachers who experience a great deal of difficulry with the kind of games that require students to move around can piay these games in a more static format. this need not deter you: the traditional arrangement of front-facing desks can be easily adapted to pairwork.jl $ -t9 Other games. These are the types of 'reinforcement' game in the book: information gap games: Player t has access to some information not held by Player 2. but often there is a space big enough for the students to move around in at the front of the class. and may be played as a whole-class information. listening. moving from group to group. or a painvork or small-group activity. Player 2 must acquire this information to complete a task successfully. matching games: these may also involve a transfer of They involve matching corresponding pairs of cards or pictures. while small groups can be formed by two people turning their chairs round to face the people behind them. \7hole-class activities present a little more of a problem. The average length of be dealt with in a feedback many cases the game could different partners or with s a _t . I J. but to provide a meaningfui context . These can then session after the game. but not interrupting or correcting as this impedes fluency and spoils the atmosphere. small-group work. games. and wholeclass activities. . It is a good idea to carry paper and pen and to note any persistent errors or areas of difficulty. which couid be called 'reinforcement. Each student is thus simultaneously a giver and a collector of information. \Mholeciass activities. The games may be played in pairs. opposite another pair. activiry where everyone must r:il'culate until they find a parDler with a corresponding card or picture. involving the whole class. which involve all the srudents circulating freelp can take place in the empty area in the centre of the U-shape. and groups of threes and fours can easily be formed by alternate pairs moving their chairs to the inner side of the U.E E 5 3 E 3 . invoiving groups of three or four or more. or desks can be pushed back to clear a space ir F" centre. These games are indicated in the _l. supplying any necessary language. Games are best set up b-v dernonstration rather by lengthy explanation. noting errors. The teacher should explain what the game involves.3 3 them a little time to study the cards. These games are designed not only to provide intensive repetition of a gramrnatical stnf. It will be found that the idea of the game is probably easier for students to grasp from seeing the cards than from a verbal explanation.\11 these activities require some flexibiliry in the constitution of groups and organisation of the classroom. played as a card game on the 'snap' principle. or in smail groups (where all members of the group have some information). The player with the information deliberately withholds it. hand out the photocopied make sure stLldents have pen and paper if needed. This type of game may be one-sided. Where more complicated card games are played in small groups. . while others guess what it might be. exchanging games: based on the 'barter' principle. All the above activities may include elements of roleplay or of simulation. geting stucients to internaiise ruies by repeating parterns. Sometimes an alternative small-group version of the whole-class games in this book has been provided.cture or structr'Jres. players have certain articles. the repetition has a purpose: students are working towards winning or completing the game. or as a card game on the 'rummy'principle. information. These are not role-plays in the true sense) as the role-play element is always subordinate to the use of language. In these games everyone in the class has one piece of Players must obtain all or a large amount of the information available to fill in a chart or picture or to solve a problem. and then demonstrate the game with one of the students in front of the class. _4 A . searchgames: another variant. or reciprocal (where both players have information that they must pool to solve a common problem). cards or ideas which they wish to exchange for others. In role-play games. 4 Practical considerations C!assrccnn manages'!nent There are three main types of activiry rn this book: oairwork. The aim of the game is to make an exchange that is satisfactory to both sides. and that as they become more familiar with'rhe idea of the games and the techniques used. If it is not possible to arrange desks in this way.and.a a a 4 a 2t ' I time for the games in the book is about 15 to 20 minutes. The outcome of a game is 'closed': once cards are distributed it develops in a certain predetermined way. where everyone moves freely around the room. while role-play proper is open-ended and may develop in any number of ways. give r} $ t s 5 a -5 . Students can then work with the person sitting next to them for painvork. with people at adjoining desks working together.t I T . together with the cards. exchanging and collecting games: an extension of this. These may be played as a whole-class activiry. exchanging articles or cards at random. since these are games not driils.

However. keep them in two smaller envelopes inside the big one. In contrast. for example. check that they are all there. V4rere a very small number of photocopies are needed for a q'hole-class game or where students may write on their cards. 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' responsibiliry to collect up all the cards at the end of the game. it is worth putting each pack into an envelope clearly labelled with the name of the game and the number of cards. this isn't absolutely necessary . 6 . though time-consuming. Finally. and there is no point in coliecting up the photocopies in order to use them with another class when the game is finished. If you have the time and resources. If you have a class set of ten packs of cards. and get the srudents to sort them back into their respective envclopes at the end of the game. some of the games require a larger number of copies and an investrnent of the teacher's time in accurate copying. put them back into the envelope and hand them back to you. to make home-made versions of the materials by getting the students to work with you to draw and write the cards. if you have no access to copying facilities at all.Resource management The resources required for each game fall into two categories: reusable and disposable. cutting up and sorting. obviously printing or pasting the materials onto card or laminating them would help preserve their shelf-life. If two packs of cards are required for a game. Vhat is more important is providing a system to prevent *re materials getting lost and disorganised. it is possible. it is best to treat these photocopies as disposable.I have sets of games materials printed only onto paper that have done *reir duty in workshops all over the world and aren't much the worse for wear after several years.

Vocabulary Food: an: egg. Give each student a copy of the FRIDGE IICTURE.. .J Grammar point alan and the . -J -T J J t IIa or an Type of activity Pairwork. yoghurt. oyster a: lemon. Divide the class into pairs. If your students are farniliar with the vocabulary. letter. I '3 a . the capiral lof Francel) j 3 3 How to use the game Part 1 . J 5 _3 . nlan.we use a before a singular noun beginning with a consonant: a banana . cucumber. e.we \se an before a singular noun beginning with a vowel: an apple . they should leave them lying face up. Copy and cut up one set of ARTTcLEcARDS for each palr of students in the class. Give each pair a set of ARTICI-E cARDS and a set of NOOOCARDS. the sun). Ask each pair to discard the aRrrcr-e canos and spread the pooo cARDS out on the table. . tomatn.st :t J -l Ealan or the (1) Type of activity Small group.g. e.. egg. If any cards are turned up later that go with those already face up. They should not tell their partner which they have chosen. banana. or when we know which of many we are referring to (the Queen lof England)... . If they rLlrn up an ARTTCT c?\RD and a FooD ceno that F go together (e. onion.flower.) If your students are not familiar with the vocabulary leave the words on the cards and practise them before you play the game.the cards must remain the same size as the RnrrcLE cARDS.nge. wmbrella. . pear.we use the when there is only one (the moon.g. tree. ..we can use a or an before singular nouns ..g.1 ! * 1 x -r. (Don't cut the labels off. They should shuffle *re cards together and spread them out face down on the table. Students should select five foods from the n'oon cARDS and draw them in the fridge. or an and orange) they may collect and keep the cards. The players should take it in rurns to iurn up iwo cards. Copy and cut up one set of FooD cARDS for each pair of students in ttre class. a and lemon. Students should then try to guess what is n their parurer's fridge.) Part 2 .apple e 5 t . sausage (These words are proviCecl with pictures on the cards. ? and food narnes correctly.. artiihoke. . carrot. lettuce. e e = ! Other structures None Vocabulary alan: pencil.we can use a ot an before singular nouns . azsocado. ice lolly. white out the labels on a master copy of the page before making multiple copies. . apple. The obiect articles of this part of the garne is to rnatch all Grammar point a and an . matching and guessing games . matching game d .we use a before a singular noun beginning with a consonant: a banana . .1.we lse an before a noun beginning with a vowel: an apple 3 3 3 I : . 'A pear!' or 'An apple!'.. The player with most cards at the end is the winner.ora. '1s there alan . prcruRE for each student Make one copy of the FRTDGE in the class. can collect the two cards and keep them. book. clticken.3 3 rJ Materials and preparation . Check that your students age familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabularv. above. the first player to say the correct article and noun together.orange.. in the fridge?' . The obiect of this part of the game is to guess the foods in their partner's fridge.. plate.a Other structures Is there . If the two cards do not go together. .

. .f LJ I F. bear. to f alan or the (2) gap game completethelayoutdiagrarnintheirMYPARTNER'S zoo picture.rm.. Give each group a set of amcLe PICTURECARDS. Materials and PreParation How to use the game S RULES HEET .) ' e! j: 'Tqi ev) Ar(nl"nl (These wo(ds are provided'with pictures on tlle cards.. If it does (e. sfu).withoutshowingthepicruretotheirpartner' .Eachstudentshould.rrct-E cARDS first is the winner.we use d the first time we mention something: Look . white out the labels on a master they copy of the page before making multiple copies' If arenot. Then it is the next PlaYer's turn.A. or when it has already been mentioned: Look .decidewhichsixanimalsfrom thecardstheywarrtintheirzoorwithouttellingtheir partner. They should draw them in their MY zoo picture. 'Where's the .. information Grammar Point alan and the . can lay the twp cards down.mool'.. e'g' . cARDS and a set of . They may look at their ARTICLE cARDS' . . .-. saying the phrase aioud' . in your zoo?' . on the left.T'heilshouldspreadtheaxurarC.) Materials and PreParation and One Set " copy and cut up one set of ARTICLE CARDS of prcruRs cARDS for each group of 3-4 students in the class. .ostich. A: And where\ the elePhant? ts: At the end.leavethelabelsonthecardsandpractisethe vocabulary before you play the game' . ..at. The player to get rid of her an. The first player to pair it with a card in her hand. Players should then uy to guess what animals are in 'Is there alan each other's zoo. lion. Players take it in turns to take a PICTURE cARD from the pile.. .we use the when we know which one we mean. The player who has taken the card can look to see if it goes with any ARTICLE cARD in his hand' . Get them to pur the prcruRE CARDSface down in a pile in the centre of the table and to deal out the aRlct-n cARDS. Make one copy of both the zoo PICTURESfor each student in the class. according to their partner's answers. They ask each other questions. e'g: A: lX4tere'sthe zebra? B: Betzueenthe lion and the giraffe' A: Oh. kangaroo. antelo'pe. belzueen) Place expressions: ffilright Vocabulary moitk4l' nger' Animals: elephant. If it does not.?'. Type of activitY Pairwork.. cut up one set of ANIMAL cARDS for each pair of students in the class. world. If your students are familiar with the vocabulary. in order l i I . alligator. above' with the . he can lay down the two cards.Qtrcen of England' the: x.-t 'wP t-*- . the obiect of the next part is to find out exactly where each anirnal is.. . Divide the class into groups of 3-4 students' . on (These words are proviced"with pictr-rres the cards. In ord.4. .RDSouttolook. Vhere's the lion then? B: tv"exr to the elePhant. This will involve working out the layout like a puzzle' as pieces of information are revealed. Effii Tozuer' ^ -^. catmel. The obiect of the garne is to pair pictures correctlY.the giraffe has got a babY- I . . ? Whereis (Where's)the " ' ? oryosit4 at theenti' on the nextn. he can place the plcruRn cARD face up on the tabie. zebra giraffe. Give each pair a set of ANIIVIALCARDSand each student rhe t'wo zoc) PICTURES. and complete the picture e... saying the phrase made by the two cards. When they know which animals are in their partner's zoo.er to do this they imagine they are standing at the entrance to the zoo.. the and' moon' or an and apple).there's a giraffe. up articles and Flow to use the game .. . check that your students are familiar with the grammar and poltrt and Other structures in the Gramrnar words listed under Vocabulary. sea.g... by asking questions. .. and make a list of thern. Divide the class into Pairs.g.) Other struct$res a Is tleere ". Copy and. check that your srudents are familiar with the grammar in the Grarnmar point and with the words listed under VocabularY for this game. The obiect of this part of the garne is to'find out which six anirnals are in each other's zoo.

. You can play this as a competitive team game or as a srnall-group card game. buuer. sorting and information gap garoe Grammar point alam and sorme with countable and uncountabie nouns . Say 'Gol' ' !(rhen they have done this. .some are rrncountable (e.vords off if your srudents are familiar with the vocabuiarl'" If they are not. . Check that your srudents are familiar with the grammar in the Gramrnar point and Other structures and with the words listed under Vocabulary. Cut I and 2 apart. watch.apple.we vse some with piural countable nouns (sorne carrots) and with uncountable nouns (sorne milk) If you iike.some nouns are countabie (e. u)aue.? ! -i 4 tt -A tt ^ . in Vocabulary Food: sah.i There'salanlsome . Divide the class into groups of 3-4. flour. her. smile. potatoes (These words are provided with pictures on the cards.he.we use alan with singular countable nouns: a. she. on.ot)or plural (carrots) .) Also: message. them are object pronouns . 'Yj t.. at. ' Give out KITCHEX prC-fURn 1. e ? t '-.we use subject pronouns for the doer of an action: She smiles. Get them to spread these out face up on the table. Tell them that when you give the signal *rey should sort the cards into two piies . < t =l ? :t How to use the game .3l t Y . Divide the class into pairs.g. rectd. They should not show their picture to their partner. they are subiect pronouns . they see E E E ! --"t t-rl Vocabulary Actions: see. . Cut the r. anC ciralv the items in as strange or siiiy places as tney [Ke. 'There's a banama in the flower aase. sink.J. chair. orange.. cupboard table. light. peas. . above.) I(tchen furniture: oase. tea) rice. carrots. her. above. meet. . @ Countable and un(ountable nouns Type of activity Pairwork. to) we use object pronouns: Slte smiles at hinr. tomatoes. E Personalpronouns: subject and object (1) Type of activity Small group. check they are right. i. . . hirn. bread. Give each pair a set of FooD cARDS.after prepositions (e. Tartere's someflour on the floon' The obiect of the garne is for each player to try to draw the food iterns in'on KrrcHEN prcrunr 2.skthem to imagine ths iness.e How to use the game . Students should spread the roon face up on the table.we use object pronorins for the object of an action: She seeshirn.A. following their partner's description. . . ' Each student should mentally select 10 food items (from the rooo canos) and draw them in on the picrure. leave the words on the cards and practise the vocabulary before you play the game. sugar. Check that your srudents are familiar with the grammar in the Grarrrmar point and Other structures and with the words listed under Vocabulary. carrot) an aaocado . she. Make one copy of the KrrcHEN prcrtrREs I and 2 for each student in the class. fridge. carrot). thert . they. . Materials and preparation . Then give out KITCHEN eICTUR"E to each piayer. Grammar point Personai pronouns: he. milk. . milk) . E E { t!a Materials and preparation . Copy and cut up one set ot FooD cARDS for each pair of students in the class. cheese. e. cheer (These words are provided on the cards.rcrunrs) cards for each group of 34 students in the class.J i' it l.g.him.. write. . ask thern to irnagine that some children have been cookireg in the kitchen. cooker.uncountable nouns do not have a plural forrn: milk . ! ll t . cARDS out again. * !t ' Yi * l} "ia Other structures ij Y Y. Give each group a set of rRue RolvrANCE(wonos) cards and a set of TRUE RorvlANCE(rrcrunns) cards.cotrntablenouns can be singular (can. work (noun) . banana. Copy and cut up one set of TRUE RoMANCE (vonos) cards and one set of TRUE RoMANCE (r. biscuits.g. Place prepositions: next to. . ordering game E E E E .countable and uncountable. 2 Each player should then describe their picture to their partner.eaeryone. coffee.g. Other structures Present simple: helshe sees.

. The players may look at the words in their hands but not show them to the others. The group that does this f. make (It makes melyou . He places his own cards under the pile and takes the same number of cards from the top of the pile. holidays. and that three vroRDS cards make up one sentence for each picture. lou hate .). using the words on the cards in these patterns: I (don't) like I loae I believein I hate . Copy and cut up one set of ut AND you cARDS for: each pair of students in the class. letters. . you.ey will need a sheet of paper each. .. and not show their I a !i l i: q I ? 'lo . 'When *te players have made sentences for all the picnrres.. .. Each sentence should be rnade up of three woRDS cards.we use object pronouns for the object of an action or feeling: It makes rne sadlcry. .. zoe are subject pronouns .. it makes me . or . They can use the words on the cards as many times as they like to create different true sentences. . . first. Ask students to spread the cards out face uB on the table. hoppy.) Materials and preparation . ordering game Grammar point Personal pronouns:. sad films. he can exchange some or all of his cards from the vzonos cards on the table. 'fell thern that the prcruREs and woRos tell a story.. . . The students in then select three woRD cards and put them in the correct order to rnake a sentence for each picture... The obiect of the garne is to find wonos to make a sentence that tells what is happening in each of the pICTURES. . Then it is the next player's turn.. ghosts... Ask each gloup ro spreacl il:e picruREs anci the woRDS out on the tabie.rrst correctly win's the game. . they make us . he can lay them down underneath the picrure and say the sentence. they can put them in ttre correct sequence to make the story. .. spiders. He can only do this once at each turn. football. . . tired. The others can comment .agree or disagree. hater loae. *t Personalpronouns: subject and obje{t {2} Type of activity Small group. cry (These words are provided on the cards.we use subject pronouns for the subject of an action or feeling: I like dancing. Ask them to take a sheet of paper and a pen or pencil. to arrange the PTCTURES sequence to tell the story. he takes another three \roRDS cards frorn the pile on the table.. They should deal out seven woRDS cards each and put the rest face down in a pile to one side of the prcrunes. Divide the class into pairs. Player I goes first.. music. If they agree.. Get the groups to spread the rICTURES out face up in the centre of the table. excited. us are object pronouns .Teaa'n game . How to use the game . frightened. ?yte)you.. you.ffi€.. .I. The obiect of the garne is. If he cannot find the right words. Card game RULES HEET S . . Check that your students are famiiiar with the grammar point and Other structures in the Grarnrnar and with the words listed under Vocabulary.) Other structures Present simple: I like . Th. Give out one set of ME AND you cARDs per pair. (doesn't)make I makes me . books. If he has the right woRDS in his hand to make a sentence about any of the ptcrunes. Tell them they will have three minutes to write down as many sentences as possible that are true for thernselves. u)e. and a pen or pencil. above. I. like. you.. dancing. belieaein (ghosts) Also: ice cream. The story sequence is: he seesher I she sees him I he smiles at her I she smilesat him I he utaaes at her I she waaes at him I he writes a messagetu her I she writes back to him I everyone reads the messages I they meet after work I eaeryone zttatchesthem I they all cheer ffariations are possible! Also note that no punctuation is used in the woRDS cards so that the players are not given too many clues. . Vocabulary Feelings and opinions.. sunsltine. us . . They should work individually sentences to their partnef.

daughter. cat Characteristics : zlorks hard. . them out face up on the table. . Check Sat lrcur sl:Cents are fan:ilia: . When the time is up.r -rt . 'i. their tny) .ur! ll-^**^ur&rglicr *^i-+ lrvsr{ ^-. Cut A and B.:1i ? I I -i J ' Then ask them. .vords listed und. etc.IENTS. our. dog. Make one copy of the pHoro ALBUM for each pair of students in the class. brother.aunt. uncle Appearance: tall. intelligent. ice cream (These words are provided on the cards... He has (Sot) . od cook. . individually and as a pair. her. ch. How to use the gas'ne . Grammar point Possessive adjectives: your". aunt. The obiect of the garne is for each group to arrange the sENTENCE FRAGMENTs into as rnany sentences as possible that are ffue for their group. its. Each student should take one FAMTLyrREE and not show it to their partner.apart. . working individually for three minures. Ask them to compare their sentences. attract'izse. brother. Y . cousin.) How to use the game . husband. . son.\GMENTS for each group of 3-4 students. car. .. find out which group has made the most correct sentences and ask them to read theirs out. 's El Possessive Type of activity Pairwork. e ? = I I -'a a Materials and preparation . his mother Vocabulary Famiiy reiationships: mother... ask for the totals. say five minutes. grandfather. Divide the class into groups of 3-4 students. sister. small. Make one copy of the FAMTLvrREES A and B for each pair of students in the class.J 3l Possessive adiectives: ffiY. football Possessions: bike. The obiect sentences of the garne is to rnake as many true as possible in the tirne lirnit.. e. Divide the class into pairs.. At the end of the time limit. arranging game Grarnmar point Possessive b . go good at dancing Also: group. (doesn't)make I makesyou . Give them a time limit. beard.g: You (don't) like I ltate I love . to use the cards to make as many sentences as possible that they believe to be true about their partner. Set a time limit... Give each group two sets of sENTENCEFRAGA.rrl -! Materials and preparation . Then ask each pair to use what they have found out about each other to write as manv sentences as oossible that are true for both of them: We (don't) . Ask thern to spread. or . Type of activity Small group.we use possessive adjectives beforc nouns: wt3t sister.-. \[hen you say'Go!' they may begin. i: T a -Ji lt -v 'i 'il E E It : . The pair with the largest number wins the game. .^-J allu r I with the r.. Give each pair the FalvtrLy rREEs A and B. gre at aunt I uncle. .J 4rls A+L-< vurla ctu!r^Gr-^^ 9ugvlall\. . (doesn't)make I makes us . Ask each pair to read out some of their sentences. . information gap game ? ? '!a E E . brown hair.with more than one name. copy and cut up two sets of SENTENCEFR. glasses Interests: reading. above.. . youn his. wife. -) -/t A A I 11 . He likes reading lfootball. . . great grandfather I mother. .his. . .ad* the grarru::ar isr t1.ildren.Mary's husband . uncle. father. sister t{ Other structures ? -t She is intelligent I a good cook I good at dancing. father.er Vocabulary for this game. She wears @lasses)... grandmotlter.. the possessive's generally cornes oniy alter the last name: Susannaand Kate's father E E ! Other structures That's I He's I She's . Vocabulary 3 3 3 Family members: mother. Check that your students are familiar with the grammar point and Other structures in the Grarnrnar and with the words listed under Vocabularv.

leave out one couPLE cARD and its corresponding rossESSIoNS CARDS. iooi<ing at some famiiy photos. structures for . ) Other structures Garne l: It's . Garne 2 practises his. 12 . . . ribbon' erc(Students do not need to know the words for these objects to play the games. they should call out.give the players one couPI-E cARD each. I t: t: Vocabulary possessions: Personal Game l: unicyle.: I think thesewere hers. leave out one coIlPLE cARD and its corresponding possESSIoNScARDS. they get a point. They can call out yours!' whether the possession is theirs or someone else's' . . If they know (or think they can guess) who the possession belongs to. to keeP score. Type of activitY game Game 1: Smallgroup. Check that your students are familiar with the point and Other grarnmar in the Grarnrnar Game l. yours.we can use these pronouns in the place of a possessive adjective (rny) and a noun (shoe)' e. T'he individual the game. Students take it in turns to take a POSSESSIONS from the pile and put it on the table for everyone to see' . Give each group a set of posssssloNs CARDS. If they are the first to identify the owner correcdy.nct along the solid iines (giving you four cards)' Cut up the possESSIoNScARDS. check that your srLrdents are familiar with the grammar for point and Other structures in the Grarnrnar Game 2.g: It\yot'abikz. Tell thern they are cousins. hers. Copy one vICToRLAN FHoro and one set of onlEcrs cARDS for each pair of students in the ciass' Cut up the oelEcrs cARDS' . kite. divide the players into pairs and give each pair one couPLE cARD. Give eaci:. They each know something about the peopie in their farnily .and give the players one couPLE cARD per pair. e'g''It's 'It's mine!' 'It's ours!'etc. hers. .but not everything. The obiect of tlee garre is to work people in the Photos are..guessing Garne 2: Pairwork. (Groups of 6 and 8 play in pairs. yours' ours. tutu) etcGame 2: doll. .For groups of 8. or pair with most points at the end wins f pronouns: Possessive mine. It's our house. 4' 6 or 8 srudents. . Ask them to fold their couPLE CARD over at the solid line and place them in front of them.. .) GAME 2 . CARD . Copy one page of coupl-B cARDSand one set of possESSIoNS for cARDS each group of 3. They each know who some of the people in the photos are. pair one PF{oro ALBUM.) h's hers' It's ours. The obiect oftlre garne is to be the firct to say correctly who owns each Possession. ) It\inws' h\nry slne.. they should write the missing names in on their FAMTLYTREE' How to use the games Note: Game 1 practises mine. etc. 4' 6 ot 8' Give out the couPr-e cARDS as follows: .Ask each group to put the possessloNs cARDS face down in a pile in the middle of the table. out who a1l the ' Cut the colele CARDSaiong the broken iines on11'. Game 2: Past simPle of be: u)as' u)ere Whose . Poodle.For groups of 6. yours) o?rrs) his. It's her hat. As they work out who is in the photos. so that the o*ters can see their names.. theirs . e. his.. These were his. . GAME 1 . ThislThese: I think . divide the players into pairs.g.) t Materials and Preparation GAME 1 . GAME 2 . 'John is Mary's husband-' etc. they will have to match up the names on their FAMTLYTREE (A or B) with the photos in the PHoro 'That's Mary's daughter'' ALBUM and tell each other. . gut:ssing game Grammar Point Possessive pronouns: ntine. They must not show each other their FAMTLYlnnp and 's in their sentences' they should use . To do this. give the players one couPLE cano each' . . Each group will need paper anci a pen or pencil.For groups of 4. Divide the class into groups of 3. theirs. its.. ) h'srnitrc.For groups of 3. ?: Whose was this? Whose zlere these? This was his..

hungry. ln groups of 8-r 6.x/osets of xricisolr*s cARDS (for 16 students you will need a third cop)/ of Number 8).' etc. GAME 1 ' check that your srudeirts are familiar with the grammar in the Grammar point and with the words risted under Vocabulary for Game l. . . t Y T Y 3 E = : : 't How to use the games E be= affirmative and negative Type of activity Garne 1: Whole class/largegroup. married. single. friendly. S(rhen they know more.. or we use short forms: I'm no4 you arenr.I t ( ' Divide the students into pairs.in afEr'iatil'e sentenceswe say: I am (or I. are. rich. aren't . face d. you itre (or you're).. e. I'm at Number I with m. f -i { 't .. not zlorking Game 2: Adjectives/phrases for physical description. they should put the card next to the family member (or members) they think it beloneed to. . F{ighlight one name on each carci. Highiight a different name on each card and discard any spare carcis. isn't. tltey aren't Note: Garne I practises affirmative forms. ' They should write in their details on the house where they live.g. I'm single.it. check that each student has a different highiighted name from everyone else in rhe group. teacher. .g. They should put the oBIECTS cARDS in a pile. secretary. and a sheet of paper. -'No. . e. English. helshelit (or lte's.Fewer than 8 students: copy and cut up one set of NEIGHBOURS CARDS. e. I think it was hers. Give them the \TCT'RIAN pl{oro and ask therii to pur it on tire tabie where they can both see it. housewife. doctor. Give them the set of oelEcrs cARDS. .More than 16 students: divide the ciass into two or three equal-sized groups. t i r ! 13 .s cARDS that go with the houses you have cut off. in the atdc of their house.*). Divide the class into pairs.CUt hOUSCS thc STREETMAP Off so that there is one house per student. in lozse. i . .. nurs e.9-16 students: copy and cut up t\.g. Give out the cards to each group in turn.tired. at school.' .). ' Divide the class into groups of g-16. Give each pair a set of lroRD cARDS. Copy and cut up one set of sroRD cARDS for each pair of students.we add not (I am noL he is not.i l' I 1 i Other structures None E { It I '! Vocabulary Game l: single. student. hersherit isn't.. sl4t. A crass of 16 or fewer cari play as one group. 'I'm Jane. At first they will only be able to oive their own information. Each pair will need two sheets of paper and a pen or pencil. widower.in the negative. They are married . is. . with some objects. Discard the NEIGHBorrB.peter and Sue are at Number 2. GAME 2 ' check that your students are familiar with the grammar in the Grarnrnar point and with the word. The airn of the game is to decide what oBJECT belonged to each mernber of the farnily. ' To do this they wil have to tark to the other people in their group.slte's. accoltntant.s risted under Vocabulary for Game 2.8 students: copy and cut up one set of Nr:ErcHBouRS cARDS and highlight one name on each card. friend Mary. ute erentt. . . ' Follow the instructions berow according to the number of students you have in your class: . Ask them to imagine they found this photo. information gap game Garne 2: Pairwork. . q ii 1 IJ tr Y'] GAME 2 . . Teil them to imagine rhey are the highlighted person on their card. at nursery. bored.iI 'i I Y . on card t highlieht either Jane or Marv. We're students.own. etc. Give each srudent a sTREET uap and one NEIGHBouRs caRo. \(/hen they agree. we es are (ot ute're). Follow the above instructions for each group. arranging and guessinggu*.Grammar point {ry?Lurn not.s). exchanging information. As they turn up each card they should discuss who it belonged to.g. po stm an. sad. dentist. famous.. 'whose was this?' -'I think it was his. . . happy. small. { I I I 1 i Materials and preparation GAME 1 ' copy one sTREETrvtAp for every student in the class. ' The obiect of the garne is to find out who lives in the other houses in the street and write all the details into their sTREET MAp. they can pass on information about anyone in the street. busy. lawyer. angry. e. Game 2 practisesnegativeforms. thirsty.they are (or they're) . marcied. personal information and feelings: tall.

He isn't in loae.-. they aren't. The slip continues round the table until the question is complete. blueq.etc. 'Is Paris the capital of France?' Questions would be. Set a time limit (e. . puts the slip in the bag and takes another slip. Then redistribute the papers you've collected and ask each pair to teii dre class about the pair whose paper rhey hold. " Iiave a bag ready fcr the compiered eLTE-srioNsLrFS.. Srudent 2 writes qyes. . Philippe: I'm not in laae. .. No. No.' Variations I The person who completes the question passes the slip on to the next person. For example.ira* o. adds a question mark. appearance(tall.gl Keiko: I'm not slry. f in not thirsty. An5i numbers .sad. they pass the slip on to the person on their right. When students take questions and answers from the bag. the slip tras Are wrirten on it. combining game Grammar point Arn I . who writes an answer underneath and puts it in the bag. 'Are the Andes in Chile?'The vocabulary level required would be higher. ? ^Ishelshelit . es. rc.g. Groups should sit around a tabie.. Give each group three or four sets of et.e for the:rl.1 il t+t .you aren't. . etc. Check totais at the end. etc. age (tuenty years old.:aake as rianry seatences as possible that are tru. who writes the next word and passes it on. can be used as forfeits in anotirer game.. e. '$7hen they have wrinen the word. Check that.. To do this. .. Yes. ? Are use . 'Are your eyes blue?' -'Yes. .We aren't iit !oz:e.g: She is an arc'ist.).word order is reversedin questions.ESTICN sr lps for each gicue cf 6-8 students. Keiko and Phiiippe: We aren't married. all 16s 5lips . you are. 'it isn't.es.ESTIoN sLlps. Divide the class into groupS'of 6-8. I No.. etc. 3 The bag of questions.). ? . Can you guess which pair this is? She isn't shy. .. feelings (happy. This should be a question about personal information. sets of eI*. The students continue until all the slips are completed and have been placed in the bag.married. I lVEaten3ais end pr'reparation " Ccpy'' anC ci:t :rt . *rey try to guess who answered the question. The obiect of the game is to cornplete with questions. puts the completed slip into the bag and takes a new slip.g. . The class should suess the authors. when complered. each stud. e. Student 1 writes your. Ask the students to take one slip each and put the resr in a piie in the middle of the tabie. they ar9. . Then give each pair another sheet of paper. Get the class to guess. tiow to use t3:e gaffi€ . For exarnple. The person who writes the last word adds a question mark.taients @ood tennis. They aren't married-' .g.ar point and Gther structures and with the vocabulary topics ihown under Vocabulary. Vocabulary Personalinformation (vocabulary will be determined by the students but may include the following areas): marital status (single. .ent saying a nr:mber. 2 This game can also be played with a 'general knowled. they will have ro arrange the carCs inro seiitences . Do one example. sister. Studenr 3 writes blue. .g.ge' theme instead of a 'personal information' theme. Read one out without saying the names.x'ith the whole class to show rhern how to do it. ? Are you . 'Listen.). short. Ask them to choose from their cards: I a sentence beginning'. . e.) Is she an ardst? Other structures Short answers: Yes.orr. Ask them to think of a question beginning wi*r the word on the slip. I'm not. favourite colours/ sports/foods. They should write down the next word in the question on the slip. .etc-) at . famiiy (brother. .). They then take ftrrns to draw a qdestion out of the bag. EI be: yes/no qltestions Type of activity Small group. Yes..g.). .. . Ask iliern io spread iie cards oui oit -ihe tabie anc look ar them.P that applies ro one of the pair 2 a sentence beginning'. etc.vour students are familiar wrth the gramrnar in the Gramm. They should keep a note of their sentences on their sheet ofpaper. e. They should indicate who wrote the sentences. " The cblect of the sarse is to use the csrds tc . e. srudents count in a circle. am. etc. . ? Are they . . five minutes) for this part of the game. etc. .P *rat applies to the other 3 a sentence beginning 'We' thatis true for both of ttrem. Collect up these second sheets of paper. I she No. read it out and answer it.

Are they these ones? Are they those ot es ozserthere? ! -4 r{ Vocabulary Clothes and personal possessions: shoes. Y Grammar point .i2' the stucient shouici say'buzz' anci for '15' they say . wallet. domicile.J . I l l ) ) 15 .endings. these. . theseshoes .that and those are used for objects that are further away E a! :'l Other structures Haae you got . by producing the appropriate 'ending' card and placing it next to the . . this. Completed questions should be left on the table. ? It's this one here. tie. . preferences. cardigan. and placing it on the table so everyone can see it. and . .. family. The object of this part of the garne is to cornplete each question using one of the . Each student takes a poRTR{IT and. give each. suitcase. copy and cut up one set of the Losr ARTTcLES cARDS. Give each group a set of nai_r' sENTENCEs in two separare packs -'beginnings.'. which they hold in their hand. using tlre questions on the table as a guide.) -i :l -t { = t Materlals and preparation . Hout.questions Type of activity Small group.question words come at the beginning of a question I J Other structures None -l J Vocabulary J' E :'{ Personal information about age. That student invents answers to the questions. ) lWar colour is it? . . . I)tffse.glcoes. jumper. It\ that one oaer there. handbag. (The words for these vocabulary topics are provided on the cards. Srudents who make a mistake have to dip into the bag. collecting game t I I How to use the game ! Grammar point RULES HEET S Part 1 3 -i 1 ' check that your students are familiar with the grammar in the Grammar point and with the vocabulary topics shown under Vocabulary.this and that are singuiar. glassu.1 '4 lt Materials and preparation . these and those . to refer to. as follows: . asks all the other players the question in turn.urs for each group of 3-4 stud. lVhat i . . 'When the plalzers have used ali their cards.Jizzbuzz. and writes them on the same sheet. I(eep one row of these cards for each student. $frite on the board for the students. IE this. . the group should consider rvhether any cf the 'beginnings' and 'endings' can be re-combined to make better questions.word order is reversed in questions. writes sL<questions about the characrer on a sheet of paper (beginnin g What.beginning.J t I I Ebe= wh. Each student needs a sheet of paper and a pen or pencil. boots. They each take out one of the new question-andanswer sheets and read out the questions and answers. . group a set of PoRTR\ITS. When they have finished the questions they should pass their sheet of questions and the poRrnlrr to the student on their right. They should lay the ponrnarrs on *re table so that they can all see them. those Type of activity Whoie class. The first person to do this.I I r i !l t a containing 3 or a multiple of 3 must be replaced by 'buzz' and any numbers containing 5 or a multiple of 5 musr be repiacea oy'fizz' (so for .this and theseare used for nearby objects .g: It is white. briefcase... umbrella. that. " At the end.beginning. etc. . hat. scarf. watch -t i A . that. One student in each group deals out the . Copy and cut up oile set of IIALF sENTENCEsand one set of poRTR. bracelet. above . . rucksack. they have finished. coat. these words i i f I Y . Why and Who). jacket. and places all the 'beginnings'face down in a pile in the middle. matching game colour. favourite colours/sports. to form a question. as if they were the person in the poRTRArr. The obiect of this part of ttre garne is to guess which PORTRAIT tJre questions and answers refer to.).endings' to players. 'When . Where. they should swap questionand-answer sheets with another group. take a question and answer it.ents. Divide the class into groups of 3-4. Player I begins by turning up a . They rnust answer. DY tra* a a ) : . Play this game with a minimum of 8 students. copy and cut up one set of the four rosr pRopERTy oFFICE cARDS for four of the sradents (one card per srudent). these and those are plural: this shoe. e.For a class of 8-14 students. For the remaining students.ending' cards.

. Ask them to deal out seven cards to each person in the group. dress.after he. copy and cut up rirree sets of the OFFICECARDS (one each fot 12 LOST PROPERTY students). . Garne 2 practises both the affirmative and negative. you. short. haaen't got. How to use the garne .-. PICTURES .' lost by telling the Lost Properry officer or'Those onesoaer there. yellow.-+ LOp-t drrLr LuL LrI-.For 25-36 students. horns. hasn't got . brousn. . The Lost Property officer can then mime giving them the article and they may tick it off on their card. Q'{ot Het a cat. information gap game Grammar point haz:e. How to use the games Note: Garre 1 practisesthe affirmative. it would be best to play in two separate groups. Each student receives the four cards in a row. . haae got. Each Lost Properry office has more than one of each article so they will have to identifit the article(s) ttrey have 'It's this one. has got.w OI tne LOST. arms' heads. . blonde. \Zhen they have found the office with their article(s).. e. to find Other structures None Vocabulary Physical appearance: Garne L: long.rnar point and Other structures for this game.after I.' or'We haae bluejumpers. cAR. 16 .in the negative. The Lost Property officer shouid cross out the item on his drawing. r. Give out the Losr ARTICLES cARDS to the rest of the students. copy and cut up two sets of the Losr pRopERTy oFFicE cARDS (one each for eight --. For Garne 1. straight. Give out the Losr PRoPERTYoFFICE cARDS first. . Ask students with these cards to sit behind desks in 'Lost different areas of the room. . . they we use: haae.g. the Lost Properry officer may show them the picture of the iost articles and ask them which article is theirs' 'This one here?' or'These ones here?' (for things that e. above. . in turn.For 1. . etc.5-24 students. a rt. You wiil also need a paper bag per group. If she cannot make a sentence she may exchange as many voRD cARDS as she likes with cards from the bag. until they find one with their article(s). blue. copy and cut out one set of ru-mx FtuMILIES for each pair of snldents in your class. we. . To do this they wili have to visit each'Lost Property 'Haae you got my shoes?'or office'. . jumper.-] .. The object of the game is for the students the fhings on their Losr ARTIcLES cARDS. Player I should look at her cards. . skirt.---. If she can make a sentence that is at least four words long and true for someone or some people in her group. They should keep the card so that they can see it but it is not visible to the other students. Check that your students are familiar with the grammar and in the Gram. she.' (The student may make a word plural.g. zr we use: has. webbed feet. green. asking 'Haae you got mryjumper?'. haven't and hasn'r) are not normally used without gor: He's got a cat. ltas got or 's got . has. the short forms of haae ('s. Divide the class into groups of 3-4 students. red. Check that your students are familiar with the grammar point and with the words listed in the Graurrnar under Vocabulary for Game 1. eyes. trousery shoes Garne 2: wings. They should put the rest in a bag.) . copy and cut up two sets of $roRD cARDS for each group of 3-4 students.DS . white. broznnhair. . hair. eyeson stalks Materlals and preparation . . These are the Propertv offices'. she can lay 'He has got down the words to make the sentence.-: ----' SiiicenisT. black. Copy and cut up a row of the Losr ARTICLEScARDS for each of the remaining students.' . haae got ot 've got . Ask students to sit down when thev have found ail the articles they have lost.If you have a larger class than this. we say: Ilyoulweltheg have not (haaen't) got and helshelit has not (hasn't) got . She can then use them on her next turn. 'ue.\RICI-ES fn have gof: affirrmative and negative TyBe of activity Garne 1: Small group' frnding game Garne 2: Pairwork. look.to talk about possession. GAME 1 .) tbr each of the remaining sfirdents. are at the lront of the office) or'That one o'uerthere?' ot'Those ones over there?' (for things that are at the back of the office). curljt. For Garne 2. with the words listed under Vocabulary . Give each group two sets of voRD cARDS.

" The object of. . Copy and cut up a set of snvrrxcEs cARDsfor each group of 3-4 students. Other structures None a ri . brother. Materials and preparation . ? zn&How many . brother. The obiect of the garne is to guess which rnember of your partner's'farnily owns. . Ask them to spread these on the table so that they can both see them. T i{ .J 'v i .mother. parrot. To do this they have to imagine that they are the .w-euse haaegot tn rah. . ? What kind of . uncle.g.. matching game IE have got=whquestions Type of activity Small group. For each pair give one student FAIIILIES cARD A and tire other FA. ? Has helshelitgot . e. aunt. helshe hasn't. helshelit has.short answers: \bs. To do this they will have to ask questions. e..estions like this: What colour eyes haoe youlwell got? What colour eyes has helshelitgot? .) E : t{ € = I g Grammar point haae got: yeslno questions and answers .qu. Divide the stucients into pairs. horse. t 4 . Give each pair a set of pET cARDS.me' in *reir picture and describe their pictures to each orher. Ilyoulwelthey haaen't.grandparents. children (These words are provided on the cards. . .. They should not show their picture to their partner. uncle. canary) guinea pig. cat.i ! Vocabulary Family members: parents. . e. No. grandparents) aunt.father. The player with the most senrences on the table at the enci is the winner. sister Pets: (shaggy) dog. pet each l. How to use the game . pets Family members: parents. Their partner may only give yes/no answers.negative short answers: No. hamster. bicycle. they may take the per cARD from the table. ? . The obiect dilferences of the garne is to find as many as possible between the pictures. the garrie is to rnake as rnarey true sentences as possibie. sister. There are six differences between the pictures. spider . ? Vocabulary Physical appearance:ltair. above.television. radio... Give each pair a set of ALIEN Ftuvtn rES ptcrungs and ask them to take one each (Family A or Family B). rooms.! -: \ 5 I " Then the turn passes to the nexr person.. 'Yes (shehas).i :"J 3 -t -{ f a rl = I I Materials and preparation . . ot.g. The game is finished when each player has matched all the pets with their owners. camera.g... Ilyoulzuelthey haoe.'Has your aunt got a parrot?' or'Haae your grandparents got a cat?. eyes Possessions: house. arranging game Grammar point haoe got rn'zoft-questions . T I J I . . As they match each pet with its owner.. mouse) rer. Copy and cut up one set of FAr{rLrES cARDS (A and B) and one set of pET cARDs for each pair of srudents in your class.. 17 . . yes. . rabbit.r ' J ..'We'ae all gotfour arms and tztso heads.books.My mother has wings but my sisterhasn't got zaings.' or'No (they haaen't). They should not show the picture to their partner. GAME 2 ..questions: Haae youlwell got . " Divide the ciass into pairs. tortoise. goldfish. Check that your students are familiar with the grammar in the Grarrrnar point and with the words listed under Vocabularv.TMTLTES cARD B. . E : 3 3' : IE have got: yes lno questisns Type of activity Pairwork. Tell them that the left picrure on their card is their farnily and the right picture is their partner's famiiy.car. Check that they are familiar with the words and phrases listed under Vocabulary for Game 2.' . poodle. ... etc.note that word order is reversedin questions Other structures questionphrases:What cobur .

.) ri. the cards can be turned face down again if they don't match. armchair.. Grammar point There islisn't . . information gap game Grammar point Is there . are. .. For a harder version of this game. toys.. Maria: 2: What kind of car has your father got. matches' ashtray. paints.{--*-. for plural objects: There aren't arry toys. (= There are no matches. . window. . nezuspaper'suitcases (These words are provided on the cards. Check that your students are i-amiliar with the granimar in the Grarnrrrar point anci Other scructures anci with the words listed under Vbcabulary for this game.we use the singular. eparatlsn Materials anci PE " Copy L-r1'ru-. say five minutes. music stand. Give each group a set of ssNrexcEs cARDS. .. fot plurai objects: Are therearry toys? .* yaLL ^{.. cffie table. the students take turns asking a question to a student in another group. to ask about single countable objectsand uncountableobjects: Is thereanY sugar? Is therea chair? .g: Group 1: Vlhat colour eyeshas your mother got' Maia? Black. . rY v s^ .. piano. zsiolin. uases' bookcase.:i l!i1 the nql-r SENTENCE cARDS. . Ask them to spread the cards out face down on the table and to put the RooM PIcruRE where they can both see it. They can use each word more than once. . i: tJ . Pedro? Group etc. . . How to use the garne . fireplace. e. The obiect sentences describes half of the garne is to find rnatching rnake a sentence that correctly that the room.we use the plural. The obiect ofthe garne is to rnake zrs rnany questions as possible frorn the words on the table. Give each pair a set of HALF sENTENCE cARDS and a ROOM PICTURE. The 'scribe' writes down the questions as the group think of them. zi.. ? . The player who can rnake the most sentences is the winner. arelaren't. ? Are there . Divide the class into Pairs.1q a e I . dog biscuits.O a RooM :^IWI --^L CclLrr PICTURE and a set of IL{LF SENTENCE .note that the word order is changed in questions Other structures any in questions Are thereany biscuits? a lot of .7 and Are there .: There are lots of cuPs. . Ask them to spread them all out f. FIALF SENTENCE cARDS may be left face up when they are turned over. I tj .ace up on the table so that they can all see them. JLsuvrato vt j* arr ..? Type of activity Small group...How to use the game . . WIThere ls and There are:.-.: Are therea lot of biscuits? Other structures lots of ... sofa. photos. IEI ts there . There arelaren't . Divide the class into groups of 3-4 students. Vocabulary Furniture and household obiects:. arry in negative sentences: There ctren't any matches. islisn't. Check that your students are farniliar with the grammar and point and Other structures in the Grarnrrrar with the words listed under Vocabulary for this game. . cigarettes..^^. . Get them to appoint one person in each group as 'scribe'. cups. Then a new half sentence can be combined with any that are visible. Players will then have to remember where the half sentences are. affirmative and negative Type of activity Pairwork. They shouid take it in turns to nlrn up two HALF SENTENCECARDS.we use the plural.r'.r'. If the player turning up the cards finds two that make a true sentence about'the room. Give them a time limit. she may put the halves together and lay them under the picture. cot.) 18 .. There isn't any sugar. Then. to talk about single countable objects and uncountable objects: There isn't a sofa. . The group with the most questions at the end is the winner. knitting...we use the singular. . matching game Variation .

tabie. They shouid not show their pictures to each other. Now give all the stirdents a c. one person will have to take two BEDSITI-ANo pictures. .I am. . =. Give each group a set of seoslrl-AND pictures and ask them to take one each.ereislare . a dice. Q. . . She should roll the dice and move the appropriate number of squares. They should place their tokens on START. the car ToKEN and the two MousE ToKENS.. 4-".Istherean ashtralt 'Are in Room 1?' there a lot of books in Room 2?' . dog lead.-. behind. above. if he wants. Check that your sfttdents are familiar wi*r the grammar point and Other structures in the Grarnmar and with the words listed under Vocabulary. . To do this they will have to ask each other questions using 'Is 'Are there.^. . easel. music stand. dos bozul. floor Materials and preparation . Divide the class into groups of 3-4 students. The game is finished when they have worked out who lives where. uLrg5Lluu.{i'hND A4ousE pIC'ruRE. chair. for each pair of students in your class.:_ -. Materials and preparation i - How to use the game . cupboard. . below. she can ask the 'mouse' a question about his whereabouts.ntaiches. and the 'mouset to try to escape frorn the 'cat'.: : . . jug. If she lands on a POTINCE square. a cAT ToKEN and one nrousi ToKEN. need a dice for each pair.. children's toys. cooker. aiolin. If he lands on a SCURRY square. fricige. Then *rey try to work out where the others live. or when the to the mousehoie. aboae. in front of. The 'mice' should place their second uousg roKEN anywhere they like on their picture (keeping it carefully hidden from the 'cats'!).>.' or there. missing out the POUNCE squares. saucer. beside. knittine. Give each pair a cAT AND MousE BoARD. he may. In groups of 3.. Th. . e. sink. T : 3 : . on. 3 I ! T 3 -t :!l a al e t 3 . above. l{c.. You will also l f : How to use the game .paints. opposite. missing out the SCURRY squares.the appropriate number of squares round the board. under. The game ends when the 'cat' catches the 'mouse'by 'mouse' gets finding his hiding place. near.rdents in your class. dt. The obiect of the garne is for the 'cat' to try to catch the 'mouse'. next to. . board game . : f-{ : --{ 7 { = r . I'm not.'. ) &a in short answers: Yes. They first look at their own BEDSTTTaND picrure and decide which LoDGER lives in which room. at. He should shake the dice and move. etc. Give each group a set of i-ooceRs./1le )uu .^. Ask them to decide which of them will be the cat and which the mouse.u g r . Check that your students are famiiiar with the grammar point and Other structures in the Grarnrnar and with the words listed under Vocabulary. Vocabulary Furniture and househoid objects. .. Type of activity Pairwork. move the mouse to another place on his picture. The 'mouse'begins. teapoL milk bottle. under. Ask them to spread the loocERS out on the table where they can all see them. . cup. such as '.Vocabu!ary Furnit'. .J . books. on the rightilef-t of i a tq ^ a 19 .g. Copy and cut up a set of nrosrruaNn pictures and a set of loncrns for each grcup of 34 str.acket ofl dog biscziits. . The obiect of the garre is to decide which lodger lives in which room. . babies' toys Other structures /-. 1_ v t r b / l r u _--l _-. Grammar point prepositions phrases Place and in. toaster. ..ects: ashtray. cigareties. and two copies of the car AND MousE prcruRE.rre anC householo ob.. Then it is the 'cat's' turn. kettle. suitcases. . 'mice' and give the another MousE ToKEN.. Tell them these eight lodgers live in the eight rooms in the house. ! .'Are you in the box near the sink?' or'Are you on the chair on the right of the table?' etc. using the objects in the room as clues. . pan. Make one copy of the cAT AND MousE BoARD. collar. E Placeprepositions: in. Cut apart the roruNs. . cot. Divide the class into pairs. cardboard box.

miss (a go). need Garne 2: planet. Give each pair in the group a differently coloured counter. kangaroos. etc.-. bamboo. woolllt hats.we use this tense to talk about things that are generally true: Birds lay eggs.) except for the third person singular which has an -s (he likes. insect life. trees. pat (your heaA. 'When they land on a shape (triangle. counter Type of activity Garne 1: Small group. etc. Check that your srudents are famiiiar with the gramntar point and with the words listed in the Gramrnar under Vocabulary. ts Lt {€laurr LIl'€ tl.we use do not or don't in negative imperatives: Don't laugh. You can write the vocabulary up on the board for their reference. Other structures Game 2: Where you come do that like? from?What's Vocabulary Garne 1: general knowledge about countries. at the same time. cats. eyes. haae. Materials and preparation . communicate. card game Garne 2: Whole class. change (the rulesl one instruction). moon) earth. write. plant. Gramrnar point Imperatives and negative irnperatives . . signs. SouthlNorth Pole. . it\ your go. .g. . . H x Materials and preparation . birds.^* ijial J LivCS SO 'vi/iiLs . Give each group a TAURA'S cAME BoARD. etc. nose. fish. lights. India. -Liie *L^ --* game.L 20 . drink. . . tongue. rl iJ Flow to use the game . . eers. sun. science. she wants. traael. I t. zaear :* rl F. zebras. . copy and cut up a set of rngary FACTS cARDS and a set ofvERB cARDS for each group of3-4 students in your class.i-. bird life. information gap game Grammar point Present simple . Other structures None SPresent simple: affirmative and negatrve aa Vocabulary Parts of the body.we also use it for habits. You will also need a dice for each Broup.{ll. China. elbow. light. tigers. u)&ter. pandas. routines and things that often.r cano and one INHABITANTS cARD for every student and cut up these cards. Tbuch your toes. changing the parts of the body when landing on a circie. South America. wanr. sometimes or always happen: I go sarimming on Sundays. use tools. a set of INSTRUCTIoNSand a dice. spots. zt)ater. Copy a L{uRA's GAMEBOARD and set of nIsrRucTIoNS for each group of 6-8 studenrs in your class. beetles. The following words are accompanied by pictures: penguins. sunlight Students will need to know these verbs: liae. close $tour eyes).we use the infinitive form of the verb for the imperative in comrnands and instructions: Sit dozun. feet. Ask all pairs to put their counrers on START. for example. flies. radios.the present simple is like the infinitive form of the verb (like. guide. tea' coffie. and other actions as invented by srudents. above. flyirg chairs. moue. go (back three squares).we use don't ot doesn't in the negative: Ilyoulwelthey don't like it. . and 34 differently coloured counters for each group. Tell them they are playing together in these pairs against the other pairs in the group. knees. circle. land (on a square). Copy one pIANg. haae. hands. rice. Ieopards. Divide the students into groups of 6-8 players. Australia. rub (ltour stomach). need. l!(-ss. milk. animals. legs.m! lmperatlves Type of activity Srncll orrirrrr o_--t hoerd crtrlre They may want to change ruies to benefir tjreir pair or just to have fi:n. For Garne 2. frogs. spiders. telephones. Tell them to begin playing by shaking the dice and moving the counters round the board. . go round. For Garne 1. sound. insects. polar bears. insects. The oblect of the gp:sre. head. or straight to FINISH. mountains. they may choose one of the INSTRUCTIoNS to change. eggs. eaL grow. Tigers haoe stipes. moon. traael. freeze. go. food. Coyne here. walk. square or diamond) they should obey the insuuction for that shape. boil. Helshelit doesn't like it. e. Then it is the next pair's rurn. \irhen a pair lands on '!'. 'fLi ii€ *-:paii' *L. mouth Game acrions and expressions: say (tfu alphabet backwards). . . biyds. The only condition is that they may not make an instruction that ailows a pair to move more than four squares forward. grass. stomach. the body. sun. copy a soIAR sysrErvt nrap for every student in the class..) . eat. speak. .degrees(o). as i:i a i:ormal !^ +^ --^^ ^trl^ ^5 iE--^+ baard gara:e.stripes. toes. Ask players in each group to group themselves in pairs.

spott bamboo. eat. etc. the body science. communicate. China. speak. moon. land (on a square). . S?hen they land on a shape (triangle.l'1-^ board gaifile. . atite. frogs. . signs. earth. wanr. For Garne 1. animals.tE BoARDj a set of INISTRUCTIoNS and a dice. ?-.. Divide the srudents into groups of 6-8 players. .. insect life. grass. sunlight Students will need to know these verbs: liae. The only condition is that they may not make an instruction that ailows a pair to move more than four squares forward. spiders.g. walk. food.the present simple is like the infinitive form of the verb (like." _r) hnar.i. . sound. znater. etc. .we ase don't or doesn't in the negative: Ilyoulwelthey don't like it. cats. and cut jri 20 t. You can write the vocabulary up on the board for their reference. t G f: Fl * x Materials and preparation . flyirs chairs. etc. Gramrnar point Imperatives and negative imperatives . milk. Coryte here.l oeaYrP They may want to change ruies to benefit their pair or just to have fun. insects. lights.. insects. zebras. feet.-:- *tr ^+ ijial uvCS SO J 'vj/iils .we use this tense to talk about things that are generally true: Birds lay eggs. o. changing the to parts of the body when landing on a circie. go round. nose. as in a normal !ts +^ Lt-. kangaroos. . leopards. Ask all pairs to put their counters on START. traael. eat. E---t ll. coffee.we use the infinitive form of the verb for the irnperative in comrnands and instructions: Sit dozun. Ask players in each group to group themselves in pairs. head. The following words are accompanied by pictures: penguins. sometimes or always happen: I go saimm'ing on Sundays. '. square or diamond) they should obey the insuuction for that shape. SouthlNorth Pole. it\ your go. pandas. The oblect of the garrle. hands. rice. Tell them to begin playing by shaking rhe dice and moving the counters round the board. . go.You will also need a dice for each Broup. elbow.rc lnrperatlves Type of activity Srnrll srnrrn. guide. South America. e. at the same time. flies. polar bears. radios. --^. haae. she wants. rub (1tour stomach). sun. change (the rulesl one instruction). legs. rl. biyds. drink. traael.we also use it for habits. Tbuch your toes. plant. need. Tigers hatse stripes. Copy a r-AURA's cAME BoARDand set of nlsrnucrloNs for each group of 6-8 students in your class. moue. haae. .. card game Garne 2: rVhole class. boil.. water.Copy one ptANEt. caRo and one INHABITANTS cARD for everv student up these cards. I Ll ir' ?_l ['. freeze. tigers.degrees(o). woolly hats. Give each pair in the group a differently coloured counter. counter Present simple . toes)stomach. For Garne 2. ears. fish. copy and cut up a set of Fngaxy FACTS cARDS and a set ofvERB cARDS each group of3-4 for studentsin your class. tongue. Other structures None SPresent simple: affirmative and negative Type of activity Garne 1: Small group. telephones. close (1tour eyes).we use do not or don't in negative imperatives: Don't laugh. wear L V. sun. routines and things that often. use tools. Check that your students are familiar with the gramnrar point and with the words listed in the Grammar under Vocabulary. Then it is the next pair's turn. birds. tea. they may choose one of the TNSTRUCTIoNS change. moon.) . mouth Game actions and expressions: say (the alphabet backwards).trl. need Garne 2: planet. information Grammar point gap game Vocabulary Parts of the body. light.{'-sL. Helshelit doesn't like it. Tell them they are playing together in these pairs against the other pairs in the group. India. How to use the game ffi Other structures . or straight to FINISH. Materials and preparation . eyes) knees. i iie paii . pat (1tour head). . grozr. Game 2: lVhere do you comefrom? What's that like? Vocabulary Garne 1: generai knowledge about countries. copy a soraR sysreM ntrp for every student in the class. go (back tltree squares). above. and 3-4 differendy coloured counters for each group. S[rhen a pair lands on '!'. trees. beetles. miss (a go). stripes. circle. Australia.N. bird ffi. eggs. . .) except for the third person singular which has an -s (he likes.^ ^tI-tiaulr rttIl€ ^ ^J Gr. for example.* . mountains.. *L^ --U:e game. and other actions as invented by srudents. Give each group a I-AURA's cA. .

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Flow to use tlqe games
Note: Garne 1 pracrises the affirmativel Game 2 practises the affirrnative and negarive.

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Fart 1 . Give each student a soL\R sysrEM N{,\p and a PI.A-NETCARD. . Ask them to read the pr-qivsr cARD and work out which pianet on the soLAR sysrlM l,l,rl they come from. They shouid mark it with its name on the map. . Ask them to take their sor-+R sysrEM l,r,cp (but not the PLAIIET ceno) and to stand up. . The obiect of this part of the garne is to narne all the planets on the map. . Students can do this by talking to each other and describing their planet using affi.rmative and negative statements such as: Sl: Where do gou comefrom? 52: Tharg. SL Whar's thar like? 32: Well, it doesn't haae any mountains and it doesn't hazteany grass.Bwt it has treesand water. S 1 : Is it planet number 2? 52: No, Tharg doesn't go round the sun. etc. . The students must not show their sor-aR sysrEM MAps to each other, nor say the number of their planet. '$7hen . they have written in the names of all the planets on their ffiap, ask them to sit down. Part 2 . W"hen eveq/one is sitting dolvn, give each studerrt an INHABITANTSCARD. This card should not correspond to the rIANET CARD they already have. . Teil them that they are each on a mission in outer space and they have each found an alien (the one on their INHABITANTSCARD) from another planet who is lost in space. He/she doesn't speak their language so they don't know where he/she comes from. . The obf ect of this part of the game is to find out which planet the alien is from and return hirn/her to it. . To do this they will have to stand up and move around the class 'radioing' each of the other planets till they find out which planet the alien is from- They could say: .SI: Spaceship Deha to Gamma i - Are you receiaing me? 32: Yes. Go ahead. Sl: We ltazte an alien here. He has nuo heads andfour arms. But he doesn't haae arry feet. He's in a flying chair. 32: Yes! He's from Plarg. Can you bring him back?

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GAME T

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. Check that your students are familiar with the gramrnar in the Grammar point and with the words listed under Vocabulary for Game 1. . Divide the class into groups of 3-4. . Give each group a set of FREAKv FACTScARDS and a set ofveRB cARDS. . Ask them to deal out eight FREAKv FACTScARDS to each player and to spread the rest face down on the table. . They should place the vens cARDS face down in a pile on the table. . The obiect of the garne is to make sentences using a verb from a !'ERB cARD to cornbine two of the FREAICYFACTS CARDS. . Each player should take it in turn to pick up a vERB cARD-from the pile. . She should take two FREAKy FACTScARDS from her hand and make a sentence with them using the veRe CARD to connect them (and adding any other words she likes), e.g.'Tigers haae stipes.' 'The earth goes round the sun.' 'Polar bears liae near the North Pole.' ,pandas liz;e in China.' . To make some serrtences she will neeci an extra ,.r, or 'es' card. . She will find that sometimes she'holds the right combination of cards to make a fact easily, e.g. Cats eat fish, but sometirnes she will nor have ihe right combination of cards to make an obvious fact. In this case she should 'invent' a fact, e.g. Tigers eat fish, and rry ro persuade the others that it is true. (She will obviously have more chance with a 'believable' fact like the above than with obviously false statements llke Birds haae S legs!) . If the group accept the 'fact' as true or possibly true, she may discard the cards and take another two FREAKv FACTSCARDSfrom those on the table. . If the group reject the sentence, she must keep the cards but may change as many FREAKv FACTS cARDS as she likes from her hand with those spread out on the table. The cards that she puts back on the table must be face down. . Then the turn passes to the next player. . The winner is the player who gets rid of ail her cards first. GAME 2 Note: This is a whoie-class activiry. . Check that your students are famiiiar with the grammar under Other structures and with the words listed under Vocabulary for Game 2.

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. You can play this game in a more static version by seating students in groups of 8 or fewer around tables. For 8 students, make eight copies of the soI-AR sysrEM A,t+1,and a cop)r of each of the eight rI-ANET cARDS and txHaeITANTS cARDS. For groups of fewer than 8, make one copy of the soIAR sysrEM l,w and white out anv unwanted planets. IJse this as your master to make the required number of copies. Select ptANET cARDS and ixuanrrAl.irs cARDS to correspond with the map.

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Present sirtrple:
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Pair B snou-ld quiz Pla;rer I aborit Plai'er 2's answrrs, e.g. 'Does he like ice cream?' They maji use the cards as cues. Piayer 1 must iry to remember. When she has answereci, Fiayer 2 may say whether sire was right or not. They can then ask Player 2 about Player 1, and Player 1 can confirm or disagree with the answer. Pair B shouid keep a score of the number of right answers that Pair A give about each other. Then it is Pair A's rurn to question pair B. The pair who got the most right answers at the end are the winners.

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Type of activity Pairwork, matching and rnemory game Grammar point Presentsimple questions - we use do and doesto form questions in the present simple: Do Ilyoulwelthey ... ? Does helshelit ... ? like like - note that we put the subject (1,you, etc.) after do and does Other structures Short answers:Yes, do. Nq I don't. I Vocabulary Places,things, activities: ice cream,football, cat, dog, glasses, club, theatre,bicycle,tea, tennis,chess, guitar, piano, stanxps) languages, chocolate, jogging car, ffice, Activity verbs:play, watch,go (clubbingln the theatre), get Le, ride (a bicycle),collect, speak,work, drizte Other verbs: like, enjoy, Itaae, wear

Materials and preparatlon
. Copy and cut up one set of cItE cARDs for each pair of srudents in your class. Each pair will need a sheet of paper and a pen or pencil.

EEl Presentsimple: wh- questions
Type of activity
Small group, matching game

Grammar point Present questions simplezuZ- we form these questions wirh do and does: Wltere do llyoulzuehhey I'i,71st Where d.oes helshelit liae? - \ve put the subject (1, her,etc.) after do and does - question words (who, where, wltjt, what, how, ushen) go at the beginning of the question

How to use the game
. Check that your stucients are familiar with the grarnmar in the Gramrnar point and Other structures and with the words listed under Vocabulary, above. You can write the verbs, from the list, on the board for students to refer to. . Divide the class into pairs. . Give each pair a set of ctrE cARDS. . Ask them to put them in a pile face down on the table. . Player 1 should take the top card and look at the picrure, then ask Player 2 a question based on the picture, e.g. (picking up the picture of an ice cream) ,Do you like ice cream?' . Player 2 should answer and ask Player I the same question, e.g. 'Yes, I do. Do you?' . The obiect of the garne is to ask and answer as many questions as possible. . Players should take it in turns to pick up cards from the pile. . Give a time limit, sav three minures.

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

Vocabulary
Animals (the names of these animals are given on the cards): elephants, tigers, horse, ozlls, giraffes, camelrfrogs, hedgehog, turtles, bees,hamsters, birds, geese, polar bears, penguin These words are also given on the cards: India, Africa, hay, grass, leaflleaaes, trees) zt)Ate\ hole, beach, honey, food, spring, euttLtmn)snozt);reach, store, catch Ahes), roll (into a ball); dark Students will need to know these words to make the questions for the game (they can be written up on the board): lizte, eat, lay (eggs), fly, keep, fur, long necks, hump, cheeks, big eyes, long tongues

Materials and preparation
. Copy and cut up one set of ANIMAL prcruREs and one set of ANIMAL ANSwERSfor each sroup of 3-4 students in the class.

. At the end of this time, join pairs together with another pair. . Pair A should put their chairs so they are back to back and cannot see each other.

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fiow to use the garn€
. Check i[al izqrr;y stud.er:.tsare famijiar wir_trtne grarnrnar noint anr{ (Jthef structures and in rhe G:a:tl:nsr with the words listeC under Vocabular3r for this garne.
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ftfiaterials and prepanation
. Copy and cut up one set cf FACKTNG one PICTTJRES' fo1 each group of 34 sr-IrrcASF a-nd one cHECKLIST srudents i:r your ciass. Put all the paczuNc PICTURES that you have copiec together anci mix them up.

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. Give each group a set of a-.rlvllL prcrungs and A-r\ItvlALANSViERS. . They should spread the aNman ANSvERS out iace up on the table and put the aNruan rICTURES face down in a pile. . Players should take it in turns to turn up a card from the nxruan IICTURES pile and lay it on the table. . The obiect of the game is to find a question for the prcruns that rnatches one of the aNswERS on the table. Questions must begin with a ush- word and use do ot does. . The player who can do this correctly first, for example by asking (matching a picture of a tiger with the answer India)'Where do tigers lizte?', may keep both cards.

How to use the gam€
. Check that your students are famiiiar with the grammar point and Other structrres and in the Grarnrnar for this game. with the words listed under Vocabulary . Divide your class into groups of 3-4. . Give each group a sLIITCasg and a cHECKLIST. . Tell them they are going on holiday and this is their paci<ing list. . Ask two players in each group to take the sutrcass and the other two to take the cHECKLIST. (In a group of 3, one player can take either the strrcasn or the cHECKusr.) . Give out the mixed-up PACKTNG PICTURESto the players with the suitcases only - 12 pictures to each pair. Because the pacrnlc PICTUREshave been mixed up, each group will be missing some items and have more than one of other items. . The pair should spread the pRcrnvc PICTURES out where they can both see them, but conceal them from the other pair in their group. . The obiect of the garne is to 'pack' the surrcAsE with all the iterns on tlre cnECKLIST. . The pair with the cuscrusr should ask the other pair 'We need somesuncream. if they have items on the list, e.g. Hate we got any (suncream)?' . The players with the sUITCASE and pacrrNc PICTURES 'Yes, ztse'ue some.' ot'No, we got shouid answer, e.g. haaen't got any.' . If they have an item, they can put it in the SUITCASE and the players with the cHECKLIST can tick it off. . If they haven't got an item, the players with the cHECKLIST should underline or circle the item. . If they have more than one of any item, they should put one in the sutrcese, but keep the other on the table. . 'When they have finished going through the cHncrtts'r, they shouid decide what items they need to get, 'We haaen't got arry batteries. We need to get some.' e.g. -'Yes, and we need someplasters too.' . Groups may then send out two players to go to other groups to try to bbtain those items. . They should visit other groups and ask for items, 'We need some shampoo. Hazte you got any?'. e.g. . Groups can give away any of the items not in their suITCASE. (Items do not need to be exchanged - they can be given away.) . The group to fi.nish paci<ing first are the winners.

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

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Type of acfivity
Small group, exchanging and collecting game

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Grammar point
som.e and any - we use some and any with plural nouns (some 1>ills, any batterees)and uncountable nouns (some money, any shampoo) - we use some in affirmative statements (1 haae sorne money), in offers (lVould you like sonxe money?) and requests (Can you giae me sonl.e money?) - we use any in negative statements (1 hazten't got any money) and in questions, except for offers and requests (Hazseyou got any money?) - some and arry may be used on their own without a noun when the noun has been previously mentioned: I haaen't got any shampoo. Hazte you got any?

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need: We need some stamps. haae got in questions and short answers

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Vocabulary
Holiday necessities: film, suncream, insect repellent, money, plasters, batteries, shampoo, toot/tpaste, soap) traoel pilk, aspirin, tissues(These words are provided in the game.)

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. letters.problems.ice and 3-4 differently coioured countefs. hobbies. To do this they will have to ask questions about each other's pictures. information gaP game Gramrnar Point Hous rnuch. ..g.-. questions Vocabulary How to use the game . jam. These words are provided on the board: brothers..we vse many a lot of instead of much ot ma??Y. negative. ffi Quantifiers: firuf.t books . .oranges. television Materials and PreParation . Give each group a QUESTIONS BOARD. sister'' free time. haae got: affirmative. cffie. For each group you will need a d. questions Present simple : affrrmaiive.. tin Other structures Materials and Preparation .' . money' books. kilometres. trti ? rrrartrt e u --a l'St af- Type of activitY Pairwork. check that your srudents are familiar with the grammar and point and Other stfuctures in the Grarnrnar above' wi*r the words listed under Vocabulary.. ? . good friends. boarci game Grammar point not rmuch. Player 1 throws the dice and rnoves forward that number of squares. questions There isI are: affirmative. 2 and Hous rnanY .. fiae apples i.atlutn7t rtrarrt rrrl^t6r.'How martryapples are there in your 'Hou) much cupboard?' flour is there in your cupboard?'. soupt. The obiect of the garne is to find as many as possible between the two pictures. Packet. etc" Type of activitY Small group.we ursemuch . Copy a QUESTIoNS BoARD and a set of llucH oR MANY cARDS for each group of 3-4 students in your class' Cut up the ttlucn oR MANY cARDS. There are eight differences. . my cupboard'' 'I'z)e got 500 grams of or flour.not much') is used with uncountable nouns: a little time Vocabulary Shop goods: apples. pets. ?rtatl.many tend to be used in questions and negatives. Give each student a differently coioured counter. 'There are and answer) e. above. The obiect of the garne is to match picture squares and vrucH oR MANY cARDS to rnake questions' 24 .. loaflloaaes Containers: bag. negative..a little (meaning . a lot (ofl. holidays.a few (meaning 'not many') is used with plural nouns: a feu. .much arrd. Divide the class into Pairs. . Check that your students are familiar with the grammar and point and Other structures in the Gramrnar with the words listed under Vocabulary. The rest of the cards should be placed in a pile face down. How to use the game S RULES HEET .we use 4 tot of with uncountable and plural nouns: a lot of time a lot of books .we use how many with Plural nouns: . ? Hozts . Copy and cut up a set of cupeoARD PICTURES(A and B) for each pair of students in your ciass.flour. . In affrrmative statements we tend to use rnuch. languages. not a lot .. tea' tomatoes.we use hozp much with uncountabie nouns: muchflour . afeut with uncountable nouns: rnuch time with plural nouns: Tnany books . . cffie. Give cuPBoARD PICTUREA to one student in each pair and cupeoARD PICTURE B to the other student. negative. Ask them to place their counters on START and to deal out five tuucg oR MANY cARDS to each student' .g. How many aPPles ? Other structures have got There islare .y) (ofl.. They should not show their pictures to each other. a feiv. Divide the class into groups of 3-4' . differences .a dice and a shufled set of MUCH oR MANy cARDS. uuitts' programmes.'7 and rrltYv Ll^. tea. rooms' rain. not ?Ttarty) a little. . e. time..E How much ". exercise.h. jar. sugar' bread Amounts: gram.

'erbs and adverbial phrases . Then get each pair to work with another pair. neaer) if you prefer. . The obfect of the galne is to make a true or false sentence cornbining the two phrases. aiolin.g. .ently. friend. = -t t -t { Garne 2: theate. For Garne 2. . etc.) precede the verb (.I rleaer eat fish). She should spread these out on the table in a way that she. once a week. :.frequency adverbs (alusays. on Sundays. connecting game PairworVwhole class. But. never. football. Give one student in each pair (Student A) a sheet of cALENDARs. Player I should take the top card from each pile and put them face up on the table for both players to see. Type of activity Pairwork and small groups. often. on Monday nighrs. The pair with most points at the end is the winner. . parents. Cut up the peopLn rICTURES.he l.lMhen a olayer lands on a picture square he shoutrd look at the MUCH oR rluiANycARDS in his hand to see if he ca. cousin. You can adapt this game to practise only the frequency adverbs (alzuay s. Simply discard the adverbiai phrases (on Saturday nights. children. If they are right they get a point.irel playeis.' The player can then put his card down on the table in front of him. if he iands on 'books' and he has a 'F{ow rnany' card he can naake a question such as 'ifozts marry books haae you got?' or'Hozu manA books do you read eaery month?' He can ask any of the other players. sister. neighbours Other people: boss. . . Each pair should guess whether the other pair's sentences are true or false. freEtentfit. astronomy. if he only has 'How much' cards in his hand. group. twice a week. ballet. sometimes. rarely. Give each pair a set of pEopLE cARDS and a set of FREQUENCY CARDS. Give the other student (Student B) a set of psopLs IICTURES. of-ten. who must '/ reply. sk ating. go to a class I to church I to the cl'inic I to the hairdresser I to orchesta practice I to the ballet I to the tlteatre. If they are . etc.fre qu. ask .)etc. . sheep. sometimes.Ask them to put them in two separate piles face down on the table.t -i . people.) from the nnEquENCy cARDS anci copy more of the adverbs. birdwatching.finance. philosoplry. The player who uses all the cards in his hand first is the winner. . i t For exampie. e. etc.' or 'tVot many!' ot '(I reafi two books (ezsery month). church. copy one sheet of cauxoax. copy and cut up cne set cf pEopLE cARDS for each pair of cARDS and one set of FREeITENCY students in your class.s and one set of pEopr*E pICTURESfcr each pair of students in the class. goga. usualig. information gap game . How to use the games .aunt. hiking.r/rong. Players should take it in turns to take the top card from each pile and make a sentence using the words on the cards.'or'(1 read) a lot (of ! I books). parachuting..occasionalljt. politicians.adverbial phrases (e'uery day. He should not let his partner see it. Then it is the next player's turn. usually. GAME 2 . climbing Garnes 1 and 2: Activiry expressions: go walking I birdwatching I swimming I hiking I parachuting. I : E :. do astonomry I yoga.' " They should keep a list of their senterices as they say tirem. occasionally. 'A lot of my friends go skating on Friday nights. GAME 1 .g. : : HFrequency adverbs: always. Materials and preparatioql ' For Garne 1. Each pair in the group should take it in turns to read their sentences out. Divide the class into pairs.' or'My bossoften shcuts. orchestra. babies. cl'inic. Divide the students into pairs.-t ? ! = I I -a A 25 . Each pair wiii need a sheet of paper anci a pen or pencii. e. Italian lessons. cat r lJ Variation . E 3 : !:rt Grammar poEnt Present simple * frequency ad'. don't haae rnany books.i:e -f . rarely. . .) go at the end of tlre sentence: I go swimming on Tuesdays t ? !a _l Other structures None -t Vocabulary Garne 1: Family and friends: brother. Check that your students are famiiiar with the grammar in the Grarnrnar point and with the words listed under Vocabulary for this game. boxing. sezuing. the other pair get a point. he cannot make the question and must take a card from the pile and miss a go.l make a qucslion i. play football I tennis I . art. canoeing. . teacher. and the main verb in questions (Do you sornetimes go skating?) . cookery. but not her partner. sometimes. can see them. British Animals: dogs. uncle.

she should say the words and point to the photo. e.. separated into pgoplE cARDS and vgns cARDS. She's usatching TV He's feeling sad.isRB cARDS and to spread them out face down on the table. the students can exchange roles (Student B has the set of cnr-swoeRs and Srudent A the prcruREs).. spending (all lter money). Actions and feelings (all these words are proviCed in the game): arciaing.j: . She should give this to Student A. . Divide the class into groups of 3-4.' . S 1: 1s this your calendar? How to use the garne . u L l i 'Ili' u.giil A r-r 1--^:-. using the cep. . Variation . Check that your srudents are famiiiar with the grammar point and with the words listed in the Grarnrnar under Vocabulary. . Srudent B should look at her ppopLp pICTURESto see if she has a picture that corresponds to this description. .T I n t u J EEIPresentcontinuous: affirmative and negative Type of activity Small group. The first player to do this can put the appropriate cAprIoN cARDS under the photo and claim a point. .a t fri 'll b 26 . .i+ic ci-cj. Players then take it in rurns to rurn up the vERB cARDS.irdwatching at u. Ask them to take the r. Cut up the cnlrtoN cARDS.\I-ENDARS. and copy the corresponding ruorl-E IICTURES. Halfivay through. who should put it on the correct calendar. fll zli 'lJ] rUl it' . The obiect of the game is to make a caption for each photo. Ask each group to put both pages of the PHoro ALBUM face up on the table where they can all see.iS in Oti:er structures None lfaaa*qr rvtsyY6sr rl rnr t '. Give each group a pHoro ALBUM and a set of cAPTIoN cARDS. . haaing (a siesta).we can form the negative like this: I'm not I you're not (or you aren't) I he's not (or he isn't) I she's not (or she isn't) I we're not (or zuearen't) I they're not (or they aren't) + [verb]-tng . He goes to ballet lessonsonce a week I eaery Tuesda3t. ordering game . playircg (volleybal[). This can be played as a team game. E .. . sometimes goes to the theetre. Variation . . tirt Grammar point Present continuous .iLo u-Svrii/v rLa ii:C nn+irr. keeping the pEopLE cARDS and vgru cARDS separate.g.we form the present continuous with the present tense forms of be + [verb]-eng: I'm lyou're lhe's lshe's I u)e're I they're + lverb)-ing . e. Ask them to take the ruopls cAF-DSand to spread them out face up on the table. where the first group to match all the photos and captions correctly wins the game. They should ieave the cards face up. If you prefer a whole-class activity for this gamer copy and cut out as many calendars from the car-rxoans sheet as you have students in the class. learning (to znindsud I to ride bikes). . Ljtr!. for photo l: We are arriving in Spain. Each caption is rnade up of three cards.g. . The player wi*r the most points at the end is the winner. Tlle oblect cf tire garne is to Gxatch the eICTURTES to t}re C.Ile the first calendar in his sheet of cAI-ENDARS. n U l . Give each student an individual calendar and one of the pEopLE pICTURES (not the picture that corresponds with their calendar). above. burying Materials and preparation . " e*-l--* Jlri(j.irrb. enjoying (Spanislt food I tlre tour). practising (her Spanish in the market). by asking and answering questions. IJ^ rrve L^"lJ Srivq!!a loo^-.'viL. They should then go round the class tryrng to find the person who has 'lost' the calendar that they have.teekends? 32: Yes! I lotse birdwatcling. The players should look at the cards on the table and try to spot a combination of cAPTIoN cARDS that makes a sentence that describes one of the photos. When one of them 'spots' a caption. Copy one set of cartloN cARDS and one PHoro ALBUM (left and right pages) for each group of 3-4 students in your class.them. one at a time. .we can use this tense to talk about ongoing actions and feelings: I'nt reading. feeling (hapgtluelllsad)' wying (ro learn Spanish). .g: S 1: Do you sometimesgo skating? 32: Yes! SL: And do you go b. roN cARDS.e.

Ask them to put the prcruRE euEsTtoxs a pile on the table. Copy and cut up one set of rICTURE ertESTIoNS. Copy and cut up one set of four r_o. going (These verbs are provided on the cards.i l . w'atching (Tn.. running. standing (on).the word order is changed in questions: Are youlztselthey + fverb)-ing? Ant I + [verb)_tng? Is helshelit + [verb]-tng? I Other structures Present continuous negatives: He isn't dancing.ARDS that make an appropriate question for the picture should say the question. 'Is he writing?' 'Is he driving?' ' The piayer who gets *re answer'yes'may take the picture and place it on her board on the matching square. writing (to). discard one board and its set of six picture cards. e.ARDSand a set of LOTTO PICTURES. Divide the students into groups of 3_4. one set of PICTURE ANSTTERS and one set of \roRD CARDS for each group of 3-4 students in your class. ' Give each group a set of prcruRr of shuffled wonp cARDS. painting. drinking. Ask them to spread out the $yoRD cARDS face up on the table where they can all see them.g.you can write the words on the classboard for the students to refer to. ordering and matching game Grammar point Present continuous wh. who. trying (to reach).the word order is changed in questions: lVhat are goulzuelthey + fverbl-ing? Where arn I + fverb)-ing? When is helshe + [verb]-ing?. hot-air balloon. placing the picture in front of him with the four wono cARDS r-lnderneath. above.g. typing. . He's not eating. how. he can then IAKCthc fOUr WONOCARDSANd thc PICTUREQUESTION. ' If any player picks up a picture that matches one on her own board. Divide the class into groups of 3-4 srudents. talking (to). catch. eIrESnoNS and a set J i t J I . duestions EE! Presentcontinuous: tntlsrr. sad. film. smiling.' ' The other players then ask questions to find if the card corresponds to one on their boards. ' Give each group a set of rorro B. above. see. tells them three things thar aren't happening in the picture. . kicking (a baT). .rI rac*i Aur. lotto game Gramrnar point Present coniinuous questions .t Y i . Vocabulary Activities: dancing. where. zlashing up. when. reading. e. buying. without showing it to the orhers. playing (the guitar). skating. ' The first player to see the four $roRD . ' They should put the Lorro prcruREs face down in a piie on the tabie and take one Lorro BoARD each. ' The player who compretes his board first is the winner. ' Then it is the next player's turn to pick up a picture and say what is not happening in his picture. running. If the others agree it is correct. she shourd reprace it at the bottom of the pile and take another. thinking. ghost 't T = Materials and preparation .For groups of 3.ts: vesino '-I-. shopping.t. ' Player I begins.F qu|EJa-wttJ .IU. looking (at). i"J 27 I u . zuh. sleeping.questions . bus. 'Is he cooking?. dreaming.r'ro eoaRDs and one ser of24 Lorro prcruREs for each group of3=4 srudentsin your class.irh) come at the beginning of the question i i i I Type of activlty Small group. ironing. z. fighting. 3 i J I' { How to use the game sHEEr I I RUrEs ' check rhat vour students are familiar with the grammar in the Gramrnar point and Other structures and with the words listed under vocabulary. cupboard. The object appropriate face down in l t of this part of the game is to rnake an question using four woRD cenns for each picture.He isn. fried eggs. singing. He isn't laughing. i E _- Materials and preparation . How to use the game Part 1 RULES HEET S { J ' check that your students are familiar with the grammar in the Grammar point and with the words listed under Vocabulary. climbing (a tree). jumping. . He takes picture a from the piie and. writing. drizsing. . . cooking. ' The obiect of the game is to rnatch the pictures in the pile with the pictures on the boards.i i EEI Present contlnuoil. flowers.question words (what. cooking. eating.) Also: usatch. Player I should turn up the first prcruRE euESTroN and put it face up on the table where everyone in the group can see it.t dancing. screaming (at).type of activity Small group. riding (a bike). repairing (a car) i i J i Other structures None Vocabulary Actions: crying.

drink (cffie). . play (tennislfootballlgolfl. The obiect of this part question and answer.can has no -s in the third person: Ilyoulhelshelitlwelthey can ..the word order is. Materials and preparatiogr . she can lteep both matching cards fon cano and acrtoN rICTURE). . Divide the ciass into groups.we use the present continuous for ongoing actions taking place at the time of speaking: She can't come to the phone nozts. . Copy and cut up one set of ioB cARDS aad one set oi ACTIo\r PICTLTF5S each group of 3-4 students in for your class. of the game is to rnatch How to use the Eaftle .30 eaery morning) and about feelings (He likes chocolate) . . eat (lunch). Player I takes the first prcrTlRE euESTroN from the pile and asks the question. .Then it is the next piayet's turn ro rurn up a IICTURE QUESTION.I can. e. Ask them to put the ptcruRE euESTloNs face down in a piie on the table and to deal out all the prcruRE ANS\rERS to the players.'. . without showing the others. .Yes. The player holding the matching acloN rICTURE can 'He's answer. . restaurant I in an ffice I on a building site I in a shop). He driaes a bus. Then it is the next player's turn to turn up a picruRE eUESTIoN and ask the question. . Sflhen they have made ail the questions correcdy.of 3-4. clean (windows). repair (cars).the negative of can is cannot ot can't . ? . I No. . .{NS!rERS. talk (on the phone). . often) or sometimes (I get up at 7. she must give her AcrIoN IICTURE to Player l. If she is wrong.on ACTION PICTIIRES.) 28 . Give each group a set of Joe cARDS and a set of ACTION PICTURES. The piayer witl: qrost woBJ cAFrs at the end is the winner. and produce the card.g. ride (a bike) Grammar point can and can't . utatch (balletla filmlTv). without showing the others the card. direct (fih*s).we use canlcannotlcan't to talk about abilities (I can szoimlcooklseu). i li i Acanand can't Type of activity tMhole class/small group. fly (planes). Player I should take a JoB cARD from the pile and look at it. if they do. Ask them to place the Joe cARDS in a pile face down in the centre of the table and to deal out ali the ACTIoN PICTURESto the piayers. .changed in questions: Can I lyoulhel shelitlzte lthey . deliaer (letters). .g. hobbies or habits he can see. Pari 2 . ll tj En Present simpteor present continuous Type of activity Small group) matching game Grammar point' Present continuous or present simple . work (in a.can is used without an infinitive in short answers: Can you swim? . cRnos and .g.'The other players can check that the question and answer cards match. wear (a uniform) Likes : lik e (chocolareI dogs musicIcoffeeI bik es ballet lfilm sI catsI I I chewing gumlbooks) Common actions: do (some gardening).Yes. . collecting game Other structures None Vocabulary \Work activities: drive (a bus). e. The player with most cards at the end is the winner. yott can't. 'What He likes chocolate. and to ask and give or refuse permission (Can I join your team? . paint (pictures).canlcannotlcan't are followed by an infinitive (without ro): I can suoirnlrunljurnp. If she is correct.you can.' Then he asks is he daing now?' . read (a book). 'He tlears a unifurm.. Then it is the next piayer's turn to draw a JoB CARD from the pile. . doing some gardening. she can keep the pair of cards. driae (a car).. Check that your srudents are familiar with the grammar point and with the expressions in the Granunar listed under Vocabulary for this game. The player who thinks she has *re right prcrrJRE ANS\rER can reply. teach (maths). she's haoing a bath. The object of the garne is to rnatch.we use the present simple to talk about actions repeated every day. He should give the others three clues about what the person on his Jos cARD does for a living and any likes. ask thern to put away the woRo cARDS and give each group a set of PICTURE . e.'He's crying becausehe's watching a sad film.

.soynersauhI rurn sornersacdts.g.. ' Player 1 takes one TAENT prcrtrRE from rhe pile.. give each student in the class a TALENT pICTURE and a TEAM cARD.g. e..the negative of must is must not or mustn't .an alternative form to doldoes not need to is needn't: You do not need to run.it 3t Other structures \Inr. e. Players can answet'Yes.' 'They can both uLalk the tightroDe. sing. Each student's TALENT 'ICTURE should correspond to one of the people described on their TEAM cARD. Small groups: if you prefer to play the game in small groups. Ttren it is the next player. . For each team. The obiect of the game is for the class to group thernselves into four teams. e.. castazDay Var!at!en ' If you prefer to play this game in a more static version. e. He should check if the picrure matches one of the six talents on his TEAM cano. .g. ritie (a horse').' Vocabulary Activiries: juggie.s rurn ro rurn up a TALENT PICTI'RE. They should take one TEA. . players can go through their raleN-r IICTURES 'introducing' their teams to each other.' etc. ts g ts s g 4 E e 4 E = il { How to use the gamc ' check that your students are familiar with the grammar in the Gramrrrar point and with the expressions listed under Vocabulary.He can juggle. questions. divide the class into groups cf 3-4 and give each group a set of 'rg.. the others may ask questions. ' The object of the ga're is to collect a set of TALENT pIcrr. eat (fire). each student who will be in the circus team should have the . asking other people . conduct (an orcltestra). . spin. e. You needn't run. 'I can't juggle but I can walk the tightrope! Can I join your circus?' ' \xrhen they find someone who has one of the abilities described on the card. he should replace the card at the bottom of the pile and take another. you will have to make a choice of rar-eN-f pICTURES and white out the corresponding items from the rsAM CARD. To do this. dn (the long jump I the high jump I gtmnastics). s s * * Materials and preparation .Can you. . but not salg. ' Ask each team member to describe the abilities of the person or people standing next to them. . 'Can you juggle?' 'Can you cook?. If it does.g. If there are more than 6.g. make (furniture).must has no -s in the third person: I lyoulhel shelitlwelthey rttust . based on the list on their realw cARD. they should get up and walk around the room. The player who asks the question that gets the answer 'Yes' lnay keep the picture and add it to her . 'Yott're a circus tea?n. For a whole-class activity.telin). . ask the four teams to go to different corners of the room. copy and cut up one set ofTEAM cARDS and one set of TATJNT rICTURES for each group of 3-4 students.\I cARD each and put the TALENT prcrrrREs face down in a piie in the cenrre of the table. sail (a boat). throzu (the jaz.qlvt cARDS and a set of TALENITrICTURES. You needn't do any shopping. mustn't and needn't Type of activity Pairwork. or. or offer informatiofl.team'. matching game ? J . play (the ztiolin I the piano I the guitar).e (first aie Also: desert island. ffi (ueigh. You mustn't be late. . t 3 t J E must.-AtroI canrt. e. by finding the other people described on their TEAM cARD. e.'Can you juggle?' 'Can you cook?. sew. cook. copy and cut up enough TEA"M cARDS and their corresponding rat-rNT prcruRES for each srudent to have one of each. 'Ife can juggle. At the end. When everyone has joined a team.vhat their team is. ... For groups of 3 students remove one TEAM cARD and its corresponding rmrNT rICTURES. (If there are fewer rhan 6 in a team.. giz. they should join together and go in search of more people to join their team.we use must to tell peopie to do things .inustn" is used to tell people not to do things .a q Grammar point rttust. sutim.) . without showing it to the orhers. tnustn't and needn't . zleaae. Whole class: first mentally divide your class into four teams.rRES that correspond with the tearn rnernbers on the TEAM CARD.t)) rc!:!1.needn't is used to say there is no obligation/necessiry to do something I 7 { ? rt I { = t I ttt 4 ) A 29 . The other players must guess what each team does. . walk (the tighlrope).er teams must gtrcss wirat'&e reairi dces. simply copy some TALENT PICTITRES twice.?. . I can. ' The wirrner is the player who gets her'team' toge*rer first.. . 'When he has a picnrre that does not match the taients on his TEAM cARD.' 'She can ride a horse.o s t ' The ot&. . above..crRCUS TEAM' CARD ANd A diffCTCNt'CIRCUS' TALENT PICTLIRE.g. dance.mustlmustn'tlneedn't are followed bv an infinitive (without ro): I mu-st buy somefood today.g.

.. You can play this as a competitive team game or as a small-group card game. . face down. {q '3' fi Team game . Ganne 1: Copy and cut up one set of soAp opERA cARDS (wonos and prcruRss) for each group of 34 students in the class.. on a horse Also: a. or the player can'r rhink of a situation in which they would make sense .. . take warm clothes. in different areas on the table. late. Ask them to spread the two sets out. ' Any new 'half sentence' can be combined with one that has previously been turned up and left on the table.g.. fall asleep in the meeting. in the seq up a skyscraper. the player can put them together to make a sentence. ot . on a mountain.) Garrre 2: Places: in the bath. clean the house.m.re exercise Vocabulary (These words and expressions are provided on the carCs.. e. haae a good night's sleep. get up early today. in hospital. hoppy. spend a lot of money on holiday.l' i . rude.. Check that your stLldents are familiar with the grammar in the Grarnrnar point and with the words and expressions listed under Vocabulary for Game l. Copy and cut up one set of NECESSITv cARDS and one set of ncrioN cARDS for each pair of students in the class. rll ut 'li -i.t be combined. his sentence.. park on that yellow line again ryvasand w€fe Type of activity Garne 1: \7ho1e class/small grout. eet more. cut the grass. Give each group a set of soap opERA cARDS (wonos and prcruREs).rj l .in questions the word order is changed: Was Ilhelshelit . burn the dinner.'I needn't get up early today becauseI don't start work until elezten.you mustn't.Other structulres Comparatives: eat yltoye. go to the dentist. The player can then collect the two cards. spend a lot of time usatching TV. above. cards to make Materials and preparation . u'.. Tell them the prcrunss and lroRDS tell a story and that there is one sentence for each picture. Each sentence is made up of three \lroRDS carCs. . p. youlwehhey uterert't . rush. If the two 'half sentences' can.the two cards should be left face up on the table. The next player can then turn up two cards and trv to make a sentence.]. i 4 il. Divide the class into pairs.? .ustn't' and. lose the keys. .. . do the shapping.g. Garne 2 practises questions and negatives. youlzlelthey u)ere .trt) bank.do my homework' would be hard to combine (though ingenious srudents may be able to find a reason!) . .e. 'I m.r and were to taik about sirilauons that existei at a definite time in the past . e. ? Were youlwelthey . . .'ot 'You mustn't be late again or your boss utill be angry...11. Give each pair a set of NECESSITvcARDS and a set of ACTION CARDS.w-e use zra.. . Game 2: Copy and cut up two sets of sTRANGE BUT TRUE cards (pictures with times) for each group of 3-4 students'in the class. in a boat (on the sea). in a treela gardenla police car.in the aff. go on a diet. .justify. Other structures None Vocabulary Garne 1: Romance: in lozte.l I 4 L. do more exercise.) Activities: do my ltomework. bonom ' If the t'wo 'half sentences' can reasonably be combined. and'be late again'. lose my temper. Get each group to spread &e IICTURES and the rJt/oRDS out on the table. one from each set. . rfr GAME 1 . haae a haliday. see ?. The winner is the player with most cards at the end of the game. E lil 30 ::-I . in the steet. Materials and preparation . How to use the games Note: Game I practises affirmative and negative forms. adding a phrase to . The obiect rneaningful of the game is to rnatch sentences. . Cut *ie times offthe ofone set ofcards for each group. i. waslt my hair.m. How to use the game ' check that your students are familiar with the grammar in the Granrrnar point and Other structures and with the words and expressions listed under Vocabulary. They should take it in turns to turn up two cards. .in the negative the form is: Ilhelshelit asasn't .. guessing garne Gnarnmar point zrrcs and u)e!"e: sirnple past of be . .' . meeing place.. 'I needn't' and'get up early today'. angry. go to the bank Transgressions: be late again. r l. on the roof.g. sorry (These words are provided on the cards. forget to phone the traael agent. Divide the class into groups of 3-4.. crCeri::g gane Game 2: Srnall group.rrmative the form is: Ilhelshelit uras . do wso. under the clock. manager.

^ r ^-" /\rtve eacij gioup a Sei Oi STRaI\. . . . (rrcrunr 8) She usasangry. basing their guesses on the pictures they hold. stic k Istuc k.m. The cbject of the galne is to lratch STRANGE BUT TRUE cards. (vtcnmr 4) LVherewas she? (lrcrunr 5) He wasn't hoppy.^1. he can lay them down underneath the picture and say the sentence. sit Isat.ir sl * .. 'Were you in the bath?' . (r. (mcruRE 7) I:Ie was angry. comeIcame. leav eI left. .ue-(nrcrunn 1) The meeting place was under the clock. go I w ent. at a. s g s s g g g g g I = E d ffi Pastsimple:affirmative and negative Type of activity Garne 1: Pairwork and small group. yesterday. fo rg et /fo rgo t. who guesses correctly. catchIcaught. sellIsold. If it does not match one in his hand. 7 rl t1 1 . 1:... The rest of the group have to guess where he was. f=hen it is rhe next player's turn. Divide the classinto groups of 3-4 students. ring I rang. (ercrunr 13) She srill u)asn't hoppy. I buih. say Isaid. If they agree with it. (rtcruru 15) They were in loue again. . meetlmet. st an d I stood. (rrcrune He usasthere at 7 o'clock. fall lfell. The story is: They were in lo. . .(ercrune 12) He was sorry. build eat I at e. readlread.Js on the table.rcrunn 16) (But variations are possible!) . he should replace it at the bottom of the pile and take another. tell I told. If it matches one in his hand. . spill Ispilt..aily io aii piayers. Player 1 begins. write lwrote Common t < 7 { = ! GAME 2 RULES HEET S .r need to.g. can take both cards and discard them. speakIspoke. three new voRDs cards. Get the groups to spread the SOAPOPERAPICTURES out face up in the centre of the table. seeIsazu. . If he has the right words in his hand to make a sentence about any of the ptcruRES. the two sets of s s J Card garne RULES SF|EET E g . . sleepIslept. drink Idrank. make I made. Check that your students are famiiiar with the words and expressionslisted under Vocabulary for Game 2. he can exchange as many rroRDS cards as he likes from the car.. Player I goes first. The piayer who gets rid of her cards first is the winner.IE B:rT TR'J: Ca:iS without the times. . hear I h eard. .'^ -. fly ffl ew.I wasn't . see+ sau) . loseI lo st. The oblect of the game is to arrange the prcrungs in sequence to tell the story and tleen to setrecr and order words frorn the woRps cards to rnake a sentence for each picture. from the wonos cards on the table. he can take. The group that does this first is the winner. . ' Ask then tc ceal a:em oui eq. look + looked . and I wasn't ' (saying the time on the card and naming two places not pictured on the card). Ask thern ro pur these in a piie face down in the neiddle of the table. ThC player with the matching picture. win lzoon. . g etIg ot. and he should ask the rest of the group:'Guess where I ztsas .. They should deal out seven lroRDS cards each and put the rest face down to one side of the prcrunns. matching game Garne 2: Small group. (prcrune 3) She wasn't there. ' The group can re-order the FICTURESto match with the sentences if the. h av eI had. The obiect of the garne is to find three woRDS cards to make a sentence that tells what is happening in one of the prcrtrREs. She didn't looh.. e. .(nrcrunn l4) He was aery somy. tak eI took.there are many common verbs which have irregular past simple forms: go + usent.rcrunn 6) She zuaslate. If he cannot find the right $roRDS in his hand. breaklbroke. he should look at the card but not show it to the orhers. (ucrunr 9) He was rude.. (mcruRE 10) She usasrude. giv eIgaa e.in the negative this tense is formed with did notldidn't: I didn't ualk.. (vtcrune 1l) She uasn't hoppy. information gap game s J 2) Grammar point Past simple: affirmative and negative . fin d lfo un d. The players may look at the \roRDS in their hands but not show them to the others. think I thought. . put lput.. ' The others can conunent . Now give each group the srnarrcp BUT TRrr'E carcis wirh tire times on.lp. -E rld -1r 7 ? -J i Other structures None Vocabulary actions: beginlbegan. .. He takes a carci from the pile.accept or reject the sentence. buy I bought. in any order. bringlbrought. When every rICTURE has its sentence.--.m.in the affirmative this tense is formed by adding -ed: walk + usalhed. 31 . (r. pay lpaid. then the players can arrange them to make the story.

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of the table. " Ask rhem to take the i,:ars ivl{rcri cards ancl separate them so that only tfie paST torms are lett. ' Check that stucients have aii the pas.r carcis. Ask them to deal out the pl,sr cards equally to all players. " Players may look at their cards. " The object of the game is to match pictures and verbs, and to make a sentence, using the past sirnple, describing the picture. . Player 1 begins. He takes a card from the pile of ACTIoN IICTURES and lays it face up on the table so that the other players can see it. ' All the players must uy to match the correct verb to the picrure and to make a sentence in the past, e.g. for the picnrre of a girl dropping a cup and breaking it, a student must produce the card broke and say 'She broke the cup.' The first to do this may collect the actoN prcruRE card and put her vERB MATCH (rasr) discard pile. card on the

spaghetti, aasejjlna\ key, Paris, name) book, flowers)yesierd6:j, hazse(_abarh), ozul, hous4 cake. ?a.y (.by cheque),fuod, fridge, marry) film, car, cloutn, tEnL chat, glass,zpeter, class, stand up, paper, si'iceof caiee,chiici, think abowt, cupltophy, ietter Ganre 2: hole, wall, mistake, door, plant pot, accident, hamrner, piano keys, glue, curtains, bloutorch, windoza, glass, carpet, paint pot, table, sazu, shelzses, fountain, plans, liaing room) garden, wallpaper; need, admit, drop, glue, burn, get (in the way of), smash, lean, walk, sazl)(in half), put up, notice; thin, backwards, silly, sorry, not straight, back to front

Materials and preparation
. Garne 1: Copy and cut up one set of vERB MATCH cards (rnnstN-r and resr) for each pair of students in the class. Copy and cut up one set of ACTToN eICTIJ'RES (l and 2) for each group of 4 students; for weaker classes keep the verbs on the cards as support - for stronger classes cut the verbs off. . Garne 2: Make one copy of the DAVE THE BUILDER prcruRE and one copy of the ctrLpRIT cARDS for each group of 4-10 srudenrs in the class. Cut up the CULPRIT CARDS.

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

Variation
. \il[rhen the srudents are familiar with the past forms, this game can be played without the rnns MATCH (rasr) cards: students rurn up an ACTIoN rICTURE from the pile and the first one to describe it correctlv gets the card. GAME 2 . Check that your students are familiar with the words listed under Vocabulary for Game 2. . Divide students into groups of 4-10. . Give each group a DAVE THE BUrI*DERIICTURE and a set of cIiLpRIT cARDS. Each student should have one cuLpRIT cARD. If the group is smaller than 10, some students will need to take two (or more) cards. . The obiect of the garne is for each group out who did what to work
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#ow to use the games
Note: Garne I is a simpie game to help students memorise irregular pasls; Galare 2 prar:tises negarive past forms.

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Part 1
. Check that your srudents are familiar with rhe grammar in the Gramrnar point for this game. . Divicle the class into pairs. . Give each pair a set of vERB MATCH cards, IRESENT and pesr. . Ask them to shuffle them and then spread them out face down on the table. . They should take it in turns to turn .ro i*o a time. cards at

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. The obiect of this part of the game is to find rnatching pairs of pasr and pnnsrNt verbs. . If a player turns up two cards which have the past and present form of the same verb on them, e.g. begin and began, she can pair the cards and collect them. . The player with the most cards at the end is the winner.

. There is one snag - they are only allowed to deny actions; they cannot make positive statements nor ask any questions. Ted, for example, can say '1 didn't smash the window.' ot'I didn't burn the curtains.' but not '1 broke the plant pot.' (They must tell the truth though - Ted can't say '1 didn't break the plant pot.') . It is up to each group to work out how to solve the puzzle. . The group that solves the puzzle first are the winners. . 'When the puzzle is solved and everyone knows who is guilty, they can all make their excuses, e.g. 'I put the fountain in the middle of the room. I had the plans back to front!'

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. Check that your students are familiar with the words listed under Vocabulary for Game l. . !(/hen the pairs have finished the first part of the game, join them up with another pair to make a group of 4 and give them a set of ACTToNprcruREs (1 and 2).

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Gnammar poir:t
Past simple: yesino questions - we use did to form questions in the past simpie (Did llyoul helshelitlzuel they . . .) : Did you go to the cinema? - note that we put the subject (1, 3tou, etc.) after did

GramnnanpoEnt
Past simpLe: .wh- questions - question words (what, wlqtr'zohen, xlliere, zuhc, hozuct zohich fthing]) come at the beginning of a question - we can make zoh- questions with was or were followed by the subject: : When u)ere you in London? - we can also make wh- questions with did followed by the subject and an infinitive (withour /o): Where did you stay? lVho did you nreet?

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Other structures
None

Vocabulary
cinema, film, caf6, cffie, pizza, rest&uranq queue (fo, o taxi), party, getloffer (a lzft), pub, folk concert, ballet, catch (a bus), nightclub

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Gther structr..rres Whatkind of: What kind of shoes you buy? did
lVhat colour: What colour wear? was it? What colour tie did he

Materials and preparation
. Copy and cut up the cRossED pArHS cards for each group of 4-6 students in rhe class. If using the game with groups of 4 or 5, simply discard one or rwo cRossED PATHScards.

Vocabulary
toast, cffie, pocket, cup, Ita$t, year, bike, scared, planie, furrry, red, white, blue, theatre, party, pizza, restaurant, mother, night, bestfriend, week, foot, train, ztanilla, orange, black, stripes, nice (These words are provided on the cards.) Students should be familiar with a range of common verbs, e.E. Eo, do, eat, get tq like, prefer, bqt, fhtd, keep, meet, go, see, catch, choose

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How to use the game
. Check that yorr students are familiar wirh the grammar in the Grammar point and with the words and expressions listed under Vocabutrary, above. Divide the class into groups of 4-6 stud.ents.

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Materials and preparation
. Make one copy of the Lorro BoARDSfor every 4 snrdents in the ciass (cut each copy of the sheet to create 4 identical boards). Copy and cut up one set of ANS'wER cARDS for each group of 34 students. You will also need a pa.per bag for each group.

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. Give each group a set of cRosseD IATHS cards and ask them to take on-e each. . They should not show it to the orher players. . The card shows what each of them did yesterday evening. . At some point in the evening they met each of the other members of the group. . The obiect of the gatne is for each player out where he saw the other players. to work

How to use the game
. Check *rat your students are familiar with the grammar and in tlie Gran:emar point and Other structures with the words listed under VocabularR above . Divide the class into groups of 3-4 students. . Give each student a Lorro BoARD and give each group one set of aNswrR cARDS and a paper bag. , . Ask them to put the axsvmR cARDS in the paper bag. . The object rratch of the ganre is to make questions on the RNsweR cARDS. that

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. To do this they shouid use the informarion on their card and ask each other 'Did you .... yesterday eaening?', e.g. 'Did you go to Luigi's restaurant yesterday eztening?', untii they find a place that they both have in common. They must answer only 'Yes' or't\b'. . \fhen they find a piace the5r have in common, they can write the other person's name against that place on their card.

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. The group who are the first to work out where evervone saw everyone else wins the game.

. Player 1 begins. He takes a card from the paper bag and reads it out.

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. The otirer piayels musr riy to make a past simple question using a question wcrd or phrase from their BoARD to which the words read out from the card couid be the answer. The first player to do this correctly takes the carci anci piaces it on her Lcrt:o BoARD. For example, if Pizza is read out, a player could use WHAI frorn the lorro BoARD and make the question 'I'Ythat did jtou eat for dinner?' Lorro . In the event of two players asking a question at the same time, the other players can decide which question is the best in terms of grammatical correcoless or inventiveness. . Then it is the next player's turn to dip in the bag and read out an ANSIyER. . Once players have covered a space on their Lorro BoARD, they cannot use that question word or phrase any more. . The winner is the player who fills in her Lorro BOARDfirst. Note: If you are concerned to restrict the questions to object questions only and to avoid srudents making subject questions (e.g. you wanr them to ask 'lVho did you aisit yesterday?'but not 'Who zsisited you yesterday?,), make the rule that questions musr begin: 'WhatlWherelWl4t (etc.) did ...?' Or write in 'DID' after each question word or phrase on your master copy of the lorro BoARDS.

Materials and preparation
, Copy a Til,iE BoARD an,l a set of pREposITIoN cARDS tor each group of 34 students in your class. Cut up the pRrposrrroN cARDS. You wili also need a dice for each group and a different coloured counter for each student in the group.

How to use the game

RULES HEET S

. Check that your students are familiar with the grammar in the Grarnrnar point and.Other structures and with the expressions listed under Vocabulary for this game. . Divide the class into groups of 3-4. . Give each group a TIME BoARD, a dice and a set of pREposITIoN cARDS, and a different coloured counter for each student in the group. . The srudents should put the Tr&rE BoARD in the middle of the table and place their counters on START. . They should deal out four pnpposrrloN cARDS to each player and put the rest face down in a pile on the corner of the board. . Players take it in rurns to throw the dice and move ttreir counters round the board. . If a player lands on a time square, she should look at the cards in her hand and find one that matches the time in the square (e.g. AT Christm4s or ON Monday).

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. The obiect of the game is to rnatch tirnes and prepositions correctly in order to ask a question. . If she has a suitable pREposITroN cARD she can ask a question to any other player, involving that time phrase, e.g. 'lVhat do you eat at Christmas, Frangois?' When Frangois replies, she discards her pREposrrroN cARD, replacing it at *le bottom of the piie, and takes another from the top. Then she can have another go.
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in, at and on - we use in with months (en January), years (in 1999), seasons (in the spring), and parts of the day (in the morning I afterno on I ezt ening) - we use atwith times (at 9.3A), festivals (at Christmas), and in expressions like at night and at the weekend - we use on with days and dates: on Monday, on Tuesday morning, on 17th April

. If a player does not have the correct pREposrrroN cARD in her hand she must miss her go, but can pick up a card from the pile. . The player who gets to FINISH first is the winner.

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Present simple: affirmative, negative and questions Past simple: affrrmative, negative and questions

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Times (e.9. at six o'clock), days (e.g. on Monday), months (e.g. in June), years (e.g. in 1999), festivals (e.g. at New Year)

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. .g. I No I'm not. TblllAsk (someone Lo do something) Vocabulary hazte a partyldinner party. Tell them to imagine they are the character in bold on their card. anci then seating srudents in pairs or ttrees to pool their information their inaps.g. The object of the garne is to frnd out which people are going out together tonight. go swimming E a J Materials and preparation . next.the present continuous is used wjth a future meanins when we are talking about plans and intentions: I'rn going n the theatre tonight.'. Presentcontinuous EE! with future meaning Type of activity $fhole ciassilarge group.in negatives we use I'm not . To do this they will have ro get up and walk round the class. restauranL piano recital. do (homework). play (drum. inforrnation gap game fs . nightclub. two g v d .. Studerrts illay use can. dining room. You can pracrise the third person forms (. a J a d I g Variations .g. . Check thar your srudents are familiar with the grammar in the Grammar point and Other structures and with the'. s s sl $ g Other structures wh. cafi.) in addition to 1 and you by giving a (cieiiberateiy shorr) dme iimit. or discard a whole family. questions and short answers Time expressions: first. . E q g g 4 g q U Other structures How to use the game . Give each student a RoLE cARD. . They fill in on the map who is going to be where. cut the fourth person off three RoLE cARDS in a family and discard the fourth card (e.quesaons: What a. 'Are you going to the theatretonigltt?'.' g I 2 35 . .we sse amlislare going ro followed by an infinitive talk about future intentions: I'rn going to finish this book tonight. tlten.we usually avoid saying going to go: I'nt going to bed (rather than I'nr going to go to bed) to sl sl g Materials and preparation ' Copy and cut out one uep and one Ror_E cARD for each student in the class. We're going to buy a small hotel near the sea. Part 1 ... theatre. Present simple of be: affirmative. Check that your $rudents are familiar with the grammar point and Other structures and in the Grarnrnar with the expressions listed under Vocabulary. go to a restaurantlthe cinema.Sam'sgoing I Amy\ going . .. watch (TVla videola football march). You can adapt the game to practise yes/no questions and short answersby adapting the rules: specifu that students should guessby asking e. swimming (b aths). sports hall. skating (rink). a d f.in questions we put the subject after amlislare: lYhat are you going to do tonight? . d il rd . For classes or groups of fewer than 12.. asking each other wh. Give each student a RoLE cARD.' or'f'm going. .: I'rrt not going to cook tonight.reyou doing tonight? @ going to Type of activity \ilfhole class and small group. if possible. For example. paint.s). information gap game Vocabulary Leisure activities and places: meal. and imperatives: e.vords listed under Vocabularv. and youlwelthey aren't .. Give everyone a copy of the MAp.and should reply 'yesI am. concert (hall). after. cut'Alice' off three cards and discard the 'Alice' card). Copy and cut out one of the RoLE cARDS for each student in the class. etc. helsheisn't .. above. cinema.. are included. film.. they ask'lVhat are you doing tonight?' or 'Where are gou going nnight?' .. fo otball pitch lmatch Grammar point going to .questions and answering. etc. meeting. because these are the only two people who are going out together tonight. Make sure 'Sam'goes to a rnan and'Amy'to a woman. Each srudent needs a card with a name in bold. The thought bubble shows what they have decided to do this evenine. J How to use the game . and complete t \{ Grarnmar point Present continuous for future plans ... Tell them that what is writren on the card is what each of them has arranged to do tonigLrt. go to bed early. badminton. . just use the appropriate nurnber of Ror-p cARDS but make sure the cards for'Sam' and . pub. and answet 'I'm hazting .S| $l \.Amy.. above. For classes and groups smaller than 12.

by asking. but you're all going rc paint the dining room first!' . And Dad is still going to bed early!' 35 . they should then find out what dre others in their famiiy are pianning 'What are you going to do this evening?' to do. watch EastEnders. Ask them to tell the others about their family 'My mum thinks she'sgoing to argument. Ask'families' to report back on any solutions. For 'Well. Then ask'a11the ls'to sit at a certain table.e is to find the rest of your farnily and discover what they are hoping to do. for 'Are you in the Bro'utn example. . if you have 14 students you will have 2 'left over'. For example. Add one to each of t'wo other groups students have two groups of 3 and two groups of 4. ail the 2s at another and so on. In each group of 3 there should be one person from each family. Try to erisure these are dift'erent family members! . She's going to inaite her friends to watch the aideo too. until the whole class is sitting in groups of 3. e. Do the same with the 'Greens'.' and answering. Regroup them into groups of 3 like this: ask all the 'Browns' to put up their hands and give them a number 'Blacks' each.' . $flhen they have groupeci into their families. add the extra students to other groups. Can they solve the problem so that 'Tell your everyone gets what they want? For example. not going to play your 'Oh no I'm going to haae a dinner party!' drums because yoLt're not going to haztea dinner parly becauseI'm going to paint the dining room this ersening!' Part 2 . fb do &is. e.g. students will have to walk around the ciass untii they find the rest of their family. .' ot'No. S(/arn them there will be a conflict! Give them a few '4tro. I'tm not.g. Mum's friends they can come to dinner. In the so -v*ou groups of 4 there will be 2 people from the same family. counting from 1.you're minutes to argue. I'm Mrs Broun.I ant. TV programme and Susie isn't going to have a pa. I'm going to usatch the aideo af'ter Mum's example.rty. but she's u)rong becauseI'm going to zuatch a aideo!' . . Regroup students in their original 'families' and get them to try to find a solution. and the . If the number of students is not divisible by three. J'amifu?' and answering 'Yes. Then see if they can offer the other families in their group some advice. for exampie. by asking 'I'm going to play my drums." The obiect of the gam.

s g g 4 q g fi g g 4 -. O n s e v e r a lp a g e s ( p a g e s 5 3 . 7 8 .i$ sr i * s s 5t s s g The following pages contain games material to be photocopied and cut up for your class. The numbers are printed to show you the corrept answers for the games. On pages 123-8 you will find Rules sheets for some of the games. All sheets are for single-sided photocopying. and given to students to help them remember how to play the game.4 fr fr 37 .<j a d n s "a "a 2 d . 7 9 . 9 0 a n d 1 0 6 ) .. t h e numbers that identify different cards are printed outside the cards. The Teacher's notes explain how to use this material for each game.. s a J. These can be photocopied too. It is important that you cut along the and discard the numbers so cutting-lines .drat srudents do not see them on their cards. 4 * il xld g 7 ..

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VERB MATCH (PRESENT) begin break bring build buy catch come drink eat fall f ind flv forget get g rve go have hea r leave lose make meet pay put read nng say see sell sit sleep k spea spill stand stick ta ke tell think wrn write 108 .

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You didn. It was an accident! And the glass was v e r yt h i n . But don't admlt anything.T do! [-1 G 4 E d ( NED You glued the piano keystogether" you spilt the glue on It was an accident! the piano. O n l yt e l l t h e m w h a t y o u D I D N . You walked backwards into the paint pot. It was an accident! The saw went through it by mistake. Yes. But don't admitanything. {|r . T o ! d I g T I I PETE You burnedthe curtains. It was a mistake. Only tell them what you DIDN. O n l yt e l l t h e m w h a t y o u D I D N . Only tell them what you DIDN.E&r* -[ _4 f. EE| Fast sirnple: affirnrative and negative CULPRITCARDS DAVE ]E 3 You rnadethe hole in the wall. T o ! d BOB You sawedthe table in half. OK. You had the plansbackto front.T do! I t I i t BILL You smashed window by leaning the againstit. T o ! d RAY You stuckwallpaperover the door. O n l yt e l l t h e m w h a t y o u D I D N . O n l yt e l l t h e m w h a t y o u D I D N .T do! BERT You spilt the paint on the carpet. But don't admitanything. But don't admit anything. But don't admit anything. But don't admitanything. T o ! d JIM You put the fountain in the middle of the room. not the garden. You thought they wanted the fountain in the living room. O n l yt e l l t h e m w h a t y o u D I D N .t notice the door. But don't admit anything. neededanotherdoor. don't they? But don't admit anything. Only tell them what you DIDN. T o ! d NICK You put the shelves up. so they aren't quite straight. It was an accident!you dropped your hammeron it. O n l yt e l l t h e m w h a t y o u D I D N . T o ! d t i I 113 . O n l yt e l l t h e m w h a t y o u D I D N .it was a sillything to do and you're sorry. T o ! d _r ar n _l {1 LI TED You broke the plant pot. But don't admit anything. They look nicethough. you thought they It was a mistake. But don't admit anything. It was an accident! They got in the way of your bloMorch.

$r:. you queued for a taxi in Fore Street . you went to Martha.s resta rant u o you went to a folk concert (by Bootlaceand Ash) you had a coffee at Marco. you walked down SouthStreet u n t i l. y o u c a u g h ta N o 1 7 b u s h o m e BRAD Yesterday evening: o y o u h a d a p i z z aa t L u i g i .) n l I} "]IJ ' PAUL Yesterday evening: o you walked down Market Street o you went to the pub (The Wild Goose) . a. and went to the Atlantis nightcfub .E'1 *Il ft d : a a u gl Er.Il . .s cafe you got a No 17bus you went to the Atlantis nightclub g]:f z: )u* u! - I r. '. you went to eat at Chompers after the film o you walked down South Street to Marco'scafe . I a f r i e n d o f y o u r sc a l l e dT i m stopped and offered you a lift honne 114 MEGAN Yesterday evening: . you saw Star Wars 5 .s party . you went to the pub (The Wild Goose) . you had a coffee in Marco's TAIVIMY Yesterday evening: c you walkeddown Main Street o you went to the ballet (Swan Lake) o you walked down Market Street . you went to a folk concert (by Bootlace and Ash) . you went to Chompers restaurant . .sparty . you got a lift home with a man c a l l e dT i m ANNIE Yesterday evening: . you went to your friend Martha.* ..Hg Past simple: y€s/no questions CROSSED PATHS t- SAM Yesterday evening: o you walked down lVtainStreet to t h e O d e o nC i n e m a . you went to the ballet (Swan Lake) . you went for a pizza at Luigi.f! : IJ *. s restaurant o you went to the cinemato see Star Wars 5 . you walked down Fore Street .

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---- ----r- r- --------J LUCY Y o u a r e p l a y i n gb a d m i n t o nt o n i g h t . i i----I lr PETE You are going to the theatre to see Macbeth tonight.Grammar Games Pearson Education timited O i Ffadfielci 20G1 Eg Fresent continuous uqrith future sneanlng MAP skali nq rin k cl tLTkers nightclub B[ueBoar cafe ( .' I I I r Y o u a r e g o i n g s w i m m i n gt o n i g h t .:l{ ll l I ( *rr-0e. a efi g0 a Three Roya Theatre I restauranL ROLECARDS ---1 SANJAY Y o u a r e g o i n g f o r a n l t a l i a n m e a lt o n i g h t . AMY FRAN Y o u a r e g o i n g f o r a n l t a l i a nm e a l t o n i g h t . SUE Youare goingto plonkers ightclub n ton ight. FRED You are playing in a footba!l rnatch t o n i gh t . Y o u a r e h a v i n ga m e e t i n gi n t h e B l u e B o a r c a f 6t o n i g h t . t i SELWYN TIM Youaregoingto a pianorecitaf tonight. i Y o u a r e g o i n g t o t h e p u b t o n i g h t . l/1 J \. 1ae ? I ! I t Lt . Y o u a r e g o i n g t o t h e c i n e m at o n i g h t . Eiementary. 119 .k ( Ao"l.r'i. YASMIN Y o u a r e g o i n g s k a t i n gt o n i g h t .

2 Put the prcruRE cARDS face down in a pile in the centre of the table. 5 Player I begins.) I 5 Personal prglouns: subject and object (1) Rules for the card garne 1 There are two sets of cards: pICTURE cards and rroRDS cards. 3 -6 -t I f I L I . i 123 . 2 Spread the twelve pIcruRE cards face up on the table. 9 The player who gets rid of her ARTTCLEcARDS first is the winner.He has got b. 4 You can look at your cards. look at all the questions you have made. The first person to make a question can ask each of the other players the question. face up. put d. Tiy to make a sentence that is true about people in your group. - _ | -------J i 14 have Eot: affirmative and negative Rules for Game I 1 Deal out seven sroRD cARDs to each player. 4 Player 1 begins. you can exchange any cards in your hand with ones in the pile. Thke the top card from the BEGTNNTNcS pile and place it face up on the table so everyone can see it.rown 'We hair. 5 Look ar your cards.gltestions Rlrles for Part 1 1 There are two sets of cards: BEGII\'NINcs and ENDINGS. or befter questions? r ll l---- I . 7 If you can make a sentence.' 5 Put the sentence down on the table. Can you move the cards to make any more questions.i. 5 Player I begins. e. If they agree. put the three rroRDs cards down. . 3 Deal out seven v/oRDS cards to each player. 6 Look at your ENDTNGScards to see if any go with the eechrNn. 7 Then it is the next player. 3 Put the BEGTNNTNcscards face down in a pile in the centre of the table. 4 Put the rest in a pile. 11 When each picture has its sentence. 3 Deal out the ARTTcLEcARDs to all players. Can you make a sentence about one of the ptcrrrnss. 3 Look ar your words. 6 If it goes with one in your hand.' 7 If not. you take another three $roRDs cards from the pile. face down on the table. e. in furn. 8 The winner is the player who makes the most sentences. arrange them to make a storv. 7 To make a question. next to the prcrunE. Thke the top card from the pile. 4 You can iook at your ARTICLE cARDS. you can put any of your'$roRD cARDS back in the bag and take the same number of new ones. 8 They must answer! 9 At the end.s turn. Say the sentence. 'An apple. 2 One player deals out the ENDTNGS cards to all players. using the woRos in your hand? Each pICTURE needs three woRDS cards. 10 Then it is the next player's rurn. 8 The first player to match it with one in his hand and say the words can lay both cards down. put the prcruRE cARD down on the tabie.own an ENDINcs card beside the srchrNrNGS carC. 2 Put the rest in a paper bag.Ics card to make a question. 6 If you can't make a sentence. ? -E il _dt 12 Se= wh. 'Ihe 8 others can agree or disagree. 6 Player I begins. put them both on the table and say the words.The moon.' haae blue jumpers.g. 9 If you can't make a sentence.g.. ._cli ? Rules sheets 2 alan or ffte {1} Rules I There are two sets of cards: rICTURE caRos and ARTICLE CARDS.

The cards that you are putting down on the table must be face down. you wiil not have the right cards to make a fact 'invent' (or guess) that you know. you can throw away your cards and take another two FREAKy FACTS cARDS from those on the table. Rules I You will have a board.g. Then you can 'Tigers eat fish. 2 Deal out eight FREAKv FACTScARDS to each player and spread the rest face down on the tabie. 6 Begin playing normally. You can add other to rnake the sentence if necessary.g. you must keep the cards. Pick up a vERB cARD from the pile. e. 'Tigers haae stipes. a dice. 11 If the group still disagree with your fact. and a dice. 12 Then it is the next player's turn. by shaking the dice and moving the counters round the board 7 When you land on a shape (triangle. (I(eep it hidden from the 'cat'. 21 Present simple: affirn'lative and negative Rules for Garne I I You wiil have a set of FREAKy FACTS ceRos and a set ofvERB cARDS. 3 Place your tokens on START. 3 Place the vens cARDS face down in a pile on the table. try to persuade thern that it is true.. 5 Player I begins. (Mice don't pounce!) 8 If you land on a SCURRY square.u L"--i . but you may change any FREAKv FACTSCARDSin your hand with cards on the table.Elementary Grammar Games PearsonEducation Limited @ J Hadfield 200f Etl: . e. 'cat' 11 The game ends when the catches the 'mouse' by finding its hiding place or when the mouse gets to the mousehole. etc. '!'. or just to have fun! 10 The winners are the pair who get their counter to the end of the board first. 7 The mouse begins.' But sometimes a fact easily.' the rnrnxv words 7 Warning: To make some sentences you will need an extra s or ES card. or straight to FINISH. organise yourseives into pairs. 8 Sometimes you will have the right cards to make 'Cats eat fish. 9 You can change rules to help your team win. square or diamond).g. 'cats' a cAT prc'runr and 4 Your teacher will give the 'mice' a MousE pICTtr'REand another the mouse token. e. you can ask the 'mouse' a question. a counter for each pair. Roll the dice and move 9 Then it is the that number of squares. 13 The winner is the player who gets rid of all her cards first. 6 Thke two FREAKv FACTS cARDS from your hand and make a sentence with them and the verb.- Rules sheets 'l9 Placeprepositions: in. 'Are 3tou in the box near the 'Are you sink?' on the chair on the right of the table?' etc. 10 If the group agree. at. 2 Decide who is the cat and who is the mouse. (Cats don't scurry!) 10 If you lanci on a PO{-TNCE square. e. But you cannot make a rule that allows a pair to move more than four squares forward. circle. 4 The obf ect of the garne is to make sentences using a verb from a vERB cARD to ioin two of FAcrs cARDS. l J 2O lmperatives Rules 1 Play this game in a group of 6-8 players.) 'cat's' turn. 4 You will have a board and a set of instructions. under. missing out the POIINCE squares. n . 'mice' should place their second token 5 The anywhere they like on their picture (keeping it carefully hidden from the cat)! 'cat' to 6 The obiect of the game is for the try 'mouse' and the 'lrrouse' to trv to catch the to escape frorn the 'cat'. 5 Put your counters on START. 3 Each pair is playng against the other pairs in the group.' a fact. a cat token and a mouse token. you can) if you want. you must obey the instruction for that square. 9t. 2 Within each group. 8 Each time your pair lands on a square marked you can change one of the four other instructions in any way you want.g. missing out the SCURRY squares. move the second mouse token to another place on your picture. 9 If the others disagree rvith your fact. Shake the dice and move that number of squares round the board.

. Thke it in turns to read your sentences out.My boss often shouts. 7 The player with most cards at the end is the winner. Spread them out where you can both seerhem. Thke the top card from each pile and put the two cards face up on the table. you should decide what you need to get. 8 Then work with another pair.I read tzlo books ez)erymonth. by matching a picture of a tiger with the ^n *ri Iniio and asking'Were da ngersliz:e?' maykeep both cards.A lot of my friends go skating on Friday nights..l. Rules I Your group will have a euESTroNS BoARD.o.tadfield 2O01 1 :{ ]. { -$ n -y 1 _i .1 Rufessheets 23 Presentsimpfe: wlz. He should take a card from the pile and miss a go.m. 6 The first player who can do this correctly. 2 Put them in t'wo separate piles. 125 . but hide them from the orher two players. going on holiday.TAL in a pile. l0 When you have finished going through the cHECKLrsr. if you land on . or we hazten't got any. got '41o. 4 Thke it in turns to rurn up a prcruRr from the pile and lay it on the table.rsr. but keep the other on the table. e"g.How many books do you read every month?' 7 If you can make a question. We need n get some-t -'Y€s: and we need someplasters tuo. euestions rnust begin with a ush-word (e..g. 8 The player must repiy. e. prcruREs face down 3 Put the ANTA. 2 Spread the aNmar ANSI?ERS out face up on the table. the players with the cHECKLrsr shouid underline or circle it.. 8 If they haven. 4 Player 1 throws the dice and moves fonvard that number of squares. a few. 24 some and any Rules 1 Imagine that your group is a family.How much.are two sets of cards: ANrr\{AL pICTURES and aNlvan ANS\xrERS. they can put the IACKTNG prcruRE in the surrcAsE and the piayers with the cHECKLrsr can tick it off. 7 Keep a list of all the sentences. 6 For example.. 5 When you land on a square. 2 Place your counters on START and deal out five cards each.. etc..' 7 If they have the thing.yes... Rules for Garne I I There are two setsof cards: pEopLEcanos and FREQI.. e. 13 The group to finish packing first are the winners. 3 Put the rest in a pile face down. 'fhe 4 players with the surrcAsE take the twelve rACKING rICTURES. e. . the other pair get point. a 12 The pair with mosr points at the end wins the same.:. : We need some shampoo. 12 You can give away any of the things not in your SUITCASE.g. What or Where) and use do or does.wotake the criecKt.. he cannot make a question with ..books. 2 Your teacherwill give you a SIJTTCASE and a cHECKLIST and twelve pACKING prcruREs. 3 Player I begins. .. 4 The obiect of the gaure is to make a true or false sentence with the two cards. or 'Tuso books. Tnerve some.g. 1 0 Then it is the next player's turn. Grammar Games @ J. ask any of the other players.A/ot or many!' ot . Say the sentence.' 9 If Player I only has .g. t t t i t { t a ... 5 The players with the cHECKLrsr shourd ask tire orher players if they have the things on the list. sometimes. *. 'We haztenl got any batteries. a dice. Have you got any?. you can ad. I t 1 l 1 The player who usesall the cards in his hand firsr is the winner. 9 Each pair shouid guess whether the cther pair.Hazse we got any (suncream)?. face down on the tabre. 5 Try to make a sentence such as: ..:r 'il s Pearson Education timited Elementary'. 10 If they are right they get a point. . 6 Then it is the other player's turn. 'l-he other r. 11 Your group can then send out two players to visit other groups and ask for things .. '. 9 If they have more than one of a thing. 5 The object of the game is to find a question for the prcrmg that matches one of the ANSWERSon the table.books' and you have 'How a many' card you can make a question such as'Hous many books hazteyou got?' or .d any other words you need. .t got the thing.s sentences are true or false. look at the cards in your hand to see if you can make a question.questions Rules I There.IENCY CARDS. cards in his hand. they should pur one in the surrcAsE.We need some suncrea. etc. 6 The other players should look at the pacrrNc PICTLTRES and answer. e.I don't have many books. 11 If they are wrong..d. 'Iwo 3 players in each group take the surrcAsE.g. a lot of. 27 Frequgncy adverbs: always. a set of MUcH oR MANy cARDS and a counter for each player.

2 Put the PICTURE QIIESTioNs face down in a pile onthetableanddealoutalltheprcruREANS\r. 8 Then it is the next player's turn to turn up a PICTURE QUESTION.He isn't laughing'' 5 The other players ask questions to find if the card is the same as one on their BoARDS.!- Elementary Grarnmar Games Pearson Education Limhed @ J Hadfield 2001 Rules sheets 28 Pnesentcontlnuous: affirrnative and negative Rules 1 You will have a PHoro ALBUM (two pages). e. 4 The obiect of this part of ttre garne is to make a question using four woRD cARDS for each PICTURE.ERS to the players. say the words and point to the photo it describes. 6 The first player to find the four \roRD canos that make a question for the picture should say the question. Turn up the first where euESTIoN and put it face up on the table everyone can see it. 30 Presentcontinuous: wrz-questions Rules for Part 1 lYouwillhaveasetofPICTUREQIlESTIoNsandaset of rvono cARDS. 7 Then it is the next player's turn to pick up a PICTURE. 7 Look at the cards on the table. e'g''Is he 'Is he writing?' 'Is he driaing?' cooking?' 6 The player who gets the answer'Yes' may take the prcrunr and place it on her BoARD. 2 Thke one BoARD each.runs 5 Player 1 begins. on the matching square.questions Rules for Part 2 I rwhen you have made all the questions correctly. a set of pnopr-s cARDS and a set of vERB cARDS' 2 Put the pnoro ALBUM face up on the table where you can ali see it. 3 Thke the psopr-e cARDS and spread them out face up on the table4 Thke the vnns cARDS and spread them out face down on the table. tell them three things that aren't happening in the picture. without showing it to the others. the player can take the four \roRD cARDS and the PICTURE QUESTIoN' He puts the picture in front of him with the four \x/oRD cARDS underneath. 9 Then you can put the caption under the photo ' and claim a point. Try to find words that go together to describe one of the photos. put away the wono cARDSand take a set of PICTURE ANS'SrERS.. 4 Player I takes the first PICTURE QITESTIONfrom the pile and asks the question. 10 The player with the most points at the end is the winner. 3 Put the PIcTuRES face down in a pile.He's not eating. 6 The obiect of the game is to make a caption for each photo. without showing the others the card. 7 If the others agree it is correct. 9 The player who finishes his BoARD first is the winner. using ttre psopm canos and \rERB CARDS. pile on 3 Put the PICTURE QUESTIoNs face down in a the table. 5 The player who thinks she has the right PrcruRE can reply.g. TTheplayerwithmostcardsattheendisthewinner.'He's crying becausehe's ANSw. 30 Present continuous: wh. for Photo l: We are arriaing in Spain' 8 If you find a caption. ptc. Thke a PIcruRE from the pile and. 3 The obiect of this part of the. 126 .garne is to match question and answer. if they do. e.g. g The player with most cards at the end is the winner I 29 Present continuous: yes/no questions Rules 1 You will have a set of Lorro BoARDsand a set of LOTTO PICTURES. 2 Spread the rvono cARDS face up on the table where you can all see them. she can keeP the Pair of cards' 6 Then it is the next player's rurn to turn up a PICTURE QUEsTIoN from the pile and ask the question. she should put it back at the bottom of the pile and take another. e'g' 'He isn't dancing. 5 Thke it in rurns to rurn up the vERB CARDS' one at a time. 4 Player I begins. 8 If any player picks up a PICTUnr that matches one on her own BoARD.ER warching a sad'film-' The other players can check that the question and answer cards match.

If she is wrong.' Then ask'lVhat is he doing now?' 7 The player with the matching ACTToN prcruRE 'He's doing can tell you. 9 Then it is the next player's turn to draw a JoB cARD from the pile. He driaes a bus.'He wears a unifurm. 9 If it doesn't match one in your hand. can take: both cards and put them d. 1l When every eICTURE has its sentence.. 6 Player I begins. 3 The first one to describe it correcdy gets the card. or if his sentence is wrong. I-ay them down underneath the pIcruRE and say the sentence.' and show the card. 8 If she is correct. with times on. 12 Then it is the next player's turn. Take a card from the pile and look at it. 2 Place the Joes cARDS face down in a pile in the centre. 3 Now you will get another set of srnaNcE BUT TRUE cards. 7 All players must try to match the correct verb to the picture and say.own on the table. 5 Player I begins. who guesses correcdy.g. Look at your cards.Rules sheets 31 Present sirnple or present continuous RuIes I There are two sets of cards: a set of JoB cARDS and a set of ACTIoN PICTURES. 'She brokethe cup.'Wue you in tlu bath?' 11 The player with the matching picture. 5 The obiect of the garne is to find three {vonns cards to rrake a sentence that tells what is happening in one of the prcruREs. in any order. Player 1 can take three new voRDS cards from the pile on the table.m. hobbies or habits you can see.g. 5 The obiect of the garne is to rnatch the two sets ofcards. 4 You can look at the \soRDS in your hands but not show them to the others.. 7 Look at *re card.) 10 The rest of the group have to guess where you were. 8 If it matches one in your hand. 3 Deal out the ACTIoN PICTURESto each player. 1 Put the ptcrrrnrs in a pile face down. 4 Put this set in a pile face down in the middle of the table. 2 Deal them out equally to all players. Have you got the right words in your hand to make a sentence about any of the pictures? Each picture needs three v/oRDS cards. cards face down in a pile 2 Put the acrtoN nICTURE in the centre. 4 You can look at your cards.g. some gardening. 6 Give the others three clues about the person's job and any likes. Thke a card from the pile and lay it face up on the table so that everyone can see it. 5 The obiect of the game is to rnatch pictures and verbs. 4 The obfect of the ganne is to rnatch 1on cARDS and ecrroN PrcrLrRES.g. 13 The player who gets rici of her cards first is *re winner. she must give her ACTIoN prcruRE to Player 1. and to make a sentence describing the picture. 8 If they agree. 10 Then it is the next player's turn. e. 34 was and were Rules for Ganae 2 L Your teacher will give you a set of srR{NGE BLrr TRUE cards. 7 The others can agree or disagree with your sentence. 2 Turn up a Plcruns from the pile. this game can be played without the pas't cards. 9 The player with most plcrtrRE cards at the end is the winner. e. replace it at the bottom of the pile and take another. but don't show it to the others. put them in order to make a story. 6 Player I begins. without showing the others. 9 If Player I cannot find the right \roRDS. e. He likes chocolate. I wasn't . of the group: yesterday. 6 Player I goes first. I t t I 35 Past simple: affirmative and negative Rules for Garre I Part 2 I You will have two sets of cards: vERBMATCHcards (rnsr) and ncrIoN PICTITRE cards. and I wasn't in ' (Say the time on the card and name two places not pictured on the card. using ttre picnrres they hold.' 8 The first player to do this collects the PICTITRE card and puts her past card down on the table. ask the rest 'Guess where I was at .e. forms on the When you think you know all the PAST cards. 3 Deal out seven'troRDS cards each and put the rest face down in a pile. a. 10 The player with most cards at the end is the'*rnner. she can keep both matching cards (1oe cann and acrroN rICTURE). 3 Deal out the pesr cards equally to all players. 2 Spread ttre pIcruRES out face up in the centre of the table. Thke a card from the pile. I I t I t I 127 . 34 was and were Rules for the card garne 1 There are two sets of soAp opERA cARDS: \roRDS cards and prctuxg cards.lpm. he can exchange as many'JroRDS cards as he likes from the cards on the table.

could use WHAI " 'Wat did You eat for dinner?' takes the The first player to do this correctly 7 ANS\V-ERCARDandputsitontherightspaceonhis LOTTO BOARD. on their LoTTo BOARD' on the board' and say pluy..rti{. a question at the 8 If two or more players ask can decide which same time. the other players is the best. face down. you cannot use that phrase any more' who fills in her LoTTo 11 The winner is the playsl goaRD first. e'g' AT Christmas to ask one of quesdon 7 Use the phrase to make a 'V{/hat do you eat at players.. 2 Place Your counters on START' cARDs to each piayer' 3 Deal out four PREPosITIoN 4Puttherestofthecardsinapileontheboard.::'ii:'f Rules sheets -----1 I 1 l 37 Pas'tsirnPle: wh'questions Rules BoARDS' a set or 1 You will have a set of LoTTo and a PaPer bag' ANsvrER cARDs' in the paper bag' 2 Put the ANSv-ERcARDs each' 3 Take a Lorro BoARD is to make questions 4 The obiect of the game on the ANSwER cARDS' that rnatch the answers an ANS\rER cARD from the 5 Player 1 begins' Take 'Pizza'' paper bag and read it out' e'g' question for that answer' 6 Players try to make a with one of the words or using the past simple For example' phrur... :J . Frangois?' put your 8 When the other player replies' of the pile and PREPosITIoN cARD at the bottom take another from the toP' must take a 9 If you can't make a question' You go' card from the Piie and miss a the next player's turn' 10 Then it is first is the winner' 11 The player who gets to FINISH 128 .. l:ir:i:f rl'Fs: . e'g' the other Christmas. moves forward that 5 Player 1 throws the d'ice and number of squares' 'time' square' look at the cards in 6 If you land on a preposition that your hand to see if you have a or ON Mondqt' matches the time. i..f.:-ib. 38 Time Prepositions: in' at' on Rules a dice' a set 1 Your group will have a TIlvtEBoARD' one counter for and of pngposlTloN cARDS each PiaYer. turn to dip in the bag 9 Then it is the next player's and read out an ANS'*fERCARD' space on your Lorro 10 Once you have covered a question word or BoARD.

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