Games for Grammar Practice is a carefully designed selection of

over forty games and activities, for intensive and interactive grammar practice with basic to advanced learners of English. Because it follows closely the grammar syllabus of most EFLjESL courses, it is a most useful complement to many course and grammar books in use today.

Information gap If exchange of information is one of the basic reasons why people communicate in real life, then classroom activities should also urge learners to seek and provide information. Task-orientation As in real life, learners will be using the information obtained from others to accomplish tasks. Variety You will find a lot of variety as to context, activity type, type of interaction and materials, because novelty helps to sustain interest. Enjoyment Fun and pleasure in learning are probably the strongest motivation factors. In our activities, they take the form of challenge, humour and acknowledgement of learners' creativity.

Cooperative learning You will probably notice that, in most games, knowing the language is not the main factor that leads to winning; actually, luck, strategy and creativity play important roles. This has been done on purpose to foster a cooperative rather than competitive atmosphere, and to make sure weaker learners can also participate and win. Also, in some of the games there is no winner at all. Teaching, not testing The activities in the book are meant to give learners an opportunity to practise and experiment with language. For this reason many of them present a lot of input while requiring relatively little production in the target structure. This encourages learners to concentrate on processing the meaning of target structures instead of pressuring them to produce such constructions before they are ready to. Self and peer correction Our experience tells us that self and peer correction are often more effective than teacher correction in helping students to take responsibility for their own learning. Thus most of the game rules and activity procedures urge the participants to monitor their own as well as their peers' language production. Practice The activities have been designed to make sure that learners get plenty of practice in the target structures. Personalization There is plenty of room for learners to establish rapport with their classmates by sharing their experiences, values and beliefs. Oral interaction All the activities are interactive to encourage learners to attend to meaning and form as they interpret and produce language.

Re-using the material It is probably best to have the boards and cards laminated. However, as this may turn out to be quite expensive, you may instead photocopy the pages directly onto cardboard or paste the photocopies onto sheets of cardboard. As for the boards, another inexpensive solution is to keep them inside plastic bags. Sorting out sets of cards This task will be much easier for you and your students if you distinguish the sets by colour. So, either photocopy the pages onto coloured sheets or draw straight lines right across or down the back of the sheets with coloured felttipped pens before cutting up the cards. You may also want to store them away in coloured envelopes or bags. Substituting material In case you do not have enough counters, use coloured paper clips instead. They are easy to find and inexpensive. Preparing for activities Read the instructions carefully and make sure you have the necessary material. Either explain or demonstrate how the game or activity works. Use L 1 if necessary, especially with beginners. Note that the vocabulary lists provided in the instruction sheets reflect what we think might be new to students. Always check the boards, cards, or grids for vocabulary items, and pre-teach them if necessary.


Games for Grammar Practice
Map of the book
KEY:B = BEGINNER; E = ELEMENTARY;P = PRE-INTERMEDIATE; I = INTERMEDIATE; U = UPPER-INTERMEDIATE;A = ADVANCED Adivlty Languagefocus· Adivity type . Topic Level Time Page (minutes)

..., .



UNIT 1 Present
1.1 Balloon tours 1.2 A day at home 1.3 Looking for a flatmate 1.4 Lend a hand 1.5 Time and again Present simple of be Present continuous Present simple Present simple 3rd person singular Adverbials of frequency Betting game Information pool Board game Interview Problem solving Countries Activities done at home Habits and routines Age, occupations and hobbies Activities and events E-P 20-30 16 B E E P 10-15 10-20 20 20

10 12 14


UNIT 2 Past
2.1 Gotchal 2.2 Everyday hazards Simple past Simple past/past continuous
Used to

Questions and answers Story telling Board game

Activities and events Funny accidents Growing-up memones


10 20

20 22 24


2.3 Sweet memones




UNIT 3 Present perfect and past perfect
3.1 Around town

• •

Present perfect simple Present perfect Simple Past perfect simple

Board game Truth or dare Card game

Recent experiences or events Life experiences Causes and consequences


20 20-30 15-20

26 30 35

3.2 Snooping around 3.3 Before or after?

UNIT 4 Future

What on earth. ?

Going to Will

Board game Card game

Intended actions Unplanned decisions


20 10

38 40

4.2 Make it snappy

UNIT 5 Mixed tenses
5.1 Easy rider Mjxed tenses Board game Travelling P 15-20 43


..... neither ....4 Unique me Wh-questions with present simple Yes/no questions with present simple Wh-questions with mixed tenses Auxiliaries too...........1 Who's got my Reported speech Card game Telephone messages ......3 All about us 10...3 Round the clock Simple present and past passive Passive + infinitive Causative with have Trivia pursuit Discussion Role-play World knowledge Growing-up experiences Errands and services E-I I-A I-U 15-20 20 20 71 73 75 UNIT 10 Questions and auxiliaries 10...2 Let's go together 8..2 Watch your step! 6..............4 The wish race First conditional Second conditional Third conditional Wish constructions Simulation Snakes and ladders Board game Grid game Jobs Unusual behaviour Justifying actions Regrets and complaints U-A I-U 20 20 15-20 15-20 47 50 52 55 UNIT7 Reported speech 7..3 Spinning ideas 8.......3 Pick my good deed 6... would like Modals (simple) Modals (perfect) Crazy eights Find someone who Scattergories Debate Abilities Invitations Constraints and possibilities Speculations E E P A 10-15 10-20 15-20 60 62 66 68 UNIT9 Passive and causative 9............2 What's my answer? 10... Find someone who Betting game Personal trivia Sharing Personal information Open Open/personal Open/personal B-E B-E Any E-I 10-20 15-20 20-30 10-15 78 80 82 84 so.....2 Grown-ups! 9.. 15-20 57 ..1 Crazy cans 8...4 Tough luck! Can for ability Like v................... UNIT8 Modals 8.....................1 Something In common 9.................Map of the book Adivity Languagefocus Adivity type Topic Level Time (minutes) Page UNIT 6 Conditional and wish constructions 6..1 Making friends 10........ message? .......1 Nothing's perfect! 6........ either.......

-ing Grid game Open 15-20 94 UNIT 14 Prepositions 14.1 Pack'n' go 12. • :. ".1 Familyalbum 16..... .2 What a mess! Subject pronouns and possessive adjectives Genitive -s Maze Information pool Family Personal belongings B E 15 10 109 112 .. come all a/an v.2 You and I Prepositions of place and time Adjective + preposition Verb + preposition Tic-tee-toe Sharing Chinese checkers Open Personality and feelings Open B 15 15-30 96 98 100 .2 Three of a kind Comparative forms of adjectives Comparative forms of quantifiers Dominoes Rummy Open Common nouns P 20 10-15 104 106 UNIT 16 Possessives 16. some Board game Food B-E 15-20 87 UNIT 12 There and it 12.1 How do they compare? 15.1 Verb trap To v.2 Rainor shine There be in present simple It as subject Information pool Tic-tee-toe Hotels Weather conditions E 10-15 10-15 90 92 UNIT 13 Verb forms 13. t' 1 ..Map of the book Activity Language focus Activitytype Topic _ Level Time Page (minutes) UNIT 11 Articles 11. ~ UNIT 15 Comparisons 15...1 The preposition contest 14.1 Come one.3 Preposition checkers U 20 ... 14..

Spain. and secondly how many hotels each guide needs to stop at to pick up tourists. Pair off students with worksheets A and B.give out worksheet A to half of the class. Names of countries: . Australia. write a skeleton of the dialogue on the board. . USA. Information pool cp Countries I • Language output A: Where is/ore (nome) from? B: He/she/they is/ore from (country) A: What hotel is/ore he/she/they in? B: He/she/they is/ore at (hotel). they answer questions 1 and 2 on their worksheets. that IS. Set the situation and the task by telling your students the following: You work for Prime Balloon Tours. what from. by requesting and providing information.( • UNIT 1 Present Vocabulary Wh-questlons: Prepositions: Present simple of be in statements and wh-questions . If you like. one speaks French. • Check their answers or decisions with the whole class. In class. 2 3 Elicit the questions and answers In Language output using the worksheets. at Beginner Comments This game provides contextualized practice with statements and wh-questions contrasting 3rd person singular and plural of be. students ask and answer questions and complete their respective charts.Belgium. Your task is to decide firstly which tourists should go in which balloon. . and the other speaks Spanish.1 Balloon tours '1 . Mexico where. Pairs l' 11 10-15 minutes Worksheets A and B Procedures 1 Before class. France. 4 Doing the activity: • Without looking at each other's worksheet. and three tour guides: one speaks English. together. Talkto your partners first to get the information you need to do the task. take copies of the worksheet and cut them in half as indicated. and worksheet B to the other half. • When they have finished. and then making decisions based on the information obtained.The company has three balloons for tours over the city. In. Students are given a task which they can only accomplish by Interacting orally with classmates.1. .

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basement. vertical or diagonal row with lus or her counters. bedroom. living room Verbs: referring to activities associated with the various parts of the house Comments Adapted from Ad». If student B gives an appropriate and correct answer. PlaYingthe game: • Objective of the game: align one's counters in a horizontal. Otherwise. and use them instead.g. counters (four per student) 2 Go over the parts of the house shown on the board. Let them play several times for further practice. 3 t Playerstake turns doing this until one of them forms a row of three with his or her counters.2 Present continuous in statements and questions Elementary Board game UNIT 1 Present A day at home Vocabulary Parts of the house: bathroom. e.g. one at a time. t Variations 1 To practise vocabulary related to other activities. 2 For practice with the various persons and subject-verb agreement. What's your mother doing in the kitchen? She's feeding the cats . cut out the black and white squares below the board. 10 . it may last anything from two to five minutes. replace the parts of the house on the board with other places. this game is designed for Intensive practice with the present continuous in wh-questions and statements to describe ongoing activities. Note: They are not allowed to repeat an answer that has already been given. dining room. backyard. Model the target language shown In Language output. use the spare counters and write on them: Yourmother / You/ Yoursisters / Yourgrandpa etc. and interacting as shown above. Note: If you don't have enough counters. Then student A asks an appropriate question. as shown in Language output. bonk. Winning the game requires language accuracy. Activities done at home Language output Pairs A: What are you doing In the kitchen/backyard? B: I'm domg the dishes/washing the dog. . players can once more attempt to form such a row by moving their counters along the lines into the empty spots. 10-20 minutes Procedures 1 Pair off students.----. no counter goes on the board. If you wish. learners can integrate grammar and vocabulary practice. etc. and give out the material.creativity and strategic skill. attiC.1. As this game depends a lot on the players' strategic skills. e. an African game which resembles tic-tee-toe but also incorporates movement. If no one has formed a row of three and all the counters have been placed on the board. write the vocabulary on the blackboard. post office. and elicit activities that might be done In each part. Board (one per pair). petrol station. vertical or diagonal row of three. or until all the counters have been placed on the board. and demonstrate the game a couple of times. he or she may place the counter in the chosen spot. Because It provides a unified context. The language output will then change to. school. • The game begins with student B choosing the spot where he or she wants to place a counter. kitchen. t The game ends when either one manages to form a horizontal. gorden.

• - • • livin9 room ..A day at home 'fl bedroom • • -_'" • -.11. DODD From Gomes for Grammar Ptoctu:e © Cambridge Uruversuv Press 2001 rR:NN'N#!:lU 11 .

... students complete the first column of the chart with information about themselves....... work......... What time do you get up? I usuolly get up at 7:00........... cook.. hobbies... Emphasize the 4 Doing the activity: ~ ~ ~ ~ Individually. go..... home.. eliot some of your students' choices and reasons..UNIT 1 Present 1..... get up... do Nouns: pet.... - - . 2 Have students report their choices and reasons to the class. get bock. Use this opportunity to Introduce the 3rd person singular -s ending in statements.. 2 Set the context and the task by telling students: Youare looking for 0 f/otmote.... Looking for a flatmate Vocabulary .. plus statements In the 3rd person singular. St: Because he / she cooks / doesn't have a pet Procedures Phase I 1 Introduce the topic of sharing rooms or flats... In pairs...I do. Thrs ISan excellent opportunity for elementary students to get to know one another and talk about themselves while Interacting to accomplish the task proposed Interview Habits and routines Language output Phase I A: B: A: B. students ask and answer questions to complete the second column. evening.. Verbs: have.. Do you have a pet? Yes..... students will have intensive controlled practice with the simple present In statements and questions involving the 2nd person singular.. .. oaraues.... Eliot problems that people might have.. and what It is Important to check before choosing a flatmate. Students switch pairs........3 Present simple in statements and questions Elementary ~. shower.. I have 0 turtle. Youare going to Interview two friends to dedde who will be your f/atmate correct use of the auxiliary do. weekend Comments In this activity.... take.. and repeat this last procedure to fill out the third column.... dinner. and elicit the questions associated with the cues given. T' Who do you prefer as a fiatmote? T: Why? Pairs 20 minutes Phase II Worksheet (one per student) St: I prefer (nome)..... Give students a few minutes to deode who they prefer as a flatmate and why. 3 Hand out the worksheets... cor.... Encourage students to come up With other questions that are important to them and allow them to omit any questions they do not consider important... Phase II 1 With the whole class.

....Looking for a fiatmate III -!3 ~ ~3 ':S :3 ~ ~ Facts You Student A Student B .II ... . • • -.-\:1 e @. ~ :.0 have a pet 75 .c:z....~".'COOk '~~ Daily routine ~ You Student A Student B .~ haveacar ~ ~W'~ " have any hobbies c.JJ& !:lfl 13 ..:[.. _Ii m m m m getup take a shower gotowork get back home have dinner ~~ 3 evening activities weekend activities From Gomes for Grammar Practice © Cambridge University Press 2001 r. @ ....)Ni.

Youhave a list of volunteers. on the board if necessary. 20 minutes Worksheets A and B Procedures Phase I 1 2 Before class. . In case of conflicting interests. Individually. Write What do you wont to do? I wont to . (do) handicraft Present simple 3rd person singular in statements and questions Pre-intermediate Comments This contextualized and task-oriented information gap activity asks learners to collect information and make decisions while providing them with an opportunity to practise asking and answering questions involving the present simple 3rd person singular. Students then decide.g. what the best chores are for each volunteer. let them sort it out with whatever language they can use. It can also be used to introduce or review collocations such as go swimming. cook. toke core of the garden Hobbies: (go) sWimming. elicit the questions and answers in Language output above. teacher Activities: cook the meals. 3 4 Phase" 1 Using the worksheets. Set the context and the task by telling the class: Youare organizers of a summer camp for homeless children. look after the horses. ~ntertam the teenagers. If you wish. give swimming lessons. A: B: A: B: A: B: What does she do? She's a reporter.UNIT 1 Present 1. and worksheet B to the other half. hand out worksheet A to half of the class. take copies of the worksheet and cut them in half as indicated.. 2 3 4 In pairs. (do) gardening. students get from their partners the missing information on the volunteers. students read the list of chores and write their names next to the two chores they want to do. clean the bathrooms. Where does she work? She works at/for MTV What does she do m her free time? She goes swimming.. wash the dishes. Yourtask is to decide what you are gOing to do and what the volunteers are each going to do. (go) horseback ndmq. occupations and hobbies Language output Pairs A: How old is Sharon Miles? B. Problem solving Age.4 Lend a hand 11 Vocabulary Professions: reporter. e. take core of the little kids. look after.· She's 28. in pairs and together. Pair off students with worksheets A and B to find out what their partners want to do. In class. and some phrasal verbs. regroup students so they can report on and discuss their decisions with other peers. former.

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sometimes.. e. It is quite challenging and fun in that players must be able to anticipate their opponents' answers in order to lay down their cards and win the game. • The player then formulates the question. 5 Playing the game: • Players shuffle the picture cards and place them face down In the middle. Otherwise. often in I often catch a cold (perhaps several times a year) and I often have a holiday in the Bahamas (perhaps once every two years). • The first player to get rid of all of his or her cards wins the game. Two sets of cards per group Procedures 1 2 3 4 Before class. never a couple of tunes a month. he or she keeps the card without showing it to the group. That means knowing their classmates well and being able to use their picture prompts creatively. This will encourage discussion and help learners understand that the meaning of some adverbials of frequency may vary according to the activity they refer to. then the first player may discard it. ?' question will be directed to. hardly ever.. swim across the English Channel. and the purpose is to get an answer containing the adverbial on the selected adverbial card. Activities and events Groups of three or four 20-30 minutes Language output A: How often do you do your homework? B: I seldom do my homework. picture 1 may generate: go swimming. How often do you go to the beach in the summer? About once a week. Note that some of the adverbial cards are quite specific. and answering them with adverbials of frequency. e. e.5 Time and again Vocabulary Adverbials of frequency I'j Activities: Any activity students can think of for a given picture. Show them how they can use the picture prompts creatively to generate the adverbials they want. e. while using a lot of vocabulary related to general activities and events. almost every day. Divide the class into groups and hand out the material. once or twice a year. etc. If the respondent uses the adverbial on the selected frequency card or some other adverbial that the group accepts as being equivalent.g. . • The first player turns up a picture card from the pile and decides (a) which one of his or her frequency cards to use. cut out one set of picture cards and one set of frequency cards for each group. How often does your grandmother wear a bIkini on the beach? Never. often.g. qUite often.UNIT 1 Present 1.g. Demonstrate being student A. they shuffle the frequency cards and deal them out evenly. swim In the sec/a toke/a river.g. not very often. while others are underspecified. more than once a day. e.g. t. Betting game Comments This game gives learners an opportunity to practise asking questions with how often. Elementary or pre-intermediate Adverbials of frequency: every day. Then. once or twIce a yeor. The question must involve the picture on the picture card that the player has just picked from the pile. using different adverbials. seldom. Elicit and model the language In Language output several times to make sure students are able to formulate the questions and use the adverbials of frequency. and (b) who the 'How often . about once a week.

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In other words. this activitv urges learners to talk about themselves. replace the questions on the worksheets with cues. go. Then student A asks the question that corresponds to that total on his or her own worksheet. as they can only score with accurate answers. because incorrect answers are rejected rather than corrected immediately.1 Lanquaqe focus Simple past of regular and irregular verbs UNIT 2 Past Gotcha! Vocabulary Verbs: meet. wash. get up. Elicit and model the language output by asking students several wh-questions in the simple past and requiring their answers to be correct. . Hand out worksheet A to half of the class. especially with regard to verb form. Playerstake turns doing this. student A asks question 8 on his or her worksheet. Interaction Pairs 10 minutes Procedures 1 2 3 Before class. eat. buy. Even though u rs quite controlled. depending on the dice. Material Worksheets A and B. weor. spend. Variations If you want students to practise formulating the questions rather than just reading them. come. celebrate. talk. The first player to blast all of the opponents' questions wins the game. do. Pair off students with worksheets A and B. arrive. leave. ha~. Note on material If you are short of dice. and give two dice to each pair. that question remains active and can be asked again at some other turn. hand out one to each pair and have them roll it twice. Questions and answers TOIJ1C Activities and events Language output A: Where dId you spend your last holiday? B: I spent my last holiday on my uncle's farm. Otherwise. visit. take copies of the worksheet and cut them in half as indicated. brush. he or she blasts that question from student tis worksheet. For example. players are given an opportunity for self-correction at some other point in the t game. dice (two per pair) 4 PlaYingthe game: • The game begins with student B casting the dice and adding the numbers rolled. read. which is: Where did you spend your last holiday? • If student B answers correctly. plus an opportunity to practise the simple past of regular and irregular verbs in statements. If B rolls the dice and they total 8.2. give Level Elementary Comments The objective of this game is to give learners plenty of wh-questions in the simple past as input. see. and to monitor their own language as well as their peers. and worksheet B to the other half.

. . r~ s ~ ... :3 fJI .. Gotcha! lAI?pJa1SaA ~JOM/1004)S 01 Jl?aM nOA PIP 11?4M lSI?W1SP4) JOj Ja410W mo~ aA!5 nOA PIP W4M . _ • ... i ~I?P!104 1Sl?ImOA puads nOA PIP aJa4M lAl?punS lSl?11Sl?j~l?aJq JOj aAI?4 no~ PIP ll?4M lJ!1?4 mo~ 4SI?M 1SI?Ino~ PIP ua4M l5u!UJOW sI41 aw04 aAl?al nOA PIP aW!111?4M ~ :3 :. • Where did you meet your best friend? What did you buy last week? When did you first see the sea? What time did you arrive home last Saturday? ~ .. What did you do yesterday? What time did you get up this morning? How did you come here today? From Games for Grammar Proatce © Cambridge University Press 2001 rR:t...' 73 ~ :. JI ~ .... ~ ll45!U 1Sl?I41!M ~11?1nOA PIP 04M lPua~aaM lS1?1 pl?aJ no~ PIP lI?4M lAI?pJa1SaA 41aa1 mOA qsruq nOA PIP SaW!l AUI?WMOH lPU()~()()M 1SI?I op nOA PIP lI?4M • '. .".. ~ l AI?pJa1SaA auioq 05 nOA PIP MOH _j 's ..... ~ . ~ ~ .f OL '" #.. .. Who did you visit last weekend? How many times did you go to the movies last month? Where did you celebrate your last birthday? What did you eat last night? ... ---------------------------------------------------------------------------------------------------~ .' "....jN.'P'i!:1U 21 .... ill -. _ • 7. --:Iii ....

....... jogger... Before class..... ~ If a player cannot lay down any of his or her cards........................ he or she says I pass................... ride.... and other playersmay continue inserting other cards in the middle of the story........................................... • The winner is the first player to get rid of all of his or her cards........ 3 Divide the class into groups and hand out the material............ This may be done at any time during the game... Time 20 minutes Fiona was hanging around in the mall last Saturday She suddenly walked Into a huge Christmas tree nght in the middle of a hall.................................................. .................. Verbs: hong around............ She qUicklypicked up the tree.................... Comments Type Story telling Topic Funny accidents Interaction Groups of three or four Language output ................ leon over Nouns: moped.......... Begin to model the language by telling your class a funny accident you have had... ~ The player who wants to lay down a So ................ traffic officer.... walk into............................. and pretended to be the moll's decorator............. look at...... while encouraging the use of the correct verb forms..................... ioll imo.................................. • Rules of the game: ~ Players may only begin a stOlYline if they have a character card to lay down. ~ They may change the sequence of cards within any story line or move cards from one story to another in order to accommodate new cards....cut out one set of cards for every group of three or four students......................................... In this activity learners will be practising the simple past and past continuous as well as some phrasal verbs................................... and explore the details with quesnors. go too fast... similar to the one in Language output..... rail • Level Intermediate ......... pothole. Groups choose their favourite story and tell it to the rest of the class...................... run over........................... 4 Doing the activity: • Players shuffle the cards and deal them out evenly..... that is........... Follow-up ..... The stories belong to the entire group................ one at a time... in the centre of the table to compose four story lines................ Learners are free to link the circumstances and events In any logical way they wish in order to create meaning....... because she was lookmg at two people fighting and didn't see where she was going............. In your story................ - ......... fight......................................... ~ They may add cards to any existing stories on the table provided that the stories continue to make sense................. knockmg down the tree and decorations............................................. because she felt everyone was looking at her.......................................... as they compose story lines with the bits of information given... pond........ ducks............................................ Material Set of cards (one per group) Procedures 1 2 ........ The end card will have to invent its content.......2....... Then get a couple of students to tell their stories.. drawing attention to the simple past and past continuous form......................... • Playerstake turns laying down their cards.......................... there is no fixed story line in this case..... bike........... that is......... everyone may compose end change them.. but they may not change its ending......... Unlike many other storytelling activities...2 Languagetucu5 Simple past and past continuous UNIT 2 Past Everyday hazards Voca~ulary ...... the end of the story..

o c .c roco.l +.l 0)0 0.... co N .l o :J en co +... c . ~ c.. en Q) co o o Q) c..I{.+= oo~ o 0 co - c .~ .l .5 ~ "'C +.l E co Q) Q) +... .c: Q) Ul 0 · · · w ~ C ...c ~ C ..c:+..2"'C... .c s en 't: s....c co ~ ~ co~ en Q) ~E s._ 0) ~ Q) o co ~ ~ en 0 ::>:: co O)t..s.}f.l c c co - From Gomes for Grammar Procttce © Cambndge University Press 2001 'J:z.- ~C C0 0"'C c... I I I I ~ ...c: C~ co Q) b .. 0)0 C Q) .Q+.c: Q) Ul · · · 0 "'C w ~ C . o co~tt: OlgO 0) 0 cI 0 :. ~ co ::> Q) 0) 0) t. c.Q. Q) 0 u = OJ ~ 0 o.. c o.. 0 UJ · · · "'C w ~ C .. .c: co E Q) ~ ~ Q) OJ t.._ "'C ._ .. .l ~ Q)...l .]Jt!:JU 23 .. 0) C :J .5 co Ol @ c.Everyday hazards til "'C X .c: Q) -'OIl ..c: +.._ ~ 0- Q) t.. co"'C O)Q) ~ Q) .c: Q) tn · · · 0 "'C w ~ C ."'C c.c: +.. ~----------------------~-i---------------------------------------------------------------------~ .

3 Lu iaqe focus Used to UNIT 2 Past Sweet memories Vocabulary Verbs: grow up. counters (one per student) Procedures 1 2 3 Preparequestions related to childhood and teenage experiences. • They take turns casting the dice and moving along the board accordingly. BROTHERS & SISTERS. go on a top. TOYS. fail. because my mother WQS always on her side. hero. That way they will move either one square (heads) or two squares (tails). GAMES. A: Whyl B: Well.and continue the conversation from there. • Whenever a player lands on one of the squares containing happy or unhappy events of life. comments. as shown in Language output.2. answers. The group should then explore the topic with further questions. DATING. it should be reserved for the more communicative end of the lesson and used for fluency building. break. school dance ". elicit answersfrom the class. tree house. Variations 1 2 If you are teaching teenagers. 20-30 minutes tiff-rial Board and dice (one per group). MOTHER. . GROW UP. Draw students' attention to the meaning and use of used to.g. the game promotes a lot of conversation and better student rapport. e. • The first player to get to (but not beyond) the finishing point (symbol of graduation: the mortarboard) wins the game. and have more opportunities to talk. pet. fall down. curfew. Playing the game: • Players place their counters at the starting point (symbol of birth: the stork) on the board. (school) subject. Growing-up memories <eraction Groups of two to six 11m" Language output A: Who did you use to fight with when you were a teenager? B: I used to fight a lot with my sister.Ask one at a time. complaints. toy. date. change the questions so as to suit their young age. replace the questions on the board with prompts.because she used to borrow my clothes without asking me first. 5i I Intermediate or upper-intermediate "ype Board game 'OPIC Comments This game provides a lot of input and intensive practice with a wide range of verbs in the simple past and habitual past with used to. If you want to let your students decide what to talk about and formulate the questions themselves. Divide the class into groups and hand out the material. A: And who used to win? B: She did. • Whenever a player lands on a square with a question in it. As such. he or she must follow the instructions in them. SCHOOL. etc. have a date Nouns: childhood memory. Because the subject of childhood and teenage memories is so close to everyone's heart. Note on class size If students are playing in pairs or groups of three. and the player answers. someone in the group asks him or her that question. use coins instead of dice. idol. Encourage the appropriate use of the simple past and used to. fight with. etc. and contrast it with the simple past if necessary.

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2 Write Bill is depressed on the board. and get more practice. The activity is fun in that it stimulates learners' Imagination and acknowledges their individual contributions. tough luck.1 Around town L UNIT 3 Present perfect and past perfect 11 Vocabulary Mostly prompted by pictures. If it is a picture card. provide input on the present perfect simple. the player simply reads it aloud and follows the instructions on it. the player picks a card and turns it face up so everyone can see what is happening inside the house. Procedures 1 Before class. Model the target language with several students. She has been promoted to vice-president). Then elicit plausible future actions that Bill might take. the person to the left of the player begins interaction with him or her as shown in Language output. using the present perfect simple (e. that's too bod. gone through a red light. . fine 'f 1 Present perfect simple Intermediate or upper-intermediate Comments This game has been designed to relate past events with present results. on the other hand.g. huffle the cards and place them face down on the table. The picture cards depict present results which students must interpret (e. The situation cards. A: B: A: B: Why/How come? Because he has lost oil his money in the stock morket. use coins instead of dice. Groups of two to six lin 20 minutes J {at Board. plus the luck element in the game. The first player to get to (but not beyond) the FINISH point wins the game. drawing students' attention to the use of the present perfect simple. but if it lands on a house. • Playerstake turns proceeding in this way. absent-mmded. or Board game Recent experiences events Language output A: What's happened to Bill? B: He's flat broke/depressed. spilled. counters (one per student. Never buy stocks again. set of cards. Note on group size If students are playing in pairs or groups of three. Gee. I guess. Moria is very happy) and think of causes for. if it is a situation card. Elicit possible causes and write them to the left of the sentence. for they contain situations and instructions that may lead the player back to the beginning of the board or toss him or her closer to the FINISH point. What's he going to do now? I don't know.g. and dice (one per group). s There are two kinds of cards. e. cut out one set of cards for each group. • The first player casts the dice and moves his or her counter accordingly. On the other hand. If it lands on a shop. Playing the game: • Players place their counters at START. That way they will move one square (heads) or two squares (tails).g. Words and expressions on situation cards: run out of. He has lost hIS job/His girlfriend has left him. etc.3. 3 4 Divide the class into groups and hand out the material. and to provide much-needed practice of the present perfect simple to express such relationships. nothing happens.

dRtP!J 21 .lN.Around town Ell I~ From Games for Grammar Practice © Cambridge University Press 2001 IRU.

28 I From Games for Grammar Practice © Cambridge University Press 2001 rW(. ~ ~~ @ 6. b Alison Daniel and Bob Jane Alex John Susie Kevin Ella and Kate .E" Bill Around town Jessica --------------------------------~------------------------------------------------------------------Maria Rosie Andrew jb. \. .}Ni'#t(:l!j .

Don't forget you've invited friends over for dinner. How about getting her some flowers? Go to the florist. Aren't you hungry? Go to the coffee shop for a sandwich. How can you be so absent-minded? Go to the nearest petrol station. You haven't talked to your mother today. Your sister has just had a baby. You'd better take it to the vet to make sure everything is OK. You have spilled coffee all over your new jacket. Go to the supermarket and get something for dessert. Go to the taxi stand in front of the post office. Take it to the dry cleaner's. What a shame! Go to the bank and pay the fine.]#f:lU 29 . From Gomes for Grammar Practice © Cambridge University Press 2001 'J:lriz. Tough luck! You've just missed the bus. She must be worried! There is a pay phone just outside the chemist.x{. Your cat has fallen off the roof again. You haven't eaten anything all day. You have just gone through a red light.I Around town Nick Joel E" -------------------------------- ------------------------------------------------------------------- Vicky Liz Anne You've run out of petrol.

oct on stage. set of cards. sneak away. ~ They take turns casting the dice and moving their counters accordingly as indicated by the arrows. you may let them play for as long as they like or until you think they have had enough practice. look through them and pick the set or the cards that best suites) your students' age and culture. and to practise a lot with both. belongmgs. Despite the initial controlled prompt. ? questions and developing conversation from there. Present perfect simple with ever Intermediate to advanced. (301 . and distribute their counters among the four corners.jump a queue. the activity invites learners to share life experiences and is therefore excellent for generating conversation and building fluency. Divide the class into groups and hand out the material. So. foil. make a silly mistake. have a crush on. bribe. get blind drunk. personal ad.2 't L" UNIT 3 Present perfect and past perfect Snooping around Vocabulary Words and expressions: dangerous sports. plus one other related question to satisfy his or her curiosity ~ The winner is the first player to get back to his or her starting corner. flirt. 2 3 4 Model the language by asking your class Have you ever. A: Why did you go there? 8: Well. Board. naked. Alternatively. Playing the game: ~ Players shuffle the cards. forge. place them face down in the centre of the board. fancy dress party. tear out. dice (one per group).I have. Comments Truth or dare The purpose here is to provide plenty of input on the present perfect Simple + ever. Then. containing questions graded from the least to the most controversial. peep through.. raffle. marked 1 to 3. keyhole. Whenever a player lands on a balloon. cut out one set of 14 or more cards for each group. The aim is to point out the use of the present perfect simple versus the simple past. contest.3. he or she wins the right to pick a card and ask anyone in the group the 'nosy' question on it. I wonted to know when I would find a girlfriend. dote. make a hoax call.. to get learners to understand how this tense contrasts with the simple past. search through. Life experiences r: ( riur Groups of two to six Language output A: Have you ever been to a fortune teller? 20-30 minutes 8: Yes. ' mugged. cheat. fortune teller. counters (one per student) Procedures 1 This game includes three sets of cards.

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...JRt!:l!J .r~ ? Have !:10tA ever Have !:10tA ever Have HOtA ever !:10tA ever foJlecl a. poem ? gone a.t a. contest or !:10tA ever Lost !:1otAr d.-ffLe? Ha.rd.z:Lne ? HOtA ever fotA nd.ngerotAs sports? po..per or m<A9 o. m ~ss eel HOtA ever trLecl CUlB !:10tA ever won CU1HthLng Ln a. c "( HOtA ever metcLe !:iOtA ever been robbed. !:10tA ever written to HOtA ever clone vow nteer work? Ha. pLCU1e? newsp<A. fCU'\~ dres s po. maJor ci1CU1ge Ln HOtAr . Ha..r~? to HOtA ever !:10tA ever wXen CU1!:1thLng tAS tAolly cons U:lereeL strCU1ge? Ha. or mtAggeeL? 32 - From Games for Grammar Practice © Cambridge University Press 2001 .qt"i'#.ocu m ents ? Hsve !:10tAever Ha. CU1HthLng voltAo. course or irn portCUlt test? Ha..ble? Ha.EI'J Snooping around I C<A.s Leep o.: Have.ctul on s~e? written a.1len a.s 1 Ha..

..Ce. YOlA ever foUowe... r~ si141 Ho. ne..n~thmg o.n o.._ge...n 0.. hoo.cL 0.....xe.? Ho...w s p<A.. !jOlA ever mGtcle.. Have ~OlA ever qlAwe.rsonol cv:L m 0.... ~OlA ever repued. to !jOlA ever wrif.? CtW~? Ho.xe..I Snooping CoxcLs around D1 z..nyboc41) s From Games for Grammar Practice © Cambridge University Press 2001 'J:Nf.n!jbocly? borrowed....w1JM:Uj 33 .. !jOlA ever We.? Ho... Ho... !j0lA ever bun blind.. cr« s ~ on 0...s wiH10lAC' ? Le. ~ oM? Ho. Have YOlA ever Ho.Ce...ncl j lASC S nwK ed.n o. ~OlA ever poxty wlH10lA C being mvilecL? Ho..¥\on!jmolAS Le. to 0. o.xe.n from o. YOlA ever ~ o... 0.tter to (..cl1 er ? torn OlAC 0..U1~on ? e Ho.jumped.skmg? m~sWke. clrlAnk? HQ.nythmg 0.s of somebo~)s book or YOlA ever broken o. YOlA ever w o.? Have YOlA ever LWi MOlAC ~olAr o. ~OlA ever .x coJl? . Ho. Love.. !jOlA ever m ruLe 0.

.t tne ssrne time? Hsve !::iOtAever gone SWLmmU1g no.tecL more tn CtY\ one person o.rd1 eel tnrotAgn somebocL!j's beLongixlgs ? HOvve !::iOtAever Lied_ to !::iOtA pOvrents? r HOvve !::iOtAever clo. throtAgh HOvve BOtA ever tried. !::iOtAever' ch e.. to bribe etn!::i ocL!j ? b o: k~hole? 34 _j I From Games for Grammar Practice © Cambridge University Press 2001 IR:(·)N{o1Rtf:l!j .ve !::iOtAever stolen from etn!::itYIixlg o: snop? Hsve !::iOtA ever received.. too mtAd1 cl1etnge etncL kept Have..iecl ixl CtY\ exCln'l ? it? HOvve !::iOtAever s ecretl!j s w.keeL? Have !::iOtAever fUrtecL wittl o: frLencL's cUtte? HOvve !:iOtA ever forgeeL somebody's sLgno.o..EI) Snooping around I Ho.1:ure? HOvve B0tA ever w rLtten on o: boJtlroom wolL? HOvve BOtA ever d1etngeeL prices ixl o: snop? Have !::iOtAever peeped.

fiat broke. Have students combine the ideas Into compound sentences with the right conjunctions. if not. • The first player to get rid of all of hrs or her cards wins the game. foil. Topic Causes and consequences Interaction Groups of four or five Language output As/since/because! hadn't slept 0/1 night. She hod borrowed my bike and scratched it and list them on the left. it is more common to invert the clauses when the conjunction because is used. and connects the ideas with the right conjunction. fall asleep. e. There are visual clues as to the relation between these two tenses and the order of events on a time line in cause-and-effect statements. !was very tired. • For any given situation. the player must take it back. while encouraging learners to monitor their peers and negotiate group consensus. Elicit possible consequences or effects. 4 Playing the game: • Players shuffle the situation cards and place them face down on the table. since. the card placed on the table is considered discarded. paying attention to the use of simple past and past perfect simple.UNIT 3 Present perfect and past perfect Before or after? Language focus Past perfect simple Vocabulary Conjunctions: as. • The group then decides whether the connection is plausible or not.! was very tired because! hadn't slept all night but the verb forms and meaning remain unchanged. 35 . Whoever is holding a card expressing a plausible cause or consequence for that situation may place it. know your way around. provided the connections are plausible. Note on language You may want to point out to your students that. miss Level Intermediate or upper-intermediate doss. e.g. Model the language by writing! hod a fight with my sister lost month on the board. cut out one set of situation cards and one set of causes-and-consequences cards for each group.g. !was very tired. all players may discard as many cards as they like. oversleep. 3 Divide the class into groups and hand out the material. !was very tired because! hadn't slept all night. Then. If it is. to the left or right of the situation card. Elicit possible causes. they shuffle the causes-and-consequences cards and deal these out evenly.! didn't talk to her for three days and list these on the nght. e. in spoken language. Time 15-20 minutes Material Two sets of cards per group Procedures 1 2 Before class. overdrawn Type Card game Comments This game offers plenty of input contrasting the past perfect simple and the simple past. so !fell asleep. The activity focuses on both meaning and form. accordingly. so Words and expressions: be fired. because.g. • One player turns up a situation card.

I was flat broke. I I I I I I •• I I I I I I I I I I I I I I I was hungry. I ~------------------------------------------------~-------------------------------------------------~ I I I I I I I i John already expected to be fired. I I didn't recognize him. ~-------------------------------------------------~-------------------------------------------------~ I didn't know my way around. ~---------------------------------------------~---~--------------------------------------------------~ 36.JRtl:ltJ . i ~-------------------------------------------------r-------------------------------------------------~ She failed the test. I I I was late for school. I I ~-------------------------------------------------~-----------------------------------------------~-~ I I I I I I couldn't deposit the cheques.-------------------------------------------------]{-------------------------------------------------~ I was very tired.i From Gomes for Grammar Practice © Cambridge University Press 2001 IRtNNi. I couldn't get • a room (n a good hotel.Ell I I I t Before or after? I situation cards .

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mask. Variation For intermediate students with good vocabulary and to make the game more challenging and humorous. have them come up with unusual actions for the objects. If the counter lands on a square with instructions in it. Topic Intended actions Language output A: What on earth are you gOing to do with that magnifying gloss? 8: I'm gomg to look for my contact lenses. Give one of them to a student. A: What on earth are you going to do with that magnifying glass? 8: I'm going to start a camp fire in the garden. the person to his or her left initiates interaction with him or her. racket. books. potatoes. and ask: What on earth are you going to do WIththat . bog of flour. ~ Playerstake turns proceeding in this way. magnifying glass. the game can be very stimulating and humorous. counters (one per student) 2 3 Divide the class into groups and hand out the material. e. envelope. Material Board and dice (one per group). step back. prom. shopping bog. aspirin. As It requires players to imagine a variety of actions for each one of the objects depicted on the board. ~ The first player casts the dice and moves his or her counter accordingly. suncose. parcel. . The first player to get to (but not beyond) the FINISH point wins the game. he or she must follow them. pencil. cup. ? Elicit an answer from that student and other possible or funny answers from the rest of the class. If It lands on a square with an object in it. Repeat this procedure to make sure students can use this form appropriately and understand the Idea of the game.. Draw students' attention to the use and meaning of going to. Inu raction Groups of two to six '1" i ime 20 minutes Procedures 1 Bring to class pictures of objects that are large enough for the whole class to see. Playing the game: ~ Players place their counters at START.1~tlLi4l> !OCHS Going to Level Pre-intermediate intermediate or Nouns: hat. popcorn..UNIT 4 Future 4.g. credit card I'ype Board game This Interactive board game gets learners to associate the expression of intentions With the nght future form: gOing to. bucket. bott/~.1 c What on earth Vocabulary Comments •••• ? . as shown in Language output. broom. flowers. money. blackboard. apple.

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In class. Iteeze to death.age focus Will Vocabulary Words and expressions: rain hard.2 Make it snappy . change Into sometbmq worm Level Pre-intermediate intermediate or Comments This activity focuses on the use of will for unplanned. Note: The situation cards have been written the right way up and upside down so that everyone can see. spontaneous decisions. vlaterial Two sets of cards per group 4 Playing the game: • Players shuffle the situation cards and place them face down on the table. and the quick pace actually reinforces this meaning of will here. fired. Divide the class into groups and hand out the material. Elicit the responses and draw their attention to the meamng and use of will. Type Card game TOpIC Unplanned decisions Language output A: It's your mother-in-Iow's birthday today B: Cosh. Groups of three or four i !'II send her some flowers/I'II go to visit her then. • Players proceed in this way until someone has discarded all of his or her response cards and wins the game. I've had It!. .. borrow. Note: There are always two possible responses to each situation.write on the board a few situations similar to those on the situation cards. set up.4. Although it does not really require language production. storm.! 10 minutes Procedures 1 2 3 Before class. cut out one set of situation cards and one set of response cards for each group. this game does provide a lot of useful input.. lP1f. Then. ' . salary rise. • The first player to call out an appropriate response to the situation gets rid of the corresponding response card that he or she holds. • The first player flips over the first situation card and reads it aloud. I almost forgot. call in sick. they shuffle the response cards and deal them out evenly. splittmg headache. r r . so players have to be quick. get a loan. soakmg wet.i I UNIT 4 Future . Ask students how they would respond spontaneously to each one of them. order. flat broke.

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I think I'll take a holiday in Tahiti. I'll order a pizza. I'll go to visit her.etJ Make it snappy . I'll call in sick. . I'll send her some flowers. I I I I I I I I I I I 42 • . I I'll go to the supermarket this afternoon. I I I I I I I I Great! I'll buy a new car. --------------------------~--------------------------------------------------------------------------- I'll go back home right now.' i From Games for Grammar Practice © Cambridge University Press 2001 rRlNN'N#f:ltJ . I'll borrow some money from my father. I'll change into something warm. . • I I I I I I I I've had it! I'll set up my own business. " I'll take a taxi. Response cards ~ . I'll start looking for another job. I'll take an aspirin. I'll take a hot shower. I'll probably get a loan from the bank.

• The first player to get back to the little aeroplane. the first player answers.UNIT5 Mixed tenses Easy rider L~n_guag~Joc'l. set of cards and dice (one per group). present and future). Time 15-20 minutes Procedures 1 2 3 4 Before class. roulette Comments This game offers learners an opportunity to review and practise mixed tenses (past.j ) Vocabulary Words and expressions: like best about. If it is an event plus instructions.. within a unified context and a fluency-building activity. tounst .. go abroad. and the group may ask further questions or share their experiences on the topic. If it is a question. • Whenever a player lands on a suitcase. wins the game. oversleep. • Players take turns casting the dice and moving their counters accordingly. that is. cut out one set of cards for each group. Divide the class into groups and hand out the material. Strike up a conversation with the class on their last or next holiday to model the target language.. Type_ Board game Topic Travelling Language output A: Interaction Groups of three or four Where did you spend your last holiday? B: I went to the Greek tslonds/t stayed at home/I visited my parents in the countryside.. to go round the world.. Then they shuffle the cards and pile them face down on the big suucese on the . counters (one per student) 43 . Mixed tenses Level Pre-intermediate guide. Material Board. the player follows them. souvenirs. plus some models.-. the person to his or her right picks a card from the pile and asks him or her the question on it or reads out the events and instructions on the card. a dream holiday. Playing the game: • Players place their counters on the little aeroplane on the board.

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:-:-3 Easy rider .. il :~ I Cards :3 : !it -3 ~ ~ Where did you spend your last holiday? Where do you usually spend your holidays? I Where are you going on your next holiday? 3 !It ---------------------------------.JNi'lRt!:1U 45 .---------------------------------r--------------------------------- 3 ~ 3 iij What did you like best about your last holiday? I What can a tourist do in your city? I Where would you like to spend a dream holiday? 3 ~ ---------------------------------~---------------------------------r--------------------------------~?§~~~~~::::V What did you buy on your last trip? What are good souvenirs to buy in your country? What's your favourite time of year to go on holiday? 3 ~ 3 ~ 3 ~ ---------------------------------~---------------------------------~--------------------------------- ~~~~~~~v Did you try any special food on your last trip? What typical dishes do tourists usually enjoy in your country? When did you last take a holiday? 3 ~ 3 ~ ~ ~ ~ ~ ~ Where did you stay on your last trip? Where do you usually stay when you travel? How much is a good hotel in your city? From Gomes for Grammar Practice © Cambridge University Press 2001 P:[.

---------------------------------~---------------------------------~--------------------------------~~~~~~~~ ~~~~~~~~ ~~~~~~~~ Youcan't find your wallet. I I A friend gives you a lift. Grandpa has sent you some money. I I ~-------------------------------~---------------------------------~--------------------------------- Youwin at the roulette! Play again. Move on 3 squares. . .---------------------------------r--------------------------------What's the best place for a tourist to visit in your country? . The airport is closed. Play again.'i' Easy rider I Cards ~~~~~~~~ ~:E~~~~~~ What are three things you always carry on your trips? What kind of ' clothes did you wear on your last holiday? When are you going to take your next holiday? . . Miss a turn. Go back 2 squares. Miss a turn. You'velost your passport and can't continue your trip. Missa turn. I I Youfall in love with a tourist guide •••Move on 2 squares. 46 Yo From Gomes for Grammar Practice © Cambridge University Press 2001 IR:NNi('Pt!:ltJ . ---------------------------------. Play again. Youoverslept and missed the train. E When are you planning to go abroad? I I How did you travel on your last holiday? ---------------------------------~---------------------------------~--------------------------------- ~~~~~~~v Youfind out you still have some money left.

.......l...~~. Band C.. Tell them to write down their opinions under each heading.. 47 ............_ ~~ v"'&~'& u...... which is based on holidays Follow the same procedures....... Cut each photocopy into three strips as indicated. according to the kind of job at the top of their strip......... 5 Then.. and six other slips marked C...... Now.. you will be able to walk to work.... Time 20 minutes Procedures 1 2 3 Before class.U~llUClI0nS . 6 Students change the titles of the jobs to A..... 1 Each group then chooses one of its members to play the role of the person trying to deode which job to take. in a context that they relate to. kind of work or pay would be. Which one should I toke? B: If you toke job A......... Divide the class into groups and give out one strip of the worksheet to each student (if working with groups of three) or pair (if working with groups of six)... use Nothing's perfect! (/I).. If you take Job B... Variation If your class does not relate to the topic... along the broken lines...... Just make sure that within each group. Circulate in the classroom and help them With any vocabulary they might need. each student or pair will have a distinct strip.......... Elicit from the class what they think a perfect/OK/lousy location...Nothing's perfect! (I) ( Language focus __) _ First conditional y...........~~ Generated by students... Level Intermediate ....... Students discuss the pros and cons of each one of the JObs using the first conditional........ Comments Type Simulation Topic Jobs Language output •••• •• •••••••• •• •• ••••••••••••••••••••••••• h •••• •••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Interaction Groups of three or six A: I have received these three job offers.. The discussion it stimulates involves students' personal beliefs and preferences. This activity focusing on the use of the first conditional is unique in that it is entirely generated by the students..... and try to come to a consensus as to the best choice for their classmate............ SIXslips marked B.. each student or pair tears up their stnps Into slips... you will have to commute to work every day...........u vlI.................. The student thus chosen begins interaction by explaining the situation and asking for advice..u....... as shown in Language output............ take one copy of the worksheet for every group of three or six students...~~~~~.. the whole group rearranges their slips by letter so as to obtain: SIXslips marked A.. either indiVidually or In pairs.but If you toke that job.. Material Worksheet (one per group) 4 When they have finished....:)11 \"U. ... you will get on excellent salary: C: Yeah....

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Second conditional Intermediate Snakes and ladders

UNIT 6 Conditional and wish constructions

Watch your step!
Words and expressions: deliberately, ant hill, chanty, fast (verb), lamp past, bunch of flawers~scream,
tear up

This board game invites learners to imagine the reasons for very unusual or even nonsensical behaviour to stimulate the use of second conditionals to talk about very unlikely situations. It provides practice and sheer fun.

Unusual behaviour

Language output
A: Would you ever shove your head? B: Yes,I would (shove my head) if I were paid a lot of money to do that.

Groups of two or six

or 20 minutes
B: No, I wouldn't (shove my head), because If I did/shoved my head, I would/might lose my job.


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1 Write a skeleton on the board for the dialogue In Language
output. Model the language by

playing {l!.spart and eliciting several responses from your class. Draw their attention to the verb forms and modals used.

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Divide the class into groups and hand out the material. Playing the game: • Players place their counters at START. • They take turns rolling the dice and moving their counters accordingly. • Whenever a player lands on a square with a question in It, some other player will direct a Would you ever ... ? question to him or her, and they interact as shown in Language aut put. • If the answer is correct and considered plausible by the group, the player moves forward three squares; otherwise, he or she will move back one square. • Whenever a player lands on a footprint, he or she must follow the path, moving either up or down all the way to the end. • The first player to get to (but not beyond) the FINISH point wins the game.


If you want learners to really tap into their imagination and make the game even more humorous, have them answer affirmatively to all the questions.

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2 3 Divide the class into groups and hand out the material. If the player lands in a square that has a hand in it. counters lone per student) the verb forms and modals used. you express how sony you are for not having been able to help. Even though it has been devised so as to keep the condition statement constant while cueing learners to vary only the expression of consequence. bod mark. have the heart to. She hod no company for the weekend. and set of cards lone per group). I'd / I would have invited her out to a movie. elicit several possibilities when you introduce the activity. e. assignment. B: Yeah I know. If it hodn't rained 0/1 weekend. Note on class size If students are playing in groups of five or six. Then. Whenever a player lands on a square with a 'saintly-looking face' in it. B: Oh. they can share the STARTcorners on the board. Whenever you hear that someone has hod a problem. Make sure you draw your learners' attention to the meaning of this structure as well as to F Material Board. boll (dance).6. I'ype Board game TOP.1L E Justifying actions Int rucnon Groups of two or six Language output A: Jean was so depressed She hod no company for the weekend.3 Pick my good deed nnquaqe Level Upper-intermediate advanced or UNIT 6 Conditional and wish constructions . Note: Encourage peer monitoring to ensure accuracy. it can be easily adapted for variation in both parts of the conditional structure. and say what you would have done to help if only you'd known! 4 Playing the game: • Players place their counters on the four STARTcorners of the board. con offord. make it to (0 place). If I hod hod her phone number. Set the context by telling your class: Youare all ve'Y nice people and love to help others. I'd have called and asked her out to a movie.F ~ focus Vocabulary Words and expressions: log cobm. The player then responds as shown in Language output. Lime 15-20 minutes Procedures 1 Using some of the situations on the cards. Variation If you want your students to practise varying both parts of the conditional structure. • The first player to get to (but not beyond) the FINISH square wins the game. homework . . dice. I'd have invited her out for a picnic If I hadn't hod to work all weekend. A: Jean was so depressed. if I'd known (she hod no company). pneumonia. he or she must move forward or backward as indicated. • Playerstake turns casting the dice and moving their counters accordingly. be worn out Third conditional F F F Comments This game provides plenty of situations that stimulate the use of third conditionals. the person to his or her left picks a card and reads out the situation. I'd have token her out to dinner.g. they shuffle the cards and pile them face down in the centre of the board. elicit and model the language shown in Language output.

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Now he is in bed with pneumonia. Joe said he went to visit you last Sunday. Brian got a bad mark. -------------------------~--------------------------------------------------------------------------Poor Bill couldn't go to the concert last week because he couldn't afford a ticket. but he'd never cooked for so many people. He was desperate! Betty couldn't go Because she didn't away for the weekend. Jane is very upset with you. Douglas went out for lunch without an umbrella. Charles didn't make it to your party last night because he didn't know how to get to your house. Robin couldn't have the heart to go to the ball last Friday. Kim didn't take any pictures on her last holiday. I I I Just because he didn't do his homework assignment. That's why she didn't come to closs today. . Rayand Meg didn't go out to celebrate their anniversary. . They couldn't get a baby-sitter for their four kids. His washing machine is not working. How come you let Ann walk home all by herself after your party last night? -. She didn't hear a word from you during your whole holiday. )001 ':2:[.c. Kathy broke her leg and couldn't drive. Youdidn't invite her for the weekend in your log cabin in the mountains.jZ. Your brother stayed at home all weekend because his car was in the garage. . No wonder he was worn out on Monday! Fmm I. have anything nice because she didn't to wear.III Pick my good deed Cards I Your cousin Jody was in hospital last week. You know that dictionary you borrowed? The teacher needed it so badly. Jean was so depressed. .Iil'J:2tOfl . poor thing! / Poor Gordon has been wearing the same shirt all week. and you didn't even go to visit her. Keith invited 10friends for dinner last night. Rayspent the whole weekend painting his new apartment. but you weren't at home. She didn't have a good camero. None of her friends remembered her birthday./ Your mother was definitely upset. .nmp. Harold missed his plane because there was nobody to take him to the airport. fnr Grrtmmar Pmrtire © Carnbriric> I Iniversitv Prpc./ Amy was very upset. She had no company for the weekend. . leave her five cots alone for so long. she had to go out and buy another one./ Mary got into a lot of trouble because she couldn't finish typing the reports for the meeting. Greg didn't go home for Thanksgiving because he didn't have enough money for the plane ticket.

one circle at a time. The game focuses on meaning and form in that it requires learners to produce forms (simple. without notice.. practice with various sorts of wish constructions. Vocabulary Words and expressions: stuff. Playing the game: • Players place their counters at A to D on the left-hand side of the grid. Time 15-20 minutes 3 ~ Procedures 1 2 3 On the board. • Players may move horizontally or vertically across the grid. Elicit responses to the situations with WIsh constructions. • The first player to reach his or her end CIrclewins the game. e. provided they can come up with a wish sentence that is both correct and appropriate for the situation In the target CIrcle. write down a few situations that are similar to those on the grid. Material Grid (one per group). counters (one per student) 3 ~ 3 ~ 3 ~ 3 ~ ~ Variation If you want to restrict the game to a single category of wish construction.! WIshmy mother hadn't opened my mail. just make sure the Situations In the circles will generate the same kind of construction . but still controlled.Note. Draw students' attention to the relation between the verb forms and the meaning they express.----_\ :~.g. Level Intermediate or upper-intermediate Comments The objective here is to provide open-ended. would learn to respect my privocy. Their objective is to be the first to reach the corresponding end points on the opposite Side of the grid. You may want to encourage your learners to elaborate on their statements. instant noodles. :3 ~ . 55 . 3 ':3 ~ Type Grid game Topic Regrets and complaints Language output ! wish my mother were not 50 nosy! 3 ~ Interaction Groups of two to four hadn't opened my moil. .UNIT 6 Conditional and wish constructions :~T :-3' The wish race \. oversleep. Divide the class into groups and hand out the material. run out of '. perfect and/or continuous) that are appropriate for the situation given. Languagefocus Wish constructions { . he or she must produce a different 'wish' sentence. !hate having to fight with her for my nght to pnvacy! • If a player wants to move into a circle that has already been occupied by another player. in-lows. gal/on. hangover.

'" The wish race . ... •• . .. I ••• '56 From Gomes for Grammar Practice © Cambridge University Press 2001 rptNN'N#!:lU ...

devrse your own Note on class size When plaYing In groups of five. message cards accordingly. so that all the players will get the same number of cards 57 . e. If there are any. personnel. are given the contents of telephone and interactive practice with the reported speech of questions and requests. reschedule. or questions or requests alone. dlong With the corresponding message card.g She SOld were ready IS. Learners messages and asked to transform them Into full reported speech :3 Type Card game :3 ~~ Top Telephone messages 3 Language output Groups of three to five rr-: A: Have you got any message for me from my lawyer? 11 {~p B: Yes. Set the situation by telling your class: The secretaries were absent from work today. overridden rather than. the player only gets a negative answer. remove one of the sender cards from the pack. so everybody hod to toke turns toklng down messages for everyone else. as used in a real life situation: that of giVing messages. and asked/wonts you to come and sign them tomorrow. overdrawn. • The first player to collect all of his or her message cards wins the game. Eliot and model the language as shown In Language principle or show that this pnnople that your documents are ready output 2 Note: You may want to stick to the verb agreement by other factors In speech. Players take turns trying to guess who has the message cards that match the sender cards that they hold. Each player will do that by choosing someone card. In class. cut out one set of sender cards and one set of message cards for each group.1 Language focus Reported speech Level Intermediate Who's got my message? Vocabulary Words and expressions: insurance company. the messages got truxed up. Variation If you want to focus on reporting either statements. they set them aside. 5 Playing the game: • • Players shuffle and deal out both sets of cards and check for any sender and message matches. or B: Sorry.tiif 3 iii 3 ~ 1.She said that your documents were/ore ready.:-3 ~ UNIT 1 Reported speech 3 . otherwise. make It to (0 place).in fact. the message is delivered and the player collects the target message card. However. 3 4 Divide the class into groups and hand out the material. write on the board a few messages similar to those on the cards. constructions. physiotherapist. Find your messoges. and Initiating the conversation In Language output that they think has the target message With that person If the answer IS affirmative. Maybe someone else 15-20 minutes Materi I Two sets of cards per group Procedures 1 Before class. break down Comments This card game provides contextualized statements.

0.._ r---- from YOlAr £ngLisYl ~er -I' from YOlAr pOJent._~ from YOlAr clenust.=. :><:. from YOlAr kid. -: _==-=..pLs t.---=-=: ~ __ I~ __ .s ~ s ~ 58 From Gomes for Grammar Practice © Cambridge University Press 2001 IJtl. __ .u. -- E l ~ ~~ ~ ~ from YOlAr colAsm from the mSlArOJ1Ge PCUAL_J compOJ1y ~=============~ from tne repair shop E! ~ [:1 E_:I [il I ~I ~ E from personnel from YOlAr PYl Y sLoth er o.u'.__j..s _ _j Vf" - _...: .EI' Who's got my message? I Sender cards from the bOJ1k . _ r F F from Jenntfer L_. _ I: =' ~ ~= _-.]#f:1U ~ .=.

Won't come the rest of the week..:30. . I I I MESSAGE: Appomtment UU'lcclLeet. FROM: Libro.rents .lL tomorrow to set repUA.the Y1i.k e uu.s o.lL when ii ~s r~.rGtge. :~ Who's got my message? E'I . Ii go.. the oirport oJ:. Pick tl1em lAp oJ:. -. Cill Mel confirm with secrew~.S soon CAS possible. I I I I 3 ~~------------. am .ernoon to reschedute. MESSAGE: CM schedule extro-' session tl1e ~ O-. POML MESSAGE: Forgot to p~ phone bilL. :=':. ---------=-.s broken d.. !~ ~ ~ ~ ~ ~ ~ !~ :3 ~=======-=====~ .. WilL be AlAnt AgcUt1O-. .~ I I .r.of the week. overdrtuon.. FROM: elen~st :3 I oJ:. CoiL bGtCk before (. MESSAGE: HO-.ven't ~xeet tl1e CD p~er !jet.. :3 ~ :3 ~ MESSAGE: Gomg to mGtke s pec. mGtke ii to clas s to~..---=============I--===========~ . . :3 ~ 3 '~ MESSAGE: Have got tl1e book ~w WMW. FROM: .r!j . cau to s~ ii's Ok. .. FROM: gr Melm otl1er - FROM: ph ~swtl1 0-. . . FROM: . Brmg some wme.ght oJ:.w~er MESSAGE: : Document. WilL keep ii for t-wo ~s.. From Gomes for Gtommoi Procuce © Cambridge University Press 2001 IR:NNi. FROM: po. recent photo. cLo. MESSAGE: Arr~vmg tomorrow M!j FROM: repoir shop .t. Messa-ge cards FROM: w.cemen!. Come Md. FROM: bMk MESSAGE: ACGOlAnt~s MGtke clepostt lArgentLy. MESSAGE: Dowments OM tl1or~lmg tl1e repoir$ oxe r~.--..i. . FROM: personnel MESSAGE: Neecl 0-. FROM: kUis .'s.: sign tl1em tomorrow. PLeO-. Cill tl1~s stop b~ tomorrow mornmg.. Brmg tt m b~ the end.- FROM: --=============. MESSAGE: WMt to spend.~-~--~--~-~--~-~--~----------------------~~---------------------------------FROM: .vUl's. CM to-. CM'!.ol lOvs tg 0-. MESSAGE: In beet with tl1e fU.. WilL be oJ:.own.. 3 ~ . the. DO-.p~$t . X j FROM: sisters MESSAGE: CoiL <A. 3 '~ . -- MESSAGE: Neecls help with new : r~. ii. WilL C<A.. WilL C<A. I ..1U 59 .rho.::==========-FROM: I. Gn tomorrow. office...fter tomorrow. (. ..----- -----.ft... MESSAGE: Co.·~ ~ .----------. .

Number of players Cards per player Cards in the pile 3 4 f 4 PlaYingthe game: E ~ 5 3 5 5 4 4 5 • The youngest in the group chooses one of his or her cards. computer. and CHOOSE PLAYERcards can be used by any S player who holds them to delay opponents at any point dunng the game. but the next player is. parrot.people. etc. They must also learn to use strategy to WIn. cut out one set of cards for each group. which are the Iollowmg: • • • • REVERSE the game changes direction = SKIP= the player to the fight of the one holding this card misses a turn BUY ONE and BUY TWO = the next player must buy one or two cards from the pile CHOOSE PLAYER the player holding this card may choose the next player to have the nght to lay = down a card and ask a question 60 . 3 Divide the class Into groups and hand out the matenal. gun. cot. lays It on the table. turtle. and directs a question to the player on his or her right. as shown in Language output • If the respondent gives an answer that is accepted by the group.1 Crazy cans Vocabulary Can for ability UNIT 8 Medals Words and expressions: mother. this game gets players to think what the pairs of Items on the cards have In common in terms of skills or abilities (see Possible answers on page 114). BUY TWO. The player Just says out loud SKIP!. knde. cheetah Comments Crazy eights Based on Crazy eights (commercially known as UNO). Porsche. • The REVERSE. Both con fly f 10-15 minutes Procedures One set of cards per group 1 Before class.wnte a few pairs of items similar to those on the cards.BUY ONE. Mexican. 2 In class. then he or she is not allowed to lay down any of hrs or her cards. buds. • The first player to get rid of all of his or her cards wins the game. then he or she wins the fight to pick one of his or her cards. Spanish. peaqum. aeroplane. monkey. tree. calculator. and the game proceeds from there. KIP. but the wild cards may spin the whole thing around! E Abilities Groups of three to four Language output A What con a bud and Superman do? B. man. and the group must follow the order (see below). father. and express that using can. owl. • Playersshuffle the cards and deal them out as shown below The remaining cards are piled face down In the middle. best friend. chitd. woman. Superman. teacher.8. Note on game rules Explain to your students the meanings of the wild cards. and model the target language as shown In Language output. squirrel. REVERSE!. duck. Elementary kangaroo. lay it down and direct a question to the next player If the answer ISnot accepted. flea.

)N'ldRt!:lU . . . .ii .~ .. " an aeroplane R :~ ~ ~~ your mother a kangaroo E & your father "------------------------. "~ & a squirrel "~ & a knife "r K I P :3 ~ ""r 3 ~ B " U y "3 ~ your teacher a penguin a computer & you "r & a duck ~ & a calculator 0 ~ 3 ~ N 3 ~ " I "- E ~ 3 ~ a Mexican man B a cat a turtle U y & a Spanish woman ""r & an owl & a tree T 3 ~ ~ ~ ~ ~ ~ W 0 ~ "r C a Porsche P H l " 0 A 0 y S people & birds _) .. ~. & Superman V E a flea R S :3 :3 E X " --------------------------------------------------------------------------- -1 "3 ~ '" your best friend a monkey a gun S & you . . a child & a parrot "- & a cheetah "- E From Gomes for Grammar Practice © Cambndge University Press 2001 E R 61 I ~ I _ _" 'J/[. I Crazy r 'r "r cans 1:11 -"I ::3 . . . . & ..J I .

OK. In which case you should divide the class into groups of six so that each student may have a different card.' . I'd love to. . 3 Hand out the cards.2 Like v. maybe someone else. plus the dote and time. 10-20 minutes or Cards (one per student) A: Do you like Middle-Eastern food? B: Oh. e. learners are given a task . When? A. . S Doing the activity: • Students move around talking to their classmates. Variation You may choose to concentrate on a Single type of outing. Find out from the class which were the most popular places or outings. split it Into two or three groups and have students interact within their groups. but you 0150 wont company Invite your classmates to go With you. wore his or her nome on the cord._. 8._ . model the interaction above usmg the names 01 real places or events In town. would like Invitations Language output Mixer/mingle activity A: Do you like Middle-Eastern food? B. They may accept as many invnations as they wish. one for every student 2 In class. I do. Sounds fme. Well. would like UNIT 8 Modals Let's go together Vocabulary Kinds of food and entertainment. 4 Set the context by telling your class: You wont to go to the place on your invite someone out .g. Some of the vocabulary In the matenal may be new to elementary learners. encourage students to practise declining an mvnauon as well. Just make sure they can extract from the ads the Information they will need to carry out their task. The matenal offers plenty of Input and vanety. How about tOnight. Elementary Comments Find someone who Here. While modelling. Students will then interact within their groups._. Note on class size If your class has more than 18 students.n'. plus the context for this highly Interactive activity involving the use of like v. provrded they are not for the same date and time! • Stop the activity when you feel they have had enough practice. yes. eating out. but it ISnot Intended for production. Every lime someone accepts. See you then Procedures 1 Before class. at 8? B. cut out the cards.not really A: Oh. A Creat! Would you like to go to Ail'S Restaurant with met B: Sure.and go around the classroom interacting with peers In order to accomplish It.

.m..m.~~' v. _> . ~~~..50 • Cheeseburger: £1. L I I _ The Chinese Delight All you can eat for £5 !!! .':.' '" ~ Don't miss our fantastic spring rolls Reservations Reservations Tile rea/Italian fJ " - ":/ icc-cream From Garnes for Grommor Proctice © Cambridge Umverc. ~ t <...Sun Reservations 3 ~ ~-------------------------------------------------~-------------------------------------------------I 3 - The Hamburger Land Special double burger: £1.'>:.'.) .-11 p.I ~ ~ii!:!!!)~ Frozen I1reams - .' . \__.t:: . Rcscrvat ions Reservations ---------------.99 French Fries: 50p -:' -'. Open 21+ hours ALL'S RE5Tr\\!RANT Best Middle-Eastern food in town Open 11 a. i~ ~~ Chez Toulou An Authentic French Bistro Call for reservations 275-3992 Gerta's All Natural Vegetarian food that tastes good 3 3 ~ Lunch and Dinner Reservations Mon .3 I I Let's go together I:.'. -'-.--------------------.I ~ i~ i!i( 1 r~ 3 ..lly Press 1001 1J:l-jHi'pu)U 63 .

Museum of Modern Art The great artists of the 90s 5 ~ :3 :3 ~ The Everyman Theatre Shows: daily at midnignt Tickets Tickets "3 ~ ~-------------------------------------------------~-------------------------------------------------- The Bulls X The Bears Royal Festival House Shows: Mon . Great entertainment for dog lovers Hours: Friday .s S. ------------------------------1 __________________________________________________ L _ The Nutcracker San Francisco Ballet Company The Grand National Theatre Wed-Sat at 8:00 pm Sun at 10:00 am .iJY:.Sunday 9:00 am .jN'NRt!:lU 65 From Comes for Cram mar Practice © Cambridge University Pre'}') 2001 . =:3 ~ I Let's go together 1:1) r 3 ~ THE HAN" Of' DEATH The spookiest horror film ever made. .:o. ------------------------------: ------------------------------1 : Tickets 1 1 1 1 1 1 1 1 1 ------------------------------------------------------------_ IJ:[. 1 1 1 Tickets ------------------------------- -------------------------------.~~ ~~) The Puppy Show sponsored by the International Kennel Club "'Ii. Playing in the semi-finals Friday at Chicago Arena 8:30 pm Tickets ------------------------------.6:00 pm Tickets ------------------------------.Sat at 8 pm Sun at 2 and 7 pm.

--------------------------------~~------------------------------------------------~---------------------------------------------~:-- ..- '------ Erik Clark and his romantic piano .m.m. Tickets Thursday.'~ in a recital to remember Holywell Music Room Ted Mort and the super mob .m. _ -• .. h's fUll ::%l l I .::.. Jazz Heatfen . 64 From Comes for Grammar Practice © Cambridge University Press 2001 II 'RU. r ~ rf~He~~n~ iJ The Kinnelon Chamber Orchestra Fridays: 8 p. . COUNTRY NIGHT Five Different Bands -.t's wUd L __ ~1J1(""-'(" at The Mill and fun all night long ( Every Friday and Saturday Tickets Shows: Tuc to Sun 10 pm Tickets __________________________________________________ 1 .__ -- 'JJ~~tin S€Oin @~ Cf/amence Vance q7b Romance _j . Tickets II .{"" Tickets Tickets ---------------------------------.JRtt:BiJ .. Friday and Saturday at 7:30 pm L__ . ... I . _ - _' - -- - . Feel like you are in the heart of fantastic New Orleans Shows: 9 and 11 p. ~ ~ X-~£.r: 1:!11 Let's ~ go together I ~ r: -A--. Sunday: 6 p.~ _j . Tuesday to Saturday __ r r p _-I ~'l • . A concert for classical music lovers ---.g. .\_~.lNi.

8. i. the teams take turns reading out the sentences produced. and once to set the modal In accordance With the CIrcleon the right. Material Board and dice lone for every two teams) 2 3 DIvide the class Into teams. but at the same time Original. shouldn't. which IS determined by the teacher. obligation and advice. • When the time ISup. . which are more speofic: • • • • • • You are trying to save money You are unemployed You are moving to a foreign country You are soon to be marned You are visiting your in-laws for the first time You badly want to lose some weight . coti't.. let's say. you should try to learn simple words and phrases language. and hand out the material. pair off teams. They add up their scores. Then elicit from the class various endings for this sentence uSingthe modals listed Draw their attention to meaning. In order to win the game. and produce sentences that are correct. In Interaction Teams of two to four the local Time 15-20 minutes Procedures 1 List the modals and write the following on the board: When you are 01 work. have to. PlaYingthe game: • Everytwo teams should appoint one player to keep the score and another player to lime the teams' work. • Then both teams have. If you are In a foreign country. form and appropriateness. one or two minutes to write down as many sentences containing the modal as they can. • Team A casts the dice: once to set the situation according to the Circle on the lett side of the board. and the team With the highest score wins the game. not thought up by their opponents. They score one point for every meaningful and appropriate sentence. don't have to Level Pre-intermediate Comments Based on a game commercially known as Scattergories. meaningful and appropriate.. "'I Variation You may want to replace the situations on the board with the following. this game is meant for Intensive practice with modals to express possibility. for the Situation drawn. necessity. The game requires that learners focus on the meaning of the modals and situations drawn on the dice..e. • The two teams take turns proceeding in this way until the end of the game. and two pomts for every such sentence that ISalso onginal. should.3 Spinning ideas Language focus Modals [simple] UNIT 8 Modals Vocabulary Modals: con. Type Scattergories Topic Constraints and possibilities E Language output When you are on holiday you don't usually have to worry about the time.

~ ~ From Games for Grammar Practice © Cambndge Uruversitv Press 2001 IRtNN{.]J(.!:1U 61 .3 3 ~ 3 ~ ~ ~ .:-~ :~ ~S1 ~ I Spinning ideas 1:& 3 ~ In a 3 !it 3 3 !Iij 3 ~ 3 ~ 3 ~ >lJOM 'tv 3 ~ 3 ~ 3 IIj don't have to 3 ~ ..

write down a Situation whose outcome IStotally unexpected. A: John might have fallen asleep whIle waIting for Mary to show up. Mary went over. no matter what. justify it. f Maten. He's madly in love WIthher and was so anxious to see herl He must have gone out on on emergency call. Playing the game: • The first player draws a card from the bag or envelope. must. and sets of the cards on the second page to the other half of pairs. hand out sets of the cards on the first page to half of the pairs in class. John and Mary. and so on. have them swap their sets. B: No. Do this several times until the class has grasped the chain: hypothesis . E: p. This should save you time and work. to practise the perfect and perfect continuous forms of may. mIght. mIght. remember? A: No. justification and a new hypothesis. Elicit from the class what might have happened. make sure students understand the meaning of the modals and are able to use them correctly. When pairs with different sets have used up all their cards. Then. The fast-moving pace requires that learners exercise quick and Imaginative thinking to come up with arguments to Justify their own hypotheses and counter their opponent's.8. broken-hearted. and present a new hypothesis along with a justification for the class to argue against. could. stop the game and have players count their cards. They go on like thrs until one of them is left with no more arguments and gives up. fall. t When you think the students have played enough. he couldn't have fallen asleep while waIting for her. can't and couldn't. 3 4 Pair off students and hand out the bags or envelopes. He wouldn't have accepted being on coli if he hod been planning to spend the evening WIthher. call off. and challenges them to work out what may have happened in the middle. but no one answered the door. Whoever has the largest number of cards wins the game. house-worming party. Also. could. Topic Speculations f:: lute raction Pairs T1mt Unlimited Language output Situation: John invited Mary over for dinner last night. . On the board.. He's a doctor. Note: Players may make up any facts about John and Mary to justify their arguments.4 Tough luck! LAnguage focus Modals (perfect) UNIT 8 Modals Vocabulary Modals: may. show up. The intercom must have been broken. must. The opponent then wins the situation hypothesis and justification. be born with a silver spoon in one's mouth Level Advanced Type Debate Comments This game gives each pair of learners two ends of a situation involving two characters. preferably With the same format as that shown on the cards. work out a counterargument. His or her opponent must then come up with a counterargument. cut out one set of cards for every pair of students and place the sets In bags or envelopes. For every hypothesis the class presents. can't. that couldn't have been the case. list the modals on the board.counterargument and justification . reads out the situation. and presents the first hypothesis.. couldn't Words and expressions: be turned down. gIfted.l Set of cards (one per pair) Procedures 1 2 Before class. Note on class size and material When working with a large class.

---------------------------------! ~~--------------------------------- : r--------------------------------- -------------------------------- -------------------------------- Mary studied like crazy for the exam.I Tough luck! J\ John was the most experienced candidate. . ~--------------------------------- -------------------------------- Mary said she would come to the pa rty no matter what. --------------------------.---------~ I John was a gifted piano player. ------------------------------------------------------------------~ . ~ 1:1' ----------------------------------------------------------- . John invited Mary over for dinner last night. • I I I I I I I I He became an engineer. ~--------------------------------r--------- She got an incredibly high telephone bill. I I Mary was away from home on holiday. • ---------------------------------~ She failed the exam. but no one answered the door. • . • -------------------------------- Mary went over. • He was turned down for the job. • ---------------------------------~ She didn't show up at all. --------------------------------- . ---------------------------------~ 69 o -------------------------------- From Gomes for Grammar Practice © Cambridge University Press 2001 rp:[.)N'NRW:1!J . --------------------------------- . .

I I I John was born with a silver spoon in his mouth. --------------------------------- ~--------------------------------John moved to his own apartment less than a month ago. r--------------------------------I ~ r • Now she is broken-hearted. ~--------------------------------- ~ • • She has decided to stay at home instead. ------------------------------------------------------------------. ---------------------------------~ ! I I I ~~--------------------------------I I -------------------------------- -------------------------------- ---------------------------------~ I I I I I I I Mary planned a great housewarming party. --------------------------------_. -------------------------------- -------------------------------- ~ I ~ 10 From Gomes for Grammar Practice © Cambridge University Press 2001 'JtNN'N#!:lU . r--------------------------------- ~ He ended up missing the flight.1:1' Tough luck! I ~--------------------------------I I I -------------------------------- ---------------------------------. I I I l I I I Mary was planning : to get married next month. ~--------------------------------r--------------------------------I I ~ Now he can't pay for his beer. ---------------------------------~ He is back in his mother's home. -----------------------------------------------------------------~ r--------------------------------- ~--------------------------------I -------------------------------- -------------------------------- I John left home four hours before his plane was supposed to take off. ---------------------------------~ I --------------------------------------------------------------- I I I I Mary was very excited about her trip to Greece. ~ • • • The party was called off at the last minute.

Team B collects the card. You may also want to encourage the use of Both . entertainment. cut out one set of cards for every two teams and place the sets In bags or envelopes. and have In common ?Team B has some (pre-established) time to diSCUSSmong themselves and a produce an answer using the target language. The team with the largest number of cards wins the game. coins. Just make sure you tailor the items to your students' age and culture by including facts about popular music. In both versions of the game.UNIT 9 Passive and causative Something in common Language focus Simple present and past passive Vocabulary Nouns: forks. cement. Type Trivia pursuit Topic World knowledge Language output TeamA: What do gloss and cement have In common? Team B: Gloss and cement / Both are mode from sand. write down a few pairs of Items similar to those on the focuses on accuracy of form. 3 Divide the class Into teams of two or three.. stomps. recorded by the Beatles. Material Set of cards lone per group) 2 On the board. points.. and / NeIther . bottle opener. nor In the answers. brushes. model and monitor the target language. Interaction Teams of two or three Time 15-20 minutes Procedures 1 Before class. With each pair of Items. socks. encourages cooperation Within teams. were directed by Spielberg. tenniS. • Teams take turns proceeding in this way until all the cards have been used. Remember: our aim IS to get learners to practrse the target language. squash.. greetmg cords. Variations • You can use the same procedures to practise simple past passive with pairs of Items such as those suggested below. magazines. pair off teams. and ISsheer fun to play. cotton. local history. Otherwise. coffee. not to test their world knowledge! Pyramids and sphinxes Jurassic Pork and E.. and so on. and hand out the bags or envelopes 4 PlaYingthe game: • Every two teams must appoint one player to time the game and keep the score. presents. the challenge is there to make the game more interesting. gloss. Team A gets the chance to find a good answer and collect the card themselves. 71 . shower cop. T. If It ISaccepted by everyone in terms of meaning and form. shoes. corkscrew. polar bears. • Team A draws a card from the bag or envelope and challenges Team B with What do. airletters Level Elementary and intermediate Comments This game provides practice with the simple present passive while challenging learners to think of what the pairs of Items have in common (see Possible answers on page 114). Yellow Submarme and Yesterday • built by the Ancient Egyptians. credit cord. and eliot what the Items have In common. penguins. newspapers.

t'i#tt:Uj ~ ~ 72 ~~I~ From Comes for Grammar Practice © Cambridge University Press 2001 E' . Paints Brushes ~ ~ Glass Cement ~ ::iV====='-~l=w====='-~ =:v=====. . Something in common I Forks Coins Tennis Squash Coffee Cotton ------------------------------------------- ~---------------------------------f----------------------- ~ 'V ~l~ '-:W I I ~~ '.~ ~~:~ .pl. . . . Shower cap Credit card I I I Newspapers Magazines ~l~ ~w~ ~ Stamps Airletters ~ ~~ r)t[.)z..~ ~ '- Polar bears Penguins Shoes Socks Presents Greeting cards Bottle opener Corkscrew ' .

set of slips lone per group) Procedures 1 Before class. kxbidden. brought up. they diSCUSS hether w they think their parents/teachers. encouraged. and write their names next to the corresponding letters just below the chart.UNIT 9 Passive and causative Grown-ups! Language focus Passive + infinitive Vocabulary Verbs: asked. supposed. Then. were right. advised. take copies of the worksheet. allowed. Then. which must contain the verb told to.cut the gnds Into slips and put them Into bags or envelopes. C and D. 3 Divide the class into groups and hand out the material. etc. etc. and write them on the board as well Draw their attention to the target structure. using the same verb. 4 DOing the activity: • Individually. Its design guarantees that everyone will have an equal opportunity to prepare for and initiate discussion. I was asked to pay for part of our household expenses. 73 . and whether they would do the same with their children/students. as in I wasn't allowed to smoke. warned. • In each group. told. The others then contribute with their own experiences. taught. cut off the gnd at the bottom of the worksheets. It ISgreat for promoting class rapport. then student B reads out his or her sentence number 2. B. Finally. write down a few of the verbs from the worksheet and model the target language EliCitfrom the class statements about their personal growing-up experiences. one for every student. Finally. students fill out the chart on the worksheet by writing one sentence about themselves with each one of the verbs given. In addition to exposing learners to a variety of verbs used In this construction and focusing on ItSmeaning. Such slips are meant to ensure that all students can participate equally in the activity. B: I wasn't asked to pay for any expenses. again one bag or envelope for every group. the slip reads 82. but I was expected to shore In the household chores Time 20 minutes Material Worksheets lone per student). forced Level Intermediate to advanced Comments This fluency-building activity invites learners to share and discuss their growing-up experiences while practising passives followed by infinitives. • The group picks a slip from the bag or envelope. for example. If. and reserve one for every group. finalize with a brief discussion as to how they felt and whether they think their parents/teachers were nght. expected. 2 On the board. Type Discussion Topic Growing-up experiences Interaction Groups of three or four Language output A: When I was a teenager. students will decide who will be A.

4 advised S brought up 6 encouraged 7 expected 8 • . .....iN{'P@Uj .. • - • - • warned 9 allowed 10 11 12 .. 1 • III . (name) • ~..... .... . • asked 2 told 3 taught ........................ : A1 B2 (3: 04 I I ----------------------------------------------------------------------------------------------------~ I I I I I AS A9 I : I B6 : I I (7 I ~------~----------------~------------------------t------------------------~------------------------~ : I I : I 08 : I I ~------------------------Jt-----------------------~-------------------------~------------------------! 74 From Gomes for Grammar Practice © Cambridge University Press 2001 : I B 10 : I (11 : 012 : IRtl.PI) Grown-ups! When I was ................................ • .. • • • - forbidden supposed forced ~............... (name) G)......... III I I ~------------------------~------------------------t------------------------~------------------------~ : I r------------------------~-------------------------~------------------------r------------------------..... I was(n't) . II . (not) to ...... (name) (!) (name) .......

I'd like to have these shoes repoued and I wont to have them polished too. If it lands on a place where he or she can run one of the errands on his or her cards. learners receive errands to run. spill. and coins (one per group). electronics repou shop. locksmith. See you on Thursday B: See you. garage. 3 15 . Elicit the kind of conversation that usually takes place in such situations and demonstrate the game a couple of times by playing the role of student A. hoy fever. wins the game. sleeve. ink stem. Explain to your students that they will be getting things done at each one of the places on the board. Only when you come to pick them up on Thursday A: Fine.UNIT 9 Passive and causative Round the clock Language focus Causative with have Level Intermediate to advanced Vocabulary Places: cleaner's. they're my favounte B: Well. tight. sole. hair stylist. shoe repair shop. photo shop. then. insist on.let's see Would this Thursday be OK? A. school tronscnpt Type Role play Topic Errands and services Comments In this task-oriented activity. The target structure is thus contextualized and practised communicatively. !nter action Groups of two to four Time 20 minutes Language output A: Good mornmg. chemist Words and expressions: old-fashioned. dressmoker/toikx (alterotions). and place their counters at STARTon the board.photocopy shop. one square for heads. Otherwise. B: Yes. the first player discards the errand he or she has just run. counters (one per student) Procedures 1 2 Divide the class into groups and hand out the material. no. and two squares for tails. They go to various places and engage In full conversations to accomplish their tasks. tronslotion bureau (certified tronslations). the player begins interaction With the person to his or her fight. optician (eye core). ~ The first player tosses the COin and moves his or her counter clockwise. Thanks a lot. and then of student B. B: Good mornmg Can I help you? A: Yes. prescnpton. When they have finished. Sure. much better. Whoever has the smallest number of cards. has run the largest number of errands. ~ Players count the cards they are still holding. freelancer. ~ Players take turns proceeding in this way until everyone has moved round the clock once. set of cards. poltshmg. using the causative form with have. Playing the game: ~ Players shuffle the cards. Should I pay you now? B: Oh. deal them out evenly. Have a nice day Material Board. no interaction takes place. Ie.sir They should be ready on Monday A: Monday! Can't I have them ready before that? Yousee.

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~ There is a big hole in the sole of your favourite and most comfortable shoes. Your nephew has spilled ice-cream all over your overcoat. You want something more modern and not too short. You and your best friend have just got back from a holiday in Thailand. _. Why not try that new shoe repair shop down the street? Your car is making a strange noise.I Round the clock um ~ ~ You need 100 copies of the new price list both sides. ~ x~ C_a_r_d_s ~~ Your hair is definitely too long and oldfashioned.-- You are applying for a university course in Australia. even though you have to insist on fast service. ~ ~~------~--------------------~------------------------------------------------------~c:_-~--~ ~ :3 ~ 3 III( 3 . They do a good job at Perfect Fit. They are said to be very competent . Your doctor wants you to try a stronger prescription. Note: your boss wants them on his desk by the end of the afternoon. recording the messages. You think you might need new glasses. ~~~~==========~~=-=-~==========~~~~========~~-Spring has finally come._ The trousers your sister gave you for Christmas are a bit tight and way too long. Because you are a freelancer. and so has your hay fever. and it is not as economical as it once was.J ~ From Gomes for Grammar Practice © Cambridge University Press 2001 rRtl. You have been having problems driving in the evening. you really depend on it for contacts and new clients. You want two copies of each picture: one for you and one for your friend. You need it before you go away on business tomorrow evening. Some friends have told you about Best Vision.ji'l'\'JR&I:1U 77 . where you took dozens of pictures. Better have a professional take care of it. They also need polishing. Your answering machine is not . too. You'll be busy working most of the time. _ __ ~ _--. Your two cousins are coming to spend a week at your place. They insist on having a certified translation of your school transcripts and diplomas. Nick is supposed to be a fantastic mechanic and his prices are not too bad. L. Maybe they can do something about that old ink stain on the sleeve. 3 ~ 3 ~ 3 ~ ~ ~ ~ 3 ~ ~ ~ . so they need to have a copy of the front door key.

that IS.stop the adivity after a certain period of time and check who has filled the largest number of squares.words: what. my birthday . how old Nouns and ediecuves: phone number.allow them to repeat the names in the squares two or three times.10. In common with you. how many. Alternatlvely. colour. where. kind (noun). closs. who do or have something the same 2 Go over each one of the boxes and eliot the questions students would have to ask to find out who they have things In common with. birthday. sisters. brothers. talking to different classmates to get the information needed • Whenever they find someone who has something in common with them. e. It gives baSIC learners an opportunity to interact and socialize with a large number of peers In English despite their limited scope of communication.g. they must write that person's name in the corresponding square. Students move around the classroom. toothbrush. playing the roles of student A and B alternately. Let the class work out the language they will need to respond to one another..let them wOIk in pairs and see which pair has the most things in common. r Wh. favourite.questions with present simple Verbs: be. • The first person to fill all the squares With different names says Bingo!.questions with be and other verbs in the present simple. 4 Doing the adivity: t t Students fill out the chart with Information about themselves. A: Really?My birthday is In June too! / Oh. and wins.. food. "opic Personal information h tl! action Mixer/mingle activity E Language output A: When is your birthday? B: My birthday is on June 5th. Repeat this With some of the other cues in the squares.1 Making Vocabulary Wh.last name. . and/or to help your learners to become better acquainted with one another. number. have. when. hve. parents Comments You may use this adivity to review wh. r: 10-20 minutes IS In Apnl.. Alternatively. Note: One different name per square. come Beginner or elementary Find someone who UNIT 10 Questions and auxiliaries friends . Note on class size If you are working with fewer than ten students in class. how. When's your birthday? / What colour IS your toothbrush? / Wha(s your favounte food? / How old are your parents? / Where do you hve?/ How many brothers and sisters have you got? / What's your last nome? / How do you come to class?/ What's your phone number? 3 Demonstrate the dialogue In Language output to show the kind of language they may use. The questions need not be related to one specific topic or cover any speofic grammar point. Worksheet (one per student) Procedures 1 Hand out the worksheets and explain the objective of the ectivrty by saying: Youmust find classmates who have things as you. Variation You may want to use this activity to review any material before a test or as you begin a new level.

You: -----And: ------ - • • • --------------------------------~---------------------------------~-------------------------------• . " .. • --------------------------------1---------------------------------r-------------------------------- /01 number of brothers and sisters age of parents (age of one of them) You: -----And: ------ place of residence (neighbourhood) You: -----f .. '. t talk to your classmates How much do you have in common with the other students? From Games for Grammar Practice © Cambridge University Press 2000 IJU....11 birthday (month) You: And:!:1!J 79 . .. • • .lMf(.. colour of toothbrush You: And: favou rite food : You: And: • - . .I Making friends 1(.. - • last name (number of letters) • ! • ! come to class (means of transport) phone number (the last digit) You: -----And: ------ You: -----And: ------ You: -----And: -----~ Find people who have things in common with you: t write your own answers ... ..

g. Are you English teachers?). If your class is very small. Time 15-20 minutes Material Set of cards (one per group) Procedures 1 Before class. but it will not be as much fun. Note on class size The ideal group size for playing this game is four. Playing the game: • Players shuffle and deal out the cards evenly. 2 Recap yes/no questions by writing a few short answers With be and do on the board. Yes. and thinks of a question that will yield the answer on that card. I'm not.All you have to do is produce a new set of cards containing the appropriate short answers with did. He or she then tries to guess who in the group will give him or her the answer on the card. present continuous and/or future with going to. Type Betting game Topic Open Interaction Groups of two to six Language output A: Are you an English teacher? B: No. cut out one set of cards for every group. he or she keeps the card. This means they may ask and answer yes/no questions in the present simple. Yes.g. and directs the question to that person. pick another card (e. with particular attention on the be and do contrast. if not. plus short answers with auxiliaries. show them the card and tell them you can discard It. and elionng correct and appropriate questions for them. The first player to get rid of all of his or her cards wins the game.use groups of six and have them play it twice.g. A: Do you go to the movies every week7 B: Yes. Do we have closs on (day of the week when you actually have closs)?).I do.UNIT 10 Questions and auxiliaries 10. we aren't. Level Beginner or elementary Comments This game is excellent for learners to understand and master yes/no questions with be and other verbs. yield the answer on your card (e. As they answer No. show them the card and tell them you cannot discard It.we are) and ask the class a question that will not Yield the desired answer (e. • Playerstake turns proceeding in this way. Variation You may use this game to practise other contrasts. When they have given you the answer.g. • If the respondent produces a short answer that equals the one on the card. Then. disregarding any cards left over. hove and has. you may have students play It in pairs. It ISalso a lot of fun to play. present perfect Simple. • The first player picks one of his or her cards.we do) and asking the class a question that will 4 5 Divide the class into groups and hand out the material. 3 Demonstrate the game by taking a card (e. For a very large class. such as simple past v. the player may discard it.2 What's Language focus Yes/no questions with present simple my answer? Vocabulary Verb be and other vocabulary Items generated by students. . because it involves betting and tests how well acquainted learners are with one another.

Yes. I 3 =-. :3 ~ :3 ~ Yes. they don't. _. . I do. Yes. _j ~ I II - - . . I am. . they are. she does.. they do. we are. she isn't. it doesn't. No. I'm not. they aren't.~ .-s . he isn't. she is. - No. 3 ~ No. . Yes. Yes. - Yes.-=--= - -- ---. ~?< ----------------------------------. it is. Yes. ~ No. No. I I I Yes. he doesn't.L J 81 ~ From Games for Grammar Practice © Cambridge University Press 2000 IR:NN'N#!:lU . it does.---~--------------------------------------------------------------. 3 3 3 ~ . No. . -r---' No.- -- __ - I -t 3 ~ Yes. he does. I I I I I Yes. he is. r-r-r- No. I J I I No. I don't. .~ s ~ I What's my answer? qp '''11 -5 ~ Yes. 3 ~ J No. ~- 3 ~ ~ ~ ~ ~ ~ ~ ~ ~ . . we aren't. she doesn't.

cut out one set of slips for every group. I. famous people. e. players count their slips. In the appropriate spaces on the slips. how many. world knowledge. set another context.words what. - . plus the answers. the respondent gets the slip. He/she has been married for five years. Variation If your students are not very well acquainted with one another. Whoever knows the answer puts their hand up and answers. Then. what tune. • When all the questions have been asked. - • " .UNIT 10 Questions and auxiliaries E 10. Groups of three or four • '" 20-30 minutes Procedures Set of slips (one per group) • • - 1 2 Before class. A: How long has (name) been mamed? B.quesnon formation.words can be combined with any vocabulary and verb forms they have learned. The wh. etc.. and pass them around following the diagram below: Preparing the questions Passingthe questions around • • • • Now players compete With one another within their groups. how long. They take turns orawmg a slip and reading the question on it.questions with mixed tenses FVF Wh. they fold the bottom of each slip so as to conceal the answers. . as the questions are totally generated by the students.3 All about us Vocabulary Wh. It is therefore also excellent for reviewing purposes. The answer is checked against the one written at the bottom of the slip. when. where. the player who reads out the question discloses the answer and sets the slip aside.g. how. why. . who. someone else may try. -. how much Comments This personalized trivia pursuit can be used at any level for intensive practice with wh. If It is correct. L helps learners to become better acquainted with one another Personal trivia op« Open/personal Int( I artin: Language output A: What kmd of movies does (nome) Itke? B: He/she likes westerns and thrillers. Finally.. Go over question formation and model the language several times With the whole class 3 Playing the game: • Each group writes questions about the members of one other group. how often. what kind. In case no one knows. Whoever has the largest number of slips wins the game. if not.

7000 tJ:[. ::::_::::::_::::.:::_::::.:::_::::.3 ~ Answer: fold here Answer: fOld here . .1' ~ ? S ~ Where S ~ Answer: Q (J fold here Answer: .~ folc here 3 :3 ~ --------------------------------------------------When ? L_::::. .:::_::::.~ '~ 3 ~ ~ What ~x~ ? I All about us '(.3 ~ .:::_::::.:::_ === .1N"Ot!:lfJ 83 .:::_::::.:::_::::.~ How many ? How ? Answer: ~ -~ fold here Answer: fold here :~ ~ What kind ? What time ? 3 ~ Answer: fold here Answer: told here 3 From Gomes for Grotnmar Piacttce © Cdmbndge University Pres<=. . ::::_:::::: __ __===_. ::::_::::::_=== ~_ __ __ __ __ __ __ __ __ __ __ __ __ Who ? 3 ~ Answer: fold here Answer: fold here :3 ~ Why ? How long ? 3 ~ Answer: fold here Answer: fold here 3 :! :3 ~ HoW often ? How much ? .:::_::::. ::::_. ::::_.:::_ ::::. ===_. ::::_::::::_=== .

• All the other players then respond with agreement or disagreement. I can. • The game ends when all the cards have been used. Set of cards (one per group) 2 On the board. neither. B: So is mine. If no too/so or enher/ neither responses are produced. begins the game by completing the sentence with some content about him or herself that he or she believes no one else will be able to echo with too/so or either/neither. • Playerstake turns proceeding in this way. Variation Forintermediate or more advanced groups. and possessives.. It has been designed to provide pracnce with a wider range of auxiliaries. as we have often observed learners struggling with this kind of construction. neither Auxilianes: be. UNIT 10 Questions and auxiliaries 10. B: 1do too. / Neither can I / Well. by laying it next to him or herself. Groups of two to four 10-15 minutes Procedures 1 Before class. Whoever has the largest number of cards laid next to him or herself wins the game. use Unique me II. From the other half. I don't. ehot agreement and disagreement.. wnte down a few statements similar to those on the cards EliCitpossible endings from half of the class. either. You Will want this to happen as it generates conversation. can r II . so. This student-centred acnvity has been designed to provide practice with these points while giving learners plenty of room to talk about themselves./ Well. A: I really can't sing at off B: I can't either. do. Sharing Language output Open/personal A: Ijust love Michael Jackson. • . Otherwise. cut out one set of cards for every group..inversion with so/neither. Note that the group may challenge anyone's statement If they think It is untrue.e. but by no means easy in English as it involves good control of a complex auxiliary system. drawing their attention to the corred use of the target language • Playersshuffle the cards and deal them out evenly. • Whoever gets the card IJust love. either.4 Unique me Vocabulary Auxiliaries: too. Comments Elementary to intermediate Expressing agreement and disagreement is an Important function In communication. plus contrasting elements such as too. 3 Playing the game: Note on language output You may want to leave out Inversion with so/neither when working with elementary learners. the card goes to the centre of the table. then the first player 'wins' the card lor his or her 'uniqueness'.g A: My mother is scored of snakes. / So do I. so.

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players count the Items they have each ticked off their lists. So. By moving one square (heads) or two squares (tails) and working With a larger number of items. S Have students indwiduelly select the five different things they would like to have at the party 6 PlaYingthe game: • Players place their counters at START. wnte the skeleton for the dialogue In Language language a couple of times. croissant. a slice of. he or she accepts It and ticks It off hrs or her list. Board game Comments Your beginner or elementary students will certainly enjoy this contextualized board game where they will be able to practise the use of a/an v. If the item ISamong those previously selected by the player. some UNIT 11 Articles Come one. grapes. 15-20 minutes Procedures Board and dice (one per group). coffee/tea. strawberries. hot-dog. cake. bread.please.11. apple. get only half as many photocopies of the page as you have students in the class. lemonade. and cut the page In half as Indicated. 81 . • Players take turns proceeding in this way until everyone has moved round the board once. wine. • The first player casts the dice and moves his or her counter accordingly. 3 On the board. a cup of Level Beginner or elementary 1\pt. and check With the whole class. ice-cream. The person to rus or her nght then offers him or her the item In the square where the counter has landed. beer. It ISinteractive throughout. The player who had the largest number of items he or she wanted wins the game.1 Language focus a/anv. If not. 2 In class. Alternatively. Food Groups of two to six Language output A: Would you like a hot-dog / some wme / some strawbemes? B: Yes. hamburger. come all Vocabulary Nouns: pizza. they Will get more practice. Then. Note on material If students are plaYing in groups of two or three. give them coins Instead of dice. pie. Tick the five Items that you want. let them put In the ertrcles/partmves. and have them select eight Items instead of five. a glass of. thus encouraging weaker learners to peruopate without fear. cheese. Model the 4 Set the context by telling your class: Youare gomg to an end-of-term party Before gomg. and eliot the ertrdes/partmves for the nouns given. bisauts. / No. soup Partltlves (optional): a piece of. some with countable and uncountable nouns. worksheet and counters (one per student) 1 Before class: We have provided you with two Identical copies of the same worksheet on a single page to save you photocopies. hand out one half of the worksheet to each student. output above. thanks. pair off students. he or she Simply declines. and the luck factor will play down on competition. sausage rail. decide what you want to have there. Variation Replace the pictures on the board With others depicting the most popular foods and beverages served at parties In your country.

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Pair off students A and B. simple Elementary Comments Information pool This game offers learners contextualized and intensive practice with yes/no questions and short answers Involving the use of there is/ore. restaurant.12. - . 3 Hand out worksheet A to half of the class. etc.. II . art gallery. •I I I• ·. and worksheet B to the other half. • Hotels • Pairs Language output A: Is there a supermarket near the hotel? B: Yes. bar. are hotel owners in your town. gift shop. there Isn't (but there 15 a very good convenience store Just across from the hotel). pobl« pool. amusement pork. photo shop. Model the language several times. What ISso appealing about this activity is that It is the learners who decide what will go on the worksheet. A. t tennis court. there oren 't. Are there any restaurants near the hotel? • • 10-15 minutes • Worksheets A and B lone per student} R Yes. I.there is/No. l. three restaurants. students B decide why they are travelling and who with (clarify vocabulary for these two parts of the worksheet if necessary). underground station.g. Students B.shotel ISnot suitable. public library.there ore/No. hamburger bar. and decide what kind of places there are around their hotel by selecting eight items from the list and plotting them on the map. S DOing the activity: • lndividuallv. CInema. diSCO. Go over the use of there is/ore by asking the class about places near your school. Procedures 1 2 Before class. laundrette. e. to» stand. bookshop. • If student B thinks student P'. · 1 1. he or she should talk to other hotel owners until an appropriate one is found. ~ . museum. I . you you are travellmg to A's town. Items may be repeated. photocopy the worksheet and cut the copies in half as Indicated. what questions to ask. • Students work in pairs.heatre. cashpomt . clothes shop. Ice-cream shop. bonk. • Individually. post office. and when they have obtained enough Information to accomplish their task. souvenir shop. 4 Set the situation by telling your class: Students A. bondresser's. Having such specific circumstances in mind.1 Pack In' go Vocabulary There be in present UNIT 12 There and it III III • Places: supermarket. II • II I • . I •- I I . newsstand. asking for and giving Information according to the decisions they made in the previous steps. students A write their names on the hotel roof. fitness centre. bus stop. two hotels. they decide what will be Important for them to have near the hotel by checking eight of the Items listed on their worksheet. convenience store..

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Interesting. " t I. • I I I • II I ~ I• . . • 2 In class. one set for every two teams. Grid and set of cards (one for every two teams) Procedures 1 Before class. they may either use different symbols to mark their slots in each round. but also requues creativity. stupid. raining. honzontal or diagonal row of correct answers on the grid (tic-tee-toe). When you think they have had enough practice. Before their time is up (let's say. The team with the highest score wins the game. take one verb or adjective from the gnd and one adjective from the cards. as shown in language output. as shown in Language output. - • 1. • If their sentence is accepted by everyone in terms of meaning and form.separate one gnd (top half) for every two teams. . dangerous. which is easy and quick to do. snowing. eXCIting. nice. expensive.r. have them add up their points. cfoudy. hot. or copy the grid. • Teams take turns proceeding in this way until one of them does tic-tee-toe. foggy. • Have them play the game several times. or until all slots have been taken without either of them doing tic-tac-toe.ntcraction Teams of two or three • II Language output When it's foggy. drawing their attention to the target structures. Weather conditions . hard. Write them on the board With an example of your own.. they mark the chosen slot as their own. Then. pair off teams. sunny Adjectives: difficult. - I 10-15 minutes - Materi. • 3 Divide the class into teams. windy.. and chooses one slot in the gnd. crazy . • Teams appoint one player to time the responses and keep the score. II ~ . These structures often pose difficulties for learners whose native language allows for zero subjects.. one or two minutes). I t I • Note on material As students will be playing the game several times. they must produce a sentence using the word in the slot and the adjective on the card. strategy and cooperation Within teams... • Team A picks a card from the bag or envelope. in which case they score one point. • t II I -. easy. 12. as well as adjectives that may take an infinitive clause as a complement. cut out the adjective cards (bottom half) and put them inside a bag or envelope. siffy. sensible. cheap. The game focuses on form and accuracy. impossible. important. d'veJ Intermediate Typr Tic-tac-toe Comments This game provides practice with the dummy subject it for verbs and adjectives related to the weather. It'Sdangerous to dove on the motorway It's siffy to spend the day indoors when It ISsunny outside.2 It as subject UNIT 12 There and it Rain or shine Vocabulary Weather conditions: cold. and hand out the material. safe. 4 Playing the game: • Objective of the game: to form a vertical. Elicit a few more examples from the class. freezing.

I Rain or shine cold Itll hot windy • cloudy foggy raining •• 000 000 Q " " snowing • freezing sunny ----------------------------------------------------------------------------------------------------~ :3 -------------. ------------------------~------------------------~------------------------~------------------------~ dangerouS r------- safe l I expensive J cheap ~ I III interesting ~-----------------------I exciting ------------------------ sensible ------------------------ silly ------------------------~ I I I I I I important ------------------I ~ nice ~ • stupid L crazy I I I I ~ I From Gomes for Grammar Practice © Cambridge Uruvr-rsrtv Press 2001 rJ:[.]JtHU 93 . difficult easy hard impossible I I I I I .----------~--------------------~~~~~-------------------J..(------------------------.jl.z:{'.

important .1 Verb Vocabulary Tov. Winning the game is also a result of strategy and cunning. trying to prevent the advance of opponents. promise. Players In each group shoulJ use different coloured pencils. postpone. Don't forget to go over those verbs that may take either a gerund or an infinitive as a complement. each player chooses one hexagon and makes a sentence With the verb In it. II a time limit for the players to come up with their sentences. regret. thus Isolating them and preventing them from occupying new hexagons ~ The game proceeds until all the hexagons have been taken. ~ To start the game. seem. This will cancel out the strategic factor.practise.. coloured pencils (one per student) I. • Groups of three or four Language output Please stop makmg all that noise.. Ask your class to make sentences with them. admit (to). I Procedures 1 Take some of the verbs followed by the gerund and others by the Infinitive from the grid. hate Grid game Comments This fun and challenging game focuses on the accurate use of verb + gerund or Infinitive. start. Note: Because of this rule. PlaYing the game: ~ Objective of the game: to occupy as many hexagons as possible while. - Grid (one per group). . the player may claim the hexagon as his or her own by marking It with the coloured penol . refuse. set . Whoever has the largest number wins the game II II - Note on class size Even If your class is small. attempt. manage. In addition. -ing Verb If trap It + gerund: + enJoy. stop. However. requiring that they be followed by another verb.. \ • II Verb infinitive: deode. can't help. tend. remember. remember. do not let students play in pairs. love. Intermediate . Note: To maintain a reasonable pace. threaten. learners take full responsibility for peer correction . a player's target hexagon must be contiguous with any hexagon already occupied by him or her. Open •1' • patterns that learners must attend to. l 2 3 Divide the class Into groups and hand out the matenal. players may use the following strategy: they may move Into the hexagons that are contiguous with their opponents'... . learn. love. forget.. ovoid. at the same time. I stopped to have a snack on my way to closs 15-20 minutes . but With a difference In meaning.. imagine. ccasider. stop. keep. try. mind. start.UNIT 13 Verb forms 13. If the sentence is Judged correct by the rest of the group.. miss. resulting in a very dull game! • - • I · I I - . ~ From then on.. Each player counts the hexagons he or she occupies. hate .. try. Draw their attention to the use of gerunds and infinitives. can't stand. .

..J -l. 0 > E <lJ :t:1 ro From Gomes for Grammar Practice © Cambridge University Press 2001 liJ:NH{.J > ro -I 3 ~ 3 II( 3 ~ 3 ~ ~ ~ ~ ~ ~ ~ ~ ~ 1 ~ -l...Q..~ ~ ~ ~ Verb trap '681 3 ~ Q) o- c M ro o_ 3 ~ E 3 3 ~ .ptf:1U 95 . 3 ~ 3 ~ ""0 C Q) ""0 o_ o 3 -l. Q) Q..8 VI 0.J VI ro ~ VI o_ E 0 I...J -l.

In that case. I Variation When making your own version. which take no preposition I · . In case a team picks a card for which all (slots) have been taken. New York. Book J. They then make a sentence with the adverbial. 11 15 minutes Procedures 1 Before class. again one set for every two teams. which motivates weaker learners to paruopete within teams and peer conection across teams.. class. The two teams take turns draWing the cards and making sentences.. The factor. the summer. Next. 1I Jl Vocabulary Adverbials of place and time: at work. . the second floor. to form adverbrals of time and place. the radio. " II Grid and set of cards (one per group) 2 3 4 II In class. 8 o'clock. on which they Will find a phrase. n • horizontal or diagonal row of x's or Us (nc-tec-toe). the beach. there. Then. Here. . Open II . next._ - - ~ Note on material As students will probably be playing several times.. either have them mark their slots with different symbols every time they play. otherwise. L ~ - . Comments This game gives beginners an opportunitv luck plays down the knowledge game also encourages cooperation to practise or review prepositions of place and time. cut out the cards (bottom half) and put them into bags or envelopes. etc. or have them copy the gnd I. in which case It is a draw Note: the correct prepositions and draw another one. -. separate one grid (top half) for every two teams. team A marks the slot with an X. as well as some fixed u n DIvide the class Into teams. - · •~ -- . .. 5th Avenue. school. they count their points. this neighbourhood -. each team scores one point every time they do tic-tee-toe. holiday. they do not score.. . midday. the wall. If the sentence ISjudged correct by everyone. the City Bonk. Team A (X) picks a card from the bag or envelope. Horrods. without fear. pair off teams. night.. on December 25th. When the ecnvny is over. contest . and the team with the highest score wins. The game will end either when one of the teams does tic-tee-toe. II Prepositions of place and time " Beginner "~ Tic-tao-toe . and hand out the rnatenal PlaYing the game: • • Objective of the game: to make grammatically correct sentences In order to form a vertical. . the mornmg. • They may play this game several times. home. - n . ! Language output My parents are at home now. here. they put It back inside the bag or envelope n - • • . they choose a slot In the gnd containing the preposition • • • that they think will form a correct adverbial with the phrase on the card.July. you may want to leave one slot blank for words like lost. my blfthday. J . m my apartment. -.-. Sunday.. or when all the slots have been taken but neither team has done tic-tee-toe.1 The preposition 'lg1 . My birthday IS Teams of two to four on May 5th. Team B (0) proceeds In the same way. review the use of prepositions expressions. downtown. UNIT 14 Prepositions 14. the beach.

..~ '3 I~ IN AT AT AT 3 ~ ON IN 3 ~ 3 ~ 3 ~ ----------------------------------------------------------------------------------------------------~ CARDS r-------------------. the radio I I 1 .-------------------.:~ I. I ~-I I 1 . ~ From Gomes for Gromn un Proctu:e © Carnbndge University rft~SS 2(0) 1.~ The preposition contest GRID IG II "SI r~ ·3 . - ..I class Book 1 New York I July I ~-------------------~-------------------r-------------------T-------------------~-------------------J I 1 1 I 1 1 I : 1 1 I ~ ~ the morning I I the summer I :this neighbourhood: 1 I 1 night the City Bank I • ~ ~ ~ ~ ~ r--------I I ~-------------I 1 1 1 1 1 ~-I I -----_.lN'N#!:1 U 97 .. Harrods I .------------------~--------------- I I ~ I . the beach 1 .~ -51 I~ ON IN ON '3 '3 . ': I I L f . I I I I I I I I I work I 1 : 1 1 home 1 midday I I 8 o'clock 1 1 school I I 1 I I I I 1 I I 3 ~ ~ ~ ~ ~ ~- I I I -_-----------~-------_-----------L-------------------~-------------------~-------------------i I I 1 I 1 f I 1 I December ~ 1 1 1 25th 1 Sunday _ holiday the wall 1 my birthday L 1 1 1 1 -------------------1-------------------~ 1 my apartment 1 .:[.--------------------r-------------------T-------------------~ I . II _Vl~ ~------------------d\.. I 5th Avenue I I I the second floor .

etc. This has the added plus of focusing on the position of prepositions. different from. I I This activity may take anything from 15 to 30 minutes.e. good at. responsible for. B: Why?Have you ever been bitten by a snake? / How do you react when you see one? Worksheet (one per student. Procedures 1 Write the adiecnves from the worksheet on the board and ehot the prepositions they go With and the kinds of complements the prepositions may take. Sharing Personality and feelings · Language output Pairs A: What is something you ore really scored of? B: I'm really scored of spiders. / Both of us • - Note on time . After that. t • To challenge students a bit further. especially the ones you think are not yet very well acquainted With one another. tired of Intermediate UNIT 14 Prepositions Comments This game makes learners attend to and practise adjective + preposmon combinations. 3 DOing the activrtv: t t Have students fill out the worksheets mdividuallv With Information about themselves. have students ask and answer all of the 12 questions and check the balloons where they have something in common With their partners. I.. a point that most learners find It difficult to grasp. and I / Neither I nor. annoyed about. / Neither of us . It is also excellent for class bonding. •- • Participants choose SIXto eight of the questions on the worksheet to ask their partners and develop a conversation.1 •r - . Note: This variation will. with the whole class. Because it invites participants to find out more about their classmates and talk about themselves.. Draw students' attention to the position of the preposiuons. . mterested m. What about you? k 15-30 minutes I'm scored of snakes.. ehotmg responses and engaging in conversation.14.find out which pair has the largest number of things in common. You may also have them report their findings with Both . nouns and gerunds. as students Will be focusing on finding out what they have in common with their partners rather than becoming better acquainted With one another. Jealous of. Variation • If you want to turn this adivity into a game. as well as the position of prepositions in questions and relative clauses. or let them choose their partners. however. used to. turn a fluency building adivity Into a race.I . model the language in Language output by formulating some questions. 2 Hand out the worksheets.2 You and I Vocabulary Adjective + preposition Adjedives + prepositions: scored of. proud of. depending on your students' level of interest and how much they engage in conversation to know one another better. • I • I • l . hopeless at. Either pair off students. leave out the prepositions in the balloons and have students supply them in the preparation phase. fed up with. Then.

I I ~ ~ What are you hopeless at? What are you What can't you get used to? ~ absolutely tired of? i ~ From Gomes for Grammar Practice © Cambrtdge University Press 2001 r2:NNidJ[OU 99 .I You and I 'Gll What's something you are really scared of? Who's someone you are very proud of? What's something you are good at? What's something you are deeply interested in? What's something you are now fed up with? Who's someone you are particularly jealous of? Who in your family are you very different from? What's something you can easily get annoyed about? What are you responsible for at home? .

dnve. turn INTO. the player may put the card back into the bag or envelope and pick one more. crash.[! . concentrate. retire. apologize. bump.. approve. reply. hope. the player advances the counter Into the target triangle. prOVide.3 Preposition checkers Vocabulary Verb + preposition Verbs and prepositions: shout. the player makes a sentence With the verb+preposition combination.. rely. remuid OF. Moves can be made Into triangles sharing a Side or vertex With the triangle where one's counter ISor by Jumping over an opponent's counter. dare (0 = NO PREPOSITION). descnbe. recover. protect. It focuses on form. prevent. the sentence is judged Incorrect by the group. complam. • Procedures 1 2 3 Before class. 2 or 3 on the board. suffer. • • t Objective of the game: To move the counters across the board Into the square With the t Playerstake turns pickmg a card from the bag or envelope. smile. Groups of two or three 'in. disagree WITH. count.. If the verb on It goes With the preposition in anyone of the possible target triangles (see above). resign FROM. Divide the class Into groups and hand out the material. Chinese checkers congratulate. Upper-intermediate UNIT 14 Prepositions . prepare. aim. the player remains in place. borrow.·14. mterfere succeed. . ~. search FOR Note: Some of the verbs above may take other prepositions. bet. cut out the cards and put them into bags or envelopes. speciolue.. vote. If the sentence is accepted as correct by the . dream. discuss. corresponding number.- . match. I ~ . criticne. • • • 4 Playing the game: t Players place their counters at 1. die. throw AT. If. charge. counters (one per student I I don't like it when someone shouts at me. blame. submit. release. hear. Strategy and luck are the two other elements that come into play In deterrnirung the winner. ~ ~ ~L r. apply. give. depend. explain. Open Comments This game urges learners to attend to and practise verb + preposition combinations. on the other hand. one set for each group. The first player to bring his or her counter into the home position across the board wins the game. trust. break. If there ISagain no match or the player produces an Incorrect answer. object. ask. comment. My uncle crashed «vo the front gate because he is a very bad dnver.. collide. d. ( 20 minutes Language output Board and set of cards (one per groupl. leon ON. Itke. enter. beg. cope. ~. In neither case Will the card go back Into the bag or envelope. respond. stare. • t t In case there is no match.believe. contnbute TO. spend. he or she will put the card back and remain in place. accuse. My brother IS I - applying for several Jobs at the some time. Take some of the verbs from the cards and write them on the board. Elicit the prepositions they go with and some meaningful sentences containing the verb+preposmon combinations. msist. rescue. With learners In charge of peer correction.

iV\+o ith 3 ~ iV\to at \t\) ith IV\ to .1NN#f:lU 101 ..!3 .. :3 ~ :3 ~ 3 fovOV\ of fOI' foil' to fVOIV\ 2 .- .. In \t\' -3 n- ~ ".' I . -3 ".. .. S1 " .. . " - Preposition checkers :3 'GI' - . on 3 . e- - s ~ S S ~ ...I.. ~ folt' of OV\ fo~' +0 l.unbndge University Press 2001 IJU.' . 3 ~ 3 ~ II 2 3 OV\ a+ v\Jith 3 ~ ~ ~ ~ ~ of b " 1 " k • - -~ ~ AI ~ n -~ <~ -~ ~ ~ From Games for Grammar Procuce © C.

interfere I II ~-------------------~-------------------~-------------------~-------------------~-------------------~ I • collide I I cope I provide supply I disagree I I ~-------------------~-------------------~-------------------l-------------------i------------------I I J I I I insist I I count I depend ------------------- bet ------------------- spend I ~------------------t------------------I I I I J I I L complain I I I explain I describe I apologize I .IGIJ Preposition checkers CARDS " .. • . .-------------------. ~ .' ~-------------------~-------------------r-------------------~-------------------~-------------------~ I I . believe I I I specialize I succeed I trust .--------------------r-------------------T-------------------~ I I I shout ~ I stare I smile I • I I throw •• . r-------------------..U.: ~-------------------r~------------------r-------------------~-------------------~-------------------j I I I I . ..r:N#!:JU II .. Ii I ~------------------~------------------~--------------------~-------------------~-------------------: • I •• 102 From Games for Grammar Practice © Cambridge University Press 2001 IRtl.' I ' • ~------_------------~-------------------~-------------------~_------------------J I I I I I I I I _ ~ break I I I crash I drive bump J turn .. I I I discuss I enter I like match I dare ....

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