Point: Minimum level: Game type: Approximate time: Rules 1 The object ofthe game isto win as many card as possible 2 Play the game in pals, Take tun to be speaker and liste 3 The speaker lakes a cad from the pack and reads the questions. 4 The listener should respond by saying Yestatter each question. 5 Ifthe listener can guess the end of the speaker's story ator the speaker has made six Statements, he ‘or she can say Don’ fel me... and «ive the end ofthe story Ii is correct, the listener wins the car. I itis incorrect, the speaker reads the ted ofthe story from the card 6 Il the speaker reads the end of the story, he or she wins the card ‘At the end ofthe story the listener must make an appropriate ‘exclamation such as How feribig! or How wonder! Don't tell me intonation for shared and new information intermediate a guessing game for two players 30 minutes Preparation Copy and cut outa set of cards fo each palr of students inte cass. Presentation 41 Write the folowing dialogue on the board or OHP (without the intonation marked to begin wit) ‘A You know Joti? B Yes! ‘A Well, you know the street where he lives? B Yos: ‘A Wel, you know that big house at the end? B Yes! Ak You remember it was for sa? B Yes: AA And | said | was thinking of buyin it? B Yost ‘A Wel, | aye! B Oh, how fantéoyo! This dlalogue isan exaggerated example ofa style of speaking in which speaker A tris to build up suspense before giving some news. It demonstrates that intonation tends to false on old or shared information and fll on new information. The tse-al on the final exclamation i also ‘yplcal of exclamations; i indicates emotions such as surprise and disgust 2 Concontrate fist on Yes. Model saying it witha falling intonation and then with afal-rise intonation and ask students to mimic you. Indicate that they should use the fl-ise version In the dialogue. 3 Focus on the exclamation Oh, now fantasfe! and model the rse-fall intonation. Ask students to mimic you 4 Now read trough the whole dialogue withthe class. Take part A yourself. Draw attention to the fal-nise on A's questions an draw the arrows onto the dialogue 5 Ask various students to read part A and the rest ofthe class to read part B, 6 Introduce as an alternative response for B alter A’ fith question. Don’t tell me; you've Bovaht it! then A would respond something lke Yes, that's right. How did yoirkgw? Dril the dialogue again using this version, Conducting the game 1 Divide the clas into pars and give each pair a pack of cards. Make one group of three it there isan odd number of students in the cass. Ask these students to take turns reading and responding. 2 Explain and/or give out te rues. 3 During the game, move around the class helping students to resolve any disputes. 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