[ae Introduction Games for Grammar Practice is 2 carefully designed selection of cover forty games and activities, for intensive and interactive grammar practice with basic to advanced leamers of English Because it follows closely the grammar sylabus of most EFL/ESL courses, itis a most useful complement to many course and grammar books in use today. THE IDEAS BEHIND THE ACTIVITIES Cooperative learning You will probably notice that, in most games, knowing the language is not the main factor that leads to winning, actualy luck, strategy and creativity play important roles. This hes been done on purpose to foster a cooperative rather than competitive atmosphere, and to make sure weaker learners can also participate and win, Also, in some of the games there is no winner at all, Teaching, not testing The activites in the book are meant to give leamers an opportunity to practise and experiment with language. For this reason many of ther presenta lt of input while requiring relatively lite production in the target structure. This encourages leamers to concentrate on processing the rearing of target structures instead of pressuring them to produce such constructions before they are ready to Self and peer correction Our experience tells us that self and peer correction are often more effective than teacher correction in helping students to take responsibilty for their own learning Thus most ofthe game rules and activity procedures urge the participants to monitor their own as well as their peers language production Practice The actives have been designed to make sure that eames get plenty of practice in the target structures. Personalization There is plenty of room for learners to establish rapport with their classmates by sharing their experiences, values and belies Oral interaction All the acivities are interactive to encourage learners to attend to meaning and form as they interpret and produce language. Information gap If exchange of information is one of the basic reasons why people communicate in ral life, then classroom activities should also urge leamers to seek and provide information. Task-otientation As in real fe, leamers will be using the information obtained from others to accomplish tasks. Variety You will find a lot of variety as to conten, activity type, type of interaction and materials, because novelty helps to sustain interest. Enjoyment Fun and pleasure in leaming are probably the strongest motivation factors. nour activities, they take the form of challenge, humour and acknowledgement of learners’ creativity PRACTICAL TIPS Re-using the material Its probably best to have the boards and cards laminated. However, as this may turn out to be quite expensive, you may instead photocopy the pages cirectly onto cardboard or paste the photocopies onto sheets of cardboard, AS for the boards, another inexpensive solution is to keep them inside plastic bags. Sorting out sets of cards This task will be much easier for you {and your students if you distinguish the sets by colout So, ether photocopy the pages onto coloured sheets or draw straight lines right across or down the back of the sheets with coloured felt tipped pens before cutting up the cards. You may also want to store them away in coloured envelopes or bags. ‘Substituting material In case you do not have enough counters, use coloured paper clips instead. They are easy to find and inexpensive Preparing for activities Read the instructions carefully and make sute you have the necessary material. Ether explain or demonstrate how the game or activity works. Use L1 if necessary especially wth beginners. Note thatthe vocabulary lists provided in the instruction sheets reflect what we think might be new to students. Always check the boards, cards, or grids for vocabulery items, and pre-teach them if necessary.im de Games for Grammar Practice Map of the book ‘= ELEMENTARY, P= PRE-INTERMEDIATE; | = INTERMEDIATE; U = UPPER-NTERMEDIATE; A= ADVANCED KEV: B= BEGINNER; re peer Activity type cy Level Time Page ci) UNIT 1 Present 1.1 Balloon tours Present simple of be Information pool Countries 8 10-15 8B 1.2.Aday at home Present continuous Board game Activities done athome E 10-2010 1.3 Looking fora flatmate Present simple Interview Habits and routines = «E20 2 1.4 Lend a hand Present simple Problem solving Age, occupations P20 14 3rd person singuler ‘and hobbies 1.5 Time and again Adverbials of frequency Betting game Activities and EP 20-30 16 events UNIT 2 Past 2.1 Gotcha! Simple past Questions and Actes and t 0 20 answers events 2.2 Everyday hazards Simple past/past continuous Story telling Funny accidents \ 0 2 2.3 Sweetmemones Used to Boerd game Growing-up memones -U 5024 UNIT 3 Present perfect and past perfect 3.1 Around town Present perfect simple Board game Recent experiences u 20 26 or events 3.2'Snooping around Present perfect simple Truth or dave Life experiences A 2 3¢ 3.3 Before or after? Past perfect simple Card geme Causes and i 035 consequences UNIT 4 Future 4.1 Whatoneeth .? Going to Board game Intended actions P1420 38 4.2 Make it snappy will Card game Unplanned decision: 140 40 UNIT 5 Mixed tenses 5.1 Easy rider Mixed tenses Board game Traveling P 5-20 43Map of the book peered Dad UNIT 6 Conditional and wish constructions 6.1 Nothing's perfect! 6.2 Watch your step! 6.3 Pick my good deed 6.4 The wish race First conditional Second conditional Third conditional Wish constructions UNIT 7 Reported speech message? UNIT 8 Modals 8.1 Crazy cans 8.2 Let's go together 8.3 Spinning ideas 8.4 Tough luck! UNIT 9 Passive and causative 9.1 Something in common 9.2 Grown-ups! 9.3 Round the clock Reported speech Can for ability Like v. would tke ‘Modats (simple) Models (perfect) Simple present and past passive Passive + infinitive Causative with have simulation Shakes and ladders Board game Grid geme Card game Crazy eights Find someone who Scattergories Debate Travia pursuit Discussion. Role-play UNIT 10 Questions and auxiliaries 10.1 Meking fiends 10.2 What's my answer? 10.3 All about us 10.4 Unique me (6 \Wh-questions with present simple Yes/no questions with present simple Wh-questions with, mixed tenses Auxiliaries to0, either, 0, neither Find someone who Betting game Personal trvia Sharing cry Jobs Unusual behaviour Justifying actions Regrets and complaints Telephone messages Abilities Invitations Constraints and possibiities Speculations World knowledge Growing-up experiences Errands and services Personal information Open Open/personal Open/personal on Ty 1 1 U-A bu Pp e1 A bo Any Et (Cn) 20 15-20 15-20 15-20 10-15 10-20 15-20 15-20 20 10-20 15-20 20-30 10-15 50 52 55 50 60 62 66 68. B 5 78 80 82uwwWwuew le Wid ww Ww tt 3 w i Ww 3 Awol in ti Lie ry Map of the book 7 ey ery UNIT 11 Articles 11.1 Come one, come all a/an v. some Board game UNIT 12 There and it 12.1 Pack’ go There bein present simple Information pool 122 Rain orshine tas subject Tictac-toe UNIT 13 Verb forms 13.1 Verb tep Tov.-ing Grid game UNIT 14 Prepositions 14.1 The preposition _Prepositions of place Tictactoe contest and time 14.2 Youand| Adjective + preposition Sharing 143 Prepasiton checkers Verb + prepostion Chinese checkers UNIT 15 Comparisons 15.1 How do they Comparative forms of Dominoes compare? adjectives 15.2 Thee of akind Comparative forrns of Rummy quantifiers UNIT 16 Possessives 16.1 Family album Subject pronouns and Maze possessive adjectives 16.2 Whata mess! Genitive ’s Information pool cco er) Page CGS) Food BE 15-20 87 Hotels — 10-15 90 Weather conditions | 10-15 92 Open 15-20 94 Open B15 96 Personality and feelings | 15-30 98 Open uo 100 Open 1 20 104 Common nouns P 10-15 106 Family 8 ° Personal belongingsPresent simple of be in statements and wh-questions Beginner Information pool Countries Pairs 10-15 minutes Worksheets A and B Ca UNIT 1 Present Balloon tours Vocabulary Names ofcountnes: France, Span Austrake, USA Belgium, Mexico Wh-questions: where, what Prepositions: from, in, ot Comments This game provides contestualized practice with statements and wh-questions contrasting 3rd person singular and plural of be. Students are gwen a task which they can only accomplish by interacting orally with classmates, that is, by requesting and providing information, and then making decisions based on the information obtained. Language output ‘A: Where is/are (name) from? B: He/she/they is/are from (country) ‘A: What hotel is/are he/she/they in? B: He/she/they is/are ot (hotel). Procedures 1 Before class, take copies of the worksheet and cut them in half as indicated, In class, give out worksheet A to haf of the class, and worksheet & to the other half. Pair off students with worksheets A and B. 2. Elicit the questions and answers in Language output using the worksheets. If you lke, write a skeleton of the dialogue on the boar. 3 Set the situation and the task by telling your students the following: You work for Prime Balloon Tours. The company hes three balloons for tours over the city, and three tour guides: cne speoks English, one speaks French, and the other specks Spanish, Your task i to decide fstly which tourists should go in which balloon, and secondly how many hotels each guide needs to stop at to pick up tourists. Talk to your partners fist to get the information you need to do the task Doing the activity Without looking at each other's worksheet, students ask and answer questions and complete their respective charts. When they have finished, they answer questions 1 and 2 on their worksheets, together. D Check their answers or decisions with the whole dass.Balloon tours gsisunoy dn xpd 0328 dois 03 paau apin8 yoea saop sjaioy Auew mo z AA gsystun0} dn ypid 01 ye doys 03 paou apinB y>ea saop sjaioy AULLI MOH Z—_g ap jo sowreu ayy arm 208 si Qeow -voo}jeq ayeudosdde ayy sapun sisisnoy NOY By PINOYs UOOT|eq YDIyM UT eww” 2 A A uoojjeq areudosdde ay sapun sysiun0} NO} a4 P|NOYs UOOT}eq DIY UY T ‘ayy Jo saweu ayy umoig paid pue Ayjey asnoy abpua ays umosg pais pue Ayreyy aoejeg ou o01KaWy ejoreg adey pur asor vlore9 adeg pue esor uu) fefoy au wni6eg uojeg aueyy uojsq euew sesepueg olnp aovled aut uredg sesepueg one quodng sayy pue ayy uy refow ay eouel4 ywodng s4yy pue sy BZBld S,UBEND BY a vsn uyts uyor uuuig uyor ‘TaLOH AYLNNOD SiSIHNOL AWLNNOD SLSIHNOL ‘SINO] UOO||eg OWL ‘SANOJ UOO|eg BulLid From Games for Grammar Proctice © Cambndge University Press 2001 LISI1.2 Present continuous in statements and questions Blementary Board game Activities done at home Pairs 10-20 minutes Board (one per pair), ‘counters (four per student) UNIT 1 Present A day at home Vocabulary Parts ofthe house: bethroom, bedroom, backyard, dining roam, gorden, bosement,kchen, ot, living room Verbs: refering to actives associated with the various parts of the house Comments Adapted from Achy, an Alncan game which resembles tic-tac‘oe but also incorporates movement, this .geme is designed for intensive practice with the present continuous in whr-questions and statements to desctibe ongoing activities. Because it provides a unified context, learners can integrate grammar and vocabulary practice. Winning the game requires language accuracy, creativity and statege ski Language output ‘A: What ore you doing n the kitchen /backyord? B: Im dong the dshes/washing the dog. Procedures 1. Pair off stucents, and give out the material. Note: If you don't have enough counters, cut out the black and white squares below the board, and use them instead 2. Go over the pars ofthe house shown on the board, and elicit activities that might be done in each part you wish, write the vocabulary on the blackboard. Model the target language shown in Longuoge output, and demonstrate the game a couple of times. 3. Playing the game: Objective of the game: align one’s counters in a horizontal, vertical or diagonal row of three. The game begins with student B choosing the spot where he or she wants to place a counter. Then student A asks an appropriate question, as shown in Language output. If student 8 gives an appropriate and comrect answer, he or she may place the counter in the chosen spot. Otherwise, no counter goes on the board. D Players take turns doing this until one of ther forms a row of three with his or her counters, or Until al the counters have been placed on the board If 0 one has formed a row of three and all the counters have been placed on the board, players can once more attempt to form such a row by moving their counters along the lines into the empty spots, one at a time, and interacting as shown above. Note: They are not allowed to repeat an answer that has already been given. D The game ends when either one manages to form a horizontal, vertical or diagonal row with his or her counters, As this game depends a lot on the players’ strategic sil, it may last anything from two to five minutes. Let them play several times for futher practice. Variations 1. To practise vocabulary related to other activites, replace the parts of the house on the board with other places, eg. bonk, school, petro stotion, post office, et. 2. For practice with the various persons and subject-vetb agreement, use the spare counters and write on them: Your mother / You / Your sisters / Your grandpc etc. The language output will then change to, eg, What's your mother doing in the kitchen? She's feeding the cats.ted ie id oe ita la a aa a eel la ie tim da bei bie ta be eu & A day at home 1.2 droom dining ‘ LTT » basement x0 11.3 Present simple in statements and questions Habits and routines Worksheet fone per Elementary Interview Pairs 20 minutes student) UNIT 1 Present Looking for a flatmate Vocabulary Vetbs: have, cook, getup, toke, go, get bock, do Nouns: pet, cor, hobbies, shower, work, home, dinner, evening, octwites, weekend Comments In this activity, students will have intensive controlled practice wath the simple present in statements, ‘and questions involving the 2nd person singular, plus statements in the 3rd person singular. Ths isan excellent opportunity for elementary students to get to know one another and talk about themselves while interacting to accomplish the task proposed Language output Phasel > Do you have o pet? 8: Yes, Ido. Ihave o tule ‘A: What tre do you get up? B: Susually get up at 7:00. : Phase ll T: Who do you prefer os 0 flatmate? St I prefer (nome). T Why? St: Becouse he / she cooks / doesn't hove a pet Procedures Phase | 1. Introduce the topic of sharing sooms or fats. Eliot problems that people might have, and what itis important to check before choosing a flatmate 2 Set the contest and the task by telling students: You are looking for o fotmate. You are going to Interview two fiends to decide who will be your flatmate 3 Hand out the worksheets, and elicit the questions associated with the cues given. Emphasize the correct use ofthe atsiliary do. Encourage students to come up with other questions that ae important to them and allow them to omit any questions they do not consider important Doing the actuity D- Indwvidually, students complete the first column of the chart with information about themselves D In pairs, students ask and answer questions to complete the second column Students switch pairs, and repeat this last procedure to fil out the third column, Give students a few minutes to decde who they prefer as a flatmate and why Phase ll 1 With the whole class, elicit some of your students’ choices and reasons. Use this opportunity 10 introduce the 3rd person singular 5 ending in statements. 2. Have students report their choices and reasons to the class. e . v . ’ & — & —E & & EF F & & — —£ E £ E — gE E E ™ moeww wh Wik Wd ik Wilt od wid wb Ww (a Ai Lit in te a lw have a pet ore ™ havea car So L have any hobbies Cn ax cook WSs Daily routine 138) get up FAS Sf €2) take shower My — ‘Tp FQ CY coroner get back home % j; have dinner Is) evening activities weekend activities You Looking for a flatmate Ee Student A Student B You Student A Student 8Present simple 3rd person singular in statements and questions Pre-intermediate Problem solving Age, occupations and hobbies Pairs 20 minutes Worksheets A and B UNIT 1 Present Lend a hand Vocabulary Professions: reporter, cook, former, teccher Activites: cook the meals, wash the dishes, clean the bathrooms, take core of the litle kids, entertann the teenagers, give swimming lessons, look after the horses, toke core of the garden Hobbies: (go) swimming, (do) gardening, (go) horseback nding, (do) handicraft Comments This contextualized and task-onented information gap actnity asks leamers to collet information and make decisions wile providing them with an opportunity to practise asking and answering questions invohing the present simple 3rd person singular. can also be used to introduce or review collocations such as go swimming, and some phrasal verbs, eg. look after. Language output How old is Sharon Miles? She's 28. Whot does she do? She's reporter. Where does she work? ‘She works ot/for MTV What does she do in her free time? She goes swimming Dees De ee Procedures Phase | 1 Before class, take copies of the worksheet and cut them in half 3s indicated. In class, hand out worksheet A to half of the class, and worksheet B to the other halt, 2 Set the context and the task by telling the class: You ore organizers of o summer comp for homeless children. You hove a list of volunteers. Your tosk isto decide what you are going to do cond whot the volunteers are each going to do. 3 Individually, students read the list of chores and write their names next to the two chores they want to do, Pir off students with worksheets A and B to find out whet their partners want to do. Wite What do you want to do? I want to ... on the board if necessary In case of conflicting interest, let them sot it out with whatever language they can use. Phase It 1. Using the worksheets, elicit the questions and answers in Language output above. 2 Inpaits, students get from their partners the missing information on the volunteers. 3: Students then decide, in pairs and together, what the best chores are for each volunteer Htyou wish, regroup students so they can report on and discuss their decisions with other peers. mm emo oe oe om oom om oom ooo ooo ooeoR ooo mmLend a hand 1s01d0H, syxom 50 208. sq0p :38¥ Jaaqunjo, :AxogazeQ Teaiag reBuog touren qyeaorpurey +s9;qq0H ‘UBIH WOTeUUTY SAA0M Jo sora aauoey :qop ee 28Y saaqumyon :Ax033389, zepueused Bey ‘eureN, Burpts asaoy :serqqort wry AuuNg 240m Jo 2eIE sauisey :q0e eg 884 aeoqumyon sAr0901e9 Teqeg 198206 couren +s0yqqoH sysom Jo 20RT aaanunfo, :Az0Bone9 zapuviiiad SueW ‘OU N | PA, Ke ~~ ! | ~—| uaspmyp no dy sa date upp sno dius iat UaIpatp ino aysn dont uaspayp no dey sn do puny p puay puny © pus] puoy p puay puny p pusq BuruopseS :s9}qq0H 1s01qq0H ssoyqqoH Bururunms :sarqqoH Ss80UD AE ION JO OeTE PIO JO BVI som Jo aorta ALIN 340m Jo 20R1a 34000 :qop aoe ‘or aouodey :aor 6g 28y 208y 198N 83 eay sequmnfon :£1089989 a2aqunyon sAx08a7¢9 saerunion :Ax0993¢9 s2aqunton :Kx0Be1eD 207 [ld ‘eure, oo arp ino diay sa da puny D pus) (3 serif Uoses :eureN arpa sno day sn dae puby 0 puey eer Wud ‘eure Ne] aippp ano day sn hoe puny 0 puay salty uoreug ‘eure, Laipiyp sno dieu sn diary puoy © pus] uapse8 ay} jo ae2 aye} sasioy ayy JOYE YO. suossay Suuusims at siaSeuaay ayy uleyayua Spbj apt] ayy jo a1e> a2 swoospeq yy Uea SOYSiP alp Ysem sjeawi ayy 4002 syseL uapied ayy jo ae) aye} sasioy ayy Jaye 400] suosso} Sulwuims an sie8euss) ayy uleyaqUa Spo apt ayy Jo a1e> ayer swoosujeq ay) ue9|2 saysip ay) ysem syeaw a4 4002 siseL Panam nee ee Mee mmm ™ arya ae ny 15 ITT From Games for Grammar Practice © Cambridge University ”1.5 Aaverbials of frequency Elementary or pre-intermediate Betting game Activities and events Groups of three or four 20-30 minutes ‘Two sets of cards per group UNIT 1 Present Time and again Vocabulary Activities: Any activity students can think of for a given picture, eg. picture 1 may generate: go swimming, swim in the sea/o lake/o river, swim across the English Channel, et Adverbials of frequency: every day, more than once 0 day, quite often, almost every day, about ance a week, sometimes, a couple of times a month, ance or twice a year, not very often, hardly ever, seldom, never Comments This game gives leamers an opportunity to prectise asking questions with how often, and answering them with adverbials of frequency, while using a lot of vocabulary related to general activites and events. tis quite challenging and fun in that players rnust be able to anticipate their opponents’ answers in order to lay down their cards and win the game. That means knowing their classmates well ‘and berg able to use their picture prompt creatively. Language output ‘A: How often do you de your homework? B: I seldom do my homework Procedures 1 Before class, cut out one set of picture cards and one set of frequency cards for each group. 2 Ehat and model the language in Language output several times to make sure students are able to formulate the questions and use the adverbials of frequency. 3 Divide the class into groups and hand out the materia 4 Demonstrate being student A, using different adverbials, Show them how they can use the picture prompts creatively to generate the adverbials they want, e.g. How often do you go to the beach in the summer? About once 0 week, How often does your grandmother wear a bikinion the beach? ‘Never. Note that some of the adverbial cards are quite specific, eg. once or twice o year, while others are underspecified, e.g often. This will encourage discussion and help leamers understand that the meaning of some adverbials of frequency may vary according to the acivity they refer to, 8 often in loften catch o cold (pethaps several times a year) and I often have a holiday in the Bahamas (perhaps once every two years) 5 Playing the game Players shuffle the picture cards and place them face down in the middle. Then, they shuffle the frequency cards and deal ther out evenly, The first player turns up a picture card from the pile and deaides (a) which one of his or her frequency cards to use, and (b) wha the How offen...” question will be drected to. The {question must involve the picture on the picture card that the player has jut picked from the pile, and the purpose is to get an answer containing the adverbial on the selected adverbial cad, The player then formulates the question. If the respondent uses the adverbial onthe selected {frequency card or some other adverbial thatthe group accepis as being equivalent, then the first player may discard it. Otherwise, he or she keeps the card without showing i to the group, The first player to get rid of all of his or her cards wins the game. na yweil Wie i kd de oa i i (ie ted tea moe tk de Time and again Ee Picture cards| Ee Time and again Picture cards ae) From Games for Grammar Practice © Cambridge University Press 2001 wee er er me oT m ee ee ee ee ee me elAW a Wh We We ee ol a Wt a Frequency cards Time and again Ea —= more than . every day once a day quite often (I LL almost every day |: about once a week sometimes ahh & From Games for Grammar Pract e © Cambndge Unwersity Pr 8 2001 EERIE a couple of once or twice . not very often times a month a year = J hardly ever seldom never2.1 Gotcha! Simple past of regular and irregular verbs Elementary Questions and answers Activities and events Pairs 10 minutes Worksheets A and B, dice (two per pair) UNIT 2 Past Vocabulary Vetbs: meet, buy, see, arive, go, celebrate, eat, do, get up, come, vist, brush, read, tolk, have, spend, leave, wash, weor, give Comments ‘The objective ofthis game is to give leamers plenty of wh-questions in the simple pastas input, plus an opportunity to practise the simple past of regular and irregular verbs in staternents. Even though itis quite controlled, this activity urges leamers to talk ebout themselves, and to monitor their own language as well as their peers, as they can only score with accurate answers. Language output ‘A: Where did you spend your lost holiday? B: 1 spent my last holdoy on my uncle's form, Procedures 1 Before cass, take copies of the worksheet and cut them in helf as indicated 2 Elicit and model the language output by asking students several wh-questions in the simple past and requiring their answers to be correct, especially with regard to verb form. 3 Hand out worksheet A to half ofthe class, and worksheet B to the other hall. Pair off students with worksheets A and B, and give two dice to each pair 4 Playing the game’ D The game begins with student 8 casting the dice and adding the numbers rolled. Then student A asks the question that corresponds to that total on his or her own worksheet. For example, if B rolls the dice and they total 8, student A asks question 8 on his or her worksheet, which is: Where did you spend your last holidoy? if student B answers correctly, he or she blasts that question from student &'s worksheet. (Otherwise that question remains active and can be asked again at some other tur, depending on the dice. In other words, because incorrect answers are rejected rather than conected immediately, players are given an opportunity forse: corection at some other point in the game. Players take tus doing this. The fist player to blast all ofthe opponents’ questions wins the game. Variations If you want students to practise formulating the questions rather than just reading them, replace the questions on the worksheets with cues, Note on material Ifyou are shor of dice, hand out one to each pair and have them roll it twiceW il Gotch Eg 3 a ifepiaysak YOM [0045 OY {SeUNISULE) 104 JByOUN jhepsaysak awoy a Jam NOK pip YM AnoK ani6 Nok pip ey 06 nos pip MOH a 3 : we xh 3 3 iAeptjoy yse] sNOK ekepung \se| yseyyea1q Usley NOK ysem {Suiwow siyy awoy 2 puads nok pip aay OJ ANY NOK pip YM, se] NO pip Vay, nea] Nos pip aun YeYM sR ue aK x 3B AySiw ye] YW {puayaam se} {Aepyaysak yaar snk ysnq, ipuayaam yse} a yer nod pip oy, peal NOK pip ey NO pip sawn Auew MOH Op nod pip ey, tail 2 ‘® 2 & ‘® in tial Of & Of 3 Where did you meet What did you buy When did you first What time did you arrive rh your best friend? last week? see the sea? home last Saturday? 1 Who did you visit How many times did Where did you What did you eat + last weekend? you go to the movies celebrate your last last night? “ last month? birthday? 3 “ : What did you do What time did you How did you come 4 yesterday? get up this morning? here today? » Cambridge University Press 2007 [GEIR ITAET 21UNIT 2 Past .4 Everyday hazards ag “i Vocabulary ‘Simple past and past Verbs: hang around, walk into, look at, ight, ride, foll into, run over, go too fast, ean over ‘coffutnaces Nouns: moped, pathole, traffic officer, bike, jogger, ducks, pond, rail vel Intermediate Comments \ In this actity learners will be practising the simple past and past continuous as well as some phrasel verbs, as they compose storylines with the bits of information given. Unlike many other storytcling slong letting activites, there is no fixed story line in this case, Learners are free to link the circumstances and events ‘opic 1n any logical way they wish in order to create meaning, Funny accidents ¥ Language output ractic . Fiona wos hanging around n the mall lst Soturdoy She suddenly woked into @ huge Christmas tree right the mile ofa hal, knocking down the tree and decoratians, because she wo: looking ot mn two people fighting ond didn't see where she wos going. She quickly picked up the tre Groups of three or four nd 20 minutes pretended to be the mall's decorator, because she felt everyone wos looking at her. ereisal Procedures Set of cards 1. Before dass, cut out one set of cards for every group of three or four students, (one per group} 2. Begin to model the language by teling your class a funny accident you have ha, similar to the one in Language output, drawing attention to the simple past and past continuous forms in your story. Then get a couple of students to tel thew stories, and explore the details wath questwns, while encouraging the use of the correct verb forms 3. Divide the das into groups and hand out the materia. 4 Doing the activity Players shulfle the cards and deal them out evenly. Players take tums laying down their cards, one at atime, in the centre ofthe table to compose four story lines. The stories belong to the entire group, that is, everyone may compose and change them, Rules of the game: — Players may only begin a storyline i they have @ character card to lay down, + They may add cards to any esting stories on the table provided that the stories continue to make sense ~> They may change the sequence of cards within any story ine or move cards from one story to another in order to accommodate new cards — The player who wants to lay down a So... The end card wll have to invent its conten, thats, the end of the story. This may be done at any time during the game, and other players may continue inserting other cards in the riddle ofthe story, but they may not change its ending. — Ha player cannot lay down any of his or her cards, he or she says J pass. D The winner isthe first player to get rd of all of his or her cards Follow-up Groups choose their favourite story and tell tothe rest of the cass oaEveryday hazards Roo s 2001 ity Pr for Grammar Pracuce © Cambridge Un pug au. [24 ayy puod ay syonp 9yy Jano Buluea| OUI |]34 qe Burjoo} Ooz 843 32 “0g pug ey sey 003 JabBol e | Buio6 uanoues =|) PHATE Burpy | apedte ul “ag 7 IL _ _ pug yl Jaoyjo Dyyeuy Bupjooj-poob ajousod 99349S 343 Ul © OU! |/3} e qe Burjoo; “ag pug ey. Buiyby Hse | oad om: see | a tae ew ayy Ul al 2 aBny e | BuiBuey || " ap qe Bunjoo aT | payjem oS | euold , Fy orgy on fl ser nmnmnmwe Hew Tw meul®™ UNIT 2 Past ; " Sweet memories age fc Vocabulary Used to \Verbs: grow up, fall down, break, fight with, fail, go on a trip, have 0 date . 1 Nouns: childhood memory, toy, tree house, pet, (school) subject, complaints, idol, hero, dote, curfew, Intermediate or Schoolinice ~intermediat upper-intermediate GQ ents This game provides a lot of input and intensive practice with a wide range of verbs in the simple past and habitual past with used fo. Because the subject of childhood and teenage memories isso close to everyone's heart, the game promotes a lot of conversation and better student rapport. As such, it Growing-up memories should be reserved for the more communicative end of the lesson and used for fluency building Board game Language output ‘Groups’ ot tyro'to st, Who did you use to fight with when you were o teenager? A B: Fused to fight a lot with my sister 20-30 minutes A: Why? B: Wel, because she used to borrow my clothes without asking me frst, A: And wo used to win? B: Board and dice {one per She did, because my mother was always on her side. group}, counters one per student) Procedures 1 Prepare questions related to childhood and teenage experiences. Ask one at atime, eit answers from. the dass, and continue the conversation from there, 2s shown in Language output. Drew students) attention to the meaning and use of used to, and contrast it wit the simple past if necessary N Divide the cass into groups and hand out the material 3 Playing the game: Players place their counters atthe starting point (symbol of birth: the stork) on the board. D They take turns casting the dice and moving along the board accordingly. D Whenever a player lands on a square with a question init, someone in the group asks him ‘or her that question, and the player answers. The group should then explore the topic with further questions, answers, comments, etc. Encourage the appropriate use of the simple past and used t. D Whenever a player ands on one of the squares containing happy or unhappy events of life, he (or she must follow the instructions in them, The first player to get to (but not beyond) the finishing point (symbol of graduation: the mortarboard) wins the game. mane mmm hm mM RT OT mM Mm mH ee Ee Variations ™ 1 you are teaching teenagers, change the questions s0 ast suit thei young age ™ 2. tryou want to et your students decide what to talk about and formulate the questions themselves, replace the questions on the board with prompts, eg. GROW UP, SCHOOL, TOYS, GAMES, & DATING, MOTHER, BROTHERS & SISTERS, etc. Note on class size 5 If students are playing in pairs of groups of three, use coins instead of dice. 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Burop an} 04 ‘950 nok pip yeUM & TRUM OOOO OO OM hh hh am Wao yerooy ~ oo =UNIT 3 Present perfect and past perfect 3.1 Around town Vocabulary Present perfect simple Mostly prompted by pictures, ‘Words and expressions on situation cards: sun out of, absent-minded, spilled, tough luck, gone Tair staior through a red light, fie epper-intermediste Go auents This game has been designed to relate past events with present results, and to provide much-needed practice of the present perfect simple to express such relationships. The activity is fun in that it stimulates leamets’ imagination and acknowledges their individual contributions. Board game Recent emperiencet OF snguage output What's hoppened to Bil? He's flat broke/depressed, Why/How come? Because he has lost oll his money in the stock market Gee, that's too bad. What's he going to do now? | don't know. Never buy stocks again, | guess. Groups of two to six 20 minutes pe eres Board, set of cards, and = Procedures dice {one per group), counters fone per student) 2 Before dass, cut out one set of cards fr each group, 2 ite Bills depressed on the board, Elicit possible causes and write them to the left of the sentence, drawing students’ attention to the use of the present perfect simple, eg. He hos lost his job/tis ginlfiend has left him, etc. Then elicit plausible future actions that Bill might take, Modet the target language with several students 3 Divide the cass into groups and hand out the materia Playing the game: Players place their counters at START, shuffle the cards and place them face down on the table. ‘There are two kinds of cards. The picture cards depict present results which students must, interpret (eg. Moria is very happy) and think of causes for, using the present perfect simple (eg. She has been promoted to vice-president). The situation cards, on the other hand, provide input on the present perfect simple, plus the luck element in the game, for they contain situations and instructions that may lead the player back to the beginning ofthe board (Foss him or her closer to the FINISH point. The first player casts the dice and moves his or her counter accordingly. itlands on a shop, nothing happens, butifit lands on a house, the player picks a card and tums it face up so everyone can see what's happening inside the house, If itis a picture card, the person tothe let of the player begins interaction with him or her as shown in Language output. On the other hand, itis a situation card, the player simply reads it loud and follows the instructions oni D- Players take turns proceeding in this way. The fist player to get to (but not beyond) the FINISH point wins the game. Note on group size If students are playing in pairs or groups of three, use coins instead of dice. That way they will move cone square (heads) or two squares (tails), and get more practice.