lntermediate GRAMMAR Games

A collectionof grammargamesand activities for intermediatestudentsof English

Jill Hadfield

photocopiable rnate?ial

Education Limited Pearson Edinburgh Gate Harlow Essex C M 2 02 J E England Companies and Associated t h r o u g h o u tt h e w o r l d . w w w . l o n 9m an .c o m O J i l lH a d f i e l d2 0 0 3 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 by her in accordancw b e e na s s e r t e d e ith the Copyright, Designs and Patents Act 1988 Permissiot no c o p y grants 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 permission f o r c o p i e so f t h e p a g e si n t h e s e c t i o n s f r o m p a g e3 8 t o 1 2 8 s ay make t o b e m a d e w i t h o u t f e e s a s f o l l o w s :p r i v a t ep u r c h a s e rm f 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 copies sf w h i c h t h e y a r e i n s ay makecopies s c h o o lp u r c h a s e rm charge; f o r u s ew i t h i n a n d b y t h e staffand students o 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 n t o c o p y d o e sn 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 or branches of an institutionw . ho should purchase m 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 . a separate ps rior permission 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 in writing must b e o b t a i n e df r o m P e a r s o n Education Limited. published First 2003 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 o r t h e P u b l i s h e rb sy G e n e v i d v e Produced Talon D e s i g n e rT : r e v o rS y l v e s t eT r ,S G D M o r t o n( u n i t s l l l u s t r a t eb dy : G a b r i e l l e 3,9, 18,21,22,24,34,36); 4 , 8 , 1 0 ,1 2 ,2 0 , 2 3 [ p 8 3 ] ,2 9 , 3 3 , 3 5 , 3 7 \ : J o h nP l u m b( u n i t s ( u n i t s5 , 6 , 1 1 ,1 9 , 2 3[ p p .8 a - 5 ] .3 1 , 3 2 ) T e r r yM c K e n n a

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 l- hazte 16 ma3,tlmightlcouldlmustlcan't 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

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

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

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

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

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

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

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

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

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

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

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

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

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

.. Set a time limit for this part of the activity. (class 5) will definirely haz. promises and dreams. you can if you like extend the game into an activity where all students stand up and move around.ftrture: I will be able to tyDe zuhenI haoe finished this course.present: You can I rnay useyour mobile phone here. which is a promise and which is a dream. . .e .present: I ntust go to the dentist. I You couldn't smoke in the waiting room.' 'llte group with the iongest list at the end is novel. Give one eUESTIoNNAIREto each student. . production . Be prepared to Students providesupport. The others must try to guess the sentences:'Will you haae got married?' They must then try to decide which is fact.. job.future: You ztsill be able to I uiII be alloused to use ltour mobile phone when you get there. . 17 ..How to use the game . which are prornises and which are drearns.future: You uton't be alloztsed to smoke in the waiting room. Then it is the next player's turn to give clues while the others guess. e. Check that your students are familiar with the grammar point. future: I usill haoe to I rtust go to the dentist next month.. writing a list under each heading: By this time next year we . . How to use the game . Ask them to fill in their quesrtoNNAIRES with as many answers as oossible that are the same for both of them. permission and ability Expressing obligation . have to and can Type of activity Pairs. Expressing prohibition present: You rnustn't smoke in the waiting room.' the winner.. The first player begins by giving the other players three clues about the subiect matter of her sentences. completing and matching. .present: I can suim.past and future of must. exam.g. if you like. Make enough copies of the QUESTIoNNATRE for each pair of students to have one. 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!) . PROMISES sHEET to each student.present: I don't haoe to stay late today because the meeting is cancelled.' column. 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. past: t had to go to the dentisr last week. Expressing ability . e. 'Anya will have written a best-selling have found a new job. ... Expressing lack of obligation . . fantasisethat we uill haae . The obfect of the garne is to guess each other's sentences and to decide which are facts. in the Grarnrnar IE Present. They should not show their sentences to anyone else. The order of the ciues must not match the order of the sentences. collect in the papers and make a wall-poster. Other structures None Topic areas Everyday actions Challengingvocabulary generate their own vocabularv.e banned it now. prohibition. Expressing perrnission . Ask them to put as many items as they can remember in each 'Peter 'Maria will zpill haxe got married.past: I couldn't driae when I zuas 18.past: I didn't hazse to stay late on Tuesday becausethe meeting was cancelled. asking and answering questions about each other's facts.g. I Yotr uson't be able to smoke in the waitins room. . You can. . . Give one PROMISES. . like this. then ask students to sit in groups of 4-6. Group the students into groups of 3-4. They should take a piece of paper and divide it into three columns with ' ' ' the headings Facts'. . . Pronises' and Dreams'.uere able to use your mobile phone here last week btfi they'z. and feedback Monitoring After the small group guessing game. Materials and preparation . Ask them to imagine the future this time next year.past: You could I zaete alloztsed to I z. Check that your students are familiar widr the grammar in the Grammar point. Divide students into pairs. .future: I uson't hazte to stay late tomorrow because the meeting is cancelled. promise rhat we will haxe . . Grammar point Compare the use of forms for talking about obligation. marriage.

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

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

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

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

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

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

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

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

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

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

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

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

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

' . . EEnelative clauseswith extra information Type of activity Small group. . liaes in Argentina.) . The pollrNoes comprise REL.'. e. teachers. e. no 31: Tammy Tomkins. . or for a freer gamet cut them off. The first player chooses a prcruRE caRl and places it on the table where everyone can see it. or a RELITIVE pRoNouN cARD. How to use the game .widow. production Grammar point Relative clauses . The neighboursdon't like her becauseshe has the TV on all the time and they can hear it through the walls. the main clause cannot stand alone without the relative clause in non-defining clauses.and baby Olivia. . Pre-teachany other words from the game you think will be unfamiliar to your class.no 29: Julie Simmonds. . She doesn't like Tammy becausethe baby cries all night. You can leave the words on the bottom of each picture card. Give each group a set of prcruRE catts and a set of REI-ATIVEPRONOUNCARDS. Monitoring and feedback Go round the classasking groups to read out their until all have been read out. Thmmy doesn't like her becausethe cats ger inro her garden. (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. if the non-defining relative clause is left out.we cannot ieave out the relative Dronoun in nondefining clauses .there are two types of relative clauses: defining clauses and non-defining clauses .g. and l4 cats. zrsho is a geologist. e.E.. a nurse.g. She doesn't like the Blakesbecausetheir children fight and she doesn't like the Browns because rheir teenagers havenoisyparties. The next player must choose another DoMr\to and place it next to the fust.'works in Australia'. 'zoho'.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. 'My uncle. . sentences . The next player must try to add a new DoMrNo to continue the sentence. They don't like Julie becauseher TV is on ail the time and they can hear it through the walls. Divide the classinto groups of 3-4 students. giraf. He can choose either a prcruRE cARD and complete the phrase. Copy and cut up one set ofthe DoMINoES for each group of 3-4 students. . waitress.and their teenage children Felix and Jodie.' . ordering (dominoes).g. The neighbours don't like Thmmy becauseher baby cries all night. . the relative clause gives extra information: My cousin. e. She doesn't like Violet becauseher cats are alwaysin her garden. Players may look at their DoMrNoES. the relative clause identifies who or what is referred to in the main clause: That's the man usho bought mt car.{TrvE pRoNouN canos and pICTUREcARDS. He begins the sentence either by saying the words on the card.t'e. . 'Ml uncle works in Australia where .in defining clauses. The object of the garne is to rnake as long a sentence as possible. the sentence will still make sense . Check that your students are famiiiar with the grammar in the Grarnrnar point and with the words listed in Challenging vocabulary. .' or a relative pronoun to continue the sentence.. . e. 'My uncle . Materials and preparation . 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. lion-tamer lighthous e. no 32: Violet Perkins.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? . with defining clauses.. Tammy doesn't like the Browns becausetheir children have loud parties.g. or an introductory phrase 'This like is the uncle . .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 . They don't like Tammy becauseher baby cries all night. The next player must choose either a IICTURE cARD to complete the relative clause appropriately. no 30: Sally and Bob Brown. who is a lion-tamer. .

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

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

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

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

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

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

.- music ....Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E Rrticles in general statements tiger Irtl rose ..-r.-r....- news ....- 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 ....-'l f I ..................

.I I I I I I I @ t t t t t t l ....- | 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 --------|-------..tai7v 1.{ wiv)iw a..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. l r l l l l 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 .- @ @ @ @ @ 39 . l l l I I I I I I I I I I I I I I ^l 1/t t l./t xJivr..-F ...r -l- .-|----t t I t t t l l l l l -lI I I I I I -------.

... . are my favourite flowers. . 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 . . . . 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 . b e t h e f o o d o f l o v e .. 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 music i I write a lot of letters . the tiger . the good frie nd i-----------------------1 T h i si s . . . .. the music tl F-----------------------{ I love I t a l i a nf o o d -'l I . roses I f e e l s o r r yf o r . is an endangered species. in zoos. tigers . i t h e g o o d b o o k 40 . isa friendfor life.p l a y o n . ...

we ate lastnight. the dogs I loved .. people I neverdrink 4 coffee I'm scared of . 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 . nextdoor... in my in-tray.... . the people ----1 .. t h e l t a l i a nf o o d I in our garden are lookinggoodthisyear.you madethis morningwastoo strongfor me..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 of dogs I answered all .. the coffee 41 .. 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 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 .

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 .

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

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

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 .

) newg neis-) '. i i i tt : /4ne\ Wortdcup c'Jt 6oru <i \' i +r1t- -z iG#i€ tonnunica foatr.abliia i t world l( i t <''n' )i i 2 \ . ^\ i.. /1u.G.O51 I lqlsp:. t IfJta .\v| : -v1l|I I t ^ t I i\ '\-. i/r1 -r.Z </. '.\ 4te '4ne i h. Populatio 47 . ^-.// K*i :J \ a\ -. iV iV" Peop\0.lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 Elwill ftiaViryge Iife tr I i3[a I cohpule( .

order? Vha.I ' m g o i n g t o d o t h e for it now.c: ordered.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 . . Have qou relnonbered ihe. l ' l l h a v et h e c h i c k e n I think. . shopping Sor. l ' v ea l r e a d y I ' m g o i n g t o h a v et h e c h i c k e n .g l'^ t.t:. g"aetgfonight? Y e s . Shall we orde.F woutd You like. G r e a t .l ' l l a n s w e ri t ! k n o W I ' m g o i n gt o answerit.l ' l l d o t h e s h o p p i n g for it thismorning. Shatl we. I H m m .

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

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

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

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 . N o w h e l i v e si n S w i tze rl a n d . Your gr andpa usedto be a vicar .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 a f l a t . N o w h e m a ke smo d e l a e ro p l a n e s. . Y o u r g r a n d p au se dto b e a sa i l o r. Your grandpausedto be a trapezeartist. Now he writesscience Your gr andpausedto be a gar dener . Yourgrandpa used to be a journalist. 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. Now he wr ites cr ime novels. Your gr andpa usedto be a spy. N o w h e ' sa B u d d h i s t . fiction. N o w h e s i t si n a r o c k i n gc h a i ra l l d a y . 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 andpausedto be a far mer . Now he sleeps all day long.

-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 . o E -c t- ctr o t- O-o s(o =t o o(o tJ f xo io -\Z (' .v (I' P o_ = ro b€ o E c ((.r') LA . J- ga CE ( oc 'q) P P (o.> -v o o -o -o o o E (' (o -c ((' P o ol c (.Intermediate Grammar Games Pearson Education timited O J Hadfield 2003 El Past continuous -o. ^o r.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 .P o J= o -cE .ts !- o (o o o qi c (o d :) ttl .

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

-- ..J .) o P P o o -E F -tI I I I I I I I I I v'l . \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 .!-2 (o o- P P G) AJ (o L.:3 ltl .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(..lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E Presentperfect EVENTCARDS ltl P o lq) 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 ...-- . ..... iP I I I I i(t' rL.r* rJ oio 'xiu \ z..t .' o) i---------I I I I r .- oiP Or .-L - th ttl c.... 55 .t) o \J -L i9 I t L I I I I I I I I I .._- E o oo o_ : (o c ltl o _o (o ro E o x o ...I I I I { I I I I I I I I I I I I (oix o io 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 -....-- . (o rP | (/.

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

= OJ I o P -E f= >lJ C(o P OJ P C U # = -c c P CJ c) -c 3 c P CJ -Y o o) o OJ N C CJ 50 >.= c P tl tl o P .s I I P P -Y o P LO o a) Er -:(o -E> .q -> # c (J -c P c E . (U P rF CJ = .9 -c P c o Ol Ol Ol 3 P rh o c ocJ qra -Y.9 c P = P P OJ >P c \F . P 6X 57 . 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.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 .

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

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

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

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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 Myers Noggs .

Jade Troggs You bur gleda housein B r o a dS q u a r e at 8 pm last night. Harry Sloggs Y o u b u rgleda housein B r o a dS q u a r e at 8 pm l a st n i g ht. Sayyou wer e visiting someone in hospitalat 8 o' clock. Sam Hoggs Yo u b u r g l e da h o u sei n Bro a dSq u a r ea t 8 p m I a s tn i g h t . 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 w a t c h i n gt e l e v i s i o n at T e l lth e tru th 8 o'clock. e l lt h e tr uth about what you d i d b e f o r e h a n dc :ooking supper . Dave Toggs You b u r g l e da h o u sei n Bro a dSq u a r e at 8 pm las t n i g h t . a b o u t w h a t y ou d i d b e f o r e h a n dp : laying football. S a yyo u w e re t uck e d u p i n b e d a t 8 o'clock. Tellthe tr uth about wha t you did befor ehand: gardening. Sayyou wer e repairing t h e c a ra t 8 o 'cl o c k. 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 . 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 . Mike Foggs You bur gleda housein Br oadSquar e at 8 pm last night. S a yyo u w e re in the pub at 8 o'clock. 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. 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 at 8 pm l a st n i g ht. Sayyou wer e h a vi n ga bath at 8 o' clock. 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 at 8 pm last night. 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 .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 at 8 pm las t n i g h t . T e l lth e tr uth about w h a t you did befor ehand: p u tti n g up shelves. Tellthe tr uth a b o u t what you did b e f o r e h a n dw : a l k i n go n the beach. Sayyou wer e h a v i n ga h a m b u r g e r Tellthe tr uth a t B o 'clock. 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. e l lt h e t r u t h about what you did befor ehand: walking the dog. Tellthe tr uth a b o u t what you did b e f o r e h a n ds :wimming. Felix Myers Noggs You bur gleda housein Br oadSquar e at 8 pm last night. Tellthe tr uth about what you did befor ehand: playing t e n n i sa t t h e c l u b . Sayyou wer e putting the kidsto bed a t 8 o ' c l o c kT . Yasmin Poggs Y o u b u rgleda housein B ro a dSquar eat 8 pm l a st n i g ht. Sayyou wer e doing the housewor kat 8 o ' c l o c kT . . Sayyou wer e r e a d i n ga t 8 o ' c l o c k . Marvin Froggs Y o u b u r g l e da h o u s ei n B ro a dSquar e at 8 pm l a st n i ght. T e l lth e tru th a b o u tw h a t y o u d i d b e f o r e h a n dc :ycling.

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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 .A n n e t t e .. --t-- John I p l a y e db i l l i a r d s w 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 n i n e .T h e g a m ef i n i s h e d about a o u a r t e rt o n i n e .. N o o n e e l s ej o i n e d u s . t h e n a n d M a r g a r e tl i s t e n e d g o t b o r e d .D a v i n a t o u s p l a yf o r a b i t . I s u p p o s el.----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 o o n e e l s e.S h e p o p p e d i n t h e r e w a s a n o t h e rp e r s o 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 . .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 .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 " . 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 e l l xw a n t e d t o a n d G a r t hf r o m a b o u t 8 o ' c l o c k .I t h i n k M a r g a r e tl e f t a r o u n d 8 .B e r y la n d C h r i s t i n a 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 . .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 . !----------f:l I F-r:-- ------. I had a pipeand a glass o f p o r t w i t h H e r b e r to u t o n the verandah.F e l i x 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 . G a r t hw e n t w i t h m e . 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 rty ill lan c a m et o g e t m e f o r b i l l i a r d s . I d o n ' t k n o w w h a t K e i t hd i d .W e l e f t t h e b a l l sa n d c u e so n the table.I ' d p r o m i s e d Lionea l g a m eo f b i l l i a r d s . I listened t o A n n e t t e .o h a n d G a r t hf r o m a b o u t 8 o ' c l o c k . 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 .a b o u t h a l f p a s te i g h t . !. 4 5 . 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 . Beryland p l a y i n gi n t h e m u s i cr o o m . 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 . Beryl until 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 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 . 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 . 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 .------^ Margaret p l a yf o r a b i t . e i n v i t e dM a r g a r e t 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 w a n t e dt o s m o k eh i s 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. b u t t h e y Christina w e r e n ' tt h a t g o o d . I l e f t a b o u t t e n t o n i n e. 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. 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 . 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 .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 s i t h J o h n ..I w e n t . 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 to playbilliards with Lionel. 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 . 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 . 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 .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 . n n e t t ew a s t h e o n l y o t h e r w i t h h i m t o t h e v e r a n d a hA p e r s o nI s a w .O h a n d . 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 .

a t a b o u t t e n t o n i n e . a n d f o r went to oet her violin. 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 down and I'd left my bag in the parlour. so I remembered w e n t t o g e t i t a t 8 . I I I I I I I I I I I ..E d w i n a w a s t h e r eo n h e r o w n . h e n w e n t b a c k .I w a s o n m y three or four minutest 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 . or a bit after Yes. w e a l l h e a r dt h e s c r e a m .T h e l i b r a r yi s soundproofed s o w e d i d n ' t h e a ra n y t h i n g . the billiard W e h e a r da t e r r i b l es c r e a m at about9 om.s o m e t h i n gl i k e t h a t ? Garth t o h a v ea s m o k ew i t h F e l i x I went to the verandah there.s h e l e f t w h e n I c a m eb a c k i n . e went t e n 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 a m e .a r o u n d 8 . 4 0 S h ew a s t h e r e a b o u t .W e w e r e h u n t i n q f o r t h e o t h e r w h e n w e h e a r dt h e s c r e a m . t 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 D a v i n al i s t e n e d t o n i n e . Thatwasaboutten to nine I think.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 . 69 . H e r b e r tw a s a l r e a d y from 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 the conservatorv. I s t a y e dt o c h a t . 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 . 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 .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 . t e n m i n u t e sw h i l e C h r i s t i n a lan I w e n t t o t h e c o n s e r v a t o rty o g e t L i o n e la t a b o u t . 4 5 . 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. T h i sw a s a b o u t t e n t o n i n e o r s o . Beryl all the time between 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 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 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 till 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 a 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 . H e w a s t h e r e w i t h X a v i e rW 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 . 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 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 . 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 . 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 yb o u t f i v e t o n i n e . H e r b e r tw a s a l r e a d y from 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 the conservatorv. Felix t o h a v ea s m o k ew i t h G a r t h I went to the verandah there.

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

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

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

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

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

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t.

I ncolleaguein your office hasan annoying cough.

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

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

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

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

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

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

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

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

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SYou havethr ee sons. You want a dauqhter .

86

Intermediate Grammar Games
PearsonEducationLimited @ J Hadfield 2003

EIwish
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5 You scr aped the sideof the car . Ther e' s ther e now. a big scr atch
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6 You tur ned down a job in Per u. Now you' r e sor r y!
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3 Yo u d i d n't w o rk ve ry h a rd a t school. Yo u f a i l ed yo u r e xa ms.

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

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

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

HOPES

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

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

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

ver y m uch. 6 You like som eone you too... likes Y o ut h i n k h e / s h e

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

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

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

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

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

Wa l l a c eh a sd i sa p p e a re dN ! o -o n eknows wh e r e h e h a sg o n e . H i su n d e rw e a rwas f r o m h i sr o o m . ! o -o n eknows Wa l l a c eh a sd i sa p p e a re dN had w h e r e h e h a sg o n e .oneknow s wher e he hasgone. . the dayhe disappeared.oneknow s wher e he hasgone. He was lastseena t the air por t by a taxi dr iver .Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EIlPast passives h a sd i s a p p e a r e d N ! o . missing W allacehasdisappear ed! No. W allacehasdisappear ed! No.o n ek n o w s wher e he hasgone. A note was found on his bed by lr ene. tl W allacehasdisappear ed! No. H i su n d e r w e a r h a d b ut e ve ryth i n g e l se been be e n t a k e n left behind. Ther ewas a note found on his bed. A n o te w a s fo u nd o n h i s b e d b u t i t d i d n ' t s a yw h e r e h e hadgone. wr itten on the 7' h.O n e t h o u s a n d p o u n d sh a d b e e n ta ke n o u t o f h i s b a n k a c c o u n t.onekno w s wher e he hasgone.o n ek n o w s Wallace wh e r e h e h a sg o n e . ! o -o n eknows Wa l l a c eh a sd i sa p p e a re dN were w h e r e h e h a sg o n e . W allacehasdisappear ed! No.oneknow s wher e he hasgone. ! o -o n eknows Wa l l a c eh a sd i sa p p e a re dN wh e r e h e h a sg o n e . ! o -o n eknows Wa l l a c eh a sd i sa p p e a re dN w h e r e h e h a sg o n e . He was seenat 3 pm at the r ailwaystation.his cleaner . He was lastseeno n the eveningof the 7' h. T h e rew a s a n o te i n h i s r o o m t h a t s a i dh e w a s b e i n q blackmailed.R u m o u r s be i n g s p r e a dth a t h e w a s a sp y. Wallace h a sd i s a p p e a r e d N ! o .

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

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

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

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

( Y o u rg i r l f r i e n d ' s n a m ei s J A S M I N E but you don't want anyoneelsein the office to know. You were at the pollcestationfor about a n h o u r . B u t d u r i n gt h e m e a l h e a s k e dy o u t o m a r r y h i m ! Y o uf e l t c o n f u s e d a n d w h e n y o u s a i d' N o ' . pub got went on to the afterwardsshe very bored and left after half an hour! You stayedon till about 1'l pm andthen went home.D u r i n gt h e p a r t yy o u h a d a r o w .You left at 8 and got h o m ea t 8 . y o u r f r i e n d ' s carhad been stolen. 3 0.) else in the office to want anyone POPPY You agreedto go to a football match with your b o y f r i e n dW . ( Y o u rg i r l f r i e n d ' s n a m ei s R O S I E but you don't know. N o o n e t a l k e dt o y o u .) PUNITA to meet your friend at Furby's You were supposed H e s t i l lw a s n ' t C i n e m aT . W h e n y o u c a m eo u t . You were there f r o m a b o u t 1 0 p m t o 2 a m .30.Y o u h a d b e e nw a i t i n g s i n c e y o u g a v e u p a n d w e n t c l u b b i n gY . You left the party alone and you were home by 9. ( Y o u rb o y f r i e n d ' s n a m e i s W I L Lb u t y o u d o n ' t want anyoneelsein the office to know. ( Y o u rb o y f r i e n d ' s n a m ei s S A M b u t y o u d o n ' t want anvoneelsein the office to know.) JASON You went to a football matchon Sunday afternoon y o u r g i r l f r i e n d c a m e t o o . ( Y o u rb o y f r i e n d ' s n a m e i s B E Nb u t y o u d o n ' t want anyoneelsein the office to know.) JASMINE Y o u w e n t c l u b b i n gl a s tn i g h t f r o m a b o u t 1 0 t i l l 2 .a n d y o u h a d b e e nw a i t i n g since8! You went home and watchedTV for Y o uw e r e i n b e d b y 1 0 .You went to a f r i e n d ' sh o u s ea n d t a l k e d a b o u t i t f o r a c o u p l e of hours.lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E9 flme prepositions ELIOT at the Y o u w e n t t o a p a r t yw i t h y o u r g i r l f r i e n d w e e k e n d . 8 pm. ( Y o u rb o y f r i e n d ' s n a m ei s E L I O T but you don't want anyoneelsein the office to know.) 5AM to meet your girlfriendat You were supposed Ferdy's C i n e m aT .Youdidn't get to bed until 3l ( Y o u rg i r l f r i e n d ' s n a m ei s L U C Y but you don't want anyoneelsein the office to know. h e f i l m b e g a na t 8 . and o n e y e a ra g o . Y o u rf r i e n d d e c i d e d to get a taxi home. (Yourboyfriend's name is JASON but you don't want anyoneelsein the office to know. May 23'0.T h e t r o u b l ew a s . Y o u l e f t a f t e r h a l f an hour.Y o u d i d n ' t g e t t o b e d t i l l a b o u t 4 a m . S oy o u o r d e r e dc h a m p a g n e 'No'. t i m e . W h a t a m istakel and w a y T h e n w h en you S h et a l k e da l l t h e through.s h es a i d 5o you went home early. 1 0 .a s t Y o u w e n t f o r a m e a lw i t h y o u r g i r l f r i e n d l You met her on May 23'd exactly night. proposed t o h e r . t h e r e b y 8 . 3 0 .You were in bed before 10. a c o u p l eo f h o u r s .) . h ef i l m b e g a na t 8 .He went to the policestationand you got a taxi home.) WILL .went home and watchedTV for a c o u p l eo f h o u r sa n d t h e n w e n t t o b e d .) BEN You went to a club with a friend. oudidn't So g e t h o m et i l l a f t e r 1 a m . Shewent home but you stayedat the party until 2 am. y o u r c a r h a d b e e ns t o l e n !Y o u h a d t o g o t o t h e p o l i c es t a t i o n .) ROSIE Y o u w e n t s h o p p i n gi n t h e a f t e r n o o na n d t h e n went for a meal with your boyfriendat 7. 3 0 . 3 0 . ( Y o u rg i r l f r i e n d ' s n a m ei s P O P P Y but you don't want anyoneelsein the office to know. ( Y o u rg i r l f r i e n d ' s n a m ei s P U N I T A but you don't want anyoneelsein the office to know. 1 5 .At the party you had a row with your boyfriend. he got upsetand left early.) LUCY You went to a party at the weekend.S h es t i l l w a s n ' tt h e r e a t 8 . h a t a d i s a s t e rW ! h a t a b o r i n gg a m e ! After the match you went to the pub with his B u t t h e y t a l k e da b o u t t h e m a t c ha l l t h e friends. W h e n y o u c a m eo u t .

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

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

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

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

. 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 ...-.--..-.....: lH.--..-.:g?1.:s"rii:1..:11::T.-l- ri insist on decide to 102 .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-.."".

I am used I h a v en o i n t e n t i o n. . .: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 g e t e x c i t e d."". ...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 oftenthink d re a m I sometimes I approve . . . . I disapprove 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 .. .

w h o s ec h i l d r e n arealways fighting. i 'i 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 o u t h i sl i g h t . I raD *m nEg w* MAIN CLAUSE CARDS I RELATIVE CLAUSECARDS 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.Intermediate Grammar Games Pearron EducationLimited @ J Hadfield 2003 EEI nelative clauses *{t. who livesat no 27. ------i I :l eeteand Marylivenextdoorto a house i w h e r e t h e r e i s a b i g d o g .--------J 104 . i I I . 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 i v ea t n o 2 8 children ----------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 st h e o w n e r o f t h e d o g i Mr Jones 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 . '---------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 .

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 at no 28 arethe children

who arealways fighting.

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

whichisalways barking.

b e ca u se o 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 P e t ea n d M a ry g e t cro ss thin walls. television

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

who arealways fighting.

with the teenagers J u l i ei s a n n o y e d 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 dish.

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

whichblocks light. Julie's

N e x td o o r t o S a l l y and Bobisa nurse called Julie

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

Sally a n d B o ba r et e a c h e r s

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

who cries a l o t a n d w a k e st h e m u p a t night.

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

w h o s ec h i l d r e n arealways having noisypar ties.
105

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

who havever y noisypar ties.
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isa youngmum T a m m yT o m k i n s

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

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

w h o s eb a b y c r i e s all night.

At n o 3 1 t h e r e i s a h a i rd re sse r
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w h o h a sa s m a l lb a b y .

m u m i st h e h a i r d r e s s e r Olivia's

hair. i w h o d o e sJ u l i e ' s
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I I

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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 .
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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 .

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h a sa h o u s e MrsPerkins

wher e ther e ar e 14 cats.

MrsPerkins complains a b o u tt h e b a b y next d o o r

whosecr ying keepsher awake.

lntermediate Grammar Games
PearsonEducationLimited @ J Hadfield 2003

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.---..--.-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------.-.

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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. ratulations cong 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 .l I I an increase l- ini { I I I I I I your attitude I ? to ! I I an inter est .

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

......lrl rlrl OFF IN UP -------------1 OUT UP ON AWAY UP 't:l .- OUT ..- OFF ....r ...-L .... ON .-r.....lll ON -l----J 3i UP UP 4 ON IN DOWN .-!.lrl...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 -........1 OFF ON UP UP 119 ..

discuss I I I (rnlK OVER) put in writing (WRITE DOWN) d i v i d ei n t o p i e c e s ( C U TU P ) consider (rHrNK OVER) ri I 1i ti .... i return (Se ruD BACK) i i get brighter (CLEAR Up) get out of bed (GET UP) find out moreabout ( L O O Kr N T O ) boast stopoperatrng (sHow oFF) (cLosE DowN) get into your clothes (PUT ON) r.I Lr- get rid of mess (CLEAN UP) s p e a km o r e l o u d l y (SPEAK UP) 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 rN) doing continue ( c E TO N ) I c o n s u la t dictionary ( L O O KU P ) collect (PrcK uP) get older (GROW UP) complete (FrLL rN) s t o pw o r k i n g (TURN OFF) refuse (TURN DOWN) I I I d isca rd (THROWAWAY) working s t a r ts o m e t h i n g (TURN ON) I stopsleeping ( W A K EU P ) i i I I I I makeunconscious (KNOCK OUT) remove (TAKEOFF) (cRoss our) delete s e ei f c l o t h e s fit you (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 UP) .- l e a v et h e g r o u n d ( r A K EO F F ) 120 ....! . i I I I I .Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEPhrasalverbs 1 PARTTCLE CARDS(DEFTNTTTONS) rcn sea ( L O O KF O R ) explode ( B L O WU P ) postpone ( P U TO F F ) stopworking (BREAK DOWN) a r r i v eu n e x p e c t e d l y (TURN UP) finish (BREAK OFF) I I . i i I I I i I stopdoing something (G|VE UP) manage. do (GET ON) .

.. out on the list.u p i n t h e t e l e p h o n e | ^. . .. Hewrote down Heshowed . .. .u p .. . . . directory. . . . 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 d to give t" I I .o f f . . . . . . .. . . . of paper. . . .please? . .. I turneddown . off. .o v e r . . I cleaned up . . I I I I I Hewrote . . .. . . . Thebomb blewup i S h ec u t . Cross . . . I t l o o k e du p . . S i to v e rt h e r ea n d f i l l . . . ! S h ep u t I . . . n o w i t ' sg e t t i n gl a t e E a t. . . . . . .d o w n o n a s c r a p . . asit didn'tf it. .n .. . . .i . and hangit up in there. . . .o v e r .. .... . I l ' v ed e c r d e d I I cleaned I I I . . . . . . . u p n o w i t ' sg e t t i n gl a t e . .t o 1 0p i e c e s . . . T h e yp u t o f f . .o f f a n d h a n g i t u p i n t h e r e . .. . . .d o w n . .. . . . . S h ep i c k e d I t r i e do n . tl 1l -----t----- | | tried I I . . . . .. .. . . .. . I I I I I H e s h o w e do f f . . . .d o w n . . .o f f t o t h e n e i g h b o u r s . . .o f f . . C a ny o u t u r n o n I turned i w" t" "or""d to talk . .a w a y .a s i t d i d n ' tf i t . . . T h e yp u t .. .o n f o r t h e i n t e r v i e w . I I out directory. . S h ec u t u p . . i I I I . . . . I s n ep r c K e o I I up .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 lot sothey broke i they quarrelled t' . . . Cross . . I i E a tu p i i g I I I 4 . . .. . . . ---------l 121 . . .. . in the telephone Iturned .. . . .. I C a ny o u t u r n . . . .. . . . .. .. . for the interview. . . . . . .o n t h e l i s t .. . .. . . .i . I I I t o g t v eu p . .. . . . . take off .. I T h eb o m bb l e w .. . .o n b u t i t d i d n ' ts u i tm e . . . . to the neighbours. . . W e a g r e e dt o t a l k I s e n t. .p . .u p .n S h ep u t o n . | | looked I I . . I take I . .u . .. . . ...u p . . . . ..o v e r . . ctl o s e d T h em a n a g e m e n S i to v e rt h e r ea n d f i l l i n . . . . . . .. down t losed I T h e m a n a g e m e nc i You can throw away .. . . .o n a s c r a p of paper. on please? Y o u c a nt h r o w I t u r n e do f f . . . . . They quarrelleda lot so they broke off H e s a i dh e w o u l d t h i n k ..u p i n t o 1 0 p i e c e s . . . . | | s e n tb a c k. .. . . back. .. . .. 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 ...---.-.--- the shirt . .--... l : I I t the car the cake th e ca ke the matter the matter sugar sugar a new dr ess a new dr ess the mess the mess the party the party the problem the problem her number her number I theshirt -F . it'it it -------i------------J I I I I it itiit I I I I I it 122 .---l- his new car h i sn e w c a r it ttl rl it it it I I I I I I I I I I I I it trt: --F-------rrrl tll .

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

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

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

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

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

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

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