lntermediate GRAMMAR Games

A collectionof grammargamesand activities for intermediatestudentsof English

Jill Hadfield

photocopiable rnate?ial

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

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

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

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

4
.7 .7

8 I l0 10 1t

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

34 35 37 124

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Intermediate Grammar Games
PearsonEducationLimited @ J Hadfield 2003

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

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

who arealwaysighting. f

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

whichisalways arking. b

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

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

who arealwaysighting. f

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

who have noisypar ties.

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

who liveson her own.

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

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

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

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

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

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

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

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

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

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

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

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

Intermediate Grammar Games
PearsonEducationLimited @ J Hadfield 2003

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

RELATIVE CLAUSECARDS (continued)

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

wher e ther e ar e often teenagepar ties .

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

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

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

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

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

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

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

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

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

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

i

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

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

i I
I I

i
I I

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

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

I
I I I

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

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

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

wher e ther e ar e 14 cats.

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

whosecr ying keepsher awake.

lntermediate Grammar Games
PearsonEducationLimited @ J Hadfield 2003

ElI nelative clauseswith extra information

who

who

who

who

who

who

which

which

I I I I I I I I

which

which

r^/h rrh vvt ltlt I

I t
I I I I I I I

which

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

I

where

w h e re

wher e

i
I

wher e

.___l

I

where

w h e re

whose

whose

.---J

I

w h o se

w h o se

whose

whose

- - t -|

- - - - - - - -

|

|

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

I

that

that

that

that

107

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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