--~'Elementary

AMMAR
Jill Hadfield

tains photocopiable material

Elementary

GRAMMAR

Games

A collection of grammar games and activities for elementary students of English

Jill Hadfield

Longman

IIIIIIIIW

-.... ,', ,.,

photocopiable material

Pearson Education Umited Edinburgh Gate Harlow EssexCM20 2JE England and Associated Companies throughout www.longman.com © Jill Hadfield 2001

the world.

The right of Jill Hadfield to be identified as author of this Work has been asserted by her in accordance with the Copyright. Designs and Patents Act 1988 Permission to copy The material in this book is copyright. However. the publisher grants permission for copies of the pages in the sections from page 37 to 128 to be made without fees as follows: private purchasers may make copies for their own use or for use by classesof which they are in charge; school purchasers may make copies for use within and by the staff and students of the school only. This permission to copy does not extend to additional schools or branches of an institution. who should purchase a separate master copy of the book for their own use. For copying in any other circumstances prior permission in writing must be obtained from Pearson Education Limited. First published 2001 Third impression 2005 ISBN0582 42965 X Printed in Malaysia. PP Produced for the Publishers by Genevieve Talon Designer: Trevor Sylvester. TSGD Copy editor: Liz Hornby Illustrated by: John Plumb (units 1. 8. 15. 20. 25. 29. 35. 40); Andrew Warrington (units 2. 4.9 [p, 541. 13.22.24.26.28.38); Gabrielle Morton (units 3.5.10.14.17.19.21 [pp. 75-6]. 23. 30. 32. 39); Nick Abadzis (units 9 [pp. 52-31. 12. 18.21 [pp. 77. 791.27. 31. 34).

at. his. 20 Imperatives 21 Present simple: affirmative and negative 22 Present simple: yes/no questions 23 Present simple: wh. at. etc..questions 13 this. a lot of.questions 17 There is and There are: affirmative and negative 18 Is there . mustn't and needn't 34 was and were 35 Past simple: affirmative and negative Past simple: yes/no questions 36 37 Past simple: wh.. etc. that. those 14 have got: affirmative and negative 15 have got: yes/no questions 16 have got: wh.questions 31 Present simple or present continuous 32 can and can't 33 must. 10 be: affirmative and negative 11 be: yes/no questions 12 be: wh. on 39 Present continuous with future meaning going to 40 Games material Rules sheets 4 7 7 8 9 9 10 11 11 12 13 14 15 15 16 17 17 18 18 19 20 20 22 22 23 24 24 25 26 27 27 28 28 29 30 31 33 33 34 35 35 37 123 . 28 Present continuous: affirmative and negative 29 Present continuous: yes/no questions 30 Present continuous: wh.. a few.questions 24 some and any 25 How much . 27 Frequency adverbs: always. etc. Possessive's 8 9 Possessive pronouns: mine.Introduction Teacher's notes 1 a or an 2 a/an or the (1) a/an or the (2) 3 4 Countable and uncountable nouns 5 Personal pronouns: subject and object (1) 6 Personal pronouns: subject and object (2) 7 Possessive adjectives: my.. sometimes.. ? and How many . ? 19 Place prepositions: in. etc. yours. etc. your.questions 38 Time prepositions: in. ? and Are there ... under. many. these. ? 26 Quantifiers: much. his..

and those who swallow it whole in enormous gulps without worrying too much about the recipe. but it seems to me that students adopt two main approaches (with.g. There are the analysts and the absorbers . help students understand and practise grammatical forms by getting them to segment language and analyse its components.g. Pelmanism. They serve both as a memory aid and repetition drill. This book assumes that the class has already met each grammar point. matching two words or phrases. in order to carry out this task it will be necessary to use language and. some more like the second. of course. These tend to be more analytic. like grammar drills. Other exercises. by careful construction of the task. the goal of the game is linguistic accuracy: in the case of these grammar games. using the correct grammmatical forms. Communicative games have a goal or aim that is not linguistic: successful completion of the game involves carrying out a task such as exchanging information. and as a chance to use language freely and as a means to an end rather than an end in itself. collecting words of a kind. 4 . In linguistic games.g. sentence completion. etc. or after a session doing more traditional. Different types of grammar practice exercises reflect these two styles of learning. Games can be used at any stage of the lesson once the target language has been introduced and explained. Language games can be divided into two further categories: linguistic games and communicative games. not to introduce or explain it. who can note areas of difficulty and take appropriate remedial action.g. perhaps written. board games 2 About grammar How do students acquire grammatical understanding and accuracy? 'With difficulty' is a short answer. collecting words to make a sentence completing: completing incomplete sentences or questions competitions: e. collecting words that collocate. finding missing words or finding other words to make a sentence sorting: e. (Besides which. They are designed as fun activities to help lighten the load of grammar learning.g. tastes and preferences since I believe that a personal element gives emotional colour to an exercise and this is a valuable memory aid . 3 About this book The games in this book have been designed to practise grammar. in which players or teams race to be the first to reach the goal. The difference here is not only that they are in game format. There are two kinds of games: competitive games. consequences. Types of game Some games in the book are what could be called 'choice' games. in which players or teams work together towards a common goal. However. sorting words or phrases into categories ordering: e. rather as in traditional grammar exercise types such as gapfilling. to help them absorb the language without pausing for too long to analyse it. a goal and an element of fun. based on the conscious application of a grammar rule.if you have invested something of yourself in an exercise you are less likely to forget it. Some of the games in this book function more like the first type of practice exercise.g.those who like to dissect language into little pieces to understand how it is made. The context is very often the students' own experiences. multiple choice or word-order exercises. They can also serve as a diagnostic tool for the teacher. or finding two matching cards. to decide when and how to use them. grammar exercises. matching half-sentences or matching words and pictures finding: e. like gap-filling. but also that in most cases there is a context for the game. bingo. but one suggestion is as light relief at the end of a lesson which has focused on grammar. the teacher. which means they are more fun and lighter-hearted. see how many sentences you can make. lotto. it's fun!) These are the types of 'choice' game in the book: matching: e. how quickly you can unmuddle sentences card games and other familiar game types: e. work by presenting students with grammatical patterns to repeat and imitate. It is up to you. In them the players have to choose the correct linguistic form. filling in a picture or chart. The games are to be used as practice exercises to help students get used to and remember grammatical rules and patterns. and that it has been explained in the textbook or course that they are following.g.1 About games A game is an activity with rules. multiple choice. whereas most grammar exercises are a collection of unrelated sentences. ordering words to make a sentence collecting: e. rather than the correct production of language. and cooperative games. happy families. all sorts of variants and hybrids in between). it is possible to specify in advance what language will be required. Some.

It will be found that the idea of the game is probably easier for students to grasp from seeing the cards than from a verbal explanation. These are not role-plays in the true sense. Each student is thus simultaneously a giver and a collector of information. All the above activities may include elements of roleplay or of simulation. These games are designed not only to provide intensive repetition of a grammatical structure or structures. search games: another variant. Wholeclass activities. Sometimes an alternative small-group version of the whole-class games in this book has been provided. The average length of time for the games in the book is about 15 to 20 minutes. exchanging and collecting games: an extension of this. and groups of threes and fours can easily be formed by alternate pairs moving their chairs to the inner side of the V. make sure students have pen and paper if needed. any initial problems caused by unfamiliarity will quickly disappear. a Rules sheet is provided at the back of the book and it is suggested that teachers hand out a photocopy of this to each group of students. exchanging games: based on the 'barter' principle. small-group work.and. Player 2 must acquire this information to complete a task successfully. but not interrupting or correcting as this impedes fluency and spoils the atmosphere. where players circulate freely. or a pairwork or small-group activity. and wholeclass activities. can take place in the empty area in the centre of the U'-shape. while role-play proper is open-ended and may develop in any number of ways. exchanging articles or cards at random. If it is not possible to arrange desks in this way. Players must obtain all or a large amount of the information available to fill in a chart or picture or to solve a problem. matching games: these may also involve a transfer of information. guessing games: a familiar variant on this principle. They involve matching corresponding pairs of cards or pictures. In these games everyone in the class has one piece of information. which could be called 'reinforcement' games. The aim of the game is to make an exchange that is satisfactory to both sides. or in small groups (where all members of the group have some information). or as a card game on the 'rummy' principle. The games may be played in pairs. played as a card game on the 'snap' principle. hand out the photocopied cards. In many cases the game could then be played again with different partners or with different cards. The outcome of a game is 'closed': once cards are distributed it develops in a certain predetermined way. but to provide a meaningful context . while small groups can be formed by two people turning their chairs round to face the people behind them. but often there is a space big enough for the students to move around in at the front of the class. 4 Practical considerations Classroom management There are three main types of activity in this book: pairwork. noting errors. getting students to internalise rules by repeating patterns. which involve all the students circulating freely. involving groups of three or four or more. Students can then work with the person sitting next to them for pairwork. or reciprocal (where both players have information that they must pool to solve a common problem). involving the whole class. These games are indicated in the Teacher's notes with the symbol 1 RULES SHEET I. with people at adjoining desks working together. work more like substitution drills or pattern practice. so that teachers who experience a great deal of difficulty with the kind of games that require students to move around can play these games in a more static format. All these activities require some flexibility in the constitution of groups and organisation of the classroom. and that as they become more familiar with the idea of the games and the techniques used. listening. The player with the information deliberately withholds it. and may be played as a whole-class activity. The teacher should explain briefly what the game involves. together with the cards. In role-play games. or desks can be pushed back to clear a space in the centre. It is a good idea to carry paper and pen and to note any persistent errors or areas of difficulty. while others guess what it might be. where everyone moves freely around the room. give them 'a little time to study the cards. Where more complicated card games are played in small groups. 5 . It is best to have the desks or tables in a U-shape if possible. as the role-play element is always subordinate to the use of language.Other games. Players have certain articles. players are given the name and some characteristics of a fictional character. this need not deter you: the traditional arrangement of front-facing desks can be easily adapted to pairwork. The teacher's role in all these activities is that of monitor and resource centre. These may be played as a whole-class activity. moving from group to group. Players have certain articles or cards that they are willing to exchange for others in order to complete a set. where everyone must circulate until they find a partner with a corresponding card or picture. supplying any necessary language. Games are best set up by demonstration rather than by lengthy explanation. These can then be dealt with in a feedback session after the game. opposite another pair. involving two partners. Whole-class activities present a little more of a problem. and then demonstrate the game with one of the students in front of the class. since these are games not drills. the repetition has a purpose: students are working towards winning or completing the game. This type of game may be one-sided. cards or ideas which they wish to exchange for others. These are the types of 'reinforcement' game in the book: information gap games: Player 1 has access to some information not held by Player 2.

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

we use a before a singular noun beginning with a consonant: a banana . e. They should not tell their partner which they have chosen.Da or an Type of activity Pairwork.the cards must remain the same size as the ARTICLE CARDS. (Don't cut the labels off . banana. ARTICLE CARDS o o and a set of o They should shuffle the cards together and spread them out face down on the table.we use a before a singular noun beginning with a consonant: a banana . white out the labels on a master copy of the page before making multiple copies. onion. oyster a: lemon. If your students are familiar with the vocabulary. Ask each pair to discard the ARTICLE CARDS and spread the FOOD CARDS out on the table. flower. e.we use the when there is only one (the moon. chicken. o o If any cards are turned up later that go with those already face up. The object of this part of the game is to match all articles and food names correctly. can collect the two cards and keep them. or when we know which of many we are referring to (the Queen [of EnglandJ. avocado. yoghurt. or an and orange) they and keep the cards.we use an before a noun beginning with a vowel: an apple Other structures Is there . letter.g. pear. orange. Make one copy of the in the class. If they turn go together may collect go together. carrot. ice lolly.) If your students are not familiar with the vocabulary. 'A pearl' or 'An apple!'.we can use a or an before singular nouns . tree. cucumber. Give each student a copy of the FRIDGE PICTURE. matching game Grammar point alan and the . book. Divide the class into pairs. the capital [of France)) Other structures None Vocabulary alan: pencil.g.. FRIDGE PICTURE D alan or the (1) Type of activity Small group. matching and guessing games Grammar point a and an . The player with most cards at the end is the winner. artichoke.g. egg. If the two cards do not they should leave them lying face up. Students should then try to guess what is in their partner's fridge. Materials and preparation o o Copy and cut up one set of ARTICLE of students in the class.we use an before a singular noun beginning with a vowel: an apple . tomato. o o Part 2 o o o Students should select five foods from the FOOD CARDS and draw them in the fridge. apple 7 o for each student How to use the game Part 1 o Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary. lettuce. up an ARTICLE CARD and a FOOD CARD that (e.we can use a or an before singular nouns . the first player to say the correct article and noun together. above. umbrella. CARDS for each pair o o Copy and cut up one set of FOOD CARDS for each pair of students in the class. Give each pair a set of FOOD CARDS. leave the words on the cards and practise them before you play the game. 'Is there alan in the fridge?' The object of this part of the game is to guess the foods in their partner's fridge. a and lemon. . the sun). ? Vocabulary Food: an: egg. sausage (These words are provided with pictures on the cards.) o The players should take it in turns to turn up two cards. man.. plate. apple. orange.

) other structures Is there a . or an and apple). ... white out the labels on a master copy of the page before making multiple copies. • Then it is the next player's turn. at the end.. • When they know which animals are in their partner's zoo. Taj Mahal (These words are provided with pictures on the cards. the and moon. Materials and preparation How to use the game RULES SHEET • Check that your students are familiar with the grammar in the Grammar point and with the words listed under Vocabulary for this game. between. capital of France.. ARTICLE CARDS • Each student should decide which six animals from the cards they want in their zoo.. he can place the on the table. They may look at their ARTICLE CARDS. without telling their partner. or when it has already been mentioned: Look . giraffe. saying the phrase made by the two cards. • Players take it in turns to take a the pile. • The player to get rid of her the winner.. on the left. They should draw them in their MY zoo picture. • Give each group a set of ARTICLE PICTURE CARDS. • Give each pair a set of ANIMAL the two zoo PICTURES. e. on the left/right Vocabulary Animals: elephant. saying the phrase aloud. • Divide the class into pairs. tiger. • The object of the game is to pair up articles and pictures correctly.. They ask each other questions. zebra (These words are provided with pictures on the cards. If your students are familiar with the vocabulary. above. Eiffel Tower. and complete the picture according to their partner's answers. This will involve working out the layout like a puzzle. ostrich.the giraffe has got a baby. PICTURE CARD How to use the game • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary.g. in your zoo?' • The object of this part of the game is to find out which six animals are in each other's zoo. • In order to do this they imagine they are standing at the entrance to the zoo. he can lay down the two cards. ? Place expressions: next UJ. opposite. If they are not. • Players should then try to guess what animals are in each other's zoo. as pieces of information are revealed. Oh. and make a list of them. the object of the next part is to find out exactly where each animal is. can lay the two cards down. • Make one copy of both the zoo student in the class.g. PICTURE CARD and each student out to look at. sea. 8 . moon.. by asking questions. e.. without showing the picture to their partner. 'Where's the ?'.g.. information gap game Grammar point a/an and the . monkey. bear. world. And where's the elephant? At the end.. ANIMAL CARDS face up • The first player to pair it with a card in her hand.the: sun. leave the labels on the cards and practise the vocabulary before you play the game. • Divide the class into groups of 3--4 students. 'Is there a/an . e. • They should spread the CARDS from • The player who has taken the card can look to see if it goes with any ARTICLE CARD in his hand. antelope. • If it does not.) Materials and preparation • Copy and cut up one set of ARTICLE CARDS and one set of PICTURE CARDS for each group of 3--4 students in the class. first is D alan or the (2) Type of activity Pairwork.we use a the first time we mention something: Look .we use the when we know which one we mean.g: A: B: A: B: A: B: Where's the zebra? Between the lion and the giraffe.. camel. kangaroo. lion.. sky. Where's the lion then? Next UJ the elephant. ? Where is (Where's) the . CARDS • Copy and cut up one set of ANIMAL CARDS for each pair of students in the class.Queen of England. • If it does (e.there's a giraffe. PICTURES and a set of for each • Get them to put the PICTURE CARDS face down in a pile in the centre of the table and to deal out the ARTICLE CARDS.. in order to complete the layout diagram in their MY PARTNER'S zoo picture. alligator.

g. • Tell them that when you give the signal they should sort the cards into two piles . . read. • Then give out KITCHEN PICTURE 2 to each player. Materials and preparation • Copy and cut up one set of TRUE ROMANCE (WORDS) cards and one set of TRUE ROMANCE (PICTURES) cards for each group of 3-4 students in the class. sugar. • Give each pair a set of FOOD CARDS. an avocado . sink. apple. them . 9 . write. • Divide the class into pairs. cheese. They should not show their picture to their partner. they. in Vocabulary Food: salt.we use object pronouns for the object of an action: She sees him. Ask them to imagine the mess. • Students should spread the face up on the table. she. ' • The object of the game is for each player to try to draw the food items in on KITCHEN PICTURE 2.he.g. peas. out again. chair. coffee. at. 'There's a banana in the flower vase. tomatoes. orange. • Make one copy of the KITCHEN PICTURES 1 and 2 for each student in the class. wave. some are uncountable (e. Cut the words off if your students are familiar with the vocabulary. banana. they are subject pronouns .we use a/an with singular countable nouns: a carrot. her. him. and draw the items in as strange or silly places as they like. above. check they are right. If they are not. milk. cheer (These words are provided on the cards. meet. to) we use object pronouns: She smiles at him. • You can play this as a competitive team game or as a small-group card game. ordering game subject and object (1) Materials and preparation • Copy and cut up one set of FOOD CARDS for each pair of students in the class. everyone. watch. • Give each group a set of TRUE ROMANCE (WORDS) cards and a set of TRUE ROMANCE (PICTURES) cards.countable nouns can be singular (canvt) or plural (canvts) . they see Vocabulary Actions: see.. Other strudures Present simple: he/she sees. them are object pronouns . Grammar point Personal pronouns: he. 1.) Kitchen furniture: table.we use some with plural countable nouns (some canvts) and with uncountable nouns (some milk) Other strudures There's a/an/some . e. leave the words on the cards and practise the vocabulary before you play the game.g. • Get them to spread these out face up on the table. carrots. she. Cut 1 and 2 apart.uncountable nouns do not have a plural form: milk . Place prepositions: next to. rice.some nouns are countable (e. her. on. • Divide the class into groups of 3-4.him. . work (noun) How to use the game • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary. carrot). fridge. flour.we use subject pronouns for the doer of an action: She smiles. above. cooker. • Each player should then describe their picture to their partner. tea.) Also: message. milk) . sorting and information gap game Grammar point a/an and some with countable and uncountable nouns . butter. • Say 'Go!' • When they have done this.I) Countable and uncountable nouns Type of adivity Pairwork.countable and uncountable. biscuits. • Each student should mentally select 10 food items (from the FOOD CARDS) and draw them in on the picture.. light. D Personal pronouns: Type of adivity Small group. following their partner's description.g. bread. potatoes (These words are provided with pictures on the cards. ask them to imagine that some children have been cooking in the kitchen. vase. cupboard • If you like. smile.after prepositions (e. There's some flour on the floor. • Give out KITCHEN PICTURE FOOD CARDS How to use the game • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary.

we. Each sentence should be made up of three WORDS cards. ghosts. they make us . first. • Player 1 goes first.. you. tired. . If he has the right WORDS in his hand to make a sentence about any of the PICTURES. RULES SHEET PICTURES subject and object (2) out face up in Grammar point Personal pronouns: I. • The object of the game is to find WORDS to make a sentence that tells what is happening in each of the PICTURES. (doesn't) make / makes me . 10 . ordering game • Tell them that the PICTURES and WORDS tell a story. • The object of the game is. you hate . PICTURES and the WORDS o Personal pronouns: Type of activity Small group. spiders. he takes another three the pile on the table.we use object pronouns for the object of an action or feeling: It makes me sad/cry.. cry (These words are provided on the cards. and a pen or pencil.. • If they agree. music.I. sad films. Other structures Present simple: I like ..we use subject pronouns for the subject of an action or feeling: 1 like dancing.. • Tell them they will have three minutes to write down as many sentences as possible that are true for themselves. make (It makes me/you . love.. us are object pronouns . dancing. and that three WORDS cards make up one sentence for each picture. The players may look at the words in their hands but not show them to the others.you.me. we are subject pronouns . letters. • The group that does this first correctly wins the game. it makes me . you. sunshine. football. WORDS cards from Materials and preparation • Copy and cut up one set of ME AND YOU CARDS for each pair of students in the class. using the words on the cards in these patterns: I (don't) like / love / believe in / hate . excited. . us . . The students then select three WORD cards and put them in the correct order to make a sentence for each picture. ). Vocabulary Feelings and opinions: like. They will need a sheet of paper each. • The story sequence is: he sees her / she seeshim / he smiles at her / she smiles at him / he waves at her / she waves at him / he writes a message to her / she writes back to him / everyone reads the messages / they meet after work / everyone watches them / they all cheer (Variations are possible! Also note that no punctuation is used in the WORDS cards so that the players are not given too many clues.agree or disagree. • If he cannot find the right words. believe in (ghosts) Also: ice cream. hate.) • They should deal out seven WORDS cards each and put the rest face down in a pile to one side of the PICTURES.. happy.Team game • Ask each group to spread the out on the table. books.. • When the players have made sentences for all the pictures. • Then it is the next player's turn... or . • The others can comment .) How to use the game • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary... he can exchange some or all of his cards from the WORDS cards on the table. • Divide the class into pairs. he can lay them down underneath the picture and say the sentence. to arrange the PICTURES in sequence to tell the story.. you. Card game • Get the groups to spread the the centre of the table. He can only do this once at each turn.. • They should work individually and not show their sentences to their partner. me. Give out one set of ME AND YOU CARDS per pair. they can put them in the correct sequence to make the story. above. • They can use the words on the cards as many times as they like to create different true sentences.. . frightened. He places his own cards under the pile and takes the same number of cards from the top of the pile. • Ask students to spread the cards out face up on the table. holidays. . • Ask them to take a sheet of paper and a pen or pencil.

FRAGMENTS o Give each pair the FAMILY TREES A and B. your. arranging game Grammar point Possessive adjectives: my.. e.Then ask them. When the time is up. great aunt/uncle. son. or . Each student should take one FAMILY TREE and not show it to their partner. Vocabulary Family members: mother. father. The object of the game is to make as many true sentences as possible in the time limit.. aunt. • Then ask each pair to use what they have found out about each other to write as many sentences as possible that are true for both of them: ~ (don't) . How to use the game o Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary for this game. grandmother. find out which group has made the most correct sentences and ask them to read theirs out. attractive. above. Type of activity Small group. beard. husband. wife. small. Divide the class into groups of 3--4 students . uncle. cat Characteristics: works hard. 11 . children. their . (doesn't) make / makes us .. Make one copy of the students in the class. say five minutes . sister II Possessive adjectives: my. his. o o Set a time limit. He likes reading / football. o • Ask them to compare their sentences. Give each group two sets of SENTENCE FRAGMENTS. At the end of the time limit. grandfather. When you say 'Go!' they may begin. its. working individually for three minutes.. his mother Other structures She is intelligent / a good cook / good at dancing. football Possessions: bike.. glasses Interests: reading.. ice cream (These words are provided on the cards. good at dancing Also: group. dog. o o o o o o D Possessive's Type of activity Pairwork. Ask each pair to read out some of their sentences. ask for the totals.) Materials and preparation o Make one copy of the FAMILY TREES A and B for each pair of students in the class.we use possessive adjectives before nouns: my sister.. her. Vocabulary Family relationships: mother. information gap game Grammar point Possessive's . . etc. Give them a time limit. aunt. The object of the game is for each group to arrange the SENTENCE FRAGMENTS into as many sentences as possible that are true for their group. good cook. his. your.. cousin. individually and as a pair. great grandfather/mother.. Cut A and B apart. She wears (glasses). uncle Appearance: tall.. sister.with more than one name... our. the possessive's generally comes only after the last name: Susanna and Kate's father Other structures That's / He's / She's . brother. • Divide the class into pairs. o o o Ask them to spread them out face up on the table.Mary's husband . Materials and preparation o Copy and cut up two sets of SENTENCE for each group of 3--4 students. car.. to use the cards to make as many sentences as possible that they believe to be true about their partner. daughter.. He has (got) . father. PHOTO ALBUM o for each pair of How to use the game • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary. intelligent. (doesn't) make / makes you .. The pair with the largest number wins the game. brother.g: }OU (don't) like / hate / love .. brown hair.

leave out one COUPLE CARD and its corresponding POSSESSIONS CARDS. yours. and GAME 1 • Check that your students are familiar with the grammar in the Grammar point and Other structures for Game 1. poodle. Game 2: doll. divide the players into pairs and give each pair one cOUPLE CARD. guessing game Game 2: Pairwork. 6 or 8. • If they know (or think they can guess) who the possession belongs to. his. ribbon. 6 or 8 students. Materials and preparation GAME 1 • Copy one page of POSSESSIONS CARDS and one set of for each group of 3. ours. They each know something about the people in their family . etc. its. FAMILY TREE • Cut the COUPLE CARDS along the broken lines only. : I think these were hers. I think . yours. . give the players one COUPLE CARD • As they work out who is in the photos.. etc.' etc. 'It's yours!' 'It's mine!' 'It's ours!' etc. Game 2: Past simple of be: was.For groups of 4. • Students take it in turns to take a POSSESSIONS CARD from the pile and put it on the table for everyone to see. . they should call out. How to use the games Note: Game 1 practises mine. theirs. • Give each group a set of POSSESSIONS CARDS. • The object of the game is to work out who all the people in the photos are. Cut up the OBJECTS CARDS. they will have to match up the names on their FAMILY TREE (A or B) with the photos in the PHOTO ALBUM and tell each other. ours. hers. divide the players into pairs. Cut up the POSSESSIONS CARDS.g: It's 110' shoe.. Give out the COUPLE CARDS as follows: . 7 It's ours. • They each know who some of the people in the photos are. .For groups of 6. 4.. hers.g. • The object of the game is to be the first to say correctly who owns each possession. theirs . give the players one COUPLE CARD each. Vocabulary Personal possessions: Game 1: unicyle.For groups of 3.• Give each pair one PHOTO ALBUM.we can use these pronouns in the place of a possessive adjective (my) and a noun (shoe). • Tell them they are cousins. 'That's Mary's daughter. They can call out whether the possession is theirs or someone else's. and give the players one cOUPLE CARD per pair. ?: Whose was this? Whose were these? This/These: This was his. e.. 4. (Students do not need to know the words for these objects to play the games. etc. Other strudures Game 1: It's . they should write the missing names in on their FAMILY TREE. • They must not show each other their they should use's in their sentences. kite. It's your bike. 7 It's hers. guessing game Grammar point Possessive pronouns: mine. not along the solid lines (giving you four cards). Game 2 practises his. to keep score.but not everything.) COUPLE CARDS GAME 2 • Check that your students are familiar with the grammar in the Grammar point and Other structures for Game 2. 7 It's yours. • Divide the class into groups of 3. These were his.) each. (Groups of 6 and 8 play in pairs. e. leave out one COUPLE CARD and its corresponding POSSESSIONS CARDS. they get a point. 7 It's mine.For groups of 8. tutu. • The individual or pair with most points at the end wins the game. e. so that the others can see their names. yours.. • Ask them to fold their COUPLE CARD over at the solid line and place them in front of them. GAME 2 • Copy one VICTORIAN PHOTO and one set of OBJECTS CARDS for each pair of students in the class.' 'John is Mary's husband. looking at some family photos. his.. It's our house. II Possessive pronouns: mine. 12 . • If they are the first to identify the owner correctly. It's her hat. 'iype of adivity Game 1: Small group. • To do this. Ask each group to put the POSSESSIONS CARDS face down in a pile in the middle of the table. Each group will need paper and a pen or pencil.g. were Whose .

Follow the above instructions for each group. single. Cut houses off the STREET MAP so that there is one house per student. e.. married. on card 1 highlight either Jane or Mary. • Give them the VICTORIAN PHOTO and ask them to put it on the table where they can both see it. not working Game 2: Adjectives/phrases for physical description. I'm single. you are (or you're). dentist. face down.g. they should put the card next to the family member (or members) they think it belonged to. Each pair will need two sheets of paper and a pen or pencil.More than 16 students: divide the class into two or three equal-sized groups. shy. with some objects. at nursery.g. OBJECTS CARDS in a pile. ' When they know more.'No. rich. in the attic of their house. e. • Give each pair a set of WORD of paper. e. am not. he is not. is. widower. friendly. . or we use short forms: I'm not. in love. • To do this they will have to talk to the other people in their group. CARDS. he/she/it isn't. nurse.. angry. he/she/it is (or he's. at school. lawyer. • Tell them to imagine they are the highlighted person on their card. • Divide the class into groups of 8-16. famous. e.9-16 students: copy and cut up two sets of NEIGHBOURS CARDS (for 16 students you will need a third copy of Number 8). English.' . Game 2 practises negative forms. they are (or they're) . you aren't. doctor. • Give them the set of • They should put the OBJECTS CARDS. happy. Give each student a STREET MAP and one NEIGHBOURS CARD. small. I'm at Number 1 with my friend Mary. They are married . married. • They should write in their details on the house where they live. GAME 2 • Check that your students are familiar with the grammar in the Grammar point and with the words listed under Vocabulary for Game 2. How to use the games 1m be: affirmative and negative Type of activity Game 1: Whole class/large group. tired Note: Game 1 practises affirmative forms. . we are (or we're). • As they turn up each card they should discuss who it belonged to. exchanging information. GAME 2 • Copy and cut up one set of WORD CARDS for each pair of students. postman. • Divide the class into pairs. housewife. • At first they will only be able to give their own information.• Divide the students into pairs.g.g.in the negative. In groups of 8-16. hungry.' • When they agree.Fewer than 8 students: copy and cut up one set of NEIGHBOURS CARDS.8 students: copy and cut up one set of NEIGHBOURS CARDS and highlight one name on each card. personal information and feelings: tall. • Give out the cards to each group in turn. we add not (l am not.). ' etc. secretary. student. etc. and a sheet 13 . \%'re students. I think it was hers. • Follow the instructions below according to the number of students you have in your class: . they can pass on information about anyone in the street. • Ask them to imagine they found this photo. bored. Materials and preparation GAME 1 • Copy one STREET MAP for every student in the class. thirsty. GAME 1 • Check that your students are familiar with the grammar in the Grammar point and with the words listed under Vocabulary for Game 1. 'Peter and Sue are at Number 2. information gap game Game 2: Pairwork. isn't. Discard the NEIGHBOURS CARDS that go with the houses you have cut off. 'I'm Jane. . sad. busy.'I think it was his. aren't . they aren't Other structures None Vocabulary Game 1: single. check that each student has a different highlighted name from everyone else in the group. • The object of the game is to find out who lives in the other houses in the street and write all the details into their STREET MAP. Highlight a different name on each card and discard any spare cards. A class of 16 or fewer can playas one group. • The aim of the game is to decide what OBJECT belonged to each member of the family. it's).in affirmative sentences we say: I am (or I'm). Highlight one name on each card. arranging and guessing game Grammar point am. teacher. accountant. we aren't. she's. 'lVhose was this?' . are.

puts the completed slip into the bag and takes a new slip. Student 2 writes eyes. For example. When students take questions and answers from the bag. family (brother. • The person who writes the last word adds a question mark.. • Set a time limit (e. / No. • Divide the class into groups of 6-8. appearance (tall. • The object of the game is to use the cards to make as many sentences as possible that are true for them. No. students count in a circle. etc. • Give each group three or four sets of QUESTION SUPS.g. ~ aren't in love. • Do one example with the whole class to show them how to do it.. short. Can you guess which pair this is? She isn't shy. ? . 2 This game can also be played with a 'general knowledge' theme instead of a 'personal information' theme. ~ Is she an artist? Other structures Short answers: ~s. combining game Grammar point Am I . age (twenty years old. Materials and preparation • Copy and cut up three or four sets of for each group of 6-8 students. Questions would be. sister. No. They should write down the next word in the question on the slip. who writes the next word and passes it on. adds a question mark. • To do this. Groups should sit around a table.' Variations 1 The person who completes the question passes the slip on to the next person.)..g: She is an artist.). • The class should guess the authors. etc. No. ? Are they . ? Are you ..g.). etc. puts the slip in the bag and takes another slip. • Read one out without saying the names. read it out and answer it. when completed.g. • They then take turns to draw a question out of the bag. They aren't married. ? Are we ..g. • Ask the students to take one slip each and put the rest in a pile in the middle of the table.. Philippe: I'm not in love. e.. e. you aren't. • When they have written the word. 3 The bag of questions. For example. 'Are your eyes blue?' . it isn't. Student 3 writes blue. etc. They should keep a note of their sentences on their sheet of paper. favourite colours! sports/foods. • The object of the game is to complete all the slips with questions. you are. • Ask them to think of a question beginning with the word on the slip. How to use the game • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the vocabulary topics shown under Vocabulary.they are. each student saying a number. I'm not thirsty. who writes an answer underneath and puts it in the bag.). etc. He isn't in love. Student 1 writes your.. married. e.. etc. they aren't. they try to guess who answered the question. the slip has Are written on it. e. they pass the slip on to the person on their right. can be used as forfeits in another game. ? Is he/she/it . e. I'm not. ~s. Keiko and Philippe: ~ aren't married. Check totals at the end..'YI1s. • Then redistribute the papers you've collected and ask each pair to tell the class about the pair whose paper they hold.• Ask them to spread the cards out on the table and look at them. she is. e. Vocabulary Personal information (vocabulary will be determined by the students but may include the following areas): marital status (single.g: Keiko: I'm not shy. Any numbers m be: yes/no questions Type of activity Small group. • Have a bag ready for the completed QUESTION SUPS QUESTION SUPS. ' • Get the class to guess. I am. they will have to arrange the cards into sentences.g.word order is reversed in questions. sad. • They should indicate who wrote the sentences. This should be a question about personal information. • The slip continues round the table until the question is complete.) 14 . five minutes) for this part of the game. blue eyes. 'Listen. etc. 'Is Paris the capital of France?' 'Are the Andes in Chile?' The vocabulary level required would be higher. talents (good at tennis. • Ask them to choose from their cards: 1 a sentence beginning 'T that applies to one of the pair 2 a sentence beginning 'I' that applies to the other 3 a sentence beginning' l¥e' that is true for both of them. • Collect up these second sheets of paper. ~s. • Then give each pair another sheet of paper. • The students continue until all the slips are completed and have been placed in the bag. etc.). feelings (happy.

Students who make a mistake have to dip into the bag. tie.word order is reversed in questions. bracelet. briefcase. When they have finished the questions they should pass their sheet of questions and the PORTRAIT to the student on their right. o At the end. o o Materials and preparation • Copy and cut up one set of HALF ~ENTENCES and one set of PORTRAITS for each group of 3-4 students. hat. and writes them on the same sheet. o o 15 . Give each group a set of HALF SENTENCES in two separate packs . using the questions on the table as a guide. o o o • Player 1 begins by turning up a 'beginning' and placing it on the table so everyone can see it.this and that are singular. glasses. copy and cut up one set of the LOST ARTICLES CARDS. give each group a set of PORTRAITS. family. suitcase. these shoes . o The object of this part of the game is to complete each question using one of the 'ending' cards. copy and cut up one set of the four LOST PROPERTY OFFICE CARDS for four of the students (one card per student).g: It is white. preferences. Are they these ones? Are they those ones over there? Vocabulary Clothes and personal possessions: shoes. Why and Who). domicile.containing 3 or a multiple of 3 must be replaced by 'buzz' and any numbers containing 5 or a multiple of 5 must be replaced by 'jizz' (so for '12' the student should say 'buzz' and for '15' they say 'jizzbuzz'). Each student needs a sheet of paper and a pen or pencil. They must answer. glooes. that. by producing the appropriate 'ending' card and placing it next to the 'beginning' to form a question. Completed questions should be left on the table. One student in each group deals out the 'endings' to all players. (The words for these vocabulary topics are provided on the cards. The object of this part of the game is to guess which PORTRAIT the questions and answers refer to. III this. e. o When they have finished. umbrella. ~ What colour is it? . and places the 'beginnings' face down in a pile in the middle. Part 2 • When the players have used all their cards. those 'iype of activity Whole class.. It's that one over there. they should swap questionand-answer sheets with another group. above. these and those . What colour. o • That student invents answers to the questions. Write these words on the board for the students to refer to. They each take out one of the new question-andanswer sheets and read out the questions and answers. these and those are plural: this shoe. etc.For a class of 8-14 students. Divide the class into groups of 3-4. Keep one row of these cards for each student. jacket.this and these are used for nearby objects .) Each student takes a PORTRAIT and. The first person to do this. watch How to use the game Part 1 o RULES SHEET Check that your students are familiar with the grammar in the Grammar point and with the vocabulary topics shown under Vocabulary. these. as if they were the person in the PORTRAIT. o m be: wh. which they hold in their hand. take a question and answer it. They should lay the PORTRAITS on the table so that they can all see them. favourite colours/sports.cardigan. o Materials and preparation o Play this game with a minimum of 8 students. boots. collecting game Grammar point this. matching game Grammar point . How. as follows: . For the remaining students. ? It's this one here. writes six questions about the character on a sheet of paper (beginning What. Where.question words come at the beginning of a question Other strudures None Vocabulary Personal information about age. scarf.. rucksack. coat. jumper.that and those are used for objects that are further away Other strudures Have you got .questions 'iype of adivity Small group.'beginnings' and 'endings'. purse. the group should consider whether any of the 'beginnings' and 'endings' can be re-combined to make better questions. asks all the other players the question in turn. that. wallet. handbag.

we. trousers. • Ask students with these cards to sit behind desks in different areas of the room.. black. ill have got: affirmative and negative 'iype of activity Game 1: Small group. arms. RULES SHEET GAME 1 • Check that your students are familiar with the grammar in the Grammar point and with the words listed under Vocabulary for Game 1.For 25-36 students. • Give out the LOST PROPERTY OFFICE CARDS first. eyes.to talk about possession. . • When they have found the office with their article(s). haven't and hasn't) are not normally used without got: He's got a cat. we say: Ilyou/we/they have not (haven't) got and he/she/it has not (hasn't) got . (Not He's a cat. horns. e. 16 .after he. have got or 've got . These are the 'Lost Property offices'. curly. heads. has. has got.If you have a larger class than this. until they find one with their article(s). • They should keep the card so that they can see it but it is not visible to the other students. she.r . 'He has got brown hair. skirt. If she can make a sentence that is at least four words long and true for someone or some people in her group.g. How to use the games Note: Game 1 practises the affirmative. hair. . e.' (The student may make a word plural. copy and cut up two sets of the LOST PROPERTY OFFICE CARDS (one each for eight students). above. short.For 15-24 students. Materials and preparation • For Game 1. the Lost Property officer may show them the picture of the lost articles and ask them which article is theirs. haven't got. it would be best to play in two separate groups. she can lay down the words to make the sentence. have got. look.g. yellow.' or '~ have blue jumpers. you. • Give each group two sets of WORD CARDS. 'oe. the short forms of have ('s. Each student receives the four cards in a row. • Player 1 should look at her cards. etc. • The object of the game is for the students to find the things on their LOST ARTICLES CARDS. • They should put the rest in a bag. finding game Game 2: Pairwork. jumper. green. • For Game 2.) • If she cannot make a sentence she may exchange as many WORD CARDS as she likes with cards from the bag. they we use: have. eyes on stalks How to use the game • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary for this game.' • The Lost Property officer can then mime giving them the article and they may tick it off on their card. • Divide the class into groups of 3-4 students. She can then use them on her next turn. • The Lost Property officer should cross out the item on his drawing. brown. blue. • To do this they will have to visit each 'Lost Property office' in turn. shoes Game 2: wings. dress. blonde. red. • Ask students to sit down when they have found all the articles they have lost. white. • Give out the LOST ARTICLES CARDS to the rest of the students. Copy and cut up a row of the LOST ARTICLES CARDS for each of the remaining students. copy and cut up two sets of WORD CARDS for each group of 3-4 students. Copy and cut up a row of the LOST ARTICLES CARDS for each of the remaining students. copy and cut out one set of ALIEN FAMILIES PICTURES for each pair of students in your class. • Each Lost Property office has more than one of each article so they will have to identify the article(s) they have lost by telling the Lost Property officer 'It's this one. 'This one here?' or 'These ones here?' (for things that are at the front of the office) or 'That one over there?' or 'Those ones over there?' (for things that are at the back of the office).) Other structures None Vocabulary Physical appearance: Game 1: long. hasn't got . asking 'Have you got my shoes?' or 'Have you got my jumper?'. copy and cut up three sets of the LOST PROPERTY OFFICE CARDS (one each for 12 students).in the negative. has got or's got . it we use: has. You will also need a paper bag per group. straight. information gap game Grammar point have. • Ask them to deal out seven cards to each person in the group. webbedfeet.after I.' or 'Those ones over there. Game 2 practises both the affirmative and negative.

we use have got in wh. ? Has he/she/it got . '}es • As they match each pet with its owner. 17 .' or 'No (they haven't). They should not show their picture to their partner.short answers: Yes. uncle.. • Ask them to spread these on the table so that they can both see them. grandparents.negative short answers: No. cat.g. . Yes. brother. hamster. matching game Grammar point have got: yes/no questions and answers . car. e. uncle. They should not show the picture to their partner. pets Materials and preparation • Copy and cut up one set of FAMiliES CARDS (A and B) and one set of PET CARDS for each pair of students in your class.' etc..g. parrot. spider Vocabulary Physical appearance: hair. (These words are provided on the cards. bicycle.. poodle.. he/she hasn't. television. • The game is finished when each player has matched all the pets with their owners. arranging game Grammar point have got in 'soh.questions: Have you/well got . • Tell them that the left picture on their card is their family and the right picture is their partner's family.questions like this: What colour eyes have you/well got? What colour eyes has he/she/it got? . rooms. camera. e. brother.. he/she/it has. aunt. above. radio. father.note that word order is reversed in questions Other structures wh.' or 'My mother has wings but my sister hasn't got wings. ? How many . ? . l/you/we/they haven't. grandparents. goldfish. rabbit.. SENTENCES CARDS for each How to use the game • Check that your students are familiar with the grammar in the Grammar point and with the words listed under Vocabulary. aunt.g. No. • The player with the most sentences on the table at the end is the winner.. • To do this they will have to ask questions. 1m have got: whquestions Type of activity Small group. 'Has your aunt got a parrot?' or 'Have your grandparents got a cat?' • Their partner may only give yes/no (she has). rat. 1m have got: yes/no questions Type of activity Pairwork. sister.. Check that they are familiar with the words and phrases listed under Vocabulary for Game 2. e. 'm've all got four arms and two heads. • The object of the game is to find as many differences as possible between the pictures. GAME 2 • Divide the students into pairs.) Materials and preparation • Copy and cut up a set of group of 3-4 students. • Give each pair a set of AllEN FAMiliES PICTURES and ask them to take one each (Family A or Family B). ? Pets: (shaggy) dog. mouse.. • There are six differences between the pictures. • For each pair give one student FAMIUES CARD A and the other FAMILIES CARD B. canary. sister . • The object of the game is to guess which pet each member of your partner's family owns. • The object of the game is to make as many true sentences as possible. • To do this they have to imagine that they are the 'me' in their picture and describe their pictures to each other. • Divide the class into pairs. tortoise. children mother.• Then the turn passes to the next person. guinea pig. books. Family members: parents. eyes Possessions: house.Ilyouluiehheyhave. ? wnat kind of ..' iswers. Other structures None Vocabulary Family members: parents. • Give each pair a set of PET CARDS.questions . horse. they may take the PET CARD from the table.question phrases: W7zat colour .

) Vocabulary Furniture and household objects: sofa.. There isn't any sugar. . ? gap game "JYpeof activity Small group. Then a new half sentence can be combined with any that are visible. suitcases (These words are provided on the cards. toys.. Cut up the HALF SENTENCE CARDS. photos.. Maria? Maria: Black. music stand. and a • Ask them to spread the cards out face down on the table and to put the ROOM PICTURE where they can both see it. she may put the halves together and lay them under the picture. How to use the game • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary for this game. matches. . coffee table. 1m Is there . OJ There is and There are: affirmative and negative "tYpe of activity Pairwork..g: Group 1: What colour eyes has your mother got. Other structures lots of . information Grammar point Is there . : Are there a lot of biscuits? 18 . say five minutes.we use the singular.. vases. the cards can be turned face down again if they don't match. HALF • The object of the game is to find matching half sentences that make a sentence that correctly describes the room.we use the plural. to talk about single countable objects and uncountable objects: There isn't a sofa.. the students take turns asking a question to a student in another group. • Then.. • Divide the class into groups of 3--4 students. dog biscuits. Players will then have to remember where the half sentences are. are/aren't. HALF SENTENCE CARDS • Ask them to spread them all out face up on the table so that they can all see them.. armchair. • The 'scribe' writes down the questions as the group think of them. Materials and preparation • Copy a ROOM PICTURE and a set of HALF SENTENCE CARDS for each pair of students in your class. cigarettes. piano. HAlF SENTENCE CARDS may be left face up when they are turned over.. ? Are there . bookcase. • The object of the game is to make as many questions as possible from the words on the table. : There are lots of cups. • Get them to appoint one person in each group as 'scribe'.note that the word order is changed in questions Other structures any in questions: Are there any biscuits? a lot of . cot. • Give each pair a set of ROOM PICTURE. ? . any in negative sentences: There aren't any matches. for plural objects: There aren't any toys.How to use the game • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary for this game. There are/aren't ... • Give them a time limit. • They can use each word more than once. is. window. matching game Grammar point There is/isn't . Group 2: What kind of car has your father got. (= There are no matches. ashtray. • Give each group a set of SENTENCES CARDS. • The player who can make the most sentences is the winner. • They should take it in turns to turn up two SENTENCE CARDS.. are. ? and Are there . Pedro? etc. • The group with the most questions at the end is the winner.. e. newspaper.. cups.. for plural objects: Are there any toys? . to ask about single countable objects and uncountable objects: Is there a chair? Is there any sugar? .) Variation • For a harder version of this game. violin. knitting. • Divide the class into pairs.. • If the player turning up the cards finds two that make a true sentence about the room. is/isn't.we use the plural. fireplace. paints.we use the singular.

for each pair of students in your class. move the mouse to another place on his picture. To do this they will have to ask each other questions using 'Is there . he may. music stand. under. cot. e. Give each group a set of them to take one each. • If he lands on a SCURRY square. sink. kettle.paints. Vocabulary Furniture and household objects: fridge. (packet of) dog biscuits. at. • Then it is the 'eat's' turn. 1m Place prepositions: in. • They first look at their own BEDSITLAND picture and decide which LODGER lives in which room. behind. • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary. opposite. and the 'mouse' to try to escape from the 'cat'. easel. beside. BOARD. No. suitcases. teapot. • The 'mouse' begins. on. above. There is/are . such as 'Is there an ashtray in Room I?' 'Are there a lot of books in Room 2?' • The game is finished when they have worked out who lives where. MOUSE TOKEN. • Now give all the students a and give the 'mice' another CAT AND MOUSE PICTURE. She should roll the dice and move the appropriate number of squares. • The game ends when the 'cat' catches the 'mouse' by finding his hiding place. ? be in short answers: ~s. saucer. she can ask the 'mouse' a question about his whereabouts. missing out the SCURRY squares. on the right/left of 19 . books.'.Vocabulary Furniture and household objects: ashtray. Tell them these eight lodgers live in the eight rooms in the house. floor Materials and preparation • Copy and cut up a set of BEDSITL\ND pictures and a set of LODGERS for each group of 3-4 students in your class. dog lead. 'Are you in the box near the sink?' or 'Are you on the chair on the right of the table?' etc. in from oj. • If she lands on a POUNCE square. • Give each pair a CAT AND MOUSE TOKEN and one MOUSE TOKEN. Cut apart the TOKENS. You will also need a dice for each pair. • Divide the class into pairs. knitting. table. one person will have to take two BEDSITLAND pictures. • Divide the class into groups of 3-4 students. dog bowl. board game Grammar point Place prepositions and phrases in. or when the 'mouse' gets to the mousehole. Type of activity Pairwork. and two copies of the CAT AND MOUSE PICTURE. missing out the POUNCE squares..matches. children's toys. cardboard box. . jug. pan. using the objects in the room as clues. etc. next to. milk bottle... • Give each group a set of LODGERS. • They should place their tokens on START. I am. collar. the appropriate number of squares round the board. pictures and ask How to use the game RULES SHEET • In groups of 3. • They should not show their pictures to each other. toaster.. Materials and preparation How to use the game • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary. above. BEDSITLAND • Make one copy of the CAT AND MOUSE BOARD. near. above. babies' toys Other structures be in yes/no questions: Are you :.. chair.g.. under. if he wants. cooker. He should shake the dice and move. • The object of the game is for the 'cat' to try to catch the 'mouse'. ' or 'Are there . at. • The 'mice' should place their second MOUSE TOKEN anywhere they like on their picture (keeping it carefully hidden from the 'cats'!). • Then they try to work out where the others live. I'm not. cupboard. the CAT TOKEN and the two MOUSE TOKENS. • Ask them to spread the LODGERS out on the table where they can all see them. cup. a dice. violin. below. • The object of the game is to decide which lodger lives in which room. cigarettes. a CAT • Ask them to decide which of them will be the cat and which the mouse.

copy a SOlAR SYSTEM MAP for every student in the class. as in a normal board game. sound. radios. China. animals. degrees (0). use tools. routines and things that often. • Give each group a UURA'S GAME BOARD. flies. milk. nose. sun. food. communicate. travel.the present simple is like the infinitive form of the verb (like. tigers. a set of INSTRUCTIONS and a dice. . spiders. counter • They may want to change rules to benefit their pair or just to have fun. e. head. change (the rules/ one instruction). • Divide the students into groups of 6-8 players. • Ask players in each group to group themselves in pairs. Other structures None Vocabulary Parts of the body. feet. elbow. have. water. Materials and preparation • For Game 1. it's your go. legs. insects. signs. guide. He/she/it doesn't like it. ED Present simple: affirmative negative Type of activity Game 1: Small group. telephones. beetles. knees. • The object of the game. square or diamond) they should obey the instruction for that shape. at the same time. for example. travel. eggs. earth. • When a pair lands on 'I'. flying chairs. Come here. . land (on a square). The following words are accompanied by pictures: penguins. light. go (back three squares). pandas. the body. close (your eyes). bird life. • Tell them to begin playing by shaking the dice and moving the counters round the board. above. rub (your stomach). need. frogs. polar bears. write. grass. Give each pair in the group a differently coloured counter. sun. sunlight Students will need to know these verbs: live. You will also need a dice for each group. birds. board game Grammar point Imperatives and negative imperatives . mouth Game actions and expressions: say (the alphabet backwards). walk. • For Game 2. science. drink. woolly hats.we use this tense to talk about things that are generally true: Birds lay eggs. copy and cut up a set of FREAKY FACTS CARDS and a set of VERB CARDS for each group of 3-4 students in your class. India. or straight to FINISH. • Ask all pairs to put their counters on START. rice. want. .) . fish.we use do not or don't in negative imperatives: Don't laugh. Touch your toes. South/North Pole. eyes. move.) except for the third person singular which has an -s (he likes. grow.g. birds. South America.Em Imperatives Type of activity Small group.'"""-------- . toes. etc. Grammar point Present simple . • The only condition is that they may not make an instruction that allows a pair to move more than four squares forward. she wants. stripes. bamboo. sometimes or always happen: I go swimming on Sundays. changing the parts of the body when landing on a circle. zebras. trees. • Tell them they are playing together in these pairs against the other pairs in the group.. leopards. information and gap game Materials and preparation • Copy a UURA'S GAME BOARD and set of INSTRUCTIONS for each group of 6-8 students in your class. wear How to use the game RULES SHEET • Check that your students are familiar with the grammar in the Grammar point and with the words listed under Vocabulary. circle. lights. insect life. miss (a go). freeze. Tigers have stripes. coffee. Copy one PLANET CARD and one INHABITANTS CARD for every student and cut up these cards. eat. and other actions as invented by students. go round. boil. card game Game 2: Whole class. hands. etc. speak.we use the infinitive form of the verb for the imperative in commands and instructions: Sit down. eat. tea. mountains. Then it is the next pair's turn. • The pair that does so wins the game. moon. 20 .we also use it for habits. Australia. ears. they may choose one of the INSTRUCTIONS to change.we use don't or doesn't in the negative: I/you/we/they don't like it. spots. moon. and 3-4 differently coloured counters for each group. plant. You can write the vocabulary up on the board for their reference. kangaroos. tongue. cats. pat (your head). water. have. • When they land on a shape (triangle. . etc. go. stomach. need Game 2: planet. Other structures Game 2: Where do you come from? What's that like? Vocabulary Game 1: general knowledge about countries. insects. is to reach the end first.

she may discard the cards and take another two FACTS CARDS from those on the table. • To do this they will have to stand up and move around the class 'radioing' each of the other planets till they find out which planet the alien is from. S2: l-es!He's from Plarg. The cards that she IJuts back on the table must be face down. • The object of this part of the game is to find out which planet the alien is from and return himlher to it. For 8 students. (She will obviously have more chance with a 'believable' fact like the above than with obviously false statements like Birds have 8 legs!) • If the group accept the 'fact' as true or possibly true. Cats eat fish. ask them to sit down. • Give each group a set of FREAKY of VERB CARDS. • Ask them to take their SOlAR SYSTEM PLANET CARD) and to stand up. GAME 2 Note: This is a whole-class activity. They could say: S 1: Spaceship Delta to Gamma 3 .' 'The earth goes round the sun. Select PLANET CARDS and INHABITANTS CARDS to correspond with the map. But he doesn't have any feet.g. In this case she should 'invent' a fact. SOlAR SYSTEM MAP and a GAME 1 RULES SHEET • Check that your students are familiar with the grammar in the Grammar point and with the words listed under Vocabulary for Game 1. nor say the number of their planet. FREAKY • If the group reject the sentence. e. • The winner is the player who gets rid of all her cards first. 21 . This card should not correspond to the PLANET CARD they already have.Are you receiving me? S2: }es. • Check that your students are familiar with the grammar under Other structures and with the words listed under Vocabulary for Game 2. • She will find that sometimes she holds the right combination of cards to make a fact easily. Tigers eat fish. and try to persuade the others that it is true. What's that like? ~ll. MAP (but not the and a set • The object of this part of the game is to name all the planets on the map. Go ahead.' 'Polar bears live near the North Pole. They should mark it with its name on the map. Use this as your master to make the required number of copies. e. it doesn't have any mountains and it doesn't have any grass. S 1: S2: S 1: S2: • Each player should take it in turn to pick up a CARD from the pile. but sometimes she will not have the right combination of cards to make an obvious fact. SI: ~ have an alien here. VERB • She should take two FREAKY FACTS CARDS from her hand and make a sentence with them using the VERB CARD to connect them (and adding any other words she likes). • Students can do this by talking to each other and describing their planet using affirmative and negative statements such as: Where do you come from? Tharg. • Then the turn passes to the next player. Game 2 practises the affirmative and negative. 'Tigers have stripes. He has two heads and four arms. or • When they have written in the names of all the planets on their map. MAPS • Ask them to deal out eight FREAKY FACTS CARDS to each player and to spread the rest face down on the table. But it has trees and water. Can you bring him back? Variation • You can play this game in a more static version by seating students in groups of 8 or fewer around tables.' • To make some sentences she will need an extra's' 'es' card. • Tell them that they are each on a mission in outer space and they have each found an alien (the one on their INHABITANTS CARD) from another planet who is lost in space. Part 2 • When everyone is sitting down. etc. give each student an INHABITANTS CARD. He/she doesn't speak their language so they don't know where he/she comes from.How to use the games Note: Game 1 practises the affirmative. make one copy of the SOlAR SYSTEM MAP and white out any unwanted planets. • Divide the class into groups of 3-4. • They should place the on the table. and a copy of each of the eight PLANET CARDS and INHABITANTS CARDS. S 1: Is it planet numberZ? S2: No.g. He's in a flying chair. • The students must not show their SOLAR SYSTEM to each other. VERB CARDS face down in a pile • The object of the game is to make sentences using a verb from a VERB CARD to combine two of the FREAKY FACTS CARDS. For groups of fewer than 8. Part 1 • Give each student a PLANET CARD.' 'Pandas live in China. FACTS CARDS • Ask them to read the PLANET CARD and work out which planet on the SOLAR SYSTEM MAP they come from. e. she must keep the cards but may change as many FREAKY FACTS CARDS as she likes from her hand with those spread out on the table. Tharg doesn't go round the sun. make eight copies of the SOlAR SYSTEM MAP.g.

cat. and Player 1 can confirm or disagree with the answer. you. beach. jogging Activity verbs: play. autumn. matching and memory game Grammar point Present simple questions . reach.questions .. spring.g. polar bears. go (clubbing/to the theatre). theatre. I don't. work. guitar. stamps. why. birds. trees. tea. dark Students will need to know these words to make the questions for the game (they can be written up on the board): live. snow. club.ED Present simple: yes/no questions o Pair B should quiz Player 1 about Player 2's answers. get up. The pair who got the most right answers at the end are the winners. drive Other verbs: like. activities: ice cream. store. bees.we use do and does to form questions in the present simple: Do I/you/we/they like . cheeks. Each pair will need a sheet of paper and a pen or pencil. then ask Player 2 a question based on the picture. e. I do. 'Does he like ice cream?' They may use the cards as cues. above. where. he. piano. Player 2 may say whether she was right or not. hedgehog. fur. water. o 22 .note that we put the subject (I.jootball. (picking up the picture of an ice cream) 'Do you like ice cream?' Player 2 should answer and ask Player 1 the same question.we put the subject (I. Players should take it in turns to pick up cards from the pile. Pair A should put their chairs so they are back to back and cannot see each other. have. leaf/leaves. e. hay. matching game Grammar point Present simple soh. dog.) after do and does Other structures Short answers: ~s. grass. chess. when) go at the beginning of the question Other structures With things that are generally true. I do. When she has answered.we form these questions with do and does: Where do I/you/we/they live? Where does he/she/it live? .g. Copy and cut up one set of ANIMAL PICTURES and one set of ANIMAL ANSWERS for each group of 3-4 students in the class. eat. languages. Vocabulary Places. on the board for students to refer to. owls. camel. fly.. Africa.. geese..speak. etc. collect. hump. o o o o o Materials and preparation o o At the end of this time. frogs. They can then ask Player 2 about Player 1.jood.questions Type of activity Small group. chocolate.. turtles. hamsters. office. honey. keep. how. etc. glasses. How to use the game o Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary. lay (eggs). long tongues Materials and preparation o Copy and cut up one set of CUE CARDS for each pair of students in your class. things. we use a or the plural: A hedgehog rolls into a ball. Do you?' The object of the game is to ask and answer as many questions as possible.g. Give each pair a set of CUE CARDS. Player 1 should take the top card and look at the picture. No. o o Type of activity Pairwork. giraffes. Vocabulary Animals (the names of these animals are given on the cards): elephants. big eyes. tigers. ride (a bicycle). Tigers live in India.question words (who. say three minutes. Give a time limit. Pair B should keep a score of the number of right answers that Pair A give about each other. ? Does he/she/it like . watch. Then it is Pair A's turn to question pair B. penguin These words are also given on the cards: India. car. long necks. enjoy. roll (into a ball). Divide the class into pairs. catch (flies). You can write the verbs. wear o o o o m Present simple: wh. Player 1 must try to remember. what. from the list. o o o Ask them to put them in a pile face down on the table. tennis. e. hole. horse. '~s. ? . join pairs together with another pair. bicycle.) after do and does .

• If they haven't got an item. ANIMAL PICTURES and How to use the game RULES SHEET • They should spread the ANIMAL ANSWERS out face up on the table and put the ANIMAL PICTURES face down in a pile.e haven't got any batteries. • If they have more than one of any item. Have we got any (suncream)?' • The players with the SUITCASE and PACKING PICTURES should answer.' or 'No.) • The pair with the CHECKliST should ask the other pair if they have items on the list. insect repellent. • Divide your class into groups of 3-4. any shampoo) . Put all the PACKING PICTURES that you have copied together and mix them up. travel pills. and we need some plasters too. exchanging and collecting game Grammar point some and any . have got in questions and short answers Vocabulary Holiday necessities: film. Because the PACKING PICTURES have been mixed up.' . u. • Give each group a SUITCASE and a CHECKliST. • The player who can do this correctly first. toothpaste. may keep both cards.g. 'u. • Players should take it in turns to turn up a card from the ANIMAL PICTURES pile and lay it on the table.e need to get some. soap. • The pair should spread the PACKING PICTURES out where they can both see them. but conceal them from the other pair in their group. • Divide the students into groups of 3-4. shampoo.word and use do or does. • Tell them they are going on holiday and this is their packing list.' • Groups may then send out two players to go to other groups to try to obtain those items. e. they should put one in the SUITCASE. • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary for this game. they can put it in the SUITCASE and the players with the CHECKliST can tick it off.) • Give out the mixed-up PACKING PICTURES to the players with the suitcases only . plasters. • Give each group a set of ~ANSWERS.some and any may be used on their own without a noun when the noun has been previously mentioned: I haven't got any shampoo. Questions must begin with a wh. SUITCASE m some and any Type of activity Small group. • They should visit other groups and ask for items.'~s. they should decide what items they need to get.12 pictures to each pair. for example by asking (matching a picture of a tiger with the answer India) 'Where do tigers live?'.e need some suncream. • When they have finished going through the CHECKliST.g. 23 ---------------------------------- . (Items do not need to be exchanged . • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary for this game. the players with the CHECKliST should underline or circle the item. one player can take either the SUITCASE or the CHECKUST.we use some in affirmative statements (l have some money). in offers (Would you like some money?) and requests (Can you give me some money?) . we haven't got any.g. one SUITCASE and one CHECKliST for each group of 3-4 students in your class. e. ' • If they have an item.we use some and any with plural nouns (some pills.) • The group to finish packing first are the winners. e. '~ need some shampoo.they can be given away. aspirin. '~s. batteries. Have you got any?: • Groups can give away any of the items not in their SUITCASE. e. • The object of the game is to find a question for the PICTURE that matches one of the ANSWERS on the table. money. 'u. any batteries) and uncountable nouns (some money. each group will be missing some items and have more than one of other items. but keep the other on the table. • The player with most cards at the end is the winner. suncream. Have you got any? Other structures need: ~ need some stamps. except for offers and requests (Have you got any money?) . • Ask two players in each group to take the SUITCASE and the other two to take the CHECKliST. we've got some. • The object of the game is to 'pack' the with all the items on the CHECKLIST.How to use the game RULES SHEET Materials and preparation • Copy and cut up one set of PACKING PICTURES. tissues (These words are provided in the game.g.we use any in negative statements (I haven't got any money) and in questions. (Ina group of 3.

a few. soup.we use a lot of with uncountable and plural nouns: a lot of time a lot of books . negative. 'How many apples are there in your cupboard?' 'How much flour is there in your cupboard?'. kilometres. questions Vocabulary These words are provided on the board: brothers. • To do this they will have to ask questions about each other's pictures. tea. How to use the game • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary. etc. negative. rain. The object of the game is to find as many differences as possible between the two pictures. books. ? Other structures have got There is/are . aunts. free time..we use how much with uncountable nouns: How much flour . pets. e.much and many tend to be used in questions and negatives. coffee. flour.we use much with uncountable nouns: much time . money. good friends. oranges. a lot of. • The object of the game is to match picture squares and MUCH OR MANY CARDS to make questions.we use many with plural nouns: many books . hobbies. sisters Materials and preparation • Copy and cut up a set of CUPBOARD PICTURES (A and B) for each pair of students in your class. • Player 1 throws the dice and moves forward that number of squares. ? and How many . time. • Divide the class into pairs. a little. questions There is/are: affirmative. holidays. problems. In affirmative statements we tend to use a lot of instead of much or many. letters. • Ask them to place their counters on START and to deal out five MUCH OR MANY CARDS to each student. questions Present simple: affirmative. packet.we use how many with plural nouns: How many apples . television programmes. tin Grammar point much. Grammar point How much .' There are eight differences. many. a dice and a shuffled set of MUCH OR MANY CARDS. rooms. a feu: . Give each student a differently coloured counter.. a lot (oj). They should not show their pictures to each other. and answer. sugar. not a lot (oj).. tomatoes. exercise. • Divide the class into groups of 3-4.jam. tea. • The rest of the cards should be placed in a pile face down. 24 . . Vocabulary Shop goods: apples. • Give CUPBOARD PICTURE A to one student in each pair and CUPBOARD PICTURE B to the other student. bread Amounts: gram. Give each group a QUESTIONS BOARD. Cut up the MUCH OR MANY CARDS. For each group you will need a dice and 3-4 differently coloured counters..g. coffee.g..a little (meaning 'not much') is used with uncountable nouns: a little time Other structures have got: affirmative. How to use the game RULES SHEET • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary. many. not much.. not many. jar. Materials and preparation • Copy a QUESTIONS BOARD and a set of MUCH OR MANY CARDS for each group of 3-4 students in your class. negative. information much. board game Type of activity Pairwork.' or 'I've got 500 grams offlour..Em How much How many gap game ? and ? m Quantifiers: Type of activity Small group. e. loaf/loaves Containers: bag.. ? . ? . above... above. languages. 'There are five apples in my cupboard.a few (meaning 'not many') is used with plural nouns: afew books .

Each pair will need a sheet of paper and a pen or pencil. occasionally. usually. etc. go to a class / to church / to the clinic / to the hairdresser / to orchestra practice / to the ballet / to the theatre. sister. do astronomy / yoga. Ask them to put them in two separate piles face down on the table. skating. 25 .' or 'Not many! or '(I read) two books (every month). frequently. Simply discard the adverbial phrases (on Saturday nights. hiking. astronomy. Player 1 should take the top card from each pile and put them face up on the table for both players to see. o m Frequency adverbs: a/ways. CARDS o For Game 2. people. finance. on Monday nights. orchestra. once a week. sometimes.' or 'My boss often shouts. yoga. 'A lot of my friends go skating on Friday nights. information gap game Grammar point Present simple + frequency adverbs and adverbial phrases . Cut up the PEOPLE PICTURES. etc. children.) go at the end of the sentence: I go swimming on Tuesdays.) precede the verb (I never eatjish). twice a week. sewing. ballet. If they are right they get a point. e. birdwatching. cousin. PICTURES.g. clinic. RULES SHEET GAME 1 o Divide the class into pairs. violin.o When a player lands on a picture square he should look at the MUCH OR MANY CARDS in his hand to see if he can make a question to ask one of the other players. church. etc. The pair with most points at the end is the winner. Give each pair a set of PEOPLE CARDS and a set of FREQUENCY CARDS. boxing. copy one sheet of CALENDARS and one set of PEOPLE PICTURES for each pair of students in the class.frequency adverbs (always. uncle. climbing Games 1 and 2: Activity expressions: go walking / birdwatching / swimming / hiking / parachuting. If they are wrong. usually. How to use the games o o o Check that your students are familiar with the grammar in the Grammar point and with the words listed under Vocabulary for this game. copy and cut up one set of PEOPLE and one set of FREQUENCY CARDS for each pair of students in your class. football. ' They should keep a list of their sentences as they say them. Each pair in the group should take it in turns to read their sentences out. cookery. babies. neighbours Other people: boss. parachuting. connecting game Pairwork/whole class. parents. and the main verb in questions (Do you sometimes go skating?) . sheep. cat Game 2: theatre. friend. Italian lessons. rarely. play football / tennis o o o o o o o Variation o You can adapt this game to practise only the frequency adverbs (always. group. teacher. frequently. art. never. who must reply. often. if he lands on 'books' and he has a 'How many' card he can make a question such as 'How many books have you got?' or 'How many books do you read every month?' He can ask any of the other players. often. sometimes. o o Type of adivity Pairwork and small groups. He should not let his partner see it. The object of the game is to make a true or false sentence combining the two phrases. Other strudures None Vocabulary Game 1: Family and friends: brother. politicians. British Animals: dogs.' or '(I read) a lot (of books). 'I don't have many books. For example. Then get each pair to work with another pair. if he only has 'How much' cards in his hand. philosophy. but not her partner.' The player can then put his card down on the table in front of him. e. Each pair should guess whether the other pair's sentences are true or false.g. Give one student in each pair (Student A) a sheet of CALENDARS. rarely. on Sundays. But. occasionally. canoeing. Then it is the next player's turn. o o Give the other student (Student B) a set of PEOPLE She should spread these out on the table in a way that she. can see them. aunt. never) if you prefer. Materials and preparation o o For Game 1. the other pair get a point. he cannot make the question and must take a card from the pile and miss a go. etc.) from the FREQUENCY CARDS and copy more of the adverbs.adverbial phrases (every day. The player who uses all the cards in his hand first is the winner. sometimes. GAME 2 o Divide the students into pairs. Players should take it in turns to take the top card from each pile and make a sentence using the words on the cards.

26 . Is this your calendar? Copy one set of CAPTION CARDS and one PHOTO ALBUM (left and right pages) for each group of 3-4 students in your class. ordering game Grammar point Present continuous .g: S 1: S2: S 1: S2: S 1: Do you sometimes go skating? ~s! And do you go birdwatching at weekends? ~s! I love birdwatching. 'He sometimes goes to the theatre. e. using the CAPTION CARDS. She's watching Tv. Each caption is made up of three cards. burying o Student A begins. by asking and answering questions. Cut up the CAPTION CARDS. trying (to learn Spanish). for photo 1: ~ are arriving in Spain.we can form the negative like this: I'm not / you're not (or you aren't) / he's not (or he isn't) / she's not (or she isn't) / we're not (or we aren't) / they're not (or they aren't) + [verb]-ing o o o o Variation o This can be played as a team game. He goes to ballet lessons once a week / every Tuesday. The object of the game is to make a caption for each photo. Halfway through. How to use the game o RULES SHEET Check that your students are familiar with the grammar in the Grammar point and with the words listed under Vocabulary.g. the students can exchange roles (Student B has the set of CALENDARS and Student A the PICTURES). Ask each group to put both pages of the PHOTO ALBUM face up on the table where they can all see them. spending (all her money). Ask them to take the VERB CARDS and to spread them out face down on the table.g. Give each student an individual calendar and one of the PEOPLE PICTURES (not the picture that corresponds with their calendar). copy and cut out as many calendars from the CALENDARS sheet as you have students in the class. separated into PEOPLE CARDS and VERB CARDS. Divide the class into groups of 3-4. keeping the PEOPLE CARDS and VERB CARDS separate. who should put it on the correct calendar. They should then go round the class trying to find the person who has 'lost' the calendar that they have.' Student B should look at her PEOPLE PICTURES to see if she has a picture that corresponds to this description. learning (to windsurf / to ride bikes). one at a time. When one of them 'spots' a caption. She should give this to Student A. having (a siesta). playing (volleyball). . practising (her Spanish in the market). and copy the corresponding PEOPLE PICTURES. They should leave the cards face up. He's feeling sad. o o o Materials and preparation o Variation o If you prefer a whole-class activity for this game. e. e. PICTURES Other structures None Vocabulary Actions and feelings (all these words are provided in the game): arriving. Players then take it in turns to turn up the VERB CARDS.we can use this tense to talk about ongoing actions and feelings: I'm reading. above. enjoying (Spanishjood / the tour). The players should look at the cards on the table and try to spot a combination of CAPTION CARDS that makes a sentence that describes one of the photos.we form the present continuous with the present tense forms of be + [verb]-ing: I'm / you're / he's / she's / we're / they're + [verb]-ing . The player with the most points at the end is the winner.jeeling (happy/well/sad). He should describe the activities in the first calendar in his sheet of CALENDARS. The first player to do this can put the appropriate CAPTION CARDS under the photo and claim a point. Ask them to take the PEOPLE CARDS and to spread them out face up on the table. Give each group a PHOTO ALBUM and a set of CAPTION CARDS. she should say the words and point to the photo. where the first group to match all the photos and captions correctly wins the game. o o o o o Em o Present continuous: affirmative and negative o Type of activity Small group.o The object of the game is to match the to the CALENDARS.

placing the picture in front of him with the four WORD CARDS underneath. Vocabulary Activities: dancing. dreaming. playing (the guitar). painting. 'Is he cooking?' 'Is he writing?' 'Is he driuing? • The player who gets the answer' Yes' may take the picture and place it on her board on the matching square. without showing it to the others. riding (a bike). He isn't laughing. cooking. sleeping. cupboard. why. when.o'rro BOARD each. repairing (a car) Materials and preparation • Copy and cut up one set of four r.questions lYpe of adivity Small group. singing. • Give each group a set of r. 'He isn't dancing. trrrro BOARDS How to use the game RULES SHEET Part 1 • Check that your students are familiar with the grammar in the Grammar point and with the words listed under Vocabulary. writing (to).the word order is changed in questions: What are you/we/they + [verb]-ing? Where am I + [verb]-ing? When is he/she + [verb]-ing? . watching (TV). climbing (a tree). PICTURE QUESTIONS face down in • The object of this part of the game is to make an appropriate question using four WORD CARDS for each picture. 27 .) Also: watch. he can then take the four WORD CARDS and the PICTURE QUESTION. running. writing. • Divide the students into groups of 3-4. He takes a picture from the pile and. He's not eating. trying (to reach). smiling.the word order is changed in questions: Are you/we/they + [verb]-ing?Am 1+ [verb]-ing? Is he/she/it + [verb]-ing? Other strudures Present continuous negatives: He isn't dancing. • Give each group a set of of shuffied WORD CARDS. discard one board and its set of six picture cards. one set of PICTURE ANSWERS and one set of WORD CARDS for each group of 3-4 students in your class. thinking. How to use the game RULES SHEET • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary. going (These verbs are provided on the cards. talking (to). where. • If any player picks up a picture that matches one on her own board. above. If the others agree it is correct. For groups of 3. You can write the words on the class board for the students to refer to. • Ask them to put the a pile on the table. shopping.crro BOARDS and one set of 24 trrrro PICTURES for each group of 3-4 students in your class.g.jumping. she should replace it at the bottom of the pile and take another. • The player who completes his board first is the winner.or'ro PICTURES. e. ghost lYpe of adivity Small group.questions . e.' • The other players then ask questions to find if the card corresponds to one on their boards. hot-air balloon. catch. eating.g. looking (at). bus. standing (on). buying. running. fried eggs. how. screaming (at). Materials and preparation • Copy and cut up one set of PICTURE QUESTIONS. flowers. • The object of the game is to match the pictures in the pile with the pictures on the boards. PICTURE QUESTIONS • They should put the LOrrO PICTURES face down in a pile on the table and take one r. sad. • Player 1 begins. who. • The first player to see the four WORD CARDS that make an appropriate question for the picture should say the question.question words (what. tells them three things that aren't happening in the picture. above. reading. and a set of • Divide the class into groups of 3-4 students. cooking.m Present continuous: yes/no questions m Present continuous: wh. and a set • Ask them to spread out the WORD CARDS face up on the table where they can all see them. skating. ordering and matching game Grammar point Present continuous wh. kicking (a ball). ironing. • Then it is the next player's turn to pick up a picture and say what is not happening in his picture. • Player 1 should turn up the first PICTURE QUESTION and put it face up on the table where everyone in the group can see it. driving. drinking. typing. fighting. film. which) come at the beginning of the question Other strudures None Vocabulary Actions: crying. washing up. lotto game Grammar point Present continuous questions . see.

drive (a car). . e. The object of the game is to match ACTION PICTURES.g. JOB CARDS o o o and a set of o o o Ask them to place the JOB CARDS in a pile face down in the centre of the table and to deal out all the ACTION PICTURES to the players. The object of this part of the game is to match question and answer.~s. ACTION PICTURES Part 2 o When they have made all the questions correctly. she can keep both matching o m Present simple or lYpe of activity Small group. JOB CARD Then it is the next player's turn to draw a from the pile. . 'He wears a uniform. Ask them to put the PICTURE QUESTIONS face down in a pile on the table and to deal out all the PICTURE ANSWERS to the players. Other structures None Vocabulary Work activities: drive (a bus).g.can has no -s in the third person: Ilyoulhelshelithoelthey can . fly (planes). and to ask and give or refuse permission (Can l join your team? . Give each group a set of ACTION PICTURES. He likes chocolate. and produce the card. e. WORD CARDS at the end is RULES SHEET Copy and cut up one set of JOB CARDS and one set of for each group of 3-4 students in your class. talk (on the phone). you can't. if they do. paint (pictures). play (tennisljootball/golj). without showing the others.30 every morning) and about feelings (He likes chocolate) . she to Player 1. JOB CARDS o and o o Player 1 should take a JOB CARD from the pile and look at it. deliver (letters).we use the present simple to talk about actions repeated every day. PICTURE cards If she is wrong.the word order is changed in questions: Can //you/he/she/it/we/they .) 28 .canlcannotlcan't are followed by an infinitive (without to): I can swim/runljump. 'He's crying because he's watching a sad film. m can and can't lYpe of activity Whole class/small group.we use the present continuous for ongoing actions taking place at the time of speaking: She can't come to the phone now. He drives a bus. watch (ballet/a film/TV). work (in a restaurant / in an office / on a building site / in a shop).can is used without an infinitive in short answers: Can you swim? . He should give the others three clues about what the person on his JOB CARD does for a living and any likes. collecting game Grammar point can and can't . Player 1 takes the first PICTURE QUESTION from the pile and asks the question. she's having a bath.the negative of can is cannot or can't . wear (a uniform) likes: like (chocolate/dogs/musiclcoffee/bikes/ballet/films/cats/ chewing gum/books) Common actions: do (some gardening). PICTURE How to use the game o RULES SHEET o Check that your students are familiar with the grammar in the Grammar point and with the expressions listed under Vocabulary for this game.'. 'He's doing some gardening. ride (a bike) o The player with most cards at the end is the winner. ? .o Then it is the next player's QUESTION.g. e. Divide the class into groups of 3-4. . you can. Then it is the next player's turn to turn up a QUESTION and ask the question. hobbies or habits he can see. often..' Then he asks' W7zat is he doing now?' The player holding the matching ACTION PICTURE can answer.we use canlcannotlcan't to talk about abilities (/ can swimlcook/sew). The player who thinks she has the right PICI'URE ANSWER can reply. Grammar point Present continuous or present simple . read (a book). drink (coffee).. ask them to put away the WORD CARDS and give each group a set of PICTURE ANSWERS.' The other players can check that the question and answer cards match. direct (films). without showing the others the card. repair (cars). eat (lunch). turn to turn up a PICTURE Materials and preparation o o The player with most the winner. she can keep the pair of cards. matching game o present continuous o and ACTION must give her ACTION (JOB CARD PICTURE). teach (maths).. clean (windows). or sometimes (1 get up at 7. If she is correct.~s.. / No. I can.

players can go through their TALENT PICTURES 'introducing' their teams to each other.' etc. matching game Grammar point must. ride (a horse). they should get up and walk around the room.g. 'He can juggk. e.g. • Ask each team member to describe the abilities of the person or people standing next to them.. 'Can you juggle?' 'Can you cook?' based on the list on their TEAM CARD. lVu needn't run.g. mustn't and needn't Type of adivity Pairwork. they should join together and go in search of more people to join their team. • The object of the game is for the class to group themselves into four teams. (If there are fewer than 6 in a team. 'He can juggle. you will have to make a choice of TALENT PICTURES and white out the corresponding items from the TEAM CARD. If there are more than 6. above.we use must to tell people to do things . play (the violin / the piano / the guitar). They should take one TEAM CARD each and put the TALENT PICTURES face down in a pile in the centre of the table. sing. I can. asking other people 'Can you . weave. without showing it to the others. make (furniture).g. m must. 'lVu're a circus team. • The player who asks the question that gets the answer 'l'es' may keep the picture and add it to her 'team'. . • Player 1 takes one TALENT PICTURE from the pile. How to use the game • Check that your students are familiar with the grammar in the Grammar point and with the expressions listed under Vocabulary. spin.. e. divide the class into groups of 3-4 and give each group a set of TEAM CARDS and a set of TALENT PICTURES.' or ' No I can't..the negative of must is must not or mustn't . . e. sail (a boat).. copy and cut up one set of TEAM CARDS and one set of TALENT PICTURES for each group of 3--4 students. swim. mustn't and needn't . • Then it is the next player's turn to turn up a PICTURE. .g. dance. cook. give each student in the class a TALENT PICTURE and a TEAM CARD.' Variation • If you prefer to play this game in a more static version. he should replace the card at the bottom of the pile and take another. castaway • The other teams must guess what the team does.Other strudures None Vocabulary Activities: juggk.an alternative form to do/does not need to is needn't: lVu do not need to run. do (the long jump / the high jump / gymnastics). lVu mustn't be late. e. He should check if the picture matches one of the six talents on his TEAM CARD. e. • When he has a picture that does not match the talents on his TEAM CARD. throw (the javelin). Materials and preparation • Whole class: first mentally divide your class into four teams. For each team. ?' questions. sew. each student who will be in the circus team should have the 'CIRCUS TEAM' CARD and a different 'CIRCUS' TALENT PICTURE.must/mustn't/needn't are followed by an infinitive (without to): I must buy some food today.' or offer information. ' 'She can ride a horse. lVu needn't do any shopping. • To do this. lift (weights).must has no -s in the third person: //you/he/she/it/we/they must . somersault / turn somersaults. run. If it does. give (first aid) Also: desert island.. simply copy some TALENT PICTURES twice. • Each student's TALENT PICTURE should correspond to one of the people described on their TEAM CARD. For groups of 3 students remove one TEAM CARD and its corresponding TALENT PICTURES. copy and cut up enough TEAM CARDS and their corresponding TALENT PICTURES for each student to have one of each.g. 'I can't juggle but I can walk the tightrope! Can I join your circus?' • When they find someone who has one of the abilities described on the card. ask the four teams to go to different corners of the room. by finding the other people described on their TEAM CARD. e. conduct (an orchestra). TALENT • The winner is the player who gets her 'team' together first. 'Can you juggle?' 'Can you cook?' • Players can answer 'l'es. but not say what their team is.mustn't is used to tell people not to do things . • When everyone has joined a team. PICTURES The object of the game is to collect a set of TALENT that correspond with the team members on the TEAM CARD. e. • For a whole-class activity.g.needn't is used to say there is no obligation/necessity to do something 29 . walk (the tightrope).' • At the end. the others may ask questions.) • Small groups: if you prefer to play the game in small groups. • The other players must guess what each team does.' 'They can both walk the tightrope. eat (fire).

. .g. lose the keys. angry. see my bank manager.g. SOAP OPERA CARDS (WORDS o o o o You can play this as a competitive team game or as a small-group card game. ? Other structures None Vocabulary Game 1: Romance: in love..the two cards should be left face up on the table. go to the dentist. o Check that your students are familiar with the grammar in the Grammar point and with the words and expressions listed under Vocabulary for Game 1. . under the clock. in a boat (on the sea).. Divide the class into pairs. get up early today. The object of the game is to match cards to make meaningful sentences. How to use the game o (These words are provided on the cards. GAME 1 o o The player can then collect the two cards. on the roof.. burn the dinner. . ? Were you/we/they . meeting place. in the sea. Any new 'half sentence' can be combined with one that has previously been turned up and left on the table. guessing game Grammar point was and were: simple past of be . clean the house.g. m. spend a lot of money on holiday.) Game 2: Places: in the bath.. do more exercise. go to the bank Transgressions: be late again.we use was and were to talk about situations that existed at a definite time in the past . adding a phrase to 'justify' his sentence.in the negative the form is: I1he/she/it wasn't .in the affirmative the form is: [the/she/it was . have a good night's sleep. go on a diet. e. take warm clothes. on a mountain. in different areas on the table. forget to phone the travel agent. Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words and expressions listed under Vocabulary.e. face down. cut the grass. rush. sorry Materials and preparation o Copy and cut up one set of NECESSITY CARDS and one set of ACTION CARDS for each pair of students in the class. or '}Vu mustn't' and 'be late again'.. park on that yellow line again OJ was and were Type of activity Game 1: Whole class/small group. '[ needn't get up early today because I don't start work until eleven.' Game 1: Copy and cut up one set of SOAP OPERA CARDS (WORDS and PICTURES) for each group of 3-4 students in the class. eat more. Give each group a set of and PICTURES). late. '[ needn't' and 'get up early today'. If the two 'half sentences' can reasonably be combined. Give each pair a set of NECESSITY ACTION CARDS. m. If the two 'half sentences' can't be combined. The next player can then turn up two cards and try to make a sentence... o How to use the games Note: Game 1 practises affirmative and negative forms. Cut the times off the bottom of one set of cards for each group. o Team game Get each group to spread the out on the table. Each sentence is made up of three WORDS cards..) Activities: do my homework. in the street. the player can put them together to make a sentence. e. on a horse Also: a. TRUE o o o Game 2: Copy and cut up two sets of STRANGE BUT cards (pictures with times) for each group of 3-4 students in the class... PICTURES and the WORDS o Tell them the PICTURES and WORDS tell a story and that there is one sentence for each picture. rude. CARDS o o and a set of Materials and preparation o o Ask them to spread the two sets out. in a tree/a gardenia police car. up a skyscraper.in questions the word order is changed: Was [the/she/it .. do more exercise Vocabulary (These words and expressions are provided on the cards. fall asleep in the meeting. Divide the class into groups of 3-4. happy. or the player can't think of a situation in which they would make sense . 30 . ordering game Game 2: Small group. p. '[ mustn't' and 'do my homework' would be hard to combine (though ingenious students may be able to find a reason!) .. wash my hair.' or '}Vu mustn't be late again or your boss will be angry. have a holiday. spend a lot of time watching TV. in hospital. one from each set. you/we/they were .other structures Comparatives: eat more. lose my temper.. Game 2 practises questions and negatives. They should take it in turns to turn up two cards. The winner is the player with most cards at the end of the game. you/we/they weren't . do the shopping. above.

basing their guesses on the pictures they hold. come/came. The object of the game is to match the two sets of STRANGE BUT TRUE cards. he should look at the card but not show it to the others. make/made. leave/left. buy/bought. (PICTURE 15) They were in looe again. If it matches one in his hand. '~re you in the bath?' The player with the matching picture.. 31 . forgetlforgot. pay/paid. stand/stood. he can take.. . (PICTURE 2) He was there at 7o'cwck. He takes a card from the pile. e. bring/brought. o Divide the class into groups of 3-4 students../p. o o o o Card game RULES SHEET o Get the groups to spread the SOAP OPERA PICTURES out face up in the centre of the table.. If they agree with it. (PICTURE 6) She was late. m. put/put. win/won. meet/met. write/wrote The story is: They were in love... (PICTURE 14) He was very sorry. (PICTURE 4) Where was she? (PICTURE 5) He wasn't happy. The others can comment . o o o They should deal out seven WORDS cards each and put the rest face down to one side of the PICTURES. he can lay them down underneath the picture and say the sentence. o o The players may look at the WORDS in their hands but not show them to the others. losellost. (PICTURE 12) He was sorry. hear/heard. The rest of the group have to guess where he was.. The group can re-order the PICTURES to match with the sentences if they need to. (PICTURE 13) She still wasn't happy. matching game Game 2: Small group. drink/drank. m. Now give each group the STRANGE BUT TRUE cards with the times on.there are many common verbs which have irregular past simple forms: go -+ went. (PICTURE 9) He was rude. speak/spoke. The object of the game is to find three WORDS cards to make a sentence that tells what is happening in one of the PICTURES. catchlcaught. (PICTURE 10) She was rude. sleep/slept. Player 1 goes first. The player who gets rid of her cards first is the winner. flylflew. tell/told. WORDS o o o o o o cards o o If he cannot find the right WORDS in his hand. (PICTURE 16) (But variations are possible!) RULES SHEET GAME 2 o Check that your students are familiar with the words and expressions listed under Vocabulary for Game 2. in any order. When every PICTURE has its sentence. STRANGE BUT TRUE cards o Ask them to deal them out equally to all players. (PICTURE 3) She wasn't there.accept or reject the sentence.. (PICTURE 11) She wasn't happy. sit/sat. spill/spilt. o o m Past simple: affirmative and negative Type of activity Game 1: Pairwork and small group. say/said. have/had. can take both cards and discard them. falllfell. build/built. findlfound. .in the negative this tense is formed with did not/didn't: I didn't walk.. he can exchange as many WORDS cards as he likes from the cards on the table. sell/sold. read/read.g... give/gave.. o Give each group a set of without the times. yesterday. (PICTURE 7) He was angry. he should replace it at the bottom of the pile and take another. think/thought. eat/ate. see -+ saw Other structures None Vocabulary Common actions: begin/began.o The object of the game is to arrange the PICTURES in sequence to tell the story and then to select and order words from the WORDS cards to make a sentence for each picture. from the on the table. ring/rang. Ask them to put these in a pile face down in the middle of the table. The group that does this first is the winner. Player 1 begins. I wasn't and I wasn't .' (saying the time on the card and naming two places not pictured on the card). If it does not match one in his hand.in the affirmative this tense is formed by adding -ed: walk -+ walked. who guesses correctly. go/went.. information gap game Grammar point Past simple: affirmative and negative . a. (PICTURE 1) The meeting place was under the clock. then the players can arrange them to make the story. break/broke. stick/stuck. If he has the right words in his hand to make a sentence about any of the PICTURES. She didn't look. Then it is the next player's turn. take/took.. look -+ looked . and he should ask the rest of the group: 'Guess where I was at . three new WORDS cards. (PICTURE 8) She was angry. see/saw.. get/got.

o When the pairs have finished the first part of the game. smash. put up. paint pot. pay (by cheque). chocolates. saw (in half). clown.' or 'J didn't burn the curtains. Players may look at their cards. class. mistake. ' The first to do this may collect the ACI10N PICTURE card and put her VERB MATCH (PAST) card on the discard pile. Give each pair a set of and PAST. garden. hat. 'J put the fountain in the middle of the room. If the group is smaller than 10. e. Ask them to deal out the PAST cards equally to all players.they are only allowed to deny actions. Variation o When the students are familiar with the past forms. notice. The player with the most cards at the end is the winner. Each student should have one CULPRIT CARD. floor. ball. ACTION PICTURE o Game 2: Make one copy of the DAVE THE BUILDER and one copy of the CULPRIT CARDS for each group of 4-10 students in the class.Ted can't say 'J didn't break the plant pot. slice of cake. yesterday. table. fridge. If a player turns up two cards which have the past and present form of the same verb on them. name. J had the plans back to frontl' o o o RULES SHEET Part 2 o Check that your students are familiar with the words listed under Vocabulary for Game 1. food. admit. join them up with another pair to make a group of 4 and give them a set of ACTION PICTURES (1 and 2). PICTURE All the players must try to match the correct verb to the picture and to make a sentence in the past. chat. shelves. backwards. burn. cup. have (a bath). glass. The object of this part of the game is to find matching pairs of PAST and PRESENT verbs. cup/trophy. e. The object of the game is to match pictures and verbs. Game 2 practises negative past forms. ACTION PICTURES o paper. think about. back to front o o o o Materials and preparation o o Game 1: Copy and cut up one set of VERB MATCH cards (PRESENT and PAST) for each pair of students in the class. this game can be played without the VERB MATCH (PAST) cards: students turn up an ACTION PICTURE from the pile and the first one to describe it correctly gets the card. need. car. window. ') It is up to each group to work out how to solve the puzzle. Check that students have all the PAST cards. PRESENT o Ask them to shuffle them and then spread them out face down on the table. Copy and cut up one set of ACI10N PICTURES (1 and 2) for each group of 4 students.Also: Game o 1: job. get (in the way of). tea. for example. letter Game 2: hole. e. for the picture of a girl dropping a cup and breaking it.jfow to use the games Note: Game 1 is a simple game to help students memorise irregular pasts. walk. film. begin and began. some students will need to take two (or more) cards. wallpaper. lean. wall. can say 'J didn't smash the window. for weaker classes keep the verbs on the cards as support . 32 . many. to work o o Divide the class into pairs. wall.g. The group that solves the puzzle first are the winners. hammer. o GAME 2 o Check that your students are familiar with the words listed under Vocabulary for Game 2. GAME 1 Part 1 o Check that your students are familiar with the grammar in the Grammar point for this game. The player with most end is the winner. tent. she can pair the cards and collect them. describing the picture. Divide students into groups of 4-10. flowers. Ask them to take the VERB MATCH cards and separate them so that only the PAST forms are left. silly. book. piano keys. o o o o o There is one snag . blowtorch. not straight. drop. key. a student must produce the card broke and say 'She broke the cup. child. Cut up the CULPRIT CARDS. glue. fountain. He takes a card from the pile of and lays it face up on the table so that the other players can see it. spaghetti. they cannot make positive statements nor ask any questions. owl. o cards at the . accident. water. sorry. glue. When the puzzle is solved and everyone knows who is guilty. glass. Player 1 begins. stand up. Give each group a DAVE THE BUILDER PICTURE and a set of CULPRIT CARDS. thin.g. vase. curtains. they can all make their excuses. VERB MATCH o cards. Ted. saw. Pans. living room. The object of the game is for each group out who did what. plans. carpet. using the past simple. They should take it in turns to turn up two cards at a time. room.' but not 'J broke the plant pot. plant pot.' (They must tell the truth though .for stronger classes cut the verbs off.g. cake. Ask them to put these face down in a pile in the centre of the table. house. door. and to make a sentence.

keep.questions with was or were followed by the subject: When were you in London? . theatre. cup. film.folk concert. nice (These words are provided on the cards. blue. night. Divide the class into groups of 3-4 students. To do this they should use the information on their card and ask each other 'Did you yesterday evening?'. week. black. The object of the game is for each player to work out where he saw the other players. coffee. lotto game wh. get to. catch (a bus). party. Divide the class into groups of 4-6 students. Copy and cut up one set of ANSWER CARDS for each group of 3-4 students. e. red. white. they can write the other person's name against that place on their card.questions .) Students should be familiar with a range of common verbs. funny. where. party. o Player 1 begins. mother.we can also make soh. go. coffee. simply discard one or two CROSSED PATHS cards. queue (jor a taxi).g.note that we put the subject (I. foot. choose Materials and preparation o Copy and cut up the CROSSED PATHS cards for each group of 4-6 students in the class.questions with did followed by the subject and an infinitive (without to): Where did you stay? Who did you meet? Other structures What kind of: What kind of shoes did you buy? What colour: What colour was it? What colour tie did he wear? Vocabulary toast. How to use the game o Check that your students are familiar with the grammar in the Grammar point and with the words and expressions listed under Vocabulary.g. 'Did you go to Luigi's restaurant yesterday evening?'. train.we can make wh. The group who are the first to work out where everyone saw everyone else wins the game. above. nightclub Grammar point Past simple: wh. scared. find. matching game yes/no questions m Past simple: lYpe of activity Small group. etc. cafe. ballet. year. At some point in the evening they met each of the other members of the group. o 33 . You will also need a paper bag for each group..Em Past simple: lYpe of activity Small group. that o o The object of the game is to make questions match the answers on the ANSWER CARDS. The card shows what each of them did yesterday evening. Italy.pizza. buy. pizza. ): Did you go to the cinema? . prefer. bike. He takes a card from the paper bag and reads it out. o o o o How to use the game o RULES SHEET o Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary. vanilla. meet. how or which [thing]) come at the beginning of a question . see. Ask them to put the ANSWER CARDS o o in the paper bag. eat. stripes. e. Give each student a LOTTO BOARD and give each group one set of ANSWER CARDS and a paper bag. When they find a place they have in common. above. do. go.questions Grammar point Past simple: yes/no questions .pocket.. when. bestfriend. If using the game with groups of 4 or 5.we use did to form questions in the past simple (Did I/you/he/she/it/we/they . why. Give each group a set of them to take one each. restaurant. CROSSED PATHS Materials and preparation o o o cards and ask Make one copy of the LO'ITO BOARDS for every 4 students in the class (cut each copy of the sheet to create 4 identical boards). get/offer (a lift). catch. who. orange. o They should not show it to the other players. you. until they find a place that they both have in common.question words (what. They must answer only '~s' or 'No'.) after did Other structures None Vocabulary cinema. plane. like. pub. restaurant.

• They should deal out four PREPosmON CARDS to each player and put the rest face down in a pile on the corner of the board. ?' Or write in 'DID' after each question word or phrase on your master copy of the LOTIO BOARDS. • Players take it in turns to throw the dice and move their counters round the board. negative and questions Past simple: affirmative. involving that time phrase. on • The object of the game is to match times and prepositions correctly in order to ask a question. if Pizza is read out. Note: If you are concerned to restrict the questions to object questions only and to avoid students making subject questions (e. on Tuesday morning. at.. but can pick up a card from the pile. a player could use WHAT from the LOTIO BOARD and make the question 'What did you eat for dinner?' In the event of two players asking a question at the same time. LOTIO Materials and preparation • Copy a TIME BOARD and a set of PREPOSITION CARDS for each group of 3-4 students in your class. a dice and a set of and a different coloured counter for each student in the group. on 17th April Other structures Present simple: affirmative. board game in.g. make the rule that questions must begin: 'What/Where/W'Jry (etc. • Divide the class into groups of 3-4. • Give each group a PREPOSITION CARDS. festivals (e.g.we use at with times (at 9.g. • Then it is the next player's turn to dip in the bag and read out an ANSWER. in 1999). • The students should put the TIME BOARD in the middle of the table and place their counters on START. and parts of the day (in the morning/afternoon/evening) . Em Time Grammar point prepositions: in. seasons (in the spring).) did . the other players can decide which question is the best in terms of grammatical correctness or inventiveness. years (in 1999). negative and questions Vocabulary Times (e.• The other players must try to make a past simple question using a question word or phrase from their LOTIO BOARD to which the words read out from the card could be the answer. The first player to do this correctly takes the card and places it on her LOTIO BOARD. Francois? When Francois replies. months (e. they cannot use that question word or phrase any more.g.we use in with months (in January). she discards her PREPOSITION CARD. Cut up the PREPosmON CARDS.g. in June). • If she has a suitable PREPosmON CARD she can ask a question to any other player. at and on .we use on with days and dates: on Monday. For example. e. TIME BOARD. • If a player lands on a time square. 34 . How to use the game RULES SHEET • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the expressions listed under Vocabulary for this game. AT Christmas or ON Monday).30). • The player who gets to FINISH first is the winner.. 'What do you eat at Christmas.g. • The winner is the player who fills in her BOARD first. at six o'clock). on Monday). she should look at the cards in her hand and find one that matches the time in the square (e. Type of activity Small group. festivals (at Christmas). years (e.g. you want them to ask 'Who did you visit yesterday?' but not' Who visited you yesterday?'). and takes another from the top. and in expressions like at night and at the weekend . • Once players have covered a space on their LOTIO BOARD.g. at New }ear) • If a player does not have the correct PREPosmON CARD in her hand she must miss her go. replacing it at the bottom of the pile. You will also need a dice for each group and a different coloured counter for each student in the group. days (e. Then she can have another go.

and should reply' 1es I am. cinema. go to bed early. after. he/she isn't . .1m Present continuous Type of activity Whole class/large group. ... Materials and preparation • Copy and cut out one of the ROLE CARDS for each student in the class... if possible. swimming (baths). asking each other wh... cut the fourth person off three ROLE CARDS in a family and discard the fourth card (e.. The thought bubble shows what they have decided to do this evening. Grammar point Present continuous for future plans .. They fill in on the map who is going to be where. ' or 'I'm going . cut 'Alice' off three cards and discard the 'Alice' card). etc.we usually avoid saying going to go: I'm going to bed (rather than I'm going to go to bed) Other structures Present simple of be: affirmative. For example. and you/we/they aren't . Students may use can. just use the appropriate number of ROLE CARDS but make sure the cards for 'Sam' and 'Amy' are included. • Tell them that what is written on the card is what each of them has arranged to do tonight. 35 . because these are the only two people who are going out together tonight.g. football pitch/match E!]going to Type of activity Whole class and small group. and then seating students in pairs or threes to pool their information and complete their maps. dining room. How to use the game • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary. go to a restaurant/the cinema. do (homework).questions and short answers Time expressions: first. pub. Variations • You can adapt the game to practise yes/no questions and short answers by adapting the rules: specify that students should guess by asking e. theatre. information gap game with future meaning • You can practise the third person forms (Sam's going / Amy's going .in negatives we use I'm not .questions and answering. and answer 'I'm having . For classes and groups smaller than 12. and imperatives: e. For classes or groups of fewer than 12. nightclub. cafe..the present continuous is used with a future meaning when we are talking about plans and intentions: I'm going to the theatre tonight. go swimming Materials and preparation • Copy and cut out one MAP and one ROLE CARD for each student in the class. Each student needs a card with a name in bold. • To do this they will have to get up and walk round the class.g. information gap game Grammar point going to .. 'Are you going to the theatre tonight?'.) in addition to I and you by giving a (deliberately short) time limit. . / No I'm not. • Give everyone a copy of the MAP. : I'm not going to cook tonight. Tell/Ask (someone to do something) Vocabulary have a party/dinner party.. Part 1 • Give each student a ROLE CARD.we use am/is/are going to followed by an infinitive to talk about future intentions: I'm going to finish this book tonight. '.' How to use the game • Check that your students are familiar with the grammar in the Grammar point and Other structures and with the expressions listed under Vocabulary. . film. Other structures wh. • The object of the game is to find out which two people are going out together tonight. above. play (drums). they ask' W'nat are you doing tonight?' or 'W'nere are you going tonight?'. piano recital..in questions we put the subject after am/is/are: W'nat are you going to do tonight? . paint. ~'re going to buy a small hotel near the sea.g. • Give each student a ROLE CARD. . • Make sure 'Sam' goes to a man and 'Amy' to a woman. • Tell them to imagine they are the character in bold on their card. badminton. sports hall. next. restaurant. skating (rink). above. meeting. concert (hall).questions: W'nat are you doing tonight? Vocabulary Leisure activities and places: meal. etc. then. watch (TV/a video/a football match). or discard a whole family.

For example. until the whole class is sitting in groups of 3. for example. She's going to invite her friends to watch the video too.g. but she's wrong because I'm going to watch a video!' • Then see if they can offer the other families in their group some advice. if you have 14 students you will have 2 students 'left over'. For example.' or 'No. 'Tell your Mum's friends they can come to dinner. all the 2s at another and so on.• The object of the game is to find the rest of your family and discover what they are hoping to do.' • When they have grouped into their families. I'm not. Add one to each of two other groups so you have two groups of 3 and two groups of 4. In each group of 3 there should be one person from each family. I'm going to watch the video after Mum's TV programme and Susie isn't going to have a party. 'No. Can they solve the problem so that everyone gets what they want? For example. • To do this. Do the same with the 'Blacks' and the 'Greens'. In the groups of 4 there will be 2 people from the same family. e. If the number of students is not divisible by three. by asking. counting from l. • Then ask 'all the Is' to sit at a certain table. students will have to walk around the class until they find the rest of their family. And Dad is still going to bed early!' 36 . but you're all going to paint the dining room first!' • Regroup students in their original 'families' and get them to try to find a solution. • Ask 'families' to report back on any solutions. Try to ensure these are different family members! • Ask them to tell the others about their family argument. for example.' • Warn them there will be a conflict! Give them a few minutes to argue. 'Are you in the Brown family?' and answering '}es. 'I'm going to play my drums.g. you're not going to play your drums because I'm going to have a dinner party!' 'Oh no you're not going to have a dinner party because I'm going to paint the dining room this evening!' Part 2 • Regroup them into groups of 3 like this: ask all the 'Browns' to put up their hands and give them a number each. 'My mum thinks she's going to watch Eastlinders. they should then find out what the others in their family are planning to do. I'm Mrs Brown. add the extra students to other groups. I am. e. 'well. by asking 'W'hat are you going to do this evening?' and answering.

The following pages contain games material to be photocopied and cut up for your class. The Teacher's notes explain how to use this material for each game. the numbers that identify different cards are printed outside the cards. 78. 79. The numbers are printed to show you the correct answers for the games. All sheets are for single-sided photocopying. These can be photocopied too. 90 and 106). On several pages (pages 53. and given to students to help them remember how to play the game. It is important that you cut along the cutting-lines and discard the numbers so that students do not see them on their cards. On pages 123-8 you will find Rules sheets for some of the games. 37 .

-------------------------------- a a a --------------------------------~--------------------------------~-------------------------------- a a a 39 ----------------------------~----------------------------~----------------------------- .~?.. y.. an an an r--------------------------------~--------------------------------~--------------------------------.· _r· .. an an a ~--------------------------------~--------------------------------·--------------------------------i a a a --------------------------------~--------------------------------.... ~ '~·~2. ARTICLE CARDS an an an r--------------------------------r--------------------------------~--------------------------------..·_s. ".·~~...···~~·:2~ ... Da or an r-----------------------------~----------------------------~-----------------------------.~..' ' ~ ~ J~.

onion avocado orange r--------------------------------r--------------------------------~--------------------------------.Da or an r-----------------------------~----------------------------~-----------------------------. FOOD CARDS egg ice lolly apple r--------------------------------r--------------------------------~--------------------------------. a: L carrot pear ~ I I I ~ I chicken ~ I L cucumber ~ banana ~ sausage ~ 40 . artichoke oyster yoghurt ~--------------------------------~-------------------- tomato • lettuce! J I ~ .

----------------------------------------~ L ~ 41 . FRIDGE PICTURE r.Da or an r----------------------------------------------------------------------------------------.---.

r D alan or ARTICLE CARDS the (1) r-----------------~-----------------~----------------~----------------~-----------------.. a I I I I a a a a an a ~-------------------r-------------------r--------------------------------------.-------------------~ a an an ~ ~-------------------L------------------- an the PICTURE CARDS the the the the the the the -------------------1 ~-------------------~-------------------~-------------------------------------- the -----------------~-----------------~----------------~-----------------~----------------r-----------------~-----------------~----------------~-----------------~-----------------. .-------------------~ pencil CCS) plate letter tree • flower f---~---------------C---:.. .~~--:----~----------~-------~---~ - book eJ# egg moon ~ umbrella t o man . orange: '~~i apple :::: ~-----L------------------------~--. ~-------------------r-------------------r-------------------'-------------------.-------------------1 sun world sky :::::::::-=_________________ sea l 1 ~ Eiffel Tower _L Queen of England capital of France 1 ~ Taj Mahal I J : 42 . ..

pictures! MY ZOO 43 .D alan or the (2) ANIMAL CARDS ZOO PICTURES Don't separate these two zoo r----------------------------------------------------------------------------------------.

II Countable and uncountable nouns r----------------------------~----------------------------~-----------------------------. rice bread butter ~--------------------------------~--------------------------------.--------------------------------~ cheese ~--------------------------------~-------------------- apple • banana J L orange ~ carrots ~. peas J L tomatoes ~ biscuits ~ potatoes ~ 44 .--------------------------------. FOOD CARDS I I I I I I I I I I I I I I I I I I I I salt I flour sugar r--------------------------------r--------------------------------T--------------------------------. milk tea r--------------------------------r--------------------------------.

EI Countable and uncountable nouns KITCHEN PICTURES 45 .

------------------------~ her L ~ she writes back to the messages him ~------------------------J everyone L reads they J meet L after work ~----------------------_----- everyone watches ~------------------------ them L they ~ all ~ cheer _ 46 . sees him I I I I I he smiles at r------------------------~------------------------. he sees her I TRUE ROMANCE (WORDS) she r------------------------~------------------------~-----------------------~------------------------.-------------------------------------------------. her she: r------------------------~------------------------~-----------------------~------------------------.II Personal pronouns: subject and object (1) r---------------------T---------------------~---------------------T---------------------. I I I I I I smiles at him he ~------------------------ waves at ------------------------ her ----------------------- she ------------------------~ waves at him he writes a message to ~------------------------r------------------------------------------------.

D Personal pronouns: subject and object (1) TRUE ROMANCE (PICTURES) 47 .

-----------------~-----------------. I ME AND YOU CARDS you me we us r-------------------r-------------------r------------------~------------------~-------------------. Ice cream dancing ~-------------------~-------------------~------------------~-------------------~-------------------~ . like hate love I make makes r-------------------~-------------------~------------------~-------------------~-------------------~ don't doesn't believe in I I I I .II Personal pronouns: subject and object (2) r-----------------~----------------~----------------. music ~ books sad films ~ football ~ letters ~ -------------L-------------------~------------- ghosts L ~ sunshine ~ holidays spiders ~ frightened J sad L I happy ~ ~ excited ~ tired ~ cry ~ 48 .

I I I I I I I I I I I I I I I I their mother I father I brother I sister r-------------------~-------------------~--------------------------------------~-------------------. I I r-----------------~-----------------~----------------~----------------~-----------------. Ice cream -----------------~-----------------~----------------~----------------~----------------- 49 . etc.II Possessive adjectives: SENTENCE FRAGMENTS my~ your. aunt uncle group is ta II is small ~-------------------~-------------------~------------------~-------------------~-------------------~ has got brown hair I I has a beard I I I I I I : : I I I I I I I I I wears glasses likes reading likes football ~-------------------~-------------------~------------------i-------------------~-------------------J I I I I I I I has a bike L I I I has got a car ~ has a dog : I I I I I I I I I I I I I has a cat ~ works hard _ is intelligent is attractive is a is good good cook at dancing likes . his. my your his her our I r-------------------~-------------------~------------------~-------------------~-------------------.

Annie Martha m. = married SO . John Alex Phil Sam Jan Ben Beth m. Tim Amanda m.lEI Possessive ~ r----------------------------------------------------------------------------------------. Tim Amanda m. Tom 1 m. William Kate SU6anna m. A Felix m. Tom Mary m. Agatha FAMILY TREES I Peter m. I ~ ~ ~ Toby Alex Phil Sam Jan I I rn. William George m. Agne6 SU6anna m. = married ~--------------------------------------------------------------------------------------------------~ B Martha m.

.m. I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I _ _________ J 51 .Elementary .. D Possessive ~ r-------------------------I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I L I PHOTO ALBUM ------ .. rson Education Um !ted 0 J Hadfield 2001 GraIllllUll' a..

yours. r-------------------------------------------~-------------------------------------------. COUPLE CARDS Cut into four cards only! k _ Mr and Mrs Coco Mr and Mrs King Mr and Mrs Bloggs 52 -------------------------------------------~------------------------------------------- . etc.II Possessive pronouns: mine. his.

-----------------------~------------------------~ I I I I I I I I I I I I I I I I I I I L I ~ L _ ------------------------~ I I I . yours. L ~ ~ L ~ 53 . r------------------------~------------------------ I -----------------------~------------------------. . his.111 Possessive pronouns: mine.- I I ~------------------------~------------------------~-----------------------~------------------------1 I ~------------------------~------------------------~-----------------------~------------------------~ I I I I I I I I I I I I I I I I I I I ~------------------------~-----------------------. etc. POSSESSIONS CARDS 1 2 3 4 r---------------------T---------------------~---------------------T---------------------.

r----------------------------------------------------------------------------------------. _ Peenon EclUCIItIoft Umlted •J HIIdfIIId·..... yours.-----------------------I I I I I I I I I (i~~ _____________________ ~ ~I I I I L _ 54 ..Elementary Gr.. VICTORIAN PHOTO r---------------------T---------------------~---------------------~---------------------... his.. D Possessive pronouns: mine. OBJECTS CARDS ----------------------------------------------------------------------------------------~ ~~ ~------------------------~-----------------------~ -----------------------~------------------------~ I (J • ~------------------------~------------------------ ~ -----------------------~------------------------~ ------------------------r------------------------I------------------------. etc..

1m be: STREET MAP affirmative and negative r----------------------------------------------------------------------------------------. (3 o>0 ~~~------~~~~~ L _ 55 .

son > Tessa: accountant Max: lawyer Toby: at school 56 ---------------------~---------------------~--------------------- ---------------------~ . Tina (43) > Single > Students > Married > Peter: doctor Sue: doctor > Alice > Alice: is single secretary > Married > Bob: postman Tina: housewife Tamsin: at nursery ~------------------------r-----------------------I I I I I ----------------------At Number 7 Mandy (32). I I I NEIGHBOURS CARDS (two sets) At Number 1 Jane (21).------------------------~ At Number 7 Mandy (32). Max (42). Tony (29) : Sam (59) I I : > Widower : > Dentist I I I I I I I I I I I I I L I > Single > Nurses > Married > Mandy: teacher Terry: not working > Married. Tamsin (3) At Number 4 Bob (42). Terry (33) At Number 8 Tessa (41). Sue (46) At Number 3 Alice (39). At Number 1 Jane (21). Max (42). Sue (46) At Number 3 Alice (39). Toby (15) : At Number 5 At Number 6 James (24). Toby (15) teacher > Widower > Dentist > Single > Nurses > Married > Mandy: Terry: not working I I I I I I I I I I > Married. Terry (33) ------------------------~ At Number 8 Tessa (41). Tina (43) > Single > Students > Married > Peter: doctor Sue: doctor > Alice > Alice: is single secretary > Married > Bob: postman Tina: housewife Tamsin: at nursery ~------------------------r-----------------------At Number 5 Sam (59) At Number 6 James (24). Mary (22) At Number 2 Peter (50). son > Tessa: accountant Max: lawyer Toby: at school I I I I I I I I I ~ I _ _ ~ L r---------------------T---------------------~---------------------T---------------------. Tony (29) -----------------------.1m be: affirmative and negative r---------------------T---------------------~---------------------~---------------------. Tamsin (3) At Number 4 Bob (42). Mary (22) At Number 2 Peter (50).

----------------~---------------~ aren't aren't aren't r---------------.----------------r---------------J you _ I you ________________ : L I I I I I you you ________________ I I I I I t--------------I I I I I L I I I I I : you .----------------r---------------I I I I I ---------------~----------------r---------------. I I I I I I I I JI : I I I L I you _ you we we _ we L we: ----------------~----------------~--------------we we am not we I I I I I am not am not ~---------------~----------------~----------------~---------------~----------------~---------------~ am not am not am not am not aren't aren't I I I I I I I I I I I I I I I I I I I I I I I I I I I I I I ~---------------~----------------+----------------~---------------~----------------~---------------~ : I I I I I aren't aren't aren't aren't aren't aren't: ~---------------~----------------~---------------aren't aren't aren't ---------------.II!] be: affirmative and negative I I I I I I I I I I I L r--------------~--------------~-------------~------~------~--------------~--------------. famous bored: I I I I I I I ~---------------J I I I I I : I I I I I married I single angry t---------------J----------------L---------------I I I I L happy in love tired! . I I I I I I I I I I I WORD CARDS : I I I I I I I I I I I : I I I I I I I I I I I I I I I ~----------------~---------------I I I I I ---------------. I I I I ! I I I I hungry thirsty sad ~--------------~--------------~-------------~-------------~--------------~--------------~ 57 I I I I . I I I I : I I I I tall small rich English busy: : I I friendly I I I I I : I I I I L---------------~----------------r-------------------shy I I I I I .

I : Am I I I I I L : 58 .m be: yes/no QUESTION SLIPS questions I r----------------------------------------------------------------------------------------. I : Are I I I I I I I : I I I I I I I ~--------------------------------------------------------------------------------------------------~ I I I I I I I I I I I I I I : Are : I I I I I I I I I I I I I I I I I I I I ~--------------------------------------------------------------------------------------------------~ : A re : ~--------------------------------------------------------------------------------------------------~ : Are I I I I I I : ~--------------------------------------------------------------------------------------------------~ : Are I I I I I I I I I I I I I I I I I I I I I I I I I I I I I : I ~--------------------------------------------------------------------------------------------------~ : Is : J L : Is I I I I I I I : I I I I I I I I I I I I I I I ~--------------------------------------------------------------------------------------------------1 I : Is I I I I I : J L I I : Is I I I I I I I : I I I I I I I I r--------------------------------------------------------------------------------------------------1 I : Is I I I I I L I I : I I I I JI I I : Am I I I I I : : I I I I I I I I I I ~I : r--------------------------------------------------------------------------------------------------.

I BEGINNINGS ENDINGS I I I : What is I I I I : your favourite colour? I I I I : I I I I I I I ~-------------------------------------------------~------------------------------------------------~ : your favourite : : What is I L I I I name? : JI ~--I I I : What are I I I : your favourite things to eat? I : : : I I I ~-------------------------------------------------r------------------------------------------------~ : your good points? I I I I I I : What are I I I I I I I I I : I I I I I I I I I I I ~-------------------------------------------------~------------------------------------------------~ What colour is : your front door? I I I I ~-------------------------------------------------~------------------------------------------------1 I I I I I I I : What colour are : your living-room walls? I I I : I I I I I r-------------------------------------------------r------------------------------------------------. I I : What colour is I I I I I I : your favourite fruit? I I I I : I I ~-------------------------------------------------~------------------------------------------------~ : What colour are I I I : your mother's eyes? I I I I : I I I I I I I ~-------------------------------------------------~------------------------------------------------i : your parents? I ~--I I I : How old are L I I I : J I I I : How old is I I I I I II I I I I I I I : your house? I I : ~-------------------------------------------------L-Where is I I I I I I I ~ I I : your home? I I I I I I I I I I I I I I I ~-------------------------------------------------~------------------------------------------------1 : Where are : your friends now? I I : r-------------------------------------------------j------------------------------------------------1 I I I I I I I I I I : Who is L : your best friend? I r------------------------------------------------: Who are I I I I I I : I I I I I I I ------------------------------------------------.questions HALF SENTENCES I I r--------------------------------------------~-------------------------------------------. : I : your favourite singers? I I I I : I I I ~-------------------------------------------------~------------------------------------------------~ : Why are I L I : you here today? I : ~I ~ I 59 .m be: wh.

.

' .m this. ~ _ L 61 . A B LOST PROPERTY OFFICE CARDS l . these.. that. : to •• . those r-------------------------------------------~-------------------------------------------. .

-------------------------------------------~ LOST ARTICLES CARDS Cut along these lines only: ~ _ ________________________________________________________________________ Q ---------------------. i JI _ ~ _________________________________________________________________________ : I I I I I I I I I I I I I I I I I I I I I I I ~------------------------ 4f -------------------------------------------------------------------------i ~------------------------ -------------------------------------------------------------------------~ 9 &iI cQ. . ~ ~ I I ~------------------------ -------------------------------------------------------------------------~ '.m this.. I I I~ L ~- . o ~ • . ~: _ I I i J r------------------------ i I I : -------------------------------------------------------------------------. those I I I I I I I I I I L I r--------------------. • _ _________________________________________________________________________ I I I I I I I I I I JI r------------------------ 62 . these.. that. l I I i I I I I I I I I I I L I r------------------------ -------------------------------------------------------------------------.

1m have got: affirmative and negative I I I I r-----------------~----------------~----------------~----------------~-----------------.--------------------------------------~-------------------.------------has -------------------~----- ------------. trousers ~ trousers ~ shoes ~ shoes _ 63 . got got ~ 1 1 1 1 1 got ~ 1 1 1 1 1 I I I I I I I I I I JI got got got : 1 1 1 1 1 1 I ong : 1 1 1 1 1 1 short I I I I ~-------------------~-------------------~------------------~-------------------~-------------------1 1 1 1 : I I I I I I I I : I I I I curly straight brown red: ~-------------------~-------------------~------------------~-------------------~-------------------~ I I I I :: 1 I 1 1 1 1 blonde : I 1 1 1 1 1 1 I I I I : I I I I I black green white: 1 1 1 blue : 1 1 1 1 yellow : I I I I I ~-------------------~-------------------~------------------~-------------------~-------------------~ 1 :: a a a a r-------------------~-------------------~--------------------------------------.-------------------. I I I I I I I I 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 a a hair hair -------------- eyes 1 : 1 1 eyes I 1 I I L j j ~-------------------J 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 I I I I I I I I I I I skirt skirt dress dress jumper I I I I I I I I I I L I r------------------jumper ~ ------------------.-------------------. I I I I WORD CARDS I I I L I j : I They He She - I You: I I I I JI We have have ' have have I I I I I I I I I I L I r------------------has _ ------------------.

OJ have got: affirmative and negative r----------------------------------------------------------------------------------------. Family A ALIEN FAMILIES PICTURES : I I I ~--------------------------------------------------------------------------------------------------~ Family B : I I I I I I I I I I ~---------------------------------------------------------------------------------------64 .

. r----------------------------------------------------------------------------------------.'. L _ 6S . A FAMILIES CARDS ~--------------------------------------------------------------------------------------------------~ B My family .1m have My family got: yes/no questions '.. .

m have got: yes/no PET CARDS questions r-----------------------------~-----------------------------~----------------------------. r--------------------------------t-------------------I I I I I I I I I I I shaggy dog poodle J I cat . hamster rabbit mouse ~--------------------------------~--------------------------------~--------------------------------~ rat I I I I I I I I horse I I I I I I I I I I tortoise ~--------------------------------7--------------------------------~--------------------------------~ ~-----------------------------L----------------------- goldfish parrot L canary ~ L guinea pig ~ spider _ 66 .

.--------------------------------~ parents grandparents mother I I I I r--------------------------------T--------------------------------.. father aunt uncle: I I I I I I I I I : I I I I I L--------------------------------T-------------------brother I .: ..~ ...· PUrsOn ·Ed1icdon...UmIted • ...questions I I I I r-----------------------------r-----------------------------r----------------------------.. : What colour What kind of How many SENTENCES CARDS : I J I I I I L--------------------------------T-------------------hair eyes I . I I I I I I I I I I I I house . I I I I I J brothers: sister . ... I I I I r--------------------------------!-------------------I I I I J : I I I I L I books ~ rooms car: I I I I JI camera television bicycle I I I I I I I I I I I I I I I ~--------------------------------.--------------------------------... I I I I r--------------------------------f-------------------sisters I J I I I I I children got! I I I I -----------------------------~-----------------------------~----------------------------j 61 ..--------------------------------~--------------------------------i I I radio pets I I has ~--------------------------------+--------------------------------~--------------------------------~ : I I I I I I I I I I I I I I I I I I I I I I I I I have you your: ~--------------------------------~--------------------------------.... J HadfIeld 2001 1m have I I I I I I I I I got: wh.

ROOM PICTURE Q ----~. 68 ----------------------------------------------------------------------------------------~ .OJ There is and There are: affirmative and negative r----------------------------------------------------------------------------------------.

I : I I I ~I L I ~ L I 69 . ~: I I I I I I I : I I I L I I I I I I : JI I I I I I ! There I I I I is I a coffee table. I I I I I I I I I : There is : I I I I I : a fireplace. : I I I I I I I I : There are : lots of toys. ~ I I I I I I I I : There aren't I I I I I I I I. I I I I I I I I I I ~------------------------~---------------------------I J : I I ~ I I I I : I I : I I : There is I I I I ~------------------------~------------------ I I I I : a piano. any suitcases. I I I HALF SENTENCE CARDS I : I I I I I I I I I I I I I : There : I IS : I I I I a sofa. : I There isn't : I an ashtray. I I : I I I ~------------------------~ I I I I I I I I I I I I I I I I I I I I I I There are I I I I I I five photos. : There aren't I I I I I I : any cigarettes. I I I I I I I I I: t------------------------r------------------------. I I I I I I I I I I : I I I I I I : There are I I I I : I two vases.------------------------.------------------------. I I I I I I I I I I I I I I I : : There aren't I I I I I : r------------------------~-----------------------I I -----------------------~------------------------. : I I I ~------------------------~------------------------~-----------------------~------------------------~ I I I I I I I I I I I : There isn't I I I I I : a cot. IS : I I I I an armchair. I I I I I I I I : I I I I I I I I I t------------------------~------------------------'------------------------J-----------------------: I I I I I 1 I I I : I I I : I I I : There isn't I I : any knitting. I I I I is and There are: affirmative and negative I I r---------------------T---------------------~---------------------T---------------------. : : I I I I I I I I : I I : : : There I I I. I : I I I I : I I I I I I : I I I : I I I ~------------------------~------------------------~-----------------------~------------------------~ I I I I I I I I I I I I I I I I I : There is I : a bookcase. I I I I I : There aren't I I I I : any d og b I iscuits. There isn't a newspaper. m There I I I I. There aren't : any matches. : : I I I I I I I: I I I I I I I I : I I There are three cups. I I I I I I I I I I I I I I I : any paints.------------------------.'. ~ : I I I : There isn't I I I : a music stand. I I I I I : r------------------------~------------------------I------------------------~------------------------. I ! I I I I I I r------------------------r------------------------.------------------------1 I I I I I : I I I I I I : There is I I I I : a window. There isn't a vio in..

.. EJ ~------------------------------------------m ---.--------------------------------------------:---~ C " El Lc:c 70 ' ~v ' ~ . ? BEDSllLAND Purson Education LItnIt.m Is there .d 0 J HIIdfIeId 2001 EI~. . ? and Are there .."""""""""" r-------------------------------------------~-------------------------------------------. ... ".

. ? r-------------------------------------------~-------------------------------------------... LODGERS ~-------------------------------------------------~------------------------------------------------~ Mike Bernard I I I I I I I I : ~------------------------------------------------- Hannah ------------------------------------------------~ Ben I I I I I I I I I r ~-------------------------------------------------~--------------------------~---------------------i I John Margaret L Anisha ~ Meg _ 71 .1m Is there .. ? and Are there .

-.. . at. .1m Place prepositions: CAT AND MOUSE BOARD in. . I ~ . I -- - r-~--»--~~T_-~I.. etc...J 1 1 72 . .--II----: 1 MOUSE TOKENS II ~ : (( L 1 ~: ~ .. I . . under." \ ' .L ~ 1 I::> n: .

at. etc. under.IE Place prepositions: in. CAT AND MOUSE PICTURE r------------------------------------------------------ . L ~ 73 .

(If you open them. (If you move within the minute. (If you can't.) Don't move for one minute. ~ 74 .) Pat your head and rub your stomach at the same time. go back two squares. Don't open them until it's your go. then miss a go.g.) You may choose one instruction to change if you land on this square. • • • Say the alphabet backwards.fE Imperatives LAURA'S GAME BOARD • INSTRUCTIONS r----------------------------------------------------------------------------------------. go back three squares.) Close your eyes. put your counter back on START. (If you can't. _ L .

m Present simple: affirmative FREAKY FACTS CARDS and negative .~ PANDAS 7S ..

.m Present simple: affirmative and negative ~---------------------~----------------------r---------------------~--------------------A PLANT L _ SUNLI~! l_ : I I :L I 1 :... I I S S S ES ES 76 ----------------~----------------....-" ..... ". / / / J J J I I I_ ' r----------------~-----------------~-----------------~-----------------~-----------------. LAY S S S S r------------------~-------------------~-------------------~-------------------~-------------------..-------------------~-------------------~-------------------... ..-----------------------------------------------------------. / ...-----------------~-----------------~----------------- . ~/I ...-------------------~ EAT GROW I I I I I I I I I I I I I I I I GROW GROW GO ~------------------~-------------------~-------------------~-------------------~-------------------~ I I GO TRAVEL FREEZE BOIL NEED r--------------------------------------. LIVE LIVE LIVE HAVE J ~ HAVE VERB CARDS L J ~ J HAVE HAVE HAVE EAT EAT ~------------------.

m Present simple: affirmative SOLAR SYSTEM MAP and negative 77 .

4 arms and 2 legs. so they need 'guide They don't need lights on Karg! 2 ~---------------------------------------------~ You live on Planet Tharg. water and mountains but it doesn't have grass.they communicate They certainly on Wargo don't 78 . It goes round the sun and has a moon. They don't beetles'! have any eyes. It has bird life and insect life. though! They don't have any hair. It goes round the sun but it doesn't have a moon. talk or drink. They don't have any mouths. Your planet has mountains and grass but it doesn't have trees or water. so they wear woolly I I I I I I I I hats. so they don't speak . Your planet has trees. 4 arms and 2 legs. so they don't walk They travel in flying chairs! I anywhere. It has one moon. so they don't move. The Spargians have 2 heads. The Wargians have 2 heads. It has bird life but doesn't have insects. Your planet has mountains and grass but it doesn't have trees or water. It goes round the sun and has two moons. with sign language. They need sunlight in order to grow. It has insect life but it doesn't have birds.m Present simple: affirmative PLANET CARDS and negative 1 r-----------------------------------------. They don't have any ears. The Thargians have 2 heads. The Kargians have 2 heads. I I I I 5 r-----------------------------------------. They certainly telephones with signs. You live on Planet Karg. 4 arms and 2 legs. so they don't eat food. Your planet has trees and water but it doesn't have mountains round the sun. It goes round the sun but doesn't have a moon. They don't have any arms. It has insect life but doesn't have any birds. I I 7~---------------------------------------------~ You live on Planet Spargo Your planet has trees and water but doesn't have mountains or grass. Your planet has trees. so they don't speak or eat. The Bargians have 2 heads. They drink milk. 3 ~---------------------------------------------1 You live on Planet Barg. The Drargians don't have a brain. It has bird life but doesn't have any insects. 4 arms and 2 legs. You live on Planet Zarg. They stay in one place. It goes round the sun and has two moons. Your planet has water. 4 arms and 2 legs. It's cold on Spargo 4 ~---------------------------------------------1 You live on Planet Wargo Your planet has trees and grass but it doesn't have water or mountains. need radios or telephones 8 ~---------------------------------------------1 You live on Planet Drarg. It has birds and insects. eat. It doesn't have a moon and it doesn't go round the sun. water and grass but doesn't have mountains. It has insects but doesn't have any birds. It has birds but it doesn't have insect life. or grass. They don't have any feet. mountains and grass but doesn't have trees. They don't have any teeth. It doesn't go 6 ~---------------------------------------------~ You live on Planet Plarg. so they don't write or use tools. The Zargians have 2 heads and 2 legs. 4 arms and 2 legs. don't need on Tharg! They communicate I I I I I I I I The Plargians have 2 heads. It goes round the sun and has a moon.

. L_________________________________________ ". ... .. L ~ 79 . CARDS sr-----------------------------------------.~.m Present simple: affirmative INHABITANTS 1 and negative r-----------------------------------------. 3 ~---------------------------------------------~ 7~---------------------------------------------~ I 4 ~---------------------------------------------~ 8~---------------------------------------------~ "._.

I I I I r------------------------~------------------------------------------------ ------------------------~ L I I I ~ I ~ ------------~--------------------- 80 .m Present simple: yes/no questions I CUE CARDS r---------------------T---------------------~---------------------~---------------------.

I I : : I I I I I I I I I I I I I I To see in the dark : : I I I I To reach leaves high up in the trees: : I I I I I I To store water : I I I I I : ~--------------------------------L--------------------------------~--------------------------------i : To catch flies It rolls into a ball In a hole on the beach I I I I I I I I I I I I I : ~--------------------------------r--------------------------------.--------------------------------~ I' I I I I I I I I I I I : I I I I I Honey : I I I I To store food I I I I : In the spring I I I I : I ~--------------------------------+--------------------------------~--------------------------------~ I I I : : In the autumn : So that they can't be seen : : : against the snow I I I I I I I I I I I I Between its feet : : I I I I : : -----------------------------~----------------------------~-----------------------------~ 81 . I I I I I I I I I : I I I I I I I I In India and Africa: I I I I I I I I India : I I I I I I Hay and grass : I I I I I I I I r--------------------------------+--------------------------------~--------------------------------. - simple: wh.m Present ANIMAL PICTURES .-'-.questions r-----------------~-----------------~----------------~ I I I I I I I I I I I I I I I I I I I i ~ elephants I I I L I _ ------------------~-------------------~-------------------~ a horse I I I I ANIMAL ANSWERS r-----------------------------~----------------------------~-----------------------------.

. . film suncream CJ:) : : L film : ~ money : ~ shampoo ~ travel pills ~ insect repellent money plasters batteries shampoo t-----------------~------------------~-----------------~-----------------._---=---. . ._------_-!_..-----------~. . _ soap L tissues ~ tissues SUITCASE r----------------------------------------------------------------------------------------. PACKING PICTURES : . r-------------------.---_.. . ... CHECKLIST Checklist : . suncream plasters toothpaste aspirin toothpaste soap travel pills aspirin Linsect repellent. ~________________ batteries .. 82 ----------------------------------------------------------------------------------------~ .. .._.m some and any r---------------~----------------T----------------~---------------.

.'.ldUIr.. -··~CinYnnulrGMles . ? ~~~~~~~~!!~~~~~------------------------------------------------------------------- ~--------------------------------------------------------------------------------------------------1 I I B I : I I I I I I I I I I I I I I I I L _ 83 ..' much . ' ·':. ? and How many . .IiIIioniMlltllid... . ~.~:'..r ... . c·. 01 m How A HedIIiIId... ..... .

many. "."~..""~-~~.. = .. m Quantifiers: much.<.' '-.'.~ . QUESTIONS BOARD 84 ---------------------------------------------------------------------------------------- . etc. a lot of.... r----------------------------------------------------------------------------------------. a few.. ~ '-.."...'''._'". .

etc.... r---------------------T---------------------~---------------------T---------------------.... a few.... r------------------------------------------------------------------------How many How many How many ------------------------T How many r-----------------------------------------------How many How many ------------------------~------------------------T How many How many ~-----------------------~------------------------~------------------------~------------------------f How many How many How many How many ~------------------------------------------------~------------------------~------------------------t How many How many I I I I I I I I I I I I I I I I I I How much How much L ~---- ~------------------------ How much How much How much How much r-------------------------------------------------------------------------------------------------I I I I L I How much ~ How much ~ How much L How much _ 85 . many... a lot of. How many How many How many How many MUCH OR MANY CARDS .....' •J ..1!duc:dan·UmItiId ... ~ .. m Quantifiers: much.

.':"

,-'~

.

m Frequency
PEOPLE CARDS

adverbs: a/ways, sometimes, etc.
I I I I I I I I I I I I I I

r-----------------------------~----------------------------~-----------------------------,
I You My brother

r--------------------------------~--------------------------------~--------------------------------,
My sister
I I I I I I I I I I I I I

My aunt

My uncle

r-------------------------------My parents

l

--------------------------------~--------------------------------,
I I I I I I I I I I I I I

My cousin

My friend

r--------------------------------~--------------------------------~--------------------------------~
My friend and I
I I I I I I I I I I I I I I

A lot of my friends

My neighbours

~--------------------------------L-------------------My boss My teacher

~--------------------------------~
Small children

L--------------------------------r--------------------------------~--------------------------------~
Politicians
L ~

I I I

r

Babies
,

The people in this group

I

:
I I I I J I

A lot of people in my country

All of us in this group

Some of us in this group

L--------------------------------t-------------------I I I I I

~--------------------------------J
Sheep

The British

:
I I I I I

Dogs

~-----------------------------~----------------------------~-----------------------------~
My cat

86

m Frequency
FREQUENCY CARDS

adverbs: always, sometimes, etc.

r-----------------------------~-----------------------------~----------------------------,
always often
I

frequently

r--------------------------------·--------------------------------~--------------------------------,
usually sometimes occasionally

r--------------------------------t-------------------------------rarely never

--------------------------------~
on Saturday nights

I I I I I I I I I I I I

r-------------------------------on Friday nights

9

--------------------------------,--------------------------------~ I I I I I I

at weekends

:
I I I I I

on Monday mornings

~--------------------------------~--------------------------------~--------------------------------~
in the evenings in the mornings after work

~-:------------------------------T-------------------------------every day
L •

--------------------------------i
when it's sunny
,
J

once a week

in the winter

in the summer

when it's raining

L--------------------------------t--------------------------------~-------------------------------at Christmas twice a week
I I I I I I

:
I I I I I I

once a year

~-----------------------------~-----------------------------~---------------------------at New Year

87

m Frequency
CALENDARS 1 Tom's calendar

adverbs: a/ways, sometimes, etc.
2 Jane's calendar ~ ~~~

~~

eSe8@@@

~:
~~ ~

'2~

*
G::

t

;~,
(~

~~

'i
~

~ 3 Harry's calendar

4 RIChard's calendar

ifUNO~Y

~e
'o\f~""o.l:.C.",;ne
/Io\oNDAl

---C.\.",,9

iIlMDA'I

~\'t6~()~c.",;,,~ ellA b

-

<sKo.bi I"IOX:_

""IIN~"Y S\(tl~ii\~
1'UE>OA'I

"T\JESOII'1

w~ON£S.~""
"..u~~l)II.y \"RIM"I

we~NES1>A'f
"T'HulU PI'''' F"IDA"I SAiU"l>AY

os'\<o.. \::.\ toO(

5~~"=:tot'

I!ATUROA..,

5 Mary's calendar

6 Anne's calendar

-

1UNE

~T:30~ ~l:~O~",~

...~~

$
~ T:30 aM !:1og~

e:s
I.._
88

II
If

11

,~ canoeing
T:30M\- ~~"

l

...,

f I

HOa",,,,

jo&:\,

"}:301l''',,, ~

l:30 I'M '" 'd~CCllloeil)B
tiM

, l:30

~O8~

1': 30 """"'\j0,9Q

iN 1-: 30
1:30

Ca.~O€.l'''~

f//

"114

'''-tl~

, 1·30,..- ~08tA Ca rI oel'" t "30 ... - ~.~.

~,f "30.~- ~~ 8

ED Frequency adverbs: a/ways, sometimes, etc.
CALENDARS (continued) 7 Elizabeth's calendar 8 Mark's calendar

~tUJ~1i
SU~
/iliON

TU£

WEO

THeJR

FA-I

S~T
~~ ~~

'U~ ~~

~11i
'" ~f
~

.<,~ ~ 'reP"+-'
TI>£
WEI)

~~~

«'~
FR.

Sf?~

~~
THVft.

SON

~~ ~
°0

~t

""ON~
~

S.A'"

9 John's calendar

~

~#
t"~

;(
-lc'
~

~d

~g:
cf'

",(

.~~

~ ~.."

~

-c

l

11 Philip's calendar

2 Alice's calendar

~

'J"'UNE
SUN MOt-l
TUE. WEI)

r
Ttl vA. FR,
SAT

~W~MCt40A'I

"'Ot4~A'"

_.

1

(') 0

U"I ~
(\/

~~
9~

~u: I./'
1lt1lA.

9LP ~
\.f\

~. .,
SA"

'=wEs~A'I
~E.piU.S~A'I

_

orIJ" o~.,
'Wli>NtSOA"l ~"UA'"

~l)N

MON

TuE

WEt:>
~
0

PRI
~

~~~tA'I tftic\~ c.\4~\ 4iMII~(1I -

Oi"4I1t~(\i"S
Fft.~ ..
SATUllOA1

c\1lS>~. _

FR.'~'1
S"'fU~~A'I '£ #
~"1

~ ~
('1/

(So

0~ ,_
s> ~

~ ~

c

\:> <$\

'''I>,i,

oJ'

\

r

'SutlO~'1

~t: ",6tn,.
89

-

\

sometimes.ED Frequency PEOPLE PICTURES adverbs: a/ways. 2 8 ~---------------------------------------------. r----------------------------------------. 7 1 r---------------------------------------------. 3 9 I I I I Oil I I I I I I I ~--- ~---------------------------------------------~ ~---------------------------------------------~ 4 10 L :~:~ J 5 11 ~---------------------------------------------J I I 6 12 90 . etc. I I I I I I r---------------------------------------------.

m Present continuous: affirmative CAPTION CARDS PEOPLE CARDS We VERB CARDS are: and negative r-------------------. ~: I 91 . ~----------~---------------------------------~ r----------.---------------------------------1 I I I I I I I I I are I I ~---------------------1 I : Anne ana Mike I ~----------J---------------------------------~ are I I I ~---------------------~ I I Anne ana Mike ~ I I I: J ~----------~---------------------------------~ I I I I I ~ I I ~ I I I I I aren't are: are: J I I I I enjoying the tour. I I I ie 6penaing all her money. I I I I ~---------------------1 I : : I I I I r--------I I I I I I I ~----------J---------------------------------1 am not ie : I I I I T------------------------------. L 4---------------------------------J i6 : I I I trying to learn Spani6h. Anne ana Mike : I t----------. : Mike r---------------------. I I t---------------------1 I I I I I I I enjoying Spani6h fooa! playing volleyball. I I I : L I : i6n't I : feeling very happy thi6 morningl I ~---------------------~ : Anne ~----------~---------------------------------~ I i6: having a 6ie6ta. burying Tom. I arriving in Spain.---------------------------------. : I I I I I I I L I I ~---------------------~ : Sharon : ~---------------------~ : : Sharon Tom Tom : J : : : feeling very weill ~----------4---------------------------------~ I I J I I I I ~----------~---------------------------------~ practi6ing her Spani6h In the market. feeling 6aa to leave. : I L I I Sharon ana Tom All of U6 JI I I I I L L ~ I L ~---------------------------------J ~ learning to ride bike6. learning I I I : I : : Mike : I r----------~---------------------------------. I I I I r---------------------. I I I I i6: i6: to wina6urf.

-.. ~.-.-. m Present continuous: affirmative PHOTO ALBUM (left page) and negative 92 .

Em Present continuous: affirmative and negative PHOTO ALBUM (right page) 93 .

rt._ ~------------------------ ------------------------~ 94 .fE Present continuous: yes/no questions LOTTO BOARDS ------------------------~----------------------- Cut into four boards only! .

. . . ." . . . . . ~------------------------~------------------------ -----------------------~------------------------~ ~------------------------~------------------------ -------------------~---~------------------------~ . . . ~------------------------~------------------------~-----------------------~------~-----------------~ . . . .m Present continuous: LOTTO PICTURES yes/no questions ------------------------~------------------------~-----------------------~------------------------~ ~------------------------~------------------------~-----------------------~------------------------~ . ~------------------------ ------------------------ ------------------------~ 9S .

~--------------------------------L-------------------- ~ ---=:::::::: ~--------------------------------+--------------------------------~--------------------------------~ '-~~ 96 -----------------------------~----------------------------~----------------------------- .questions r-----------------------------~----------------------------~-----------------------------.m Present PICTURE QUESTIONS continuous: wh.

: I I I I I I I I ~--------------------------------L-------------------- ~ ~ ~--------------------------------.questions r----------------------------~----------------------------~-----------------------------.--------------------------------4--------------------------------~ \f~ ~--------------------------------T--------------------------------.1m Present continuous: wh. 1I PICTURE ANSWERS 1"-:::.--------------------------------i L ~ ~I _ 97 .

------------------------~------------------------~ : : : I I I I I I : I Why : I I I I is : I I I I she I I I I I : standing on a chair? : L I I I I I I L : I I I : I I ~ they I I I : J I I I I I I I I I : I What I I I I : I I are I I I I I I I : : I I I I I I I : screaming at? I I I : I I I I I I ~------------------------r------------------------.------------------------~------------------------1 I : : I I I I I I I Where I I I I I I are I I I I I I they I I I I I I going? I I L I : I ~ I : I ~I : I ~ I I I ~ I 98 . I I I I I I W h: at I ~------------------------~------------------------L--I I I I I I I I I I are : I I I I I I I I t hey : I I I I I I I I I00 ki mg at. I I WORD CARDS Why I I I I I I I I : I I I I is I I I I I I I I I I I I : he I I I I I I I I I I I I : crying? I I I I I I I I ~------------------------L------------------------L--I ~ she : I I I I I I I Why l I I I I I I I is l I I I I I I I I I I I ~ smiling? I I I I I I l I I I I I I I : I I I I I I I I r------------------------r------------------------~-----------------------~------------------------.questions I I I I r---------------------T---------------------~---------------------T---------------------.II!] Present continuous: wh.") I I I I I I I I ~ he ~ I I I I I I Who : I I I I I is : I I I I I : I I I I I talking to? I I I I I I I I ~------------------------~------------------------~-----------------------~------------------------~ I I I I I I I : : : I : I I I I Why ~------------------------~-----------------I I I I I I I : I is I I I I : '__ I I I I he ----------------------~------------------------~ I I I I I : running? I I I I I : I I I I I I I I : : : I I I I I I What I I I I I I I is ~------------------------~------------------------~-----------------------~------------------------~ I I I I I I I I I she I I I I I I I thinking? I : I I : I I : I I I I I : I I I I I I I What : I I I I I I I is : I I I I I I I he ~------------------------~-----------------------~------------------------~------------------------~ I I I I I I I : buying? I I I I I I I : : I I I I Who I I I : : is I I I : she I I I : writing to? I I : I ~------------------------~------------------------:------------------------~------------------------i I I I : : I I : I I I What I I I : I I I is I I I I I I : he I I I : I I I cooking? : I I I I I I I I ~------------------------r------------------------.

"""':.:' m Present simple JOB CARDS "~._' .'JIIIIfIWd'" "<'/' ..-ij1-:(. or present continuous Job r-------------------------------------------.'-' 0' PwIInaft~UiiIIiId:.. . Job -------------------------------------------~------------------------------------------- 99 .--------------------------------------------.

IJIII'I........ .._ J Action Action Action 100 -------------------------------------------~--------------------------------------------------- . _-_.... Action ___ ------------------------------------Action r------------------------------------------------- ______ ~ ~---- . Action Action I ACTION PICTURES if~~. . " _-00. ~ ~*.m Present simple or present continuous r-------------------------------------------~-------------------------------------------. .".

Sign up to vote on this title
UsefulNot useful