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19472180 Intermediate Grammar Games

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  • 1. lntermediate GRAMMAR Games A collectionof grammargamesand activities for intermediatestudentsof English Jill Hadfield photocopiable rnate?ial
  • 2. Pearson ducation imited E L Edinburgh ate G With grateful thanks to David Lott,Liz Paren Harlow and GenevidveTalon for their skilful and E s s e x M 2 02 J E C England patient editing of the various versionsof a n d A s s o c i a t e d o m p a n i e sh r o u g h o u tt h e w o r l d . C t this book. w w w . l o n 9m an .c o m O J i l lH a d f e l d2 0 0 3 i Jill Hadfield T h e r i g h t o f J i l l H a d f i e l dt o b e i d e n t i i i e da s a u t h o r o f t h i s W o r k h a s b e e na s s e r t e d y h e r i n a c c o r d a n cw i t h t h e C o p y r i g h t , e s i g n s n d b e D a Patents ct 1988 A Permissioto copy n T h e m a t e r i a li n t h i s b o o k i s c o p y r i g h t .H o w e v e r t h e p u b l i s h e r r a n t s , g p e r m i s s i o no r c o p i e so f t h e p a g e si n t h e s e c t i o n sr o m p a g e 3 8 t o 1 2 8 f f t o b e m a d e w i t h o u t f e e s a s f o l l o w s :p r i v a t ep u r c h a s e rm a y m a k e s c o p i e s o r t h e i r o w n u s e o r f o r u s e b y c l a s s eo f w h i c h t h e y a r e i n f s c h a r g e ; c h o o lp u r c h a s e rm a y m a k e c o p i e s o r u s ew i t h i n a n d b y t h e s s f s t a f f a n d s t u d e n t s f t h e s c h o o lo n l y .T h i s p e r m i s s i o no c o p y d o e sn o t o t e x t e n dt o a d d i t i o n a ls c h o o l s r b r a n c h e s f a n i n s t i t u t i o n w h o s h o u l d o o . p u r c h a s e s e p a r a t e a s t e rc o p y o f t h e b o o k f o r t h e i r o w n u s e . a m F o r c o p y i n gi n a n y o t h e r c i r c u m s t a n c e s i o r p e r m i s s i o nn w r i t i n g m u s t pr i b e o b t a i n e df r o m P e a r s o n d u c a t i o n i m i t e d . E L First ublished003 p 2 r s B N0 5 8 24 2 9 6 41 P r i n t e di n M a l a y s i a P r o d u c e do r t h e P u b l i s h e r b y G e n e v i d v e a l o n f s T D e s i g n e rT r e v o rS y l v e s t eT,S G D : r In memory of l l l u s t r a t eb y : G a b r i e l l e o r t o n( u n i t s , 9 , 1 8 , 2 1 , 2 2 , 2 4 , 3 4 , 3 6 ) ; d M 3 Gillian Porter Ladousse J o h nP l u m b( u n i t s , 8 , 1 0 ,1 2 ,2 0 , 2 3 [ p 8 3 ] ,2 9 , 3 3 , 3 5 , 3 7 : 4 T e r r yM c K e n n a u n i t s5 , 6 , 1 1 ,1 9 , 2 3[ p p .8 a - 5 ] .3 1 , 3 2 ) ( inspiring writer, generouscolleague,beloved friend.
  • 3. Introduction 4 Teacher's notes .7 I Articles in general statements .7 2 Articles in general and particular statements 3 Past simple and present simple 8 4 will I 5 zuill and going to l0 6 usedto 10 7 Past continuous 1t 8 Presentperfect t2 9 Presentperfect and past simple t2 10 Presentperfect continuous t3 11 Pastperfect t4 12 Past perfect continuous 15 13 Future continuous 15 14 Future perfect 16 15 Present,past and future of must, have to and can 17 16 l- ma3,tlmightlcouldlmustlcan'thazte t7 17 Active and passiveinfinitives l8 18 Comparativesand superlatives 19 19 lVh- questions: mixed question forms 20 20 If ... will 20 2l If ... would 2T 22 If ... would hazte 2I 23 If and uhen 22 24 zuish 23 25 Presentpassives 24 26 Presentperfect and past perfect passives 24 27 Past passives 25 28 Reported speech 26 29 Time prepositions 26 30 -ing and -ed participles 27 3l Verb + -ing or * to 28 32 Constructions with preposition * -ing 28 33 Relative clauses 29 34 Relative clauseswith extra information 30 35 Question tags 3I 36 Verb + preposition 32 37 Adjective + preposition 33 38 Noun * preposition 3) 39 Phrasalverbs I 34 40 Phrasalverbs 2 35 Garnes rnaterial 37 Rules sheets 124
  • 4. 1 About games language and anal-vscits components. Other exercises.like gramrnar drills, work by presenting students with grammaticai A game is an activity u'ith rules, a goal and an clemenr patterns to repeat and imitate, to help students absorb of fun. There are two kinds of games: contpetitiucgames, the langr,ragewithout pausing fbr too long to analysc it. in which players or teams race to be the first to reach the Some of the games in this book function more like the goal, and cooperatixegames, in r.vhich plavers or teams first tvpe of,practice exercise, some more like the second. work together torvards a common goal. Languagc games can be divided into twc'rfurther categories: ling uistic games and c ttr.unttutic games. cttizte 3 About this book In linguistic gamesJ the goal of the game is linguistic The games in this book have been dcsigned to practise accuracy: in the case of these gramrnar games, using the grammar, not to introduce or explain it. This book assumes correct grammmatical forms. Commun.icative games havc that the class has already met each grammar point, and a goal or aim that is not linguistic: successfulcompletion that it has been explained in the textbook or course that of the game wili involr'e solving a pwzz.leor completing thev are folloi,ving. The gamcs are to be used as pracrice a picture. However, in order to carry out this task it will exercisesto help students get used to and remember be necessarl, to use language and by careful construction grammatical rules and patterns. Thel' are designed as fun of the task it is possible to restrict the language to certaln activities to help lighten the load of grammar learning. grammatical structures and to ensurc that these are It is up to .vou, the teacher, to decide when and hor,v to practised intensivel-v. use them, but one suggestion is as light relief at the end In this book, there is a continuurn betu'een games of a lesson which has lbcused on grammar or after a session requiring strict linguistic accuracv at one end of the scale doing more traditional, perhaps rvritten, grammar exerclses. and freer communicatir.c games at the other. In what I have called accurac.) games, there is only one right Types of game answerJe.g. only one possible match tbr a pair of cards Some games in the book are u'hat could be called 'choice' or only one right u'ord to fill a blank. ln production games) games. These tend to be more analytic, based on the the piayers have more lee'uva-v invent and create. to conscious application of a grammar rule. In them the For example, there is more than one possiblc match for players have to choose the correct linguistic form, rather pairs of cards, or players may be asked to complete as in traditional grantmar exercise types such as gap-fiIl, sentence frames in any u'ay their cxperience or irnagination sentence completion, multiple choice, etc. The difference dictates. Contrrttuticatioil games have a freer structure is not onl1, that they are in game format, u'hich means the-v where players mav use a range of language, including are more fun and lighter-hearted, but also thar in mosr the target language, to reach their goal. casesthere is a context for the game, whereas most Games can be used at any stage of thc lesson once the grammar exercises are a collection of unrelated sentences. target language has been introduced and explained. The context is verv often the students' oi.vn experiences, They serve both as a memory aid and repetition drill tastes and pret-erencessince I believe that a personal and as a chance to use language freely, as a means to element gives emotional colour to an cxercise and this is an end rather than an end in itself. They can also serve a valuable memorv aid - if you have invested something as a diagnostic tool for the teacher, who can note areas of yourseif in an cxercise you are less likell, to forget it. of difficulty and take appropriate remedial actlon. (Besides which, it's fun!) These are the types of 'choice' games in the book: 2 About grammar ruatching: e.g. matching t'uvor.vords or phrases, matching half-sentences or matching words and pictures How do students acquire grammatical understanding and 'fith ordering: e.g. ordering words to make a sentenceJ or accuracy? difficultl" is a short answer, but it scems ordering pictures and u'ords to make as long a sentence to me that students adopt two main approaches 1r.l'ith, as possible ofcourse, all sorts ofvariants and hybrids in betn'een1. coiltpleting:completing incompiete sentences or questions There are the analysts and thc absorbers those like "vho contpetitions: e.g. see how many sentencesyou can make, to dissect language into little pieces to understand how how quickly you can unrnuddle sentences it is made, and those r.l'ho sr.vallowit rvhole in enormous card gantesand other.faniliar game 4rpe.r: e.g. bingo, guips without worrying too much about the recipe. Pelmanism, happl' families, consequences, board gamcsJ Different t.vpes of grammar practice exercises reflect dominoes these two sryles of learning. Some, like gap-fi1ling, multiple tilentor! ganrcs: e.g. seeing hor,v many sentences players choice or word-order exercises, help students understand can remember and practise grammatical forms by getting them to segment 4
  • 5. 'reinforcement' way, this nced not deter you: the traditional arrangement Other games, r""hich could be called games, u'ork more like substitution dril1s or pattern of front-facing desks can be easily adapted to pairwork, practice, getting students to internalise rules by repctition with peopie at adjoining desks u,orking together, while of patterns. These games are designed to provide small groups can be forrned by two people turning their intensivc repetition of a grammatical structure or structures' chairs round to face the people behind them. Whole-class but il,'ithin a meaningful context and, since these are activities present a little more of a problem, but often games not drills, the repetition has a purpose: students there is a space big enough for the students to move are working towards winning or completing the game. around in at the front of the class, or desks can be pushed 'reinforcement' games in the book: back to clear a space in tht: centre. These are the rypes of inforntation gap ganes'. one player has access to some Sometimes an alternative small-group version of the information not held by thc other player or players, whole-class games in this book has been provided, so that who must acquire this information to complete a task teachers who experience a great deal of difficulty with successfuily. This t-vpe of game may be one-sided, or the kind of games that require students to move around reciprocal (where both pla-vershave information which can play these games in a more static format. the-vmust pool to solve a common problem). The games Games are best set up by demonstration rather than ma-u- pla-ved in pairs, or in small groups (where all be by lengthy explanation. The teacher should explain briefly members of the group have some information). what the game involves, hand out the photocopied cards, guessing gunrcr. a familiar variant on this principle. make sure students have pen and paper if needed, give The pla-ver with the information deiiberatel-v u'ithholds them a little time to study the cards, and then demonstrate ir, u'hilc others gucss rvhat it might be. the game with one of the students in front of the class. searchingg.7/zds: another t'ariant, involving the rvhoie class. It will be found that the idea of thc game is probably In these games everyone in the class has one piece of casier for students t() grasp from seeing the cards than information. Players must obtain ail or a large amount from a verbal explanation, and that as they become more of the information available to fi1l in a chart or picture or familiar with the idea of the games and the techniques to solvc a problcm. Each student is thus simultaneously uscd, any initial problems caused by unfamiliarity will a giver and a collcctor of information. quickly disappear. flhere more complicated card games ntatching garles: these may also involve a transfer of are played in small groups, a Rules sheet is provided and information. They involve matching corresponding pairs it is suggestedthat teachers hand out a photocopy of of cards or picturcs, and mav bc pla-ved as a rvhole-class this to each group of students together n'ith the cards. -Ibacher's activit-', rvhere everyone must circulate until thel'find These games are indicated in the notes with a partncr with a corresponding card or picture, or a the symbol f RtLEs sHEEr l. pairu'ork or small group activity, played as a card game The teacher's role in all these acti.ities is that of on the'snap' principle. monitor and resource centre, moving fiom group to group, nlenk)ry garzcs: players compete to remember as much listening, suppl-ving any nccessary language, noting errors, information or as man.v sentences as possible. but not intcrrupting or correcting as this impedes fluency All the above activities may include elements of role- and spoils the atmosphere. It is a good idea to carry paper play c:r of simulation. In role-play games) players are and pen and to note any persistent crrors or areas of given the name and some characteristics of a fictional difficulty. These can then be dealt with in a fecdback character. These are not role-plays in the true sense) session after the game. Various suggestions have been as the role-pla-v element is alwa-vssubordinate to the use given at the end of each game for monitoring accuracy 'closed': and giving feedback after the game. Some games are of language. The outcome of a game is once cards are distributed it develops in a certain predetermined self-checking and have an answer ke-v.In some cases wa1', while role-play proper is open-ended and mav develop students can be asked to give examples of things theit in anv number of u al's. said during the gamc, in others they can be asked to write down (some of) the sentences the-v produce and rcad them out at the end. In manv cascs the game can 4 Practicalconsiderations then be played again with different partners or, if management Classroom possible, rvith different cards. This is a particularly good There are three main t-vpesof activites in this book: idea if there have been persistent errors. pairwork, involving two partnersl small-group u'ork, The average lcngth of time for the games in the book involving groups of thrce or four or more; and whole- is about 15 to 20 minutes. class activities, 'uvhereeveryone moves freely around the room. Al1 these activities require some flexibiiity in the Resource management constitution of groups and organisation of the classroom. The resources required for each game fall into two It is best to have the desks or tables in a U-shape if categories: reusabie and disposable. iflhere a very small possiblc. Students can then u'ork'nvith the person sitting number of photocopies are needed for a whole-class ncxt to them for pairt'ork, and groups of threes and fours game or u'here students may write on their cards, it is can easily be formed b-v alternate pairs moving their chairs best to treat these photocopies as disposable, and there to the inner side of the U, opposite another pair. )ilhole- is no point in collecting up the photocopies in order to class activities, w'hich involve all the students circulating use them with another class r.vhen the game is finished. freely can take place in the empty area in the centre of In contrast, some of the games requirc a larger number the U-shape. If it is not possible to arrange desks in this of copies and an inr,estment of the teacher's time in accurate 5
  • 6. copyrng, cutting up and sorting, 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 the time and resources, obviously printing or pasting the materials onto card or laminating them would help preserve their shelflife. However, this isn't absolutely necessary I have sets of games materials printed only onto paper that have done their dury in r.vorkshops all over the world and aren't much the worse for wear after several years. X/hat is more important is providing a system to prevent the materials getting lost and disorganised. If you have a class set of ten packs of cards, for example, it is worth putting each pack into an envelope ciearly labelled with the name of the game and the number of cards. It is then the students' responsibility ro collect up all the cards at the end of the game, check that they are all there, put them back into the envelope and hand them back to you. If two packs of cards are required for a game, keep them in two smaller envelopes inside the big one, and get the students to sort them back into their respecrive envelopes at the end of the game. Finally, if you have no access to copying facilities at all, it is possible, though time-consuming, to make home-made versions of the materials b5r getting the students to work with vou to draw and write the cards. 6
  • 7. and one ofthe anrtclE cARDS from her hand, e.g. E Rrticles in general 'Camels haxe humps to store food.','A dog is man's best statements ;t'riend.','Children shottld be seenand not heard.', she can discard both cards. If she makes a grammatically Type of activity incorrect sentence, the other students can query it Smal1 group; matching; production (e.g. 'Rose is a beautiful Jlower.' -'Is that right? Shouldn't it be "A rose is a beauti;t'ulflower"?'). Grammar point Articles in general statements . If she cannot make a general statement, she should - we use a w'ith a singular countable noun: put the NouN cARD back at the bottom of the pile and A spider has eight legs. must miss a go. we use no article with plural nouns: . Then it is the next player's turn. Politi;iatts likc their ou'tt toiccs. - we use no article with uncountable nouns (e.9. ntoney, . The object of the garne is to get rid of all your love, music, intelligence, sorrozN, anger, hdppiness,food, ice): ARTICLE CARDS. Money maleesthe uorld go round. . The first person to do so is the winner. Other structures simple Present Monitoring and feedback You can ask students to write down some of therr Topic areas sentences as they produce them or after the game is General truths and well-known facts finished. At the end of the game you can go round the Challenging vocabulary class asking individual students to read out their sentences, camel, fool (n), desert politician, (n), brain, intelligence, correcting mistakes and giving feedback. If you feel it excitement,spider would be useful to reinforce the grammar, you can ask the students to play the game again (possibly in new groups). Materials and preparation . Copy and cut up one set of xoux carus and one set of aRrtcr-p c.q.Rts for each group of 3 4 students. 'no Note that on the cards, svmbol O. article' is shown by the E nrticles in general and particular statements Type of activity How to use the game t RULEs sHEErI Smallgroup;bingo;accuracy . Check that your students are familiar with the grammar Grammar point in the Grarnrnar point and with the words listed in Articles in general staternents Challenging vocabulary. Pre-teach any other words we use no article with plurals or uncountable nouns from the game you think will be unfamiliar to your class. when making general statements: . Divide the class into groups of 3-4 students. It's itnportant to haxe goodfriends. I loxe music. . Give each group a set ofaR-rtcLE cARDS and a set of we usually use a with singular countable nouns: NOUN CARDS. A dog is man's bestfriend. . Ask them to deal out all the aRrtcr-n cARDS among we sometimes use rfte to give a general statement the players. a scientific tone: The tiger is an endangered species. . They should put the NouN cARDS face down in a pile in the centre. Articles in particular staternents - we can use .l or the when we talk about particular things . They may look at their ARTICLEcARDS. we use r/re when we can make it clear which particular . The first player turns up a NouN cano from the pile. thing or things we are talking about: If she can make a general statement using this card I loztedthe music they played last night.
  • 8. - we use a wnen we cannot: Monitoring and feedback I saw a fox itt the garden last night. At the end of the game you can go round the class asking Other structures individual students to read out the sentences on the cards, Present simple, present continuous, past simple, past correcting any mismatched cards, and giving feedback. continuous, superlatives, relative clauses (recognition only) Topic areas Various Challengingvocabulary on,4nttoovo,4 choriar Ef Past simple and present simple Materials and preparation Type of activity . Copy and cut up one set ofssNrENCE cARDS and one Game 1: Smaligroup;ordering; accuracy Garne 2: Small group; information gap; communication set ofNouN cARDS for each group of 3 4 students. (For groups of 3 students leave out the fourth card.) You will need a bag for rhe NouN cARDS. You might Grammar point like to make a copy of the uncut pages for each group Past simple and present sirnple we use the present simple for actions repeated every tO ACt ASAN ANSWERKEY. day or sometimes: I go to work at 8 eaery morning. - we use the past simple for an action in the past: How to use the game I RrrLEs3rEEr__-l I utent to the interxiew at 10. . Check that your students are familiar with the grammar Other structures in the Grarnrnar point and with the words listed in None Challenging vocabglary. Pre-teach any other words from the game you think will be unfamiliar to your class. Topic areas Leisure activities. habits. appointments . Divide the class into groups of 3 4 students. Challenging vocabulary . Give each group a set of SENTENCEcARDS, a set of None NouN CARDS,a bag and an ANSv/ERKEy. . Ask the students to take one sENTINCE caRo each. They should put the NouN cARDS in the bag. Materials and preparation Garne 1 They should put the ANSx'BR KEy face down on the . Copy and cut up one set of wono csms for each table for later use. group of 3-4 students. You will also need to cur out The first player draws a card from the bag and reads one blank card for each student. 'the it out, e.g. music' or'ntusic'. Garne 2 . The player who can fit the Noux cano into one of the . Copy the scENES oF THE cRrLtE sHEET and copy and blanks on his ssN.lENCE cARD can claim the NouN cut up one set of suspects canos for each group of cano by reading out the completed sentence, e.g. 3 4 students. 'If music be the;t'ood love, play on.' or 'I loaed the of music they played last rtight.' He can then lay it on the appropriate sentence. If the other students think that the sentence is not correctJ they can query it, and How to use the games the player can change his sentence (e.g.'If the music be Garne 1 'Is . Check that your students are familiar with the grammar the food o;flove . . .' - that right? Shouldn't you say "If music be the;t'ood loae ... "?'- 'Yes. of you're right.').If in the Gramrnar point. Pre-teach anv words from the issue is still in doubt, thev can call the teacher to the game you think will be unfamiliar to your class. decide. . Divide the class into groups of 3 4 students. . Then it is the next player's turn to take a card from . Give each group a set of wono cARDS. the bag and read it. . Ask them each to write their name on one of the . The obiect of the garne is to fill up the seNreNce blank cards. CARD. . Ask them to spread all the cards out face up on . The player who does so first is the winner. the table. . lWhen the students have finished they can check their . The obiect of the garne is to rnake as many sentences with the ANSrERKEY. sentences as possible that are true for their group. 8
  • 9. . Students may use woRD CARDSmore than once. They should write their sentences down as they Awill produce them. Type of activity . Give a time limit of say 5 10 minutes. Small group; matching; production . At the end the group with the longest list of sentences Grammar point is the winner. Forrning the future with uiII - we can form one kind of future by using will and the Garne 2 infinitive (rvithout ro) . Divide the class into groups of 3-4. in the affirmative the form is Ilyoulhelshelitlwelthey will . Give each group a copy of the scpNES oF THE czuttE + infinitive: SHEET. It zt:ill be cloudy tonloruoz!. in the negativethe form is llyoulhelshelitlwelthey won't . Tell them that this shows houses that were burgled on + infinitive: the night of September 27'n. ln each house the burglar It zlon't be cloudy tonlorroLo. left in a hurry, leaving some objects behind. These clues - in questions the form is u:ill Ilyoulhelshelitlwelthey are illustrated on the rooms. + infinitive: . Give each group a set of suspECTS cARDS. Will it be cloudy tontorrou? - the short form of zuillis 'll . Ask them to put the suspECTS cARDS face down in a we can use shall and shan't instead of will and won't pile on the table. with 1 and zrre: . The object of the game is to find out r.vhich suspect I shall seeher tonlorrozr. committed each crime. I shan't see tonnrrou. her . The first player takes the top suspECTS cARD from Other structures the pile. None . She should look at it but should not shorv it to the ottrers. Topic areas She tells them the name(s) of the suspect(s). The future, daily life. science. inventions . The others must ask questions based on the clues in C h a ll e n g i n g v o c a b u l a r y the scENES oF THE cRI,tE SHEETto find out more dis as communic e e, ation,populatiort about the suspect and to match the suspect with the 'Does crime, e.g. he smoke?'r'Did he go to a concerton Septentber22"'?' Materials and preparation . The first player may only say 'Yes' or 'No'. . Copy and cut up one set of -rIl.lg c,tRns and one set of . tilfhen the group have matched the suspect to the crime CRYSTALBALL CARDSfor each group of 3 4 students. they should fiIl in the name on the ScENESoF THE CRIME SHEET. . Then it is the next player's turn to take a card from How to use the game t RrrLEslHEEr___l the pile. . Check that your students are familiar with the grammar in the Grarnrnar point and i,vith the words listed in . The group who are able to filI in all the names of the Challenging vocabulary. Pre-teach any other words suspects on the scENES oF THE CRIME SHEETfirst are from the game you think will be unfamiliar to your class. the winners. . Divide the class into groups of 3 ,l students. Monitoring and feedback . Give each group a set of -rlltp c,rnos and a set of Garne 1 CRYSTAL BALL CARDS. At the end of the game you can go round the class asking individual students to read out their sentences, correcting . Ask them to deal out the TIME cARDS. mistakes and giving feedback. If you feel it would be . They should put the cRysrAL BALL cARDS face down useful to reinforce the grammar) you can ask the students to play the game again. in a pile in thc centre. . They may look at their TIr,rE cARDS. Garne 2 Ask each group to report back on one suspect, e.g. . The first player turns up a card from the pile. If she 'W'e burgled hotrseno I because know the Smith sisters they can make a sensible prediction with tuill using one of smoke and they went to a concert on September22"r.' the TIME cARDSfrom her hand, e.g.'The weather 'People tomorrow will be sunny.' or will lixe on Mars by 2500.', she can discard both cards. . Some cRysrAL BALL cARDS combine more appropriately/ meaningfully with some TII,TEcARDS than others, e.g. 'The ueather tonlorrou will be rainy.' is appropriate but 9
  • 10. 'The weather in tzuoyears'tinte will be rainy.'is not. It is Materials and preparation up to the players to select the most appropriate rrul . Copy and cut up all the IICTURE canps and all the cARD fiom their hands. As the game goes on, and players spEECHBUBBrF cARDS for each group of 3 4 students. have fewer TIME cARDS, this will get harder. In these If you wish you can divide these into tN.rEN.rIoNs and cases the group can decide whether a sentence is a pREDrcrroNS. You could use the INTENTIoNS set to play sensible prediction or not. with first, before using the IREDICTIoNS set. Or you . If a player cannot produce a prediction that the other could mix the two sets up and play with both together. players think is sensible, then he shouid miss a go. You might iike to make an uncut copy of both sets of cards for each group to serve as an ANSI(1ER KEy. . The obiect of the garne is to get rid of all your cards. . The player who does this first is the winner. Monitoring and feedback How to use the game f- RULass+Er I You can ask students to write down some of their . Check that your students are familiar with the grammar sentences as they produce them or after the game is in the Gramrnar point. Pre-teach any other words finished. At the end you can go round the class asking from the game you think will be unfamiliar to your class. individual students to read out their sentences, correcting . Divide the class into groups of 3-4 students mistakes and giving feedback. If you feel it would be useful to reinforce the grammar) you can ask the students . Give each group a set of IICTURE cARDS, a set of to play the game again (possibly in new groups). spEECHBUBBLE can-os and an.NSwER KEy. . Ask the students to deai out all the cards. . They should keep the ANSrER t<Ev face down to check their sentences at the end. . They may look at their cards. El witl and going to . The first player takes a rICTURE cARD from his hand Type of activity and places it on the table where all can see it, saying Small group; matching; accuracy the sentence on the picture if there is one. If the player does not have a PICTUREcARD, the turn passes to the Grammar point next player. Intentions and predictions with u:ill and going to . If any player has a suitable SIEECH BUBBLEcARD to we can use will and going ro for intentions and predictions, but there are differences in their use complete the cartoon, he or she should put it on the table with the IICTURE cano, saying the phrase in the Intentions bubble. The two cards may then be piaced together - we use will for an intention that is formed at the to make the cartoon at one side of the table. moment of speaking: . Then it is the next player's turn to put down a card Let's haae a party! - Good idea. I'll phone e'uertonetonight. - we use going to for an intention that has already been from his hand. formed: . The obiect of the game is to get rid of all your I'm going to go to the party tonight. (I made my mind cards. up a while ago) . The first player to do so is the winner, but the game Predictions should continue until all the pICTUREand spr,scu - we use will for predictions that we think or believe to BUBBLE cARDSare paired up. be true: . At the end, groups should look at the completed Man usill li'ue on the moon in the next 100 years. - we use going to for something that we think is about to cartoons and discuss whether the best speech bubbles happen, usually when there is visible evidence: have been matched to the pictures. They may want to Watch out! You're going to fall of;f that ladder! make some changes. Then they can check their answers with the key. Other structures None Monitoring and feedback Check to see if any students do not understand why the Topic areas answer key is different from what they have produced. Plans, predictions In such cases,you can explain why the answer key is correct. 10
  • 11. . The player they are talking to may then ask up to E used to three questions, e.g. 'Did 'Did he use to be a z:icar?', Type of activity he use to haztelong hair?' X4role class; matching game; communication . If the second player stiil cannot guess after the clue Grammar point and the three questions, the first player can give Used to + infinitive them direct information, e.g.'My grandpa used to - we use used to with the infinitive to describe what be a spy.' someone did in the past but does not do now: . When players have matched all the grandpas with He used to liae in Enpland but now he lirLesin their younger selves and written the names on the NezuZealand. 90rH BIRTHDAYPICTURE,they can sit down. we form the negative by using nexer used to or didn't . They should compare their answers with the person use to'. sitting next to them. He neoer used to smoke. (but now he does) He didn't use to smoke. Monitoring and feedback we form questions with did and use to: Ask students to report back, describing what their Did he use to lizte in London? grandpa used or didn't use to do. Other structures None Topic areas habits, Jobs, hobbies Challengingvocabulary politician, trapeze artist, pilot (n), sailor, journalist, aicar, sp, (n), farmer, policeman,, gardener E Pastcontinuous Type of activity Whole class, then small group; memory; accuracy Materials and preparation Grammar point , Make a copy of the 90fI'BIRTHDAv IICTURE and the Past continuous - forrn pHoro ALBUM for each student. Copy and cut up one to form the past continuouswe use: set of cruq,NnpAcARDS for each group of l0 students. Ilhelshelit was + fverbl-ing Youlwelthey were+ lverb]-ing . If you have fewer than 10 students in your class, some will have to have two cRANDnA cARDS. If you have Use more than l0 students, play the game in two groups. the past continuous is used to describean ongoing action in the past, often one which is interrupted: She utas zlalking to the shopswhen shefell. The students usere talking about the dancewhen the How to use the game teacher came in. . Check that your students are familiar with the grammar Other structures in the Grarnrnar point and with the words listed in Pastsimple, imperatives Challenging vocabulary. Pre-teach any other words from the game you think will be unfamiliar to your class. Topic areas Everyday actions . Give one copy of the 90''" BIRTHDAYPIcruRE and one PHoro ALBUM to every student. Challengingvocabulary pat (v), rub (v), stomach, scratch (v) . Give each student one cRNDpA cARD. . If you have fewer than l0 students give some students tWO GRA.NDPA CARDS. Materials and preparation . The object of the garne is to match the grandpas . Copy and cut up a set of nctll'Ity cARDS so that each in the 90rH BTRTHDAv prcruRE with the photos of student in the class has one card. their younger selves in the r,Horo ALBUM and to write their narnes on the 90rH BIRTHDAy pICTURE. . To do this students will have to get up and move around How to use the game the group, exchanging information with other players. . Check that your students are familiar with the grammar . Each player is allowed to give one clue about their in the Gramrnar point and with the words listed in 'own' grandpa. Having Challenging vocabulary. Pre-teach any other words worked out who their'own' grandpa is on the 90rH BIRTHDAvIICTURE and in the from the game you think will be unfamiiiar to your class. pHoro ALBUM, they say something he didn't use to . Ask one student to so out of the classroom. do/have/be, e.g.'Mt grandpa didn't use to haae a beard.' 11
  • 12. Distribute the ACTIvITy cARDS so that cach student IJse has one. - the present perfect is used to talk about an action or event that happened in a period of time thar is not Some activitics arc ver-v simple (e "g. u'a1k round the vct finishedr or that still has relevance to the present: room); some involve a little mimc (e.g. drink ver-v hot It hasn't rained so;t'ar this zueek.(rt's still this week) tea). Give the mimes to the more extrovert students. Haz.teyou ezterbeen ro Paris? (in yorrr life which 'fe1l 'Go' them that rvhen you sa.v thel' should bcgin isn't finished) miming or doing that action and continue till you I'ue spent all rny ntonej,. (and I still haven't got any) say'Srop'. Other structures Say'Go'. None $(hen everyc'rne miming or doing their action, opcn is Topic areas the door and ask the student outside to come in. Events Lct the actions continue for a fer,vmore seconds then Challenging vocabulary say'Srop'. secret,lie (n), proposal, snail Ask a few students rvhat thcy rverc doing when the student came in. Then put them in groups of tbur. Materials and preparation . Copy onc eUESTIONBOARDand copy and cut up two Ask each group to try to remember what ever-vone sets of EVENT cAIr.DSfor each group of 3 4 students. was doing, e.g. You will aiso need a counter for everv student and a 'Alicid uds singirtg.' -'Yes, and Sonia antl l{eiko zuere dice for each group. dancing.' 'IWat trIanuel doing?' -'Slecpitg. zutts he tuds rectdilry.' How to use the game F o , - " r . . * . r T ---. ' l L t:-j - ' . The group should then u'rite dorvn what everyone . Check that your studcnts are familiar with the grammar was doing. in thc Grarnrnar point and n'ith the words listed in . Go through all the sentences r'vith the whole ciass. Challenging vocabulary. Pre-teach any other ''ords from the game you drink u'ill be unfamiliar to your class. . The object of the garne is to write as rnany true . Divide students into groups of 3-4. sentences as possible. . The group with the most senrencesat the end is . Give one copy of the eupsrloN BoARD and two sets thc winner. of Evt.;x'r cARDS to each group in the class. . Each gror.rp should also ha','e counters and a dice. Monitoring and feedback lilrhen 1'ou go through the sentcnces u'ith the rvhclle class, . 'lhey should shuffle the EVENT carus and deal out make a note of an-v crrors and provide feedback on these seven to each player. after thc game is finished. . They should place the rest face down in a pile in the centre. . -fheir should ali place their counters on srART. . The first playcr shakes the dice and moves his counter the appropriate number of spaces on the board. E Present perfect . When he lands on a square he should select a card Type of activity from his hand and make a question. He should use 'good Small group; board game; production the present perfect, the word(s) on the card (e.g. 'in books') and the phrase on the board (e.g. the last Grammar point fotrr months'). He can ask thc question, e.g.'Have you Present perfect - forrn - to form thc affrmative we use haxe and dre past participle: read somegood books in the last fotrr months?') to any other player, who should answcr it. Ilyottlueithel' htt.-e + past participle Helshelit ias * past participle . FIe can then place his card at the bottom of the pile to form the negati'"'e'c usc haxen't anci the past participle: and the turn passes to the next player. Ilyotrlweltltey ltaxert't + past participle . If he cannot make a question then the turn also passes Helshelir httsn't * past participle to the next player. - to form questions we use hate and the past participle: Hat'c I ;ott ;:'c th,'1'+ past participle? . If anyone runs out of cards they may take another Has helshelir + past participle? from the pile. 12
  • 13. . The object of the garne is to get to the end of . Divide students into groups of 3-.1. the board. . Give one copl* of the ptcruxl BOARDand both scts of . 'fhe player n'ho does so first is the n'inner. TIrfit C.RDS each group as rvell as countcrs and a dice. to . The group should also have an ANSwERrnv. The.v Monitoring and feedback You can ask students to $'rite dou'n some of tireir should place it f'ace down on the table, only referring sentences as they produce them or after the game is to it to check that the questions are correctlv formed. finished. At the end you can go round the class asking . Thc students should shuffle the rtr.tE c.{Ros and olacc individual students to read out their sentences, correcting them f-acedor,vn in a pilc in the centre. mistakes and giving feedback. If you feel it would bc . They should a1l place their counters on srAKt'. useful to reinforce the grammar, .vou can ask the students to play the game again (possibly in new groups). . The first player shakes the dice and moves her counter the appropriate number of spaccs on the board. . iil'hen she lands on a square she should take the top card frcm the pile and make a question using the ilord or phrase on the card and the picturc on the board. She can ask the question to an-v other p1ar,er,rvho E Presentperfect and should ansu,erit. past simple ' She can then place the card at the bottom ef tha nilo Type of activity . -fhen it is the next pla.ver'sturn. Small group: board gamel production . Pla-versnlav somctimcs bc unable to come up il ith a Grammar point sentence that makes good sense, e.g. a player landing Present perfect ort'the Grettt Wali oJ Chinu' and picking up the card - r.l'hen we are talking about an action or event that 'tltis norrtirtg' might find it hard to make a sensibie happened in a period of time that is not yet finished, sentence ('Hcn;e .'ou been to the Great Whll o.fChina this we use the present perfect: morning?'), though a resourceful player n-right come up It hasn't rained all zaeek.(it's still this week) 'Httz,c with something like lLttr heard the neztsdbout the Haae you exer been to Paris? (in 1'our life - which isn't Great lYall tf China this ntornbry?' If a pla-ver cannot finished yetl) produce a sensible sentence, then she misses the go. Past sirnple Other players can challenge sentences on grounds of when ll'e are talking about an action in a time period logic and grammar. that is over, we use the past simple: . The obiect of the game is to get to the end of the I usent to Paris last 1tear. (last year is finished) board. I didn't eat cabbagezuhenI uas a child. (I'm not a . The player who does so first is the lvinner. child an-vmore) Did you see him j,esterday?(yesterdal, is finished) Monitoring and feedback Other structures You can ask students to n'rite down some of therr None sentenccs as the!' produce them or after the game is finished. At the end you can go round the ciass asking Topic areas individual students to read out their sentences, correcting Jobs, habits, hobbies, personal information mistakes and giving feedback. If you feel it would be Challenging vocabulary useful to reinforce the grammar, ]'ou can ask the students None to play the game again (possibly in ncw groups). Materials and preparation . Copy one IICTURE BoARD and copy and cut up both sets of-rllts cARDS for each group of 3-4 students. You could give each group the uncut page as an ANSER IEI Present perfect r<nv, showing which time expressions are used with the present perfect and u'hich rvith the past simple. continuous You will also need a counter for ever]' student and Type of activity Small group; matching; accuracy a dice for each group. Grammar point Present perfect continuous - forrn - we fbrm the present perfect continuous with hdae I How to use the game T RrrLEs sHEErl has beett+ [verb]-irg: . Check that your students are familiar with the grammar I hazse been usaiting ;t'or three hours. in the Grarnrnar point. 13
  • 14. Use we use the present perfect continuous to talk about I[ Past perfect situations which started in the past and are still going on: Type of activity He's been talking on the phone for oter an hour. Pairwork; information gap; communication - we also use it for activities which have just finished and which explain a present situation: Grammar point Your hands are all red. - I know, I'zte been painting Past perfect - forrn - to form the affirmative we use had and the Dast the liaing room. participle: Other structures Ilyoulhelshelirlwelthey had + past participle Present continuous, be, hat-te - to form the negative we use hadn't and the past Topic areas participle: Family life Ilyoulhelshelirlweltheyhadn't + past participle - to form a question we use had and the past participle: Challenging vocabulary + Had Ilyoulhelshelitlzuelthelt past participle? scratch (n), muddy, smoke (n), black eye, ntess(n), feather Use - we use the past perfect to talk about an action or event that happened before another event in the past. Materials and preparation II/hen I got ro the station, the tain had alreadg left. . Copy and cut up one set ofaccusattoN canos and I was sure I'd seen her somewhere before. one set ofexpLaNRtIoN cARDS for each group of We went to Paris last year. I hadn't been there before. 3-4 students. Had I seen hint somewherebefore? wasn't sure. I Other structures Pastsimple How to use the game Topic area . Check that your students are familiar with the grammar Everyday actions in the Grammar point and with the words listed in Challenging vocabulary. Pre-teach any other words Challenging vocabulary from the game you think will be unfamiliar to your class. rescued,parrot, propose . Divide the class into groups of 3-4 students. . Give each group a set ofaccusATloN caRns and a set Materials and preparation of sxpt-cNATroN cARDS. . Make two copies of the ear-r-ooNIs-r's i-aNoINc.picture . Explain to the students that they are members of a and copy and cut up one set ofsvnNt canos for each Iarge family and are always getting into trouble. pair of students. . They should deal out the Expi-ANATIoN cARDS and put the accusaroN cARDS face down in a piie in the cenue. . They may look ar their EXILANATIoNcARDS. How to use the game . Check that your students are familiar with the grammar . The first player turns up an ACCUSetIoN cano from in the Grarnmar point and with the words listed in the pile. Pretending to be the Mum or Dad he/she Challenging vocabulary. Pre-teach any other words reads out the caption e.g.'This room'sfull of feathers!' from the game you think will be unfamiliar to your class. and, showing everyone the card, asks'lVhat's been going on?' The other players, pretending to be the . Divide students into pairs. children, shouid look at their cards. . Give two copies of the eat-t-ooNrs-t's L{NDING picture . The player with an EXIIANATIoN cARD that matches the and one set of eveNr CARDS every pair. to accusation can produce it, offering the explanation . They should take one picture each. e.g.'We'oe beenhaaing a pillow fight.' . They should shuffle the EVENT caRos and place them . The first player can then discard the card. in a pile face down. . Then it is the next player's turn to be Mum or Dad . Explain that several things had happened just before and turn up an ACCUSATION CARD. the balloonist landed. The r,vnNr caRos show oictures . The object ofthe garne is to get rid ofall your cards. to explain what had happened. . The first person to do so is the winner. . One student takes a card from the pile and describes what had just happened to him when the bailoonist Monitoring and feedback 'IWen landed: the balloonist landed, I had just fallen o;[f You can ask students to write down some of the sentences my bike.' that they produce in the game. At the end you can go . The object of the garne is to draw in all the people round the class asking individual students to read out in the right places on the picture. their sentences, correcting mistakes and giving feedback. 14
  • 15. . rilfhen the student with the card has described what _-l How to use the game t RrrLEisHEEr had just happened, both students should draw in the . Check that your students are famiiiar with the grammar person in the right place on their picture. They should in the Grarnrnar point and with the words listed in not show their pictures to each other. Challenging vocabulary. Pre-teach any other words . If students prefer not to draw, they can write in the from the game you think will be unfamiliar to your class. number of the event card in the appropriate place on . Divide students into groups of 6-8 and then divide ( r hr p ri r. Lr r nint"ro e c s . 5. l' h., rha h ri !n ! "^ -! .l - v l l J r r Lqr l t them into pairs within each group. $fith groups of 7 . Then it is the next player's turn to take an EVENT divide them into pairs and a threesome. CARD from the pile. . Give one copy ofthe eROap SQUARE BOARDJ one set of . At the end of the game, both players should compare CRIMINAL can'os and one set of cr-uB cARDS to every pictures - are they the same? group. Give one suspECT Lisr to each pair. Give out counters and dice to each group. Monitoring and feedback . Without looking at the cLUE cARDS rhe studenrs Ask each pair to say one thing about their picture, e.g. 'IYhen should place one face down on every house on the the balloonist landed, a man had just fallen off his bike.' BROAD SQUAREBOARD. . Ask the students to deal out the cRTMTNAL cARDS equaliy to each pair. The pair may look at their cards. . They should all place their counters on srART. IE Pastperfect continuous . Tell the class that a burglary was committed in each Type of activity house in the square at 8 o'clock last night. The Small group; board game; communication burglaries were committed by the people on the SUSPECT LIST. Grammar point . The obfect of the garne is to find out which Past perfect continuous - form in the affirmative we say: criminal burgled which house. Ilyoulhelshelitlwelthey + had beenl'd been . The first pair of players to find out are the winners. + [verb]-ing . The first pair of players begin. They should shake the. - in the negative we say: dice and move their counter the appropriate number Ilyoulhelshelitlwelthey + had not beenlhadn't been + [verb]-rng of spaces on the board. - to form questions we say: . V/hen they land on a house they should turn up rhe Had + Ilyoulhelshelitlwelrhey been + lverbl-ing? CLUE CARD that is on that square and look at it without letting any other player see it. Use we use the past perfect continuous to talk about a long . The cr-un caRo gives information about something that action that happened before another action in the past: was found in that particular house. The pair of players IVhen the bus finally arriaed I had been uaiting for with the card can discuss its implications (quietly so nearly an hour. the others don't hear!) e.g. (turning up the card with 'Aha, the paint fingermarks): so the burglar had been Other structures painting!'They should then replace the cr-ur cARD face Pastcontinuous down and note down the information on the suspect Topic areas list in order to remember ir, e.g. house 4 - sand. Leisure activities, crime . If the players land on a question mark, they can consult Challenging vocabulary the suspECT usr and choose a name e.g. Joe Bloggs. fingermark, handprint, footprint, helmet, nail, boxing, They first find out which of the other players is Joe puttingup sheltes Bloggs and then ask the suspect 'lY/hat wereyou doing at 8 o'clock last night?' (the time of the crime) and 'lVhat had you been doing up till then?' The player hoiding the Joe Bloggs card must answer. Players (all Materials and preparation players, not just the ones asking and answering) can . Copy one BRoAD seuARE BoARD for each group of 6-8 make notes about the replies on their suspECT Lrsr. students. Copy and cut up one set of cr-un canos and one set of cnnrtNeL ceRos for each group. Copy one . Then it is the next pair's turn. suspECT usr for each pair of students. You will also . The game ends when one pair have correctly matched need a counter for everv pair of students and a dice all the names on the list with the house numbers. for each group. Monitoring and feedback 'We Ask each pair to say one thing, e.g. know Fred Cloggs burgled n'' ... because had beenpainting.' he 15
  • 16. Part 2 IE ruture continuous . Divide the students into pairs within their groups (or an individual and a pair in the case of threesomes). Type of activity Then regroup the students so that each pair ofstudents Part 1: Individual then small group; guessing; production is with a new pair or individual from a different group. Part 2: Smali group; memory; production . Ask the students to try to remember everyone's Grammar point sentences from their first group, e.g.'Maria will be Future continuous - form - in the affirmativewe say: driaing to London on Friday eztening.' IlT,oulhelshelitluelthey uilll'll be + fverb]-ing + . The obiect of this part of the garne is to - in the negativewe say: rernernber the rnost sentences. Illtoulhelshelirluelthey zuillnotluon't be + fverb)-ing + . The group with the most sentences is the winner. to form questionswe say: Will Ilyoulhelshelirlzuelthey be + fverbl-ing? + Monitoring and feedback Use Part2 we use the future continuous to describean ongoing You can ask students to write down some of therr action at some titne (often precisel-v specified)in sentences as they produce them or after the game is the future: finished. At the end you can go round the class asking At 5 o'clockon SarurdayI utill be driz.ing to the airport. individual students to read out their sentences, correcting Next sumnter be tra<:elling aroundGreece. I'll mistakes and giving feedback. If you feel it would be useful to reinforce the grammar, you can ask the students Other structures to play Part 2 agarn, in new groups. None Topic areas Everydayactions Chal lenging vocabulary Studentsgeneratetheir own vocabulary.Be preparedto provide support. l4 ruture perfect Type of activity Individual, then small group; guessing; productron Materials and preparation Grammar point Part 1 Future perfect - forrn . Coov the spNrsxcss FRIH,for evervstudent in the class. in the affirmative we say: Ilyoulhelshelitlwe,tthey willl'll haxe + past participle + in the negative we say: Ilyoulhelshelitlwelthey+ will not I won't haae + past participle How to use the game to form a question we say: Part 1 Will Ilyoulhelshelirlwelthey * haae + past participle? . Check that your students are familiar with the grammar in the Grarnrnar point. LJse we use the future perfect to describe an action that . Give one sENTENCES FR,IE to each student. will be completed by a certain time in the future: . Ask them to filI in the frame with sentences, using the By this tinte romorrou I zaill haz:e finished m! essaJ'. future continuous, that are true for them. Other structures . They should not show their sentences to an-vone else. None . Then group the students into threes and fours. Topic areas Everyday actions . The obiect of this part of the garne is to guess each other's sentences. Challengingvocabulary Students generate their own vocabulary. Be prepared to . The first player begins by giving the flrst date on the provide support. frame to the other players and telling them two things 'On he won't be doing on that date e.g. Saturday eaening at 8 o'clock, I won't be reading a book, and I uon't be sitting at home watching teleaision.' Materials and preparation . The others must try to guess the sentence e.g.'Will . Copy and cut up enough copies of the IRoMISES, pROMISESSHEETfor everv student to have one. you be dancing?','Will you be eating dinner?' . Wrhenthey har.e guessed. it is the next player's turn and so on until all the players have guessed each other's sentences. 16
  • 17. How to use the game Grammar point . Check that your students are familiar widr the grammar Compare the use of forms for talking about obligation, prohibition, permission and ability in the Grammar point. Expressing obligation . Give one PROMISES, PROMISES sHEET to each student. - present: I ntust go to the dentist. . Ask them to imagine the future past: t had to go to the dentisr last week. this time next year. future: I usill haoe to I rtust go to the dentist next month. Ask them to use the future perfect to complete the three sentences with: Expressing lack of obligation 1 a fact (something they will definitely have done) - present: I don't haoe to stay late today because the 2 a promise (something they promise themselves meeting is cancelled. they will have achieved) - past: I didn't hazse to stay late on Tuesday becausethe 3 a wild dream (wish-fulfilment!) meeting was cancelled. - future: I uson't hazte to stay late tomorrow becausethe . They should not show their sentences to anyone else. meeting is cancelled. . Group the students into groups of 3-4. Expressing prohibition . The obfect of the garne is to guess each other's present: You rnustn't smoke in the waiting room. sentences and to decide which are facts, which Mustn't in this sense has no past or future equivalent are prornises and which are drearns. so another verb must be used: . The first player begins by giving the other players past: You useren't alloz*ted to smoke in the waiting roont. I You couldn't smoke in the waiting room. three clues about the subiect matter of her sentences, - future: You uton't be alloztsed to smoke in the waiting e.g. exam, job, marriage. The order of the ciues must room. I Yotr uson't be able to smoke in the waitins room. not match the order of the sentences. . The others must try to guess the sentences:'Will you Expressing perrnission - present: You can I rnay useyour mobile phone here. haae got married?' They must then try to decide which - past: You could I zaete alloztsed to I z.uere able to use is fact, which is a promise and which is a dream. your mobile phone here last week btfi they'z,e banned it now. . Then it is the next player's turn to give clues while the - future: You ztsill be able to I uiII be alloused to use others guess. ltour mobile phone when you get there. Monitoring and feedback Expressing ability After the small group guessing game, you can if you - present: I can suim. like extend the game into an activity where all students - past: I couldn't driae when I zuas 18. stand up and move around, asking and answering - ftrture: I will be able to tyDe zuhenI haoe finished questions about each other's facts, promises and dreams. this course. Set a time limit for this part of the activity, then ask Other structures students to sit in groups of 4-6. They should take a None piece of paper and divide it into three columns with ' ' ' Topic areas the headings Facts', Pronises' and Dreams'. Ask them to put as many items as they can remember in each Everyday actions 'Maria 'Peter column, e.g. zpill haxe got married.' will 'Anya Challengingvocabulary have found a new job.' will have written a best-selling 'llte Studentsgeneratetheir own vocabularv. prepared Be to novel.' group with the iongest list at the end is providesupport. the winner. You can, if you like, collect in the papers and make a wall-poster, like this, writing a list under each heading: By this time next year we ... (class 5) Materials and preparation will definirely haz;e ... . Make enough copies of the QUESTIoNNATRE each for promise rhat we will haxe ... pair of students to have one. fantasisethat we uill haae ... How to use the game . Check that your students are familiar with the grammar in the Grarnrnar point. IE Present,past and . Divide students into pairs. future of must, . Give one eUESTIoNNAIREto each student. have to and can . Ask them to fill in their quesrtoNNAIRES with as many answers as oossible that are the same for both of them. Type of activity Pairs; completing and matching; production 17
  • 18. . The obiect of the game is to find as rnany How to use the game sirnilarities as possible. . Check that your students are familiar with the grammar . It may help to give a time limit for each of the three in the Grarnrnar point and with the words listed in sections, e.g. 5-10 minutes. Xrhen the time limit has Challenging vocabulary. Pre-teach any other words expired, ask them to go on to the next section. from the game you think will be unfamiliar to your class. Monitoring and feedback . Divide the class into groups of 3 4 students. Ask pairsto reportbackwith oneor two of therr . Give each group a set of at-lnt cARDS, a LIST oF sentences. cHARA,CrERSand a HctusB luqN. . They should put the ALrBr aTARDS face down in a pile in the centre. . Explain that the HoL;sE rrl.AN shows a country house in which a murder has been committed. The dead man is Xavier whose body was found in the conservatory. lEl maytmighttcouldl He had been killed with a billiard cue. They should mustlcan't + have study the HousE ILA.N to familiarise themselves with the layout ofthe house and the Lrsr oF cHAR{crERS Type of activity to find out who was in the house at the time. Small group; information gap; communication . The obfect of the garne is to find'whodunit'. Grammar point . The group who does this first are the winners. May lmightl couldlrnustl can't + hazte- forrn we can use most modal verbs, e.g. may, might, could, . The first player turns up an AIrBI cRRo from the pile and mLtst,can't (but not can), wrth haae * past participle: lays it face up where ever.vone in the group can see it. may haxe done, might haae gone, could haae said . Piayers make deductions based on the statements on 'So Use the card, e.g. Attnette might haz,edone it!','John can't - we can use these modais to indicate degrees of haz-;edone it becattsehe was uith Daaina in the library certainty that something happened in the past then', etc. we use could hate to indicate the least degree of . The students can make notes on the rrsr oF cItR{crERS certainty, a weak possibility: as they piay dre game. They may have to revise opinions I supposehe could hatse gone to London. as further cards with more information are turned uo - we use maylmight haxe to indicate 1[21 s6llgthino in the course of the game. possibly happened: . The players il'ill be able to find the murderer by a He's not there he might hansegone out to lunch. - we use can'tlcouldn't have to indicate a near certaintv process of eiimination. il7hen everyone else has an that something did not happen: alibi only one character will be left (Margaret). He can't hazse dorte it - he's not that kind of person! Monitoring and feedback we use must haae to indicate a near certainty that Ask groups to report back on their'thought processes': something did happen: 'At first we thought Annette could har:e done it The light ltot on - they rnust hazte gone out. b e c a u s e . . . 'e t c . , Other structures Past simple, past continuous, past perfect Topic areas Rooms in a house, everyday activities Challengingvocabulary drawing roont, trio, shriek (n), conservatory, aiolirr, IZ Rctive and passive pop in, aerandah, billiards, (billiard) cue, sueam (n), inf initives soundproof, parlour Type of activity Pairwork; guessing; production Grammar point Materials and preparation Active and passive infinitives . Copy and cut up one set ofaLtst cRRts and one copy - active infinitive in the present, e.g. to lozte: ofthe riousn plqN and LIST oF cHAR{crERS for each He promised to lozse her forever. group of3 4 students. - active infinitive in the past, e.g. to haxe lotsed'. It is better to hazse lozsed and lost than nexer loaed at all. passive infinitive in the present, e.g. /o be loaed'. She wants to be looed for herselfnot for her ntoney. 18
  • 19. - passive infinitive in the past, e.g. to haxe beenlozted'. My car is faster than yours. The mosr important thing in ltfe is to haae loxed and to Jill's car is the fastest. hanse been loz;ed. - with most one-syllable adjectives and some two-syllable adjectives we form the comparative by adding -er and Other structures the superlative by adding -esr: small - smaller - smallest Presentsimple - when a short adjective ends in consonant + -1, we Topic areas form the comparative and superlative by changing the Wishes and hopes -y to -i: pretty - prettier - prettiest vi'hen a short adjective ends in consonant * vowel * Challengingvocabulary consonant, we form the comparative and superlative Students generate their own vocabulary. Be prepared tcr by doubling the final consonant: hot - hotter hottest provide support. when a short adjective ends in -e, we form the comparative by adding -r and the superlative by adding -st'.gentle gentler - gentlest Materials and preparation - with adjectives of two syllables and more the . Make enough copies of the QUESTIoNNAIRE each for comparative and superlative are usually formed student in the class to have one. using more and most'. intelligent - nlore intelligent - most intelligent exceptions are: good better - best How to use the game bad-worse-worst . Check that your students are familiar with the grammar - - far further furthest (or farther farthest) in the Gramrnar point. Other structures . Divide students into pairs. None . Give one euESTIoNNAIREto each student. Vocabulary area . Ask them to sit back to back. personal Possessions, information . Ask each student in the pair to imagine they are Challenging vocabulary None the other. . Get them to fiIl in the QUESTIoNNAIRE, imagining they are the other person. (They should use both passive and active infinitives.) Materials and preparatlon . Copy one cuE BoARD and all 48 olrplnpucE cARDS . V/hen they have finished, get them to turn round and for each group of 3-4 students. Cut the DIFFERENCE discuss each sentence with their partner. How many CARDSvertically into four sets for each group so that were right? each player will have two strips of different pictures, . The object of the garne is to get as many correct both with the same number (1-4) at the top. Do not guesses as possible. cut them up into individual cards - the students will do this. You will also need a counter for every student . The pair who get the most correct guesses are the and a dice for each group. wlnners. Monitoring and feedback At the end of the game you can go round the class asking How to use the game I RUrEs sHEEr I individual students to read out the sentences they have . Check that your students are familiar with the grammar written down, correcting mistakes and giving feedback. in the Gramrnar point. . Divide students into groups of 3-4. . Give one copy of the cus BoARD and eight sets of DIFFERENCE cARDS to each group. For groups of 3 leave out two sets of cards. Give out counters and IEI comparatives and dice to each group. superlatives . The students should each take two strips of ntppsn-e,NcE carus with the same number at the top and, keeping Type of activity them hidden from the others, cut or tear them into Smallgroup;boardgame; production individual cards. Grammar point . They should all place their counters on SQUARE1. Cornparatives and suPerlatives - we can use comparatives (witir than) and superlatives . The first player shakes the dice and moves his counter to compare things: the appropriate number of spaces on the board. 19
  • 20. . [hen he lands on a picture square he should select a Challenging vocabulary card from his hand that matches the object on that square Students generate their own vocabulary. Be prepared to and make a statement about it using a comparative provide support. o r s u p e r l a t i v e .H e c a n e i t h e r s a y ' M j . . . i s t h e . . . - e s t . ' 'M! e.g. car is the fastest.) or he can compare the object with that of another player by saying 'My . . . is . . .-er than yours.' e.g.'M! house is smaller than yours.' ot Materials and preparation 'My ring . Copy and cut up one set of pRINlNcs for each group of is ntore expensiaethan yours.' He can address the statement to any other player or to the group as a 6-8 students and one set ofqunsrtoNs for each student. whole, laying down the card from his hand so everyone can see it. The other player or players who are addressed must lay their cards down too. How to use the game . If the player's statement was correct, he can throw . Check that your students are familiar with the grammar away his card. If not, he must keep it. in the Grammar point. . Then it is the next player's turn. . Divide the class into groups of 6-8. . The object ofthe garne is to get rid ofall your cards. . Give each group a set of IATNTTNGS. . The player who does so first is the winner. . Ask them to take one each. NOTE At first the piayers will be making guesses. As . Each player should look at the painting and write down more players have to show their cards they will know seven qliestions (one for each question word) on the who has the biggest / smallest / most beautiful etc. euESnoNS sheet. These should be questions they would But will they be able to remember? like to ask the main character either about him or herself or about the other characters or objects in the Monitoring and feedback painting, e.g.'Why are lou so unhappy?' You can ask students to write down some of their . They should then pass their painting and questrons to sentences as they produce them or after the game is finished. At the end you can go round the class asking the person on their right, who should look at the individual students to read out their sentences, correcting painting, imagine they are the central character and mistakes and giving feedback. write down answers to the questions in the answer column, using full sentences, e.g.'I'nt unhappy because my cat has run away.' . The players should then pur all the perNrrNGSin rhe middie of the table, where everyone can see them . The first player begins by reading out his answers to El Wn-questions:mixed the questions he was given (but not the questions). question forms . The obiect of the game is to guess a) which painting Type of activity is 'speaking'; b) what the questions were. Smallgroup;guessing; production Monitoring and feedback Grammar point At the end of the game you can go round the class asking Who, ushy, zohich, uthere, uthat, tohen, hoza individual students to read out the sentences they have - we begin a zrrfr-question with a question word like written down, correcting mistakes and giving feedback. who or why - we usually put the subject after the auxiliary or after main verb 6c in questions: Where are you going? lV4tat hazse you done? 1Y,4ry she angry? is - but we use normal statement word order when the EEI ... will If question word is the subject: Type of activity Who took my camera? - Sorry, I took it. Small group; matching; accuracy Other structures Grammar point A mix of tenses, depending on students' choice of what If ... zt;ill - the first conditional to say - we usethe present simplein the y'clauseandwill in the main clausewhen we talk about a future event Topic areas that is a definite possibility: Personal information: marital status) age, family, domicile, If I seeher,I'il tell heryou rang. (= it's possibleI will feelings, preferences, favourite colours/sports, etc. seeher) If it rains,I uson't go to thepark. (= it's possibleit will rain) 20
  • 21. Other structures we use the past simple in the z/clause and would in Passive the main clause when talking about an imaginary or hypothetical situation: Topic areas If I won a lot oJ'rnoney I usould go on a world tour. Familylife, leisureactivities, weather in the f clause, uere is used in preference to zrds: Challengingvocabulary I.f I zuere you, I tuould take the job. None Other structures None Topic areas Materials and preparation Plans and dreams . Copy and cut up one set of the lF cARDS and one set ofthe Rc.troN canos for each group of 3 4 students. Challengingvocabulary competition, screanl (v), safari, snake Students will also generate their own vocabulary. Be prepared to provide support. How to use the game T-TuLEasHEEi__l . Check that your students are familiar with the grammar in the Gramrnar point. Materials and preparation . Divide the classinto groups of 3-4 students. . Copy and cut up two sets of IICTURE cARDS for each . Give each group a set of r caRos and a set of group of 3-4 students. ACTION CARDS. . The students should deal out the ec.rIoN ceRos and put the rl' cARDS face down in a pile in the centre. How to use the game f RrrLEs siEEr I . Check that your students are familiar with the grammar . They may look at their ACTIoN cARDS. in the Grarnrnar point and with the words listed in . The first player turns up an tF cano from the pile and Challenging vocabulary. lays it on the table, starting a sentence beginning with . Divide the class into groups of 3 4 students. 'If ...' as suggestedby the picture, e.g. (turning up the picture of the snow) 'If it snows ...' . Give each group two sets of ptcruRl cARDS. . The player with an ACTIoN cARD that matches can . Ask the students to shuffle the cards (keeping them in produce it, completing the sentence, e.g.'... we'll two sets) and then to put both sets face down in piles go sledging.' in the centre. . If everyone agrees that this makes a good sentence, . One player should then turn up a card from each pile the players can then discard both cards. and put them on the table where everyone in the group can see them. . If two or more players offer endings, the group should decide which is the best. . The first player to make a sentence combining the two ideas can collect the cards, e.g. (turning up dress and . Then it is the next player's turn to turn up a card man):'If I had a rich boyfriend, I would buy that dress.' from the pile. 'If I spent that much money on a dress, ny father uould go . The obiect of the game is to get rid of all your cards. 'If mad.' I were him, I wouldn't wear that to the ffice!' . The other players can query the sentence if they think Monitoring and feedback You can ask studentsto write down some of their it is grammatically wrong. If necessary, they can ask sentences they produce them or after the game is as the teacher if it is wrong or not. If two or more players finished. At the end you can go round the classasking make a sentence simultaneously, then the group as a individual studentsto read out their sentences) correcting whole should decide which is best and award the cards mistakesand giving feedback. to that player. If they can't decide, the teacher gets the casting vote! . Then another player can turn up two cards for everyone to see. . If the group cannot think of a sentence, the player leaves the cards face up on the table and draws EII If ... would another two from the piles. Then any card can be Type of activity combined with any other on the table. production Smallgroup;matching; . The obiect of the garne is to collect the rnost cards. Grammar point . The player who does so is the winner. If ... uould - the second conditional 21
  • 22. Monitoring and feedback . They should all place their counters on seuARE t. You can ask students to write down some of their . The first player shakes the dice and moves his counter sentences as they produce them or after the game 1s the appropriate number of spaces on the board. finished. At the end you can go round the class asking individual students to read out their sentences, correcting . 7hen he lands on a MrssED oppoRTUNITIEs square he mistakes and giving feedback. If you feel it would be should take an ourcoME caru from the pile and make useful to reinforce the grammar, you can ask the students an If ... would haae sentence about the situation to play the game again (possibly in new groups). described on that square. The ourcol.s cano will tell him whether to make a happy ending or a sad one, e.g. landing on the 'You were offereda goodjob in London but you turned it down.' square he might say 'If I had taken thejob, I would hate been able to afford a new car.' or'If I had taken that job, I wouldn't hazte El lf ... would have met mJ' wifet' . He should replace the ourcoME cARD at the bottom Type of activity of the pile and write down both the situation and the Small group; board game; communication f sentence and his feelings about them on the My LrFE 'I Grammar point SHEET,e.g. was offereda job but I turned it down I'm If ... zt:ould hazse - the third conditional glad about rhis becauseif I had taken it, I wouldn't hatte - we use the past perfect in the z/ ciause and would haae met my wfe!' + past participle in the main clause when we talk . Then it is the next player's turn. about an unreal situation in the past, i.e. a situation that could have happened, but didn't: . If a player lands on a square that someone else has If I had worked harder, I zttould hazte done better already landed on they must make a different sentence. in school. . The object of the game is to get as rnany events If I hadn't gone to Australia, I zpouldn't hazte ntet as possible on the MY LrFE sHEET. my w{e. . ff4ren the time limit is up, ask students to look at the Other structures events they have written down on the My LrFE SHEET. Pastsimple,pastpassives Ask them to number them in the order thev think Topic areas thev honnene.,l Life experiences and opportunities . Now regroup studentsby swappinga pair from each Challengingvocabulary group with a pair from another group. Using the nlv archaeology, rock climhing LIFESHEET a prompt, the pair should tell the new as pair about their 'lives'. Monitoring and feedback Materials and preparation Ask each student to say one thing about their life, using . Copy one MISSED oppoRTUNITIES BOARD and one set theiT MY LIFE SHEET. of ourcolrp cRRos for each group of 3 4 students. Copy one trIy LIFE sHpnr for every student in the class. You will also need a counter for everv student and a dice for each group. En and when How to use the game FRUr-rJ sHEEr I Type of activity . Check that your students are familiar with the grammar Smallgroup;boardgame; accuracy in the Grammar point and with the words listed in Challenging vocabulary. Pre-teach any other words Grammar point If and, zahen from the game you think will be unfamiliar to your ciass. we use the present simple to talk about future events . Divide students into groups of 3-4. after if and uhen: . Give one copy of the lrrssen oppoRTUliITIss eoaRD and If I see Julia, I'll tell her. one set of ourco-l,rn cARDS to every group. Give every When I see Julia, I'll tell her. - in the example abovewith when the speakerls sure student a My LIFE sHEET. Give out counters and dice to each group. Set a time limit for the game, say that he will seeJulia, but in the examplewith r/the 15-20 minutes. speaker not sure. is . Ask the students to place the otlr-corr'rE carus face down Other structures in a oile in the centre. Presentsimple, present continuous, presentperfect 22
  • 23. Topic areas it or not. Some cards (e.g. the weather cards) can only Everydayactions be used with.rl, some (e.g. the l8'h birthday party) only widr wrrl',1 some can be used with either. The players must Challenging vocabulary decide which is appropriate and may query sentences: None 'I don't think you can say "If the lessonends" - it deJinitely going to end!' Materials and preparation . Make one copy of the -u'AND tl./HljNBoARD and copy and cut up both sets ofcus canos (Packs 1 and 2) for each group of 3 4 students. You u'il1 need a dice and counters for each group. wish EEI Type of activity Whole class; searching; communication How to use the game f RrrG-nEErl Grammar point . Check that your students are familiar r.l'ith the grammar Different tenses are used after zlzil2,with different meanings. in the Grarnrnar point. Present wishes: dissatisfaction . Divide the class into groups of 3-4 students. use the past simple or continuous if you wish that the . Give each group two packs of cts cARDS' present situation were different: I uish I zlas on holidalt now' . Ask the players to divide Pack 1 into two piles, r'and I utish it zpqsn't raining. rHr',r', and place the piles face up on the appropriate in this type of wish you can use uere instead of was: rectangles on the board. I toish I zt:ere on holidav now. . They should deal out four cards each from Pack 2 and Past wishes: regrets put the rest face down in a pile, at the side of the board. use the past perfect if you regret that something . They should all put their counters on SQUAREl. happened (or didn't happen): I usish I hadn't told her about John. (but I did tell her) . The first player begins by throwing the dice and moving I u.:ish I had u.sorked harder at school. (but I didn't the appropriate number of squares on the rl AND work hard) IIJHEN BOARD. Future wishes: complaints and hopes . Sflhen she lands on a square) she should take up a card - use wottld if you wish that something would happen or from the appropriate pile (rr or wan) and begin a someone would do sornething in the future or very soon: sentence, e.g. (picking up the picture of the lesson) 'When the lesson I uish he would answer my emaik. ends...' this type of wish is often a complaint: . Players should try to produce a suitable card from their I uisk you zaouldn't interrupt me all the time! hands and complete the sentence, e.g. (using the - although it can be a dream: ' picture of the house) ...1'll go horne.' or (producing I ztsish he ztsould kiss me! ' - ifyou have a hope or a dream about yourself,use could the picture of the beach) ...1'll go to the beach.', etc. not would'. . The first player to produce an acceptable sentence can I zpish I could go to Thailand. lay both cards dolvn as a pair and take another card from the pile at the side of the board. Other structures . Then it is the next player's turn. None . The object of the garne is to rnake the rnost pairs Topic areas Past actions, (irritating) habits, regrets, hopes and dreams of cards. . The player who does so is the winner. Challengingvocabulary interrupt, bablt-sitting, colleague, musical instrurnent, Monitoring and feedback quarrel (v), scrape (v), turn down At the end, players can 1ay out the matching pairs of cards they collected and try to remember the sentences' You can either go round the class asking for sample sentences Materials and preparation from each group (or each group's best sentences) or ask . Copy and cut up the ItTsH cARDS so that each student students to write up their sentences. If you like, you can can have one card from each set of colttLAINTS, play the game again for reinforcement, perhaps in a cRUMBLES,REGRETS and sopr,s. Copy and cut up all dre more challenging version by cutting off the tp and wnpN soRTED! CARDSso that each student can have four cards. labels on the cards and shuffling them together into one pile. When a piayer lands on a square she takes a card from the pack and decides whether she can use 23
  • 24. How to use the game Materials and preparation . Check that your students are familiar with the grammar . Copy and cut up the BEGINNTNGS and ENorNcs cARDS in the Grarnmar point and with the words listed in for each group of 3,4 students. You can make a copy Challenging vocabulary. Pre-teach any other words of the uncut sheet to act as an ANSNilER xl,y for each from the game you think will be unfamiliar to your class. group. On the board, write the verbs they will need: . Give each student one cor,{pLAINT, one GRUMBLE, islare made (of or in), islare found (in), islare grown (in), islare used (to or fo). one REGRET and one HopE CARD. . Mix up the sonrgo! caRos and give four cards to each student. How to use the game t RULEs sHEEi-l . The object of the garne is to find the people who . Check that your students are familiar with the grammar can sort out all your dissatisfactions and rnake in the Gramrnar point and with the words listed in your dreams corne true. Challenging vocabulary. Pre-teach any other words . To do this, students will have to get up and walk from the game you think will be unfamiliar to your class. around the room telling each other their wishes . Divide the class into groups of 3 4 students. based on their rzrsa cARDS,e.g.'I wish I could swim.' or'I wish I hddn't suaped the car.' . Give each group a set of BEGINNINGS cARDS, a set of ENDTNGS caRls and an ANSyERKEy. . When they find the person with the appropriate soRTED! caRl, he then hands it to them saying . They should deal out the BEGTNT,TTNGS cARDS and put 'Here, the ENDINGScARDS face down in a pile in the centre. this might help!' or'Your uish is granted!' They should leave the ANSvER KEy face down on . $fhen they have collected all four soRTED! cARDS for the table. their wishes, they can sit down. . They may look ar rheir BEGTNNTNGS cARDS. . They can compare wishes and solutions with the people . The first player turns up an ENDTNGS cARD from the next to them until the rest have finished. pile. If she can make a senrence using one of the Monitoring and feedback BEGINNINGS CARDSfrom her hand and one of the Ask each student to tell the class one of their wishes and passive verbs you have written on the board, e.g. how it got sorted, e.g.'I wished that I could szpimand then 'I{angaroos are found in Australia.','Coffee is grown tn Anna gatte nte a voucher;t'or swimming lessons.' South America.', 'Pens are usedfor writing.', she can lay both cards down on the table to make a sentence. . If not, she must put the ENDINGScARD at the bottom of the pile and miss a go. . Then it is the next player's turn. EEPresentpassives . The object of the garne is to rnake the rnost Type of activity sentences. Small group; matching; accuracy . At the end of the game the students can check their Grammar point answers with the ANSIrERKEy. Variations are possible. Present passive we use passiveswhen the doer of the action is unknown Monitoring and feedback or not important and we want to focus on what You can ask students to write down some of their happens or where or how something happens sentences as they produce them or after the game is - present passives are formed using amlislare and the finished. At the end you can go round the class asking past participle: individual students to read out their sentences, correcting Tea is grou:n in China. mistakes and giving feedback. If you feel it would be I{eys are ntade of metal. useful to reinforce the grammar, you can ask the students to play the game again (possibly in new groups). Other structures None Topic areas products materials, Countries, Challenging vocabulary gold,paperclip,silk,pump (n), inflare, tyre,wheat, (n), oil EE Present perfect and corkscrew,hammer (n), measure (v), temperature past perfect passives Type of activity Part 1: Small group; completing and guessing; production Part 2: Small group; memory; production 24
  • 25. Grammar point . The students should tell each other the sentences, Present perfect and past perfect passives e.g.'Maria wishesshe hadn't been told off so much - we use perfect passives when the doer of the action when she was a child.' 'Peter is glad he has been rold is unknown or not important and we want to focus he is handsome by so many girls!' on what happened or didn't happen, or where or . They should then write the sentences down. how something happened - we form present perfect passives by using havelhas . The group who can write the most sentences in 20 been and the past participle: minutes is the winner. I hazte been asked to go to Spain for six months. we form past perfect passives by using had been Monitoring and feedback + past participle: Part 1 At the end of the game you can go round the class asking I wish I had been alloued to haz;e a puppy when I was a child. individual students to read out some of the sentences they have wriften down, correcting mistakes and giving feedback. Other structures Part2 None At the end you can go round the class asking individual Topic areas students to read out their sentences, correcting mistakes Everyday actions and giving feedback. Challenging vocabulary inspired, praised, encouraged, admired, employed, appreciate d, criticis ed, teased Materials and preparation EZ Past passives . Make enough copies of the sENTENCES FR{ME for Type of activity every student in the class. Wholeclass;informationgap;communication Grammar point Past passives How to use the game - past passives are used when we want to focus on the Part I object of a past action or on the action itself rather . Check that your students are familiar with the grammar than on the doer ofthe actron - we form past passives by using waslwere + past participle: in the Grarnrnar point. He tuas last seen at the airport. . Give one SENTENCES FRMEto each student. we form past continuous passives by using waslwere . Ask *rem to fiIl in the frame with sentences being + past participle: that are true He usas being blachrnailed. for them. They must use perfectpassives, e.g.'I haae we form past perfect passives by using had been beencriticised talking too much.' for + past participle: . The students should fiIl in the frame, using as many His passport had been tqhen. different verbs as they can. They can use the verbs Other structures provided or others of their own choice. Active forms of the present perfect, past simple, . They should not show their sentences anyoneelse. to nect nerfent . Then group the studentsinto threes and fours. Topic areas . The obiect of this part of the garne is for the Everyday actions students to guess each other's sentences. Challenging vocabulary . To do this, they could use, for instance,'In numberX, blackmail (v), undenuear, spy (n) I think Y said...':'In number I think Soniasaid 20, "I wish I hadn't beenteased aboutrny hair".' Part 2 Materials and preparation . When all playershave guessedeach other's sentences, . Make enough copies of the DrsAppEARrn! cRnos and divide the studentsinto pairs within their groups wHERE's NrALL{CE?SHEETfor every student to have one (or an individual and a pair in the caseof threesomes). card and one sheet. Ifyou have fewer than I I students Then regroup the students so that each pair of students in your class you will have to give some of them two is with a new pair from a different group. cards to ensure all the information qets distributed. . The object of this part of the game is for the students to remember as many sentences possiblefrom their as previous groups. 25
  • 26. 'I How to use the game work at City College.' - She said that she worked at City College. . Check that your students are familiar with dre grammar the present continuous becomes the past continuous: in the Gramrnar point and with the words listed in 'I am working in Paris.' - He told me that he was Challenging vocabulary. Pre-teach any other words working in Paris. from the game you think will be unfamiliar to your class. - the present perfect becomes the past perfect: . Explain to the students that their neighbour, a man 'I haae been to India twice.' - She told me that she had called Wallace, has disappeared from his London flat. been to India twice. The otsappeaRED! cARDS you will give out contain clues - the past simple can remain unchanged or can change as to where he has gone. They must talk to everyone to the past perfect: 'I else and share their clues to find out where he has gone. went to a concert last night.' - She said that she went . Distribute the orsappnaRED! cARDS and wnERe's to a concertlast night. or She said that she had gone to a concen last night. !fALL-{cE?SHEETS that each student has one of each. so - willbecomes would: . Give them a little time to read their card and to filI 'I'll do the shopping.' - He said that he would do in any information they have on their wHERE's the shopping. XTALTACE? SHEET. Other structures . Then ask them to move around the class telling other Present simple, present continuous, past simple, people what they know about Wallace, and collecting past continuous, present perfect continuous, information. present perfect, will, going to . They should write the answers on their wHERE's Topic areas SHEET. !(/ALLACE? Personal information . After a little while, put the students in groups of 3 4. Challengingvocabulary . Ask them to check their answers with each other and None to pool their information to fi1l in any blanks on their SHEETS. rHERE'S !{/ALT-ACE? Materials and preparation . Check the answers with the whole class. They should . Make one copy of the QuesrloN sHEET and one copy have the foilowing: Note, Seventh, Irene, Blackmail, of the aNsrvsR sHEET for each group of 3 4 students. lJnderwear, Everything else, One thousand pounds, Each group will also need a paper bag. Railway station, Airport, Evening, Spy. . Then tell them that the initial letters of their answers will give the name of the city where Wallace has gone. How to use the game They will have to rearrange them first. You can give . Check that your students are familiar with the grammar them the following blank-fiIl to help them if you like: in the Gramrnar point. . Divide the class into groups of 3-4 students. . The obiect of the garne is to find out where Wallace . Get each group to write the names of all the students in has gone. (The answer is BUENOS AIRES.) the class who are not in their group on a sheet of paper, and to cut or tear it into pieces so that there is one name . The group who does so first is the winner. per piece. They should put the names in the bag. Monitoring and feedback . Give each group a eUESTIoN sttEpr and an ANS(,ERsFmET. Go through the wtlpnp's (/ALIrcE? sHEET) asking students . They should dip into the bag and take out a name. to give full answers, e.g.'A note was found on his bed.' One person from the group should go to another group to ask the person whose name they have drawn the first question on the sheet. If the person whose name they have drawn is absent (i.e. asking a question himself) they should draw another name from the bag. EE neported speech . They should return to their groups and 'report' the answer to the question, for instance 'Number 2: Maria Type of activity said that she was ;t'eelinghapfu) today.' The group should production Smallgroup;searchl write the answer down on the ANSV/ERSHEET. Grammar point . lilIhen they have done that, it is the next person's turn Reported speech - changes oftense to take a name from the bag and go to another group when we report what someone said, we are taiking to ask the second question on the QLTESTIoN SHEET. about the past, so the verbs in the reported speech . The obfect of the game is to fill in the eNswsn SHEET. change to past tenses - the simple present becomes simple past: . The group that does so first are the winners. 26
  • 27. Monitoring and feedback ilHosE !'uo er.lEsrroNNAIRE and one vEEKEND CARD. At the end of the game you can go round the class asking . Tell them to imagine they are the character whose individual students to read out some of the sentences they evening is described on the !flEEKENDcARD. have written down, correcting mistakes and giving feedback. . The obiect of the garne is to find out why the people in the office on Monday rnorrring all look so unhappy. . To do this they first read their card and fill in their own details on the lyHosE wHo eUESTIoNNATRE. . Then they will have to get up and go round the class E9 fime prepositions telling each other about their evenings, for example: 'Hi, I'm Type of activity Sam. I had a terrible evening gesterday. I V4role class; information gap; communication arranged to meet my girlfriend at Ferdy's Cinema. I got there at 8 but she didn't come. She still wasn't there at 8.30 Grammar point so I went home and watched TV I went to bed by 10.30.' Tirne prepositions: before, after, during, since, - 'I had a bad evening too - I'm Will, by the way ...' frorn ... to, at, in, on, until, by, for - before,after, until, by, since,from ... ro are used with points . 'When they finish each conversation, they should then in time, such as clock times, days, dates, months, seasons: look at the wnosn, wfHo er,ESTroNNArREand see if they before Christmas, after 8 o'clock, until late afternoon, can fill in any answers. by May 21'h, since last year, frorn Monday to Saturday . Warn them that some blanks will require two names. - before,after and until can also be used as conjunctions . If you have a class larger than 10, you may like to tell followed by a sentence: I locked the back door before I wenr to bed. them that there are some duplicate roles, e.g. more ar is only used with clock times and festivals: than one person may be Lucy. They only need to talk at 1.30, qt New Year to one ofthese Lucys! - on is only used with a day or date: . lillhen they have each filled in the yrrioss rrro on Mondayo on February 15'1' they should sit down and compare QUESTIONNAIRE - in and during are used to talk about specific events answers with the person next to them. that happen inside a longer time period, e.g. months, . Together they should work out a) who is dating whom seasons and times of the day: in S eptember, in the morning Iafternoon Ieaeninglnight (or was until last night!) and b) why is everyone in the - during can also be used with events: MONDAY MORNING PICTURE looking so unhappy. during the meai, during my childhood - for is used with durations of time: Answers: for three hours,for 12 days Who went on a date with whom? Other structures Lucy and Eliot Past tenses Sam and Punita 'Will and Rosie Topic areas Ben and Jasmine Leisureactivities Jasonand Poppy Challenging vocabulary lY'hatdid eaerybody do? brol>osed I Lucy and Eliot 13 Poppy 2 Punita 14 Jason Materials and preparation 3 $fill and Rosie 15 Ben . Copy one MoNDAy MORNING IICTURE, and one (/HosE 4 Jasmineand Ben 16 Rosie wHo eIiESTIoNNATREfor every student in the class. Copy 5 Jasonand Poppy 17 Sam and cut up enough IEEKEND cRn-ps for every student 6 Sam and Poppy 18 Ben in the class to have one card. If you have fewer than 7 Lucy and Eliot 19 Rosie l0 students some students will have to act two 8 Jasonand Poppy 20 Jasmine characters. 9 Jasmineand Ben 2l Punita 10 Rosie 22 Lucy II Punita and Sam 23 Wrll How to use the game 12 Lucy 24 Elior . Check that your students are familiar with the grammar in the Grarnrnar point and with the words listed in Monitoring and feedback Challenging vocabulary. Pre-teachany other words Go throughttrewuosBwHo euESnoNNArRE asking full for from the game you think will be unfamiliar to your class. answers, e.g. 'Lucy and Eliot had a row during the party.' . Give each student a MoNDAy MORNING pICTURE, a 27
  • 28. . The group as a whole records its answers, e.g.'Svetlana, EE -ing and -ed Pietro and Ali think English grammar is confusing but participles Anna isn't confused!' . The object of the garne is to match all the cards. Type of activity Small group; matching; production . $7hen the groups have finished, put groups together in pairs (i.e. 6-8 people) to share/compare their Grammar point information. Participles ending in -ing and -ed - these participles can act as adjectives: Monitoring and feedback His joke was not aerg annusing. At the end of the game you can go round the class asking I'm fascinate d by archaeology. individual students to read out some of t}re sentences they - there are many pairs of -ing and -ed adjectives, e.g. have written down, correcting mistakes and giving feedback. interested, interesting ; bored, boring If you feel it would be useful to reinforce the grammar, - -ed paniciples describe a feeling: you can ask the students to piay the game again I'm interested in history. (possibly in new groups). - -ing participles describe someone or something that gives you that feeling: I Jind history interesting. Other structures following Prepositions verbs(e.g.interested bored in, by) Topic areas E[ Verb + -ing or + to Various Type of activity Challenging vocabulary Small group; matching; accuracy w or ry in g, di sgusting, confu sing, fa scin atin g, ann oyi ng, Grammar point amusing, disappointing, shocking, embarrassing' depressing Verb + -ing ot * to worried, disgusted, confused,fascinated, annoyed, amused, - we follow some verbs, e.g. decide,with an infinitive: disappointed, shocked, embarrassed, depressed We decided to go to Thailand. Students will also generate their own vocabulary. Be - we follow some verbs, e.g. keep, with an -ingform: prepared to provide support. He kept talking all through the film. Other structures None Materials and preparataon . Copy and cut up one set of -r,l'c caRns and one set Topic areas Various of -r-l canps for each group of 3-4 students. Challenging vocabulary Yerbs: admit, refuse, aaoid, argue,postpone, offer,risk, dare, How to use the game put off, fail, imagine, miss . Check that your students are familiar with the grammar in the Grammar point and with the words listed in Challenging vocabulary. Pre-teachany other words Materials and preparation from the game you think will be unfamiliar to your class. . Copy and cut up all the BEGINNINGS and gNorNcs carus . Divide the classinto groups of 3 4 students. for each group of 3-4 students. You can make a copy of *re uncut sheets to act as an ANSvER <pv for each group. . Give each group a set of -1NGcARDSand a set of -.LD CARDS. _--] . They should deal out the -rNc canns and put the How to use the game TrrJnlllE-RULEisHEET -ED cARDS in a pile face down in the centre. . Check that your students are familiar with the grammar in the Grarnrnar point and with the words listed in . The first player draws an -ED caRD from the pile and Challenging vocabulary. Pre-teachany other words lays it on the table face up. from the game you think will be unfamiliar to your class. . The player who has the matching -r,lrc cARD can claim . Divide the classinto groups of 3-4 students. it. She must then make a sentence about herself using one of the words, e.g. 'I'm confusedby English grammar!' . Give each group a set of BEGINNINGS cARDS, set of a and ask the group a question using the other word, ENDINGS cams and an ANS(/ERKEY. 'Do you think English grammar is con;t'using?' e.g. . Ask the students to deal out the BEGINNINGS cARDS . She can then discard both cards and it is the next and put the ENDINGScaRos face down in a pile in player's turn. the centre. They should leave the ANSI(/ERt<tv face down on the table. 28
  • 29. . They may look at their BEGTNNTNGS cARDS. Game 2 . The first player turns up an ENDINGS cARD from the . Make enoughcopies the qunsrtomletRe that of so pile. If she can make a sentence using one of the each student has one, and copy and cut up a set of BEGINNINGSCARDSfrom her hand, e.g. 'He refused to IICTURE canos for each group of 4-6 students. take the moneg.' or 'I'd like to take the money.', she can Iay both cards down on the table to make a sentence. . If not, she must put the ENDTNGS cARD at the bottom How to use the games of the pile and miss a go. Garne 1 . Check that your students are familiar with the . Then it is the next player's turn. srammar in the Grarnrnar point. . The object of the garne is to get rid of all your . Divide students into pairs. BEGINNINGS CARDS. . Give each pair a set of vERe caRns and a set of Monitoring and feedback PREPOSITION CARDS. At *re end of the game the students can check their answers . They should pur rhe T,RB cARDS face down in a pile in with the ANSwERKEy. Variations are possible of course - the important thing to ensure is that the correcr infinitive the centre and spread the pR-e'posrrloN cARDS face up or -ing form has been used after each verb. Check any on the table. They should put the ANSI/ER r<p,yface variations from the ANSvER Kry and correct those that down on the tabie. are grammatically incorrect, providing feedback. . Players should take turns to turn up a vERB cARD from the pile. . The object of the garne is to rnatch verbs and prepositions correctly. . Each player should try to be the first to match the EEConstructionswith verb with a preposition by calling out the full phrase. preposition + -ing They can check their answer with the ANslyER KEy. . The player who matches them correctly must then Type of activity make a sentence about themselves using verb and Game 1: Pairwork; matching; accuracy preposition. The partner must guess whether it is Game 2: Group; completing and guessing; production true or false! They can then discard both cards. Grammar point Garne 2 Constructions with preposition + -ing . Check that your students are familiar with the words certain words and expressions can only be followed by listed in Challenging vocabulary. Pre-teach any other particular prepositions: words from the game you think will be unfamiliar to lookfonuard to, be bad at, be excitedabout, be usedto your class. - if a verb comes after a preposition (to, in, at, with, . Divide students into groups of 4-6. about, of, for, on, etc.) the verb will be in the -ing form; I'm lookingJonuardto seeingyou. . Give each group a set of euESTIoNNAtxgs and a set I hate no intention of buying that car. ofprcruRt CARDS. She'sgoodat playing thepiano. . Ask the students to place the plctung cenoS face down Other structures so that no one can see them. Present pastsimple simple, . They shouid each take one of the euESTroNNArnss and Topic areas one picture from the prcruRE carus pile. Personalexperiences, tastes, values, opinions . They should look at the picture but keep it hidden from Challengingvocabulary the other students. Game 1: Verbs: up with, apologise approxel fed for, . Ask them to complete their disapproxe of, insist on, haae no intention of, succeedin euESTToNNATRES if they as were the person in the picture imagining what his/her Game 2: Students generate their own vocabulary. answers would be. Be prepared to provide support. . When they have done this, they should replace the pictures face down in the pile and shuffle rhem, then spread them out face up on the table. Materials and preparation . The group should choose one player to go first. Game I . Copy and cut up all the VERBCARDSand all the That player can tell them three things about their pREposITIoN cRRos for each pair of students. Give each character, e.g. 'He is pair also a copy ofthe uncut page as the aNsy/sR KEy. looking fonuard to sleeping a;t'terlunch.' 'He is fed up with liaing alone.' 'He often thinks about being young again.' 29
  • 30. . The others may ask one question each, e.g. Materials and preparation 'Doeshe dream of going away on holiday?' . Copy and cut up all the NLIN cl-{usE caRls and all . The obiect of the garne is for the group to guess the RELATIVEcI-AUSE cARDS for each group of 3-4 which picture the first player is talking about. students. Keep one uncut copy to make an ANS$rER rpv. Each group should also have a STREETPICTURE. Monitoring and feedback Garne 1 Ask studentsto write down some of their sentences either as they produce them or after the game is finished. How to use the game f Rr.iLEfHrEr 1 At the end of the game you can go round the classasking . Check that your students are familiar with the grammar individual studentsto read out their sentences, correcting in the Grammar point. mistakesand giving feedback.If you feel it would be . Divide the classinto groups of 3-4 students. useful to reinforce the grammar, you can ask the students . Give each group a set of T,LAIN cARDS, set of cI-AUSE a to play the game again (possiblyin new pairs). REI-{TIVE cI-AiJSE ceRns and a STREETPICTURE. Game 2 . They should put the sTREETPICTUREin the middle Go round the classasking everybodyto say one thing about the characterthey described,using their completed where they can all see it, then deal out the REr-ATIVE questionnaire,e.g.'He isfed up uith liting alone-' ct-{usE caRos and place the MAIN cLAUSE cARDS face down in a pile in the centre. . They should take it in turns to turn up a MAIN cr-q.usE cRxo from the pile. If any player thinks they can complete the sentence with a Rn-qrIVE cr-A,usE cARD they hold in their hand, they should produce the card nelative clauses EEI and read out the complete sentence. . There may be two or three players who think they have Type of activity Smallgroup;matching; accuracy appropriate endings. The group should choose the one they think best. The complete sentence should be laid Grammar point out on the table where everyone can read it. Relative clauses - who, whom, whose, where and which are relative . As they find out information about the occupants of the pronouns used to connect two sentences by referring houses, they should write the names and jobs of the back to a person, place or thing which has been people who live there below each house on the mentioned in the first sentence: STREETPICTURE. Tbm is a postman. He lioes in Bristol' . As the game progresses) they will find out more Tbm is a postman usho lixes in Bristol. information about the occupants of the houses, and may want to rethink some of their eariier decisions main clause relative clause and substitute a different relative clause for one of the - who is used for people: ones on the table. This is possible at any time as more Mrs Jenkins is the woman u.tho lixes next door. information becomes available. - whomis used when the person referred to is the obiect . The obiect of the garne is to find out who lives in ofthe verb: That's the man uthorn I sawyesterday.(I saw him) which house and why they disagree. whose used to indicatepossession: is . Wfhen they have finished the game and all the sentences That thz u,vmanushose dogbarlzs night. Qrer dog barks) aI are laid out on the table and they have decided who - whichis used for things: lives where, they should find out why they all disagree. She had an old car u;hich was alwajtsbreakingdown- . The winners are the first group to find out who lives - whereis used for places: where and why they all disagree. That'sthe house uthere I was born. . The answers below can be photocopied and handed Other structures present continuous OUt ASAN ANSrER KEY: simple, Present no 27; Andrew Jones, postman, and his dog Trevor. Topic areas Andrew doesn't like his neighbours because the Daily life, jobs,pets,likesand dislikes children fight and their tree blocks out his light. Challenging vocabulary no 28: Peter and Mary Blake, iournalists, and children None Ben and Daisy. Their neighbours don't like them because their children fight and their large tree blocks out the neighbours' light. Peter and Mary don't like ,A.ndrew (no 27) because his dog barks and they don't like Julie (no 29) because she has the TV on all the time and they can hear it through the walls. 30
  • 31. no 29: Julie Simmonds, a nurse. - we cannot ieave out the relative Dronoun in non- The neighboursdon't like her becauseshe has defining clauses the TV on all the time and they can hear it - non-defining clauses are separated from the main through the walls. clause by a comma or commas She doesn't like the Blakesbecausetheir children Other structures fight and she doesn't like the Browns because None rheir teenagers havenoisyparties. no 30: Sally and Bob Brown, teachers,and their teenage Topic areas children Felix and Jodie. Everyday (and not so everyday)life They don't like Julie becauseher TV is on ail the Challenging vocabulary time and they can hear it through the walls. pianisr, lion-tamer lighthous giraf;t'e, e, They don't like Tammy becauseher baby cries all night. no 31: Tammy Tomkins, waitress,and baby Olivia. Tammy doesn't like the Browns becausetheir Materials and preparation children have loud parties. She doesn't like Violet . Copy and cut up one set ofthe DoMINoES for each group becauseher cats are alwaysin her garden. of 3-4 students. The pollrNoes comprise REL,{TrvE The neighbours don't like Thmmy becauseher pRoNouN canos and pICTUREcARDS. You can leave baby cries all night. the words on the bottom of each picture card, or for no 32: Violet Perkins,widow, and l4 cats. a freer gamet cut them off. She doesn't like Tammy becausethe baby cries all night. Thmmy doesn't like her becausethe cats ger inro How to use the game her garden. . Check that your students are famiiiar with the grammar Monitoring and feedback in the Grarnrnar point and with the words listed in Go round the classasking groups to read out their Challenging vocabulary. Pre-teachany other words sentencesuntil all have been read out. from the game you think will be unfamiliar to your class. . Divide the classinto groups of 3-4 students. . Give each group a set of prcruRE catts and a set of REI-ATIVEPRONOUNCARDS. . Ask students to deal out four cards from each pile to each player and to place the rest face down in two piles EEnelative clauseswith in the centre. extra information . Players may look at their DoMrNoES. Type of activity . The first player chooses a prcruRE caRl and places it Small group; ordering (dominoes); production on the table where everyone can see it. Grammar point . He begins the sentence either by saying the words on Relative clauses the card, e.g. 'My uncle ...', or an introductory phrase - there are two types of relative clauses: defining clauses 'This like is the uncle . . .' and non-defining clauses . The next player must choose another DoMrto and place - in defining clauses, the relative clause identifies who or it next to the fust. He can choose either a prcruRE cARD what is referred to in the main clause: and complete the phrase, e.g.'works in Australia', or a That's the man usho bought mt car. RELITIVE pRoNouN cARD, e.g. 'zoho'. (If he chooses a with defining clauses, the main clause cannot stand relative pronoun card he will have to decide whether alone without the relative clause the clause is to be a defining or non-defining clause in non-defining clauses, the relative clause gives extra and choose an appropriate pronoun.) information: My cousin, zrsho is a geologist, liaes in Argentina. . The next player must choose either a IICTURE cARD if the non-defining relative clause is left out, the to complete the relative clause appropriately, e.g. 'My sentence will still make sense uncle, who is a lion-tamer, . . .' or a relative pronoun - another difference between the two types of relative to continue the sentence, e.E. 'Ml uncle works in clause is that we can use that instead of who or which Australia where .. .' in a deflning clause but not in a non-defining clause: . The next player must try to add a new DoMrNo to Is she the uomatT that you were talking about? continue the sentence. - we can leave out the relative pronoun in the defining . The object of the garne is to rnake as long a clause where it is the obiect of the verb in the first clause: sentence as possible. Is that the man (uho) jou saw yesterday? 31
  • 32. . Players should write the sentence down as they make 'My uncle Materials and preparation it, putting in commas where necessary, e.g. . Make one copy of the ptcruRs BoARD and copy and cut Philip, who is a lion-ramer, works in Austalia, where he up two sets oftcc cARDSfor each group of3-4 students. met a dentist, who owns a lighthouse, where she keeps a Each group will also need counters and a dice. giraffe, which she stolefrom the zoo, zaheremy sisterworks.' . If a piayer cannot go at any time he may pick up a card from either the picture pile or the pronoun pile and How to use the game -RULrr sHEEr I the turn passes to the next player. Players also pick up . Check that your students are familiar with the grammar a card from the pile of their choice when they have in the Grarnrnar point. compieted a turn until there are no DoA,IINoES left. . Divide the class into groups of 3-4 students. . The game rvill end when no-one can go and there are no more DOMI-OES Pick uP. to . Give each group a pICTURE BoARD and two sets of rac . Groups should read out their sentences. cARDS.They will also need counters and a dice. . The students should deal out the TAG canns and put . The group with the longest (correct) sentence is the prcruRs BoARD in the centre. the winner. . They may look at their TAG cARDS. Monitoring and feedback lilfhen you go through the sentences with the whole class, . The first player throws the dice and moves her counter make a note of any errors and provide feedback on these along the IICTURE BoARDTstarting with squane t. after the same is finished. . il/hen she lands on a picture she should select a card from her hand to go with the picture and make a tag 'You question, e.g. (landing on the f"5) can't lend me d5, can you?' or'You haaen't got {5, haoe you?' or 'This is an English d5 note, isn't ir2' Considerable variations are possible, but the question must make EE Questiontags sense. The other players can query the question if they think it does not make sense or is grammatically Type of activity incorrect. If necessary, they can ask the teacher if it is Small group; board game; production wrong or not. Ifthe question is not accepted, or she Grammar point cannot think of a sentence that makes sense' then the player cannot discard her rac cRno and the turn passes Question tags - a question tag is a short question which is attached to to the next player. the end of a statement to make it into a question . If it is accepted, the other players should answer the - tags use a form of be or do or the auxiliary verb, question. She can then discard her rac cRnn. e.g. hazte,depending on the verb in the statement: . Then it is the next player's turn. The party's on Friday, isn't it? They like jazz, don't they? . The obfect of the game is to get rid of your cards. He usent to France last week, didn't he? . The player who does so first is the winner. You hansen't seen my keys anywhere, hanse gou? He isn't marrying her, is he? Monitoring and feedback - rve usually use a negative question tag after a positive You can ask students to write down some of their statement: sentences as they produce them or after the game is You rernernbered to get the milk, didn't you? finished. At the end you can go round the class asking - we use a positive question tag after a negative individual students to read out their sentences, correcting statement: mistakes and giving feedback. If you feel it would be You tpon't tell him I said that, a;ill you? useful to reinforce the grammar, you can ask the students Other structures to play the game again (possibly in new groups). Presentsimple, present continuous, past simple, present perfect, should,will, need,can, could Topic areas Home life Challenging vocabulary None 32
  • 33. . When they have filled in all the answersthey will be EEVerb + preposition able to work out who the cat belongsto (answer: Mary). Type of activity Whole ciass; information gap; communication . Whenthey have finished they shouid sit down and compare their answerswith the person next to them Grammar point Verb + preposition Monitoring and feedback some verbs are follon'ed by a particular preposition: sHEET, asking studentsto Go through the eUESTIoN She'sa person))olt can reljt on. give full answers,e.g.'Tantara beliez,es astrology.' in Thar dog belongs to nry neighbour. - some verbs can be followed by different prepositions - the choice of preposition often changes the meaning of the verb: She'slookingfor her ke1'. (she's searching for it) She'slooking after her aunt's dog. (she's caring for it) some verbs can be followed bv more than one EZnUlective+ preposition preposition: Type of activity She complained to the nanager about the serxtce. Small group; board game; accuracy Other structures Grammar point Present simple, past simple, present continuous, passive Adjective + preposition Topic areas Some adjectives are followed by a particular preposition: Everydal, life I was delighted by the nezus. I feh so somy for him. Challengingvocabulary astrologj,, apologise, contplain, crash (v), seuetly, applg, Other structures promoted Students generate will their own structures. prepared Be to providesupport. Topic areas Materials and preparation Personal experiences, tastes, values, opinions . Copy one oFFICE Gosslp IICTURE and one QUESTIoN Challenging vocabulary sgggr for each student in the class. For classes of hopeless,enztious,aware) annoyed, delighted, antazed, 20 and under copy and cut up one set of the RUMoUR jealous, suspicious,famous, capable, impressed, responsible, cARDS. For classes over 20 copy enough cards for astonished, disappointed, excited, shocked, similar, crowded, everyone to have one. furious, worried Students also generate their own vocabulary. Be prepared to provide support. How to use the game . Check that your students are familiar with the grammar in the Grammar point and with the words listed in Materials and preparation . Copy and cut up all the ADJECTIvEcarus and Challenging vocabulary. Pre-teach any other words from the game you think will be unfamiliar to your class. PREPOSITION CARDSfor each group. You could use one uncut copy of the cards as an ANSxilER KEY for each . Give one oFFICE Gosslp IICTURE and one QUESTIoN group. Make one copy of the IICTURE BoARD for each sHEET to ever-vstudent in the class. Distribute the group of 3-4 students. You will also need counters RUr.{ouR cARDS as evenly as possible. For ciasses and a dice for each group. under 20 some students will have to have two cards. . Tell students they work in the office in the picture. The people there are their colleagues. They don't How to use the game know their colleagues weil - in fact they knorr" almost . Check that your students are familiar with the grammar nothing about their private lives - but they have heard in the Grammar point and with the words listed in one or lwo rumours... Challenging vocabulary. . The obiect of the garne is to find out who owns . Divide students into groups of 3 4. the cat. . Give each group a IICTURE BoARD, a set of aolecrrw . To do this students will have to walk around the c1ass, cenns and a set ofpREposITIoN cARDS . telling each other the gossip they know and filling in the eUESTIoN sHEET. As the game progresses they . Ask the students to deal out six ADIECTIVEcar<os and will have more and more rumours to spread. Add the six pRsposrroN cARDSto each player. They shouid put explanation that the cat belongs to the person in the the remaining cards in both sets face down in two oFFICE Gosslp pICTLTRE about whom there are no rulnours. 33
  • 34. piles in the centre. They should also put the ANSwER Materials and preparation KEy face down, and after they have made a sentence . Copy and cut up all the NouN cARDS and pruposrrrox they should use it to check that they have made the canos for each group of 3 4 students. You could keep correct adjective * preposition combination. one uncut copy of the cards to make an ANS(/ERKEy . The students should place their counters anynvhere for each group. on the board. 7hen they land on a picture, they should try to use an ADJECTIVE caru and its matching PREPOSTTION CARDfrom their hand to make a sentence How to use the game about the picture, e.g. (landing on the Sydney 'I utts intpressed . Check that your students are familiar widr the grammar Opera Flouse picture): by the Sydney in the Grarnrnar point and with the words listed in Opera House.' Challenging vocabulary. . If a player is unable to make a suitable sentence from . Divide students into groups of 3 4. the words in his hand, he can change as many cards as he likes from the piles on the table. He will then . Give each group a set of NouN cARDS and a set of have to wait until his next go before making a sentence. PREPOSITION CARDS. . 'When a player has made a sentence, he can put the . Ask the students to deal out all the NouN caRts and pair of cards that he used on the table and take another place the pREposITIoN cRRns face down in a pile in two from the piles. the centre. They should put the ANS(rER rgy face . Then it is the next player's turn. down, to be used after they have made a sentence to check they were correct. . The object of the garne is to rnake as many pairs . The first player picks up a pREposrrrox cano from ofcards as you can. the pile. If she can match it with a xouN cano in her . The player who makes the most pairs is the winner. hand, she can lay the two cards down and use the words to ask the rest of the group a question, e.g. Monitoring and feedback 'Do you haae a photo of your family here?' 'What's your You can ask students to write down some of their dttitude to GM foods?' sentences as they produce them or after the game is finished. At the end you can go round the class asking . The rest of the group must answer her. individual students to read out their sentences, correcting . Then it is the next player's turn. mistakes and giving feedback. If you feel it would be useful to reinforce the grammar, you can ask the students . If, when a player picks up a pREposITIoN cARD, it does to play the game again (possibly in new groups). not match any in her hand, she can replace it at the bottom of the pile, but must then wait for the next round to pick up a new one. . The object of the garne is to get rid of all your NOUN CARDS. . The player who does so first is the winner. EE tuoun + preposition Monitoring and feedback Type of activity You can ask students to write down some of their Smallgroup;cards;production sentences as they produce them or after the game 1s Grammar point finished. At the end you can go round the class asking Noun * preposition individual students to read out their sentencesr correcting Some nouns are followed by a particular preposition: mistakes and giving feedback. If you feel it would be I haae responsibility for ot:erseeingthe department. useful to reinforce the grammar, you can ask the students Could you send me details of the job? to play the game again (possibly in new groups). Other structures Students generate will their own structures. prepared Be to providesupport. Topic areas Personalexperiences, values, tastes, opinions EEPhrasalverbs 1 Challengingvocabulary Nouns: adaantage, attitude, belief, cause, damage, demand, Type of activity Small group; bingo; accuracy increase,proof, reason, relationship, responsibility, rise, solution Students will generate their own vocabulary. Be prepared Grammar point to provide support. Phrasal verbs these consist of a verb and a particle (which can be either a preposition, e.g.up, or an adverb, e.g. away) 34
  • 35. - some phrasal verbs do not have an object: . The object of the game is to fill up the erNco cARD. I had just got honte when John and Alice turned up. . The player who does so first is the winner. (= arrived) - some phrasal verbs do have objects: Monitoring and feedback I turned rhe radio off. (= switched off You can ask studentsto write sentences using some of the object can go before or after the particle: the phrasalverbs on their completed erNco cARDS. I turned off the radio. At the end you can go round the classaskingindividual - if we use a pronoun instead of the noun, it can only studentsto read out their sentences) correcting mistakes go before the particle: and giving feedback.If you feel it would be useful to I turned it off. reinforce the grammar, you can ask the studentsto play - it is not correct to put the pronoun after the particle: fhe oqme ese in ++arne-etr+ Other structures None Topic areas Various vocabulary EOPhrasalverbs 2 Challenging unexpectedb),operciling, unconscnus Type of activity Yerbs: diaide, discard, remove, exploder consider, continue, Smallgroup;lotto; accuracy delete, postpone, discuss, boast Grammar point Phrasal verbs and obiects - some phrasal verbs do not have an object: I had jusr got home when John and Alice turned up. Materials and preparation - some phrasal verbs do have objects: . Copy and cut up one set of srNco canos and one set I turned the radio off. of pRRrrclp cARDS for each group of 3-4 students. the object can go before or after the particle: You will need to do double-sided copying for the I turned off the radio. PARTICLE CARDSso that each particle has its matching - if we use a pronoun instead of the noun, it can only definition on the back. For groups of 3 remove one go before the particle: BrNGo cARD and its pARTICLEcARDS. You will need a I turned it off. bag for each group. - it is not correct to put the pronoun after the particle: ++wnee-aff* Other structures How to use the game present Pastsimple, reportedspeech, continuous, . Check that your students are familiar with the grammar rmperatives, would in the Gramrnar point and with the words listed in Challenging vocabulary. Pre-teachany other words Topic areas Various from the game you think will be unfamiliar to your class.Make sure the students are familiar with all the Challengingvocabulary phrasalverbs. quarrel (v), management, litter (n) . Divide the classinto groups of 3-4 students. . Give each group a set of sINco cARDSand a set of PARTICLECARDS. Materials and preparation . Copy and cut up one set ofsnN-reNCE cARDS and one . They should take one BINGo cARD each and put the set of oepcr cARDS for each group of 3-4 students. PARTICLECARDSin the bag. . The first player draws a PARTICLE cARD from the bag. Holding it so that the others can see the particle, How to use the game e.g. (JP, she reads out the definition on the other side . Check that your students are familiar with the grammar (but not the answer!) e.g.'get brighter'. in the Grarnmar point and with the words listed in . The player who has the matching verb (CLEAR) on Challenging vocabulary. Pre-teach any other words their sINco cARD can claim the PARTICLE cann if they from the game you think will be unfamiliar to your can make up a sentence containing the phrasal verb class. Make sure the students are familiar with all the (CLEAR L'P). They can then lay the PARTICLEcARD phrasal verbs. on the BINGo cARD on top of the matching verb. . Divide the class into groups of 3 4 students. . Then it is the next player's turn to take a card out of . Give each group a set of sENTENCEcaRls and a set the bag and read it. of onlpcr CARDS. 35
  • 36. . They shouid take one sENTENCEcaRo each and put the oBJECTcARDS in the bag . . The first player draws a card from the bag and reads 'the it out, e.g. radio' or'it'. . The player who can fit the oeJpcr cARD into one of the blanks on her sENTENCEcARD can claim the oBJECTcARD, by reading our the completed sentence. . Some oBJECTcnnos will fit into more than one sentence. For example 'the radio' will fit into either 'I turned ... off.' or 'I turned off ...' but 'ir' will only fit the first sentence. . If two players have appropriate sentences, it is the first player to read out the complete sentence who gains the card. . Then it is the next player's turn to take a card from the bag and read it. . The obf ect of the garne is to fill up the SENTENCECARD. . The player who does so first is the winner. Monitoring and feedback At the end of the game you can go round the class asking individual students to read out the sentences on the cards, correcting any mismatched cards, and giving feedback. 36
  • 37. 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. All sheets are for single-sided photocopying, except for those on pages I l9 and 120 which are intended for double-sided copying. Only cut along the cutting-lines (-----------) and not along the unbroken lines ( - ). On pages 74, 75 and I18, the numbers that identifii the cards are printed within the cutting lines; it is best to keep these numbers within the cut-out cards. But on pages 119 and 120, keep the numbers outside the cut-out cards. On pages 124 128, you will find Rules sheets for some of the games. These can be photocopied too and given to students to help them remember how to play the game. 37
  • 38. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E Rrticles in general statements tiger rose news music Irtl - - - - - - - - - - - - -r- - - - - - - - - - - - - - - - -r- - - - - - - - - - - - -'l f I camels dog poIiticians men women garden cats children sheep information fools mother desert ice heart brains ll r------------------------r- intelligence weather anger traveI excitement spiders fa mily food
  • 39. lntermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 II Rrticles in general statements ARTICLECARDS a a a a a a a --------F-- 1- __-----t I I I I I t l I t l I I t l I I t l I (itzi.v a wlrLttY' I t l I I I I I 17i Wl I I t l t l I I t l I I t l I ------l----- -------J r l I t l I t . I I t l I I t l I I I t l I I I ^l t l, ,/ t a i 7 v 1 t | '/' 1/t I xJivr.- I vl t l I I I I t l I I t l I I t l I I t l I --------|-------.-|----- t l -l- -------.{ t l I I t l I I I I t l I t l I t l I a,'aa wiv)iw t l ; I @ t r I t l I t l I t l I t l I I l l - - - - - - - -F - - - - - - r -l- - - - - @ @ @ @ @ 39
  • 40. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E Rrticles in general and particular statements CARDS SENTENCE NOUN CARDS 1 lf .... . . b e t h e f o o d o f l o v e ,p l a y o n . i music i I write a lot of letters . are my favourite flowers. roses I f e e l s o r r yf o r . ... in zoos. tigers .... isa friendfor life. a good book 2 I loved . . t h e y p l a y e dl a s t n i g h t . the music tl F-----------------------{ I love I t a l i a nf o o d I -'l . is an endangered species. the tiger . . . . . I t o l d y o u a b o u t i s c o m i n gt o s t a yt o m o r r o w . the good frie nd i-----------------------1 T h i si s . . I w a st e l l i n gy o u a b o u t . i t h e g o o d b o o k 40
  • 41. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E Rrticles in general and particular statements CARDS(continued) SENTENCE CARDS(continued) TUOUN -------T-- ----------l T--------- I'm scared f o dogs I answered ll .... a . in my in-tray. the letters ----1 i s t h e m o s t i m p o r t a n tt h i n g t o h a v e i n l i f e . a good friend c a n b e v e r y a n n o y i n gs o m e t i m e s . people I neverdrink coffee 4 I'm scared f o .... nextdoor. the dogs I loved . we ate lastnight. t h e l t a l i a nf o o d I in our gardenare lookinggoodthisyear. the roses n e x t d o o r c a n b e v e r y a n n o y i n gs o m e t i m e s . the people ----1 .....you madethis morningwastoo strongfor me. the coffee 41
  • 42. lntermediate Grammar Games Pea6on Educationlimited @ J Hadfield 2003 E Past simple and present simple WORD CARDS WC and didn't don't doesn't go goes went like likes liked eat eats ate drink drinks drank did do does read reads watch watches watched cook cooks cooked play plays played
  • 43. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E Past simple and present simple WORD CARDS (continued) get up getsup got up to the cinema to the disco chips ptzza i c ec r e a m bananas tea coffee homework the housework t h e w a s h i n gu p the newspapers a book g o o d m e al s a good meal the piano the guitar i i I football i chess early late I I I I I I I '----T----- everyday o n c ea w e e k s om e t i m e s lastweek yesterday lastyear l a s tm o n t h a longtime ago 43
  • 44. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E Past simple and present simple SCENES THE CRIMESHEET OF House 1 O n t h e n i g h t o f S e p t e m b e2 7 ' h . . . r House6 O n t h e n i g h t o f S e p t e m b e2 7 ' n . . . r Suspect: House2 27'h On the night of September House7 On the nightof House 3 27'h On the night of September House8 O n t h e n i g h t o f S e p t e m b e2 7 ' h . . . r Suspect: Suspect: House4 O n t h e n i g h t o f S e p t e m b e2 7 ' h . . . r n i g h t o f S e p t e m b e2 7 ' n . . . r ft,t{"ffi Suspect: O n t h e n i g h t o f S e p t e m b e2 7 ' h . . . r House l0 O n t h e n i g h t o f S e p t e m b e2 7 ' h . . . r Suspect:
  • 45. Intermediate Grammar Games PearsonEducationtimited @ J Hadfield 2003 EI Past simple and present simple SUSPECTS CARDS o .9 P .9 qJ 3 - a J .ts ca E o ttl C.) €) o - o o F ) (.) o B o I c IIJ b ffi P L u- o < o- J (I) OJ E OJ o t- P L,' t- - R o E lrl tr o L o fKs X P u- .= o- o LJ 't qJ {s$ v L F
  • 46. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 Awill TIME CARDS in the next next year nextcentury in a hundred twenty years years in ten years' time tomorrow in the year3000 in 2100 F------------- in a thousand in fifty in the next in the next years years fifty years ten years by 2500 tonight within within twenty-fiveyears ten years by the end of nextweek in five years' in two years' thiscentury time time rl !---------------------J
  • 47. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 Elwill ftiaViryge Iife i3[a cohpule( tr I I ; -,G. i /4ne i/r1r . ', - I t IfJta I t i '-..// K*i ^-.O5 :J -v1l|- , I lqlsp:.v-1^ t| : I a tt i i : i Wortdcup c'Jt 6oru <i +r1t- , /1u, '4ne i h, ^ i.Z ' i 2 4te l( foatr.) t neis-)i t world) i tonnunica i newg ',abliia -z iG#i€ <''n' iV </, iV" Peop0, Populatio 47
  • 48. lntermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 El witt and going to INTENTIONS PICTURECARDS BUBBLE SPEECH CARDS D o n ' t w o r r y .l ' l l a n s w e ri t ! k n o W I ' m g o i n gt o answerit. G r e a t .l ' l l d o t h e s h o p p i n g for it thismorning. Have qou relnonbered ihe. g"aetgfonight? Y e s .I ' m g o i n g t o d o t h e shoppingor it now. f Sor.g l'^ t.t:, . Shall we orde.c: l ' v ea l r e a d y r d e r e d . o I ' m g o i n g t o h a v et h e c h i c k e n . Shatl we- order? Vha,F woutd You like. I H m m . l ' l l h a v et h e c h i c k e n I think.
  • 49. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 El will and going to PREDICTIONS PICTURECARDS (continued) SPEECHBUBBLECARDS (continued) . . . y o u w i l l h a v et w i n s . l'yg looked af Jhe-scanand. . . . y o u ' r eg o i n g t o havetwins. lr' fhe south of tke- c-or"lry, ... . . . i t w i l l r a i n l a t e rt o d a y . look atti.osa cloudsl .,. Oh.no, Don't go up there,. .. . . . y o u ' l lf a l l ! --- 1- . . . y o u ' r eg o i n g t o f a l l ! 49
  • 50. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E ssed to 9O'" BIRTHDAYPICTURE ... 15ff{loor.. . love.it... won.erfu views. ... CaN 5sagig Be.n {.o^ n^g wrndow. stkat gour h"!13? IJr Y('. ') f ^ [3i ? I c!, N fl^d how lo19 rave gou lived tere /
  • 51. Intermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 E used to PHOTOALBUM ----------1 69 f, /t-"1 op.QF- _ Nlll.-' TAY 7$.t{EFJR/ -1-'tS*- $ (oR>"w 51
  • 52. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E used to GRANDPA tr--------' Y o u r g r a n d p au s e dt o b e a p o l i t i c i a n . Your gr andpa usedto be a vicar . Now he sleeps ll day long. a N o w h e ' sa B u d d h i s t . Your grandpausedto be a trapezeartist. Your gr andpa usedto be a spy. N o w h e s i t si n a r o c k i n gc h a i ra l l d a y . N o w h e r e a l l yh a sa b e a r d ! Y o u r g r a n d p au se dto b e a p i l o t. Your gr andpausedto be a far m er . N o w h e m a ke smo d e l a e ro p l a n e s. N o w h e l i v e si n t h e m i d d l eo f L o n d o n . Y o u r g r a n d p au se dto b e a sa i l o r. Y o u r g r a n d p au s e dt o b e a p o l i c e m a n . N o w h e l i v e si n S w i tze rl a n d . Now he wr ites cr im e novels. Yourgrandpa used be a journalist. to Your gr andpausedto be a gar dener . Now he writessciencefiction. N o w h e l i v e si n a f l a t .
  • 53. Intermediate Grammar Games Pearson Education timited O J Hadfield 2003 El Past continuous -o; 6H -v O) !tr o (o c o o 39 -o -c o (' ((' ol -o c ^o o o (; ;> o P r- -O E ol O- !- OJ r- _c :) P o Cr- >Tj o- O'o -c(o o 7l- HY o -L/ V) (o P (.r') LA ,tt E o c o o (o P _c O') f (o fs o o- LJ P 3€ c _c (o f lrJ : o rF o '- o_ o -( 6g ga q) P P o qi (o.P CE (oc (o c (o -vo o o 'c J - . J= .ts !- o d ttl o o E :) -cE c ((, P E .v o -c ctr o_ (I' b€ t- f xo =t o io = ro s(o o- -Z (' t- O-o (o o tJ
  • 54. lntermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 EI Present perfect BOARD QUESTION ,rw $ $ m rr-t%-ry w t#: ''2'x* !0+ rnonihs Y*% - la/,L -F ./-a 2ry" t -tt- . -^r -- v .t < in 0n0( Wt9, W::i ,4 'l'3r tlte last /' nor? ,icL( cen w "ro'll J- ta' gears 6% / "r.nttU $f, todaY tr tg'" " 54
  • 55. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E Presentperfect EVENTCARDS ltl ltl c) o o P o .:3 E c l- .9 E o- ul ro q) o o o o- o (o t- ttl o : (o ro o E o o- o o c _o x E ltl (o o l l o_ l l l l l l l l l l l l - -- - - -- - -L - l -- - - - _- - - -- th AJ ttl P c.) o v'l .!-2 P o P P -E F (o o- G) (o o o) L.' i---------- r -t- - t - - - - - - - - - { I I I I I I I I I I I I I I I I I I I '(n I I I (oix i (> r Q I I I I tV l- I I ta rv I rul tv v I I I o 'i-o rr O I IA r- I I iP C') I PI I t!, i(t' rL, o I I r^:! tl- t- I E I JrQ /ll I re I I I <(rQ I 'O) ;o I I I I I I t I I I I I I I I I -t- I -t- I --------i--- --i--------- J 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 c I nl I I IP o I I I tl- I Jr(, l - to E P I Fl e'-c 'O I ;r* tTl iF I I rJ I iL iru I o I I oiP I ;P o ( I o- I I Ft I I I I oio 'xiu r I I lv' I E I | (/,t) I I I I I L o I I Or i9 I I I I J I I t L I I I I I I z,; I I I I I I I I I I I I I ; - - - - - - J - - - I -L 55
  • 56. Intermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 E Present perfect and past simple PICTURE BOARD I /m P t=ffi?C. (/2 rD 7) EI M Lt/ OBI AI ry4 ;aiY HI 5-:-,G"" I / 5'z-U - r(td-O WV U
  • 57. Intermediats Grammar Games Pearson Education Limited @ J Hadfield 2003 E Present perfect and past simple TIME CARDS PERFECT PRESENT -a-----------------a r--------* f ll -c o o -> # P c a c oc 3 (J E OJ .q -c .9 P -c P c o Ol 3 P = .= Ol Ol CJ rF c rh -Y, (U ocJ P o qra P c o - P P .s tl I tl I -Y P o P o a) LO = Er -:(o P OJ >P .9 P -E> c P F c .= OJ I -E o f= P = OJ C -c P >lJ U # CJ C(o P c c) P -c c 3 P CJ -Y CJ o o o) 50 J OJ = OJ N o P C >; 3 c) c B CJ - + L-------------------L ttl ll ttl ttl o -c c B> P c o dl Iv E J o O nE OJ E a N >oJ P P 3 !E P 6X -c. P 57
  • 58. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 IE Presentperfect continuous ACCUSATIONCARDS The baby'sgot a scratch i ffil Yffil&" i W h y i s y o u r r o o m i n s u c ha Y o u rh a i r ' s e t ! w 4* fl: T h e r e ' s m o k ec o m i n of r o m s the kitchen ! T h e r e ' s a i n to n t h e c e i l i n g l p T h e b a b y ' s e e ns i c k ! b T h e r e ' s a t e r a l l o v e rt h e f l o o r ! w Y o u ' r el a t e a g a i n ! W h a t ' st h a t t e r r i b l es m e l l ?
  • 59. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 IE Presentperfect continuous
  • 60. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 III Past perfect LANDING BALLOONIST'S T--------- ----------1 AHHH-HH --/ :-:- --- - /ll_[ //- /l ,// 1;^ Stf.or ^;'- 0nrs*s: T L-- l'L'rr //- i+-t5 QI (- /. F' - l--:{- /F- {,> S, 60
  • 61. Intermediate Grammar Games PearsonEducaiion Limited @ J Hadfield 2003 I[ Past perfect EVENTCARDS 6Riilm?ffiffi ,ffi;W W T,lWWffii - 2:l--- l- ' -=-u,11$.s{.r) I @4H I I 7 i<r1l llAlllll L -i | '., i 72' L llfv-Jll1ll i l:'t)'!)#---i----| r---------- | | i2 t9 lli 7 4-^ i12 &. ffi 4-_ i"7 l@ntI i i1 i rr-llutd i Fr W, i iGe+xlr i : i.rfltxll'T i i - i | -' d{flt}u i llll.-il t l-il I i fil)qdilt i --:V-_- i i 'd)T'U. u-1/ Y- i i i3 i ii"nrlh i titffi imi +i'q'Agip_ /1lffi11ffiffi.i'r tlt in@rtr ilwfui iruFlFfi('Mil l'flm'R i.wi.W[-i||]fu^l[j@$Al i;1'S,i;}i;_-i-iir;li' ijiH<l ilm i"'{lffi i'4 ilj. |Hir(rJl/:t i (K triNK il lllll*,lll - _ a, /_lllffi=r llffi i.__,-sr// / *i ' ihp*11 i llrui qA: Ill -lli:-tz@; NS;;i s i1o ils lr zi'o i ff* ito ii) r=i re*ir i Y), r {/ /j i i ffi N.,4^ il-tll J7tH /11 ")t 'A) *) i l- ll .zvz' tl-ll l/n - i I i ns' *ui /ri v,/ i il,&ffil i i ,I q.<Te i h1 IXrm i.Lll fri_fficry. i ilillt/ffi trti iA{= i" Pnff* i r rr ur+:.xril i iI $ffi r*b -{ 61
  • 62. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 IE Past perfect continuous f I rTIQ'I 1 f lNforl BEB flffin Fts-- III') ..F-------J ri-- I]AD @ FNE€ HE f=FEf, @ wffi IF_I q-tj lffi a, trm @m
  • 63. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 perfect continuous a torn bit of a football shirt a s w i m m i n gc a p s o m ed o g h a i r s House number Clue Nam e JoeFloggs [redCloggs SarnHoggs Paveloggs Marvin[roggs HarrySloggs SamanthaDoggs Poggs Iasrnin KarenSnoggs Jadekoggs Miketoggs [elix Noggs Myers
  • 64. Intermediate Grammar Games Pearson Education Limited @ J Hadfield 2003 IEI Past perfect continuous Joe Bloggs Marvin Froggs Karen Snoggs Y o u b u r g l e da h o u sei n Y o u b u r g l e da h o u s ei n Y o u b u r g l e da h o u s ei n Bro a dS q u a r e t 8 p m a B ro a dSquar e 8 pm at B r o a dS q u a r e t 8 p m a las t n i g h t . S a yyo u w e re l a st n i ght. Sayyou wer e last night. Sayyou wer e t uck e d u p i n b e d a t h a v i n ga h a m b u r g e r putting the kidsto bed 8 o ' c l o c k . e l lth e tru th T a t B o 'clock. Tellthe tr uth a t 8 o ' c l o c k T e l lt h e . a b o u tw h a t y o u d i d a b o u tw h a t y o u d i d tr uth about what you b e f o r e h a n dc y c l i n g . : b e f o r e h a n dr:u n n i n g . d i d b e f o r e h a n dc o o k i n g : supper . Fred Cloggs Harry Sloggs Jade Troggs Y o u b u r g l e da h o u sei n Y o u b u rgleda housein You bur gleda housein B ro a dSq u a r eat 8 p m B r o a dS q u a r e t 8 p m a B r o a dS q u a r e t 8 p m a la s t n i g h t . S a yyo u w e re l a st n i g ht. Sayyou wer e last night. Sayyou wer e in the pub at 8 o'clock. h a vi n ga bath at 8 o' clock. doing the housewor kat Te l lt h e t r u t h ab o u t w h a t T e l lth e tr uth about 8 o ' c l o c k T e l lt h e t r u t h . you did beforehand: w h a t you did befor ehand: about what you did p a i n t i n gt h e k i t c h e n . p u tti n g up shelves. befor ehand: walking the dog. Sam Hoggs Samantha Doggs Mike Foggs Yo u b u r g l e da h o u sei n Y o u b u r g l e da h o u s ei n You bur gleda housein Bro a dSq u a r ea t 8 p m B r o a dS q u a r e t 8 p m a Br oadSquar e 8 pm at I a s tn i g h t . Sa yyo u w e re l a st n i g ht. Sayyou wer e last night. Sayyou wer e w a t c h i n gt e l e v i s i o n t a r e p a i r i n gh e c a ra t t v i s i t i n g o m e o n en s i 8 o ' c l o c k . e l lth e tru th T 8 o 'cl o c k. Tellthe tr uth hospitalat 8 o' clock. a b o u t w h a t y ou d i d a b o u t what you did Tellthe tr uth about wha t b e f o r e h a n dp l a y i n g : b e f o r e h a n dw a l k i n go n : you did befor ehand: football. the beach. gardening. Dave Toggs Yasmin Poggs Felix Myers Noggs You b u r g l e da h o u sei n Y o u b u rgleda housein You bur gleda housein Bro a dSq u a r e t 8 p m a B ro a dSquar eat 8 pm Br oadSquar e 8 pm at las t n i g h t . Sa yyo u w e re l a st n i g ht. Sayyou wer e last night. Sayyou wer e d r i v i n gh o m e a t 8 o ' c l o c k . w a s h i n gy o u r h a i r a t r e a d i n ga t 8 o ' c l o c k . T e l lt h e t r u t h ab o u t B o 'cl o c k. Tellthe tr uth Tellthe tr uth about what wh a t y o u d i d b e fo re h a n d : a b o u t what you did you did befor ehand: boxing. b e f o r e h a n ds w i m m i n g . : p l a y i n g e n n i sa t t h e c l u b . t
  • 65. lntermediate Gramrnar Games Pearson Education Limited O J Hadfield 2003 IE ruture continuous On . . . . e v e n i n ga t ,l At .. . . o ' c l o c ko n ,l Next Next year,I I I On . . . . e v e n i n ga t ,l At .. . . o ' c l o c ko n ,l Next Nextyea; I
  • 66. Intermediate Gramrnar Games PeareonEducationLimited O J Hadfield 2003 IE ruture perfect PROMISES PROMISES, SHEET(two copies) tt this time next year: i I I I it I q , r I I l . . . I I I I I I I I | ... I I I I talY I 2 r... I I I I i... I I I I I !rY !{t - | I ... I I I I I I I I | ... I I I I L---------- -----------l f------- | | | | - -. i By this time next year: i I i 1 r... | ... I I I I I I i)T i - ^... I I I I I I I | ... I I I I I I !tl | - I ... I I I I I I I I | ... I I I
  • 67. Intermediate Grammar Ganres Pearson Education limited O J Hadfield 2003 IE Present,past and future of must, have to and can Work with a partner.Findas many similarities possible. as . THEN- WHEN YOU WEREA CHILD: Obligations T h i n g sI h a d t o d o T h i n g s d i d n ' t h a v et o d o I Permission and prohibition T h i n g sI c o u l dd o / w a s a l l o w e dt o d o T h i n g sI c o u l d n ' td o / w a s n ' ta l l o w e dt o d o Ability T h i n g sI c o u l dd o T h i n g s c o u l d n ' td o I . NOW - lN YOUR LIFEAT THE MOMENT Obligations ThingsI haveto do (that I didn't haveto do when I was a child) ThingsI don't haveto do (that I did haveto do when I was a child) Permission and prohibition ' T h i n g sI c a n d o / a m a l l o w e dt o d o ( t h a t I c o u l d n ' td o w h e n I w a s a c h i l d ) T h i n g sI c a n ' t d o / a m n o t a l l o w e dt o d o ( t h a t I c o u l dd o w h e n I w a s a c h i l d ) Ability T h i n g sI c a n d o / a m a b l et o d o ( t h a t I c o u l d n ' td o w h e n I w a s a c h i l d ) T h i n g s c a n ' t d o / a m n o t a b l et o d o ( t h a t I c o u l d d o w h e n I w a s a c h i l d ) I . lN TWENTYYEARS'TIME: Obligations T h i n g sI w i l l p r o b a b l y a v et o d o h T h i n g s w o n ' t h a v et o d o a n y m o r e I Permission and prohibition T h i n g sI w i l l b e a b l et o d o / w i l l b e a l l o w e dt o d o ( t h a t I c a n ' t d o n o w ) ThingsI won't be able to do i won't be allowedto do (that I can do now) Ability T h i n g sI w i l l b e a b l et o d o ( t h a t I c a n ' t d o n o w ) ThingsI won't be able to do (that I can do now)
  • 68. Intermediate Grammar Games Pearson Education Limited @ J Hadfield 2003 16lmaytmighttcou Idt mustlcan't + have Annette Herbert I l e f t t h e m u s i cr o o m a t 8 . 4 0a n d w e n t t o g e t m y l a n a n d I h a d a p i p ea n d a p o r t o n t h e v e r a n d a h . m u s i cf r o m t h e d r a w i n q r o o m . W e w e r e b o t h t h e r e t i l l a b o u t 8 . 5 0w h e n l a n l e f t s a y i n gh e h a d a r r a n g e d o p l a y b i l l i a r d s i t h L i o n e l . t w Beryl ;;; I p l a y e ds t r i n gt r i o s w i t h A n n e t t e a n d C h r i s t i n a n t i l u I h a d a p i p e a n d a g l a s s f p o r t w i t h H e r b e r to u t o n o 9 p m w h e n w e h e a r da s h r i e kf r o m t h e c o n s e r v a t o r y . t h e v e r a n d a h . o o n e e l s ej o i n e d u s . I l e f t a b o u t t e n N D a v i n aa n d M a r g a r e tw e r e w i t h u s f o r a w h i l e b u t t o n i n e- I ' d p r o m i s e d i o n e a g a m e o f b i l l i a r d s . L l they had gone by that time. Christina John I w a s i n t h e m u s i cr o o m b e t w e e n8 a n d 9 w i t h I p l a y e db i l l i a r d s i t h K e i t ht i l l a b o u t a q u a r t e rt o w A n n e t t e a n d B e r y la p a r t f r o m a b o u t 1 0 m i n u t e s n i n e ,t h e n w e n t t o t h e l i b r a r yw h e r e I f o u n d D a v i n a . w h e n I w e n t t o m y r o o m t o g e t m y v i o l i n .D a v i n a I d o n ' t k n o w w h a t K e i t hd i d . a n d M a r g a r e tl i s t e n e d o u s p l a y f o r a b i t , t h e n t g o t b o r e d .I t h i n k M a r g a r e tl e f t a r o u n d 8 . 3 0a n d D a v i n al e f t a r o u n d a q u a r t e rt o n i n e . --t-- Davina Keith I started off by listeningto Annette, Beryland I p l a y e db i l l i a r d w i t h J o h n .T h e g a m ef i n i s h e d b o u t s a C h r i s t i n a l a y i n gi n t h e m u s i cr o o m , b u t t h e y p a o u a r t e rt o n i n e .W e l e f t t h e b a l l sa n d c u e so n w e r e n ' tt h a t g o o d , s o I w e n t o f f t o t h e l i b r a r y the table. a t a b o u t 8 . 4 5 .M a r g a r e tg o t b o r e d e v e n q u i c k e r a n d l e f t b e f o r em e ! Edwina Lionel I w a s i n t h e d r a w i n g r o o m h a v i n gc o f f e ew i t h F e l i x I w a s p r o b a b l yt h e l a s t p e r s o nt o s e eX a v i e ra l i v e . a n d G a r t hf r o m a b o u t 8 o ' c l o c k . e l l xw a n t e d t o F I w a s c h a t t i n gt o h i m i n t h e c o n s e r v a t o rtyl l l a n i s m o k eh i s p i p e s o h e l e f t t h e r o o m a t a b o u t t e n t o c a m et o g e t m e f o r b i l l i a r d s . n i n e a n d G a r t h w e n t w i t h h i m . M a r g a r e tp o p p e d h e r h e a d i n a r o u n d h a l f e i q h t b u t s h ed i d n ' t s t a v . !----------- ------,-----I -----------J f:l I F-r:-- !..------^ | Felix Margaret I w a s i n t h e d r a w i n g r o o m h a v i n gc o f f e ew i t h E d w i n a I l i s t e n e d o A n n e t t e ,B e r y la n d C h r i s t i n a l a y f o r a b i t , t p a n d G a r t h f r o m a b o u t 8 o ' c l o c k . o o n e e l s e- o h N t h e n w e n t o n i n t o t h e d r a w i n gr o o m - a b o u t h a l f M a r g a r e tc a m e i n b r i e f l yb u t s h e d i d n ' t s t a y .O h a n d p a s te i g h t , I s u p p o s el.t w a s b o r i n g i n t h e r e s o I w e n t - t h e r e w a s a n o t h e rp e r s o n A n n e t t e .S h e p o p p e d i n t o t h e l i b r a r yt o r e a d f o r a b i t . t o l o o k f o r s o m e m u s i ca t a r o u n dt w e n t y t o n i n e . I w a n t e d t o s m o k em y p i p e s o I w e n t t o t h e v e r a n d a h a t a b o u t t e n t o n i n e . G a r t hw e n t w i t h m e . Garth I w a s i n t h e d r a w i n g r o o m h a v i n gc o f f e ew i t h F e l i x a n d E d w i n af r o m a b o u t 8 o ' c l o c k W e i n v i t e dM a r g a r e t . t o j o i n u s b u t s h ew o u l d n ' t .F e l i x a n t e dt o s m o k eh i s w p i p e s o h e l e f t t h e r o o m a t a b o u t t e n t o n i n e .I w e n t w i t h h i m t o t h e v e r a n d a h A n n e t t ew a s t h e o n l y o t h e r . p e r s o nI s a w - s h ec a m e i n t o t h e d r a w i n q r o o m t o i o o k f o r h e r m u s i ca b i t b e f o r ea q u a r t e r l o n ' n " .
  • 69. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 ftl maylmighttcouldtmustlcan't + have ALIBI CARDS (continued) r--------- ----------l Annette Herbert I r e t u r n e dt o t h e m u s i cr o o m f i v e m i n u t e sl a t e r a n d I f i n i s h e dm y p o r t a n d w a s a b o u t t o g o i n w h e n w e n t o n p l a y i n gt h e r e w i t h B e r y la n d C h r i s t i n ai l l t F e l i xa n d G a r t h c a m eo u t . I s t a y e dt o c h a t . 9 w h e n w e h e a r da s h r i e kf r o m t h e c o n s e r v a t o r y . Thatwasaboutten to nine I think. or a bit after D a v i n al i s t e n e d o u s p l a y i n gt i l l a b o u t a q u a r t e r t Y e s . e a l l h e a r dt h e s c r e a m . w t o n i n e - s h e l e f t w h e n I c a m eb a c k i n . Beryl lan I w a sw i t h A n n e t t ea n d C h r i s t i n a l l t h e t i m e b e t w e e n a I w e n t t o t h e c o n s e r v a t o rty g e t L i o n e la t a b o u t o 8 a n d 9 e x c e o tf o r f i v e m i n u t e sw h e n A n n e t t e w e n t t e n t o n i n e . H e w a s t h e r e w i t h X a v i e rW e w e n t . t o g e t s o m e m u s i cf r o m t h e d r a w i n g r o o m , a n d f o r o n t o t h e b i l l i a r dr o o m l e a v i n gX a v i e ra l o n e . t e n m i n u t e sw h i l e C h r i s t i n a e n t t o o e t h e r v i o l i n . w T h a t w a s t h e l a s tw e s a w o f h i m ! I ---------'l I f---------- I christina John | | w a s o u t o f t h e r o o m f o r a b o u t 1 0 m i n u t e sb e t w e e n D a v i n aw a s o n h e r o w n i n t h e l i b r a r yw h e n I c a m e | 8 o ' c l o c ka n d a b o u t t e n p a s te i g h t . i n - s h e ' do n l y b e e nt h e r e a c o u p l eo f m i n u t e s . I T h i sw a s a b o u t t e n t o n i n e o r s o .T h e l i b r a r yi s I I s o u n d p r o o f e d o w e d i d n ' t h e a ra n y t h i n g . s I I I I I I I I Davina ;;il I w e n t t o t h e d r a w i n gr o o m w h e n w e ' d f i n i s h e d l | | w a s a l o n e i n t h e l i b r a r yf o r a c o u p l eo f m i n u t e st h e n I - t h e b i l l i a r d a m e .E d w i n a a s t h e r eo n h e r o w n . g w I J o h n c a m e i n a b i t b e f o r et e n t o n i n e I t h i n k . I I W e h e a r da t e r r i b l es c r e a m t a b o u t 9 o m . a I I I I I I I I I I I I Edwina Lionel I s a w A n n e t t ec o m e i n t o t h e d r a w i n g r o o m a n d l o o k l a n a n d I l e f t t h e c o n s e r v a t o ra b o u t f i v e t o n i n e . y f o r h e r m u s i c- a r o u n d 8 . 4 0 S h ew a s t h e r e a b o u t W e g o t t o t h e b i l l i a r dr o o m b u t c o u l d o n l y f i n d t h r e e o r f o u r m i n u t e s t h e n w e n t b a c k .I w a s o n m y , o n e c u e .W e w e r e h u n t i n q f o r t h e o t h e r w h e n w e o w n a f t e r G a r t h a n d F e l i xl e f t u n t i l K e i t h c a m e i n h e a r dt h e s c r e a m . a b o u t a q u a r t e rt o n i n e .W e w e r e t o g e t h e rw h e n w e h e a r da s c r e a m . Felix Margaret I w e n t t o t h e v e r a n d a h o h a v ea s m o k ew i t h G a r t h t I n e e d e da p e n c i lt o w r i t e s o m e t h i n g o w n a n d d a t a b o u t t e n t o n i n e . H e r b e r tw a s a l r e a d y h e r e . t r e m e m b e r e d' d l e f t m y b a g i n t h e p a r l o u r , o I I s W e w e r e a l l t o g e t h e rw h e n w e h e a r da s c r e a m r o m f w e n t t o g e t i t a t 8 . 4 5 ,s o m e t h i n gl i k e t h a t ? the conservatorv. Garth I w e n t t o t h e v e r a n d a h o h a v ea s m o k ew i t h F e l i x t a t a b o u t t e n t o n i n e . H e r b e r tw a s a l r e a d y h e r e . t W e w e r e a l l t o g e t h e r w h e n w e h e a r da s c r e a m r o mf the conservatorv. 69
  • 70. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 lEl mayl mightlcou ldl mustlcan't + have LISTOF CHARACTERS I I I I Davina I I I Edwina
  • 71. Intermediate Grammar Games Pearson Education Limited O J Hadfield 2003 t6l maylmighttcouldlmustlcan't + have HOUSEPLAN E L o o o o L L lJ E L L TI ru UI G L 5 II f E = TI -o f s G s E g IE L o L +t o G E L o o UI o L L 5 g o oI o U c '= I L G o. G L ! 71
  • 72. Intermediate Grammar Games Pearson Education Limited @ J Hadfield 2003 IZ Rctive and passiveinfinitives QUESTIONNAIRE lm a g i n ey o u a re yo u r p a rtn e r. n swerthe questions. A In my life at the moment: I w a n tt o . . . ldon't want to ... I expectto I d o n ' t e x p e ctto M y b i g g e s t m b i t i o ni s t o a M y b i g g e s tf e a r i s to A n i m p o s s i b l d r e a mo f m i n e i s t o e When I Iook back on my life: I w o u l d l i k et o I w o u l d n ' t l i k et o T h e m o s t i m po rta n tth i n g i n l i fe i s to Th e l e a s ti m po rta n tth i n g i s to .
  • 73. lntermediate Grammar Garnes Pearson Education Limited @ J Hadfi€ld 2003 IE Comparativesand superlatives CUE BOARD euno6/pp ?e "";l'"iils", 73
  • 74. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 IEI Comparativesand superlatives DIFFERENCE CARDS ffi W [r ==: toio
  • 75. lntermediate Grammar Games Pearson Education Limited O J Hadfteld 2003 IE Comparativesand superlatives CARDS (continued) DIFFERENCE
  • 76. Intermediate Grammar 6ames Pearson Education Limited @ J Hadfield 2003 El Wn- questions: mixed question forms 7'7 rrx;-- >' calrt 7P1 {:9i2- L__---------- I IY'- o /4tt 'jL L'l*)' U I N
  • 77. lntermediate Grammar Games Pearson Education Limited O J Hadfield 2003 El Wn- questions: mixed question forms ') 1 Why. ') 2 Who ') 3 Where 4 When 7 5 Which ...........? 6 What ............? ') 7 How Write your answers here. a r...... t z -.... 3..... A. . . . . - 5 ..... rt V r . r . r a t .....
  • 78. Intarmediate Grammar Ganes Pearson Education Limited @ J Hadfield 2003 EEI ... will rf 'F CARDS tf a,..(a tf llarargra,ra ii#fir:. th"jo'r-if r ffi tf #4
  • 79. Intermediate Grammar 6ames PearsonEducationLimited I J Hadfhld 2003 EEI ... will If q00w {?; I 'u j "-i s, I I I I I I I IZ I L .tt I '- 2 4 - I t - - S&l ,|ft I r / I I I I I -f,< I o'L{-lUl {-r'n/t I 'F[/ rDF I I I /t/. ' -r a- *!;t,
  • 80. Intermediate Grammar Games Pearson Education Limited O J Hadfield 2003 EII If ... would ffiffi v- -i I o1 rl I I I
  • 81. Intermediate Grammar Games PearsonEducationLimited O J Hadfi€ld 2003 EEIf ... would have BOARD MISSEDOPPORTUNITIES lpasnla-r OO 'r?,r"d "ffi."t* 1vs/aU nJrQu,l qnq noh o+ arJoaujos , qofe xooltrnq qlt;-o nol pa>Pe G11s.ran1un1e erqd e pere3fo Y"trw, tt, L L csJ 5 1,, -6 : N E 3 tl,l o or1PF cr- : 0) '1 r-O .C, c D. Poil Di <^ 59o t L tr3 6# C+ r[) 3 gl o- P .(/) 7 (r I fn /qo g (T 0 0 L '6 es rD 6< oC(D = r-t t (+ v aFr g s- oE 0 -1 o f , yC9 9 9l r'-Z 90' o 5r t 6r o ) J e-. ' o * s, .{ O9 o QS, o d- cr g il (lr o IQ L EJ s o .), ! -(t 9 'hAt r- t. <o (t 5'P 61 ?* (D>, P C ai J oa :e *J +- r'r 6e; Q.ot s{ rO -c :t .uI beb€ 3s o-? 9es 5' ,/ ;"P"' TJ .g(o ! ij 3-g t (r) q) r6 7 (D J +) C P e! G Qg C () Q.c Io o I l o) T L (o o ils1 rr 4c f. 8 <: t { 3. ef o o 5 1 o- -u7 o * oo tL !:::,!"^+ Yo,, went to lndia for a holidag' You gotinterested in Srchaeologg {."*'h} Q )f{".,0 OO when Uou went' *'dr 81
  • 82. Intermediate Grammar Games PearsonEduration Limited @ J Hadfield 2003 EEIf ... would have 82
  • 83. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 En and when rl t a ri r a | ! t a it a ll t a t ta 1o a a Ir |. a a a a a a a a a a o o a a a O a a a a a a a a a a a a aa a 'o ra....aa..1.a..a.l ta aaaa aaaaaaaaataao a a oa a a a
  • 84. Intermediate Grammar Games Pearson Education Limited @ J Hadfield 2003 Ef and when CUE CARDSPACK 1 ----------- 1- I A WEE KLN D ON THE AOON <=> be' a$" " lr,' peaseAYo 7<-- t td 9ouJ"" l::: '"- e-*a*" . -{:-'-: {ronn p"ti"i pe.'son. Iz+,1i9?e,. When -.*- COLD IN L' ALL AREAS F - - - - - - - - - - When I 5,n ty{> T 'Go o^ t o1d69 z/ 8s"^ gv Ior t7 'tl ) // )
  • 85. Intermediate Grammar Games Pearson Edu(alion Limited @ J Hadfield 2003 En and when CUE CARDSPACK 2 'REiTAuaJAr/ MtAl ia- f,-t :--. /// t, v , yffi i1,&a& -t---.-------..------------I- I I --:- ,t'^> Z ,W -,€(
  • 86. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EI wish WISH CARDS COMPLAINTS l T h e p e o p l ene xt d o o r p l a y l o u d music 5 You ar e baby- sitting. The baby keep s l a t e a t n i g h t a n d i t ke e p syo u a w a k e. b e i n gs i c k . 2 T h e w o m a n i n th e n e xt stre e tp a rk s 6 Y o u rd a u g h t e rb i t e sh e r n a i l s . h e r c a r i n f r on t o f yo u r d ri ve w a y. T h i sa n n o y s o u . y l l 3 Y o u r f r i e n d a l w a ysi n te rru p ts h e n w i I ncolleaguein your office hasan t. you aretalking. i annoying ough. c I I I I I 4 Y o u r s o n d r i ve sto o fa st. 8 Your bossgets ver y ir r itable. Y o u ' r ew o r r i e d . Thisupsetsyou. 5 Y o u ' r er e a l l yb a d a t m a t h s . o u w a n t Y 1 l t ' s r a i n i n g . o uw a n t i t t o b e s u n n y . Y to be good at m aths. 2lt ' s T u e s d a y . o u 'rei n th e o ffi ce . Y 5 Y o u c a n ' t p l a ya m u s i c ailn s t r u m e n t . Y o u w a n t i t to b e th e w e e ke n d . You want to be able to do so. 3 Yo uc a n ' ts p ea k n yfo re i g nl a n g u a ges. a 7 You have brown hair.You want Yo u w a n t t hi s to b e d i ffe re n t. b l o n d eh a i r . i 4Y o u c a n ' t s w i m.Y o u w a n t to b e a ble i SYou havethr ee sons. You want to swim. i tu a dauqhter . I I I 86
  • 87. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EIwish WISH CARDS (continued) REGRETS ------.--------|----- 1 Yo u r b o yfri e n d i g i rl fri e n a ske dyou d 5 You scr aped the sideof the car . t o m a r r y h i m/h e rb u t yo u sa i d no. Ther e' s big scr atch a ther e now. N o w y o u re g re t i t! I r---------- ------i---- ,l -----------i 2 Yo u p a i n te dth e l i vi n g ro o m g reen. 6 You tur ned down a job in Per u. I t ' sa h o r r i b l ec o l o u r ! Now you' r e sor r y! rl -----------1 I 3 Yo u d i d n't w o rk ve ry h a rd a t school. 7 You ate too m uch at dinner . Yo u f a i l ed yo u r e xa ms. Now you r egr et it! 4 Y o u q u a r r e l l e d i t h y o u r b e s tf r i e n d . w 8 You sold your bike. Now you' r e Yo u w a n t to b e fri e n d sa g a i n . sor r y! HOPES 1 Yo u w a n t yo u r g i rl fri e n d /b o yfriend 5 Your dog is ill. You want him to t o s a ys h e /h e 'l ma rryyo u . l get well. | 2 Y o u ' r eo n a s k i i n gh o l i d a yT h e r e . 6 You like som eone y m uch. ver i s n ' t e n o u g h sn o w .Y o u w a n t mor e. Y o ut h i n k h e / s h ei k e s o u t o o . . . l y 7 You have seena holidayadver tis ed 3 T h e s u n h a sg o n e b e h i n da c l o u d . i n T h a i l a n dY o u ' d l o v et o g o b u t . Y o u w a n t i t to co me o u t. it' s too expensive. 4 Y o u ' v e s ee na b e a u ti fu ln e ckl a c e. 8 Y o u ' d l o v et o b e a b l et o d a n c ew e l l . Yo u ' d l o veso me o n e g i ve i t to you. to
  • 88. Intermediate €rammar Games Pearson Education Limited @ J Hadfield 2003 EAwish SORTED!CARDS 8K M /nf c o{$"u '/J-.7 ise (--B *it kt8i a/ | ---------1 -
  • 89. lntermediate Grammar Games Pearson Education Limited @ J Hadfield 2003 EIwish CARDS(continued) SORTED! 6a --=S x {:T 6;"p*> 1:;"S:"; 0l -"*o*'Z 3{rr;"*" -/ ss> ffi: o B ike -(or 5 al e o o o m-% k9 f,""4h; W )) ((
  • 90. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEPresentpassives AND ENDINGSCARDS BEGINNINGS r--------- ----------1 B E E coffee SouthAmerica tea China kangaroos A u stra l i a pens for wr iting ll------------------------r f B E B E cars metal books paper F-- --- - ---- - ------ - ---- - -L E B E rice India wheat Nor th Am er ica E furniture wood oil Kuwait B E gold South Africa keys to open door s B to h o l d p i e ces of paper lips c tigers India p a p e rto g e ther i.- -- - ---- - --- - - - - --- ---- -i- I I I lions Af rica sugar the Caribbean -----l- .---J I I B El LI I camels North Africa i I a corkscrew for opening bott l es I I I l l F------ - --- - ------ - --- - - -r -------------i I ' Bi silk China cotton India Bi Ei B ' ' I t-o b a n gn a i l s . a c a no p e n e r i t o o p e nt i n s i a hammer : I rnto wood to m easur e a pump i to i n fl a tetyres I a ther m om eter i - ::' : per atur e ; tem
  • 91. lntermediate Grammar 6ames PearsonEducationLimited O J Hadfield 2003 Present perfect and past perfect passives EEI FRAME SENTENCES I I In my life up till now 1 | h a v eb e e n 2 | h a v eb e e n 3 | h a v eb e e n 4 | have been 5 I'm proudthat have been 5 I'm proudthat h a v eb e e n 7 I'm proudthat h a v eb e e n I I'm proudthat h a v eb e e n 9 I ' m g l a d I h a v eb e e n 1 0 I ' m g l a d I h a v eb e e n 1 1 I ' m g l a d I h a v eb e e n 1 2 I ' m g l a d I h a v eb e e n 13 | wish I had been 14 I wish I had been 15 | wish I had been 16 | wish I had been 17 | wish I hadn'tbeen 18 | wish I hadn'tbeen 19 | wish I hadn'tbeen 20 I wish I hadn'tbeen given told told off for inspiredby employedas criticised for praisedfor for appreciated allowedto to encouraged askedto loved by a d m i r e df o r told that teasedabout 91
  • 92. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EIlPast passives W a l l a c e a sd i s a p p e a r e d ! o - o n ek n o w s h N W a l l a c e a sd i s a p p e a r e d ! o - o n ek n o w s h N wh e r e h e h a sg o n e . T h e rew a s a n o te wher e he hasgone. He was lastseena t i n h i s r o o m t h a t s a i dh e w a s b e i n q the air por t by a taxi dr iver . blackmailed. Wa l l a c eh a sd i sa p p e a re dN o -o n eknows ! W allacehasdisappear ed! oneknow s No- wh e r e h e h a sg o n e . H i su n d e rw e a rwas wher e he hasgone. A note was found m i s s i n gr o m h i s r o o m . f on his bed by lr ene,his cleaner . Wa l l a c eh a sd i sa p p e a re dN o -o n eknows ! W allacehasdisappear ed! oneknow s No- w h e r e h e h a sg o n e . H i su n d e r w e a r a d h wher e he hasgone. He was seenat be e n t a k e n b ut e ve ryth i n g l seh a d been e 3 pm at the r ailwaystation. left behind. tl Wa l l a c eh a sd i sa p p e a re dN o -o n eknows ! W allacehasdisappear ed! oneknow s No- wh e r e h e h a sg o n e . A n o te w a s fo u nd wher e he hasgone. He was lastseeno n o n h i s b e d b u t i t d i d n ' t s a yw h e r e h e the eveningof the 7' h. hadgone. Wa l l a c eh a sd i sa p p e a re dN o -o n eknows ! W allacehasdisappear ed! onekno w s No- w h e r e h e h a sg o n e .R u m o u r s e r e w wher e he hasgone. Ther ewas a note be i n g s p r e a dth a t h e w a s a sp y. found on his bed, wr itten on the 7' h, the dayhe disappeared. Wa l l a c eh a sd i sa p p e a re dN o -o n eknows ! w h e r e h e h a sg o n e .O n e t h o u s a n d p o u n d sh a d b e e n ta ke n o u t o f h i s b a n k a c c o u n t.
  • 93. Intermediate Grammar Garrres Pearson Education Limited @ J Hadtietd 2003 EZ Past passives WHERE'SWALLACE?SHEET ?-- I I I I I I i W h a t w a s f o u n d o n h i s b e d ?. . . - I I I I I I I I I i Whenwasthe notewritten?...0rr.fhe i W h o w a s t h e n o te fo u n d b y? ..S V What wasbeingdoneto him?....llewas.hsing W h a t h a d be e n ta ke n fro m h i s ro om ? ..llls W h a t h a d b e e nl e f t b e h i n d ? H o w m u c h m o n e yh a d b e e nt a k e n f r o m h i s b a n k a cco u n t? Wherewas he seenat 3 pm? ...4t.th9. Wherewas he lastseen?...At.the. Whattime of daywashe lastseen? ....ln.the. What rumours were beingspread abouthim?...t.h?t.hewas.a 93
  • 94. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 neported speech EEI SHEET QUESTION 1 What isthe number X'shouse? of 2 lsX feelinghappytoday? 3 Does like icecream? X 4 What did X do lastnight? 5 WhereisX goingfor his/her holidays? 6 What isX doingtonight? i 7 W h a t i sX g o i n g t o d o a f t e r t h e l e s s o n ? I I i A Wherewill X be thistime tomorrow? I I i i 9 What wasX doing between pm and 8 pm lastnight? 6 I : tO What hasX beendoing in his/her time recently? spare i I I 11 HasX everbeento Paris? i I I i t, Has everstayed all night? X up j I i, 13 Ca X cookwell? n i 14 lsX gettingmarried soon? i I I i i 15 Has just boughta new car? X 1 6 l s X g o i n g t o s e eh i s / h e r r i e n d st h i s w e e k e n d ? f 94
  • 95. Intermediate Gramrnar Games Pearson Education Limited O J Hadfield 2003 EEI neported speech ANSWERSHEET s a i dt h a t 2 saidthat ... J saidthat ... 4 saidthat ... 5 saidthat ... 6 saidthat ... a a .. saidthat CD C' saidthat 9 saidthat 10 saidthat ... 11 s a i dt h a t 12 s a i dt h a t 13 saidthat ... 14 saidthat ... 15 saidthat I 16 saidthat I I I 95
  • 96. lntermediate Grammar Games PearsonEdu€ationLimited O J Hadfield 2003 EErime prepositions MONDAY MORNING PICTURE 96
  • 97. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 E9 flme prepositions ELIOT ROSIE Y o u w e n t t o a p a r t yw i t h y o u r g i r l f r i e n d t t h e a Y o u w e n t s h o p p i n gi n t h e a f t e r n o o na n d t h e n w e e k e n d .D u r i n gt h e p a r t yy o u h a d a r o w . went for a meal with your boyfriendat 7. Shewent home but you stayedat the party until B u t d u r i n gt h e m e a l h e a s k e dy o u t o m a r r y 2 am.Youdidn't get to bed until 3l h i m ! Y o u f e l t c o n f u s e d n d w h e n y o u s a i d' N o ' , a ( Y o u rg i r l f r i e n d ' s a m e i s L U C Y u t y o u d o n ' t n b he got upsetand left early.You went to a want anyoneelsein the office to know.) f r i e n d ' sh o u s ea n d t a l k e d a b o u t i t f o r a c o u p l e of hours. ( Y o u rb o y f r i e n d ' s a m e i s W I L Lb u t y o u d o n ' t n want anyoneelsein the office to know.) LUCY BEN You went to a party at the weekend.At the You went to a club with a friend. You were there party you had a row with your boyfriend. f r o m a b o u t 1 0 p m t o 2 a m . W h e n y o u c a m eo u t , You left the party alone and you were home by y o u r c a r h a d b e e ns t o l e n !Y o u h a d t o g o t o t h e 9.30.You were in bed before 10. p o l i c es t a t i o n . o u rf r i e n d d e c i d e d o g e t a t a x i Y t ( Y o u rb o y f r i e n d ' s a m e i s E L I O T u t y o u d o n ' t n b home. You were at the pollcestationfor about want anyoneelsein the office to know.) a n h o u r .Y o u d i d n ' t g e t t o b e d t i l l a b o u t 4 a m . ( Y o u rg i r l f r i e n d ' s a m e i s J A S M I N E u t y o u d o n ' t n b want anyoneelsein the office to know.) 5AM JASMINE You were supposed meet your girlfriendat to Y o u w e n t c l u b b i n gl a s tn i g h t f r o m a b o u t 1 0 t i l l F e r d y ' s i n e m aT h e f i l m b e g a na t 8 . 1 0 .S h es t i l l C . 2 . W h e n y o u c a m eo u t , y o u r f r i e n d ' s a r h a d c w a s n ' tt h e r e a t 8 . 3 0- a n d y o u h a d b e e nw a i t i n g been stolen.He went to the policestationand since8! You went home and watchedTV for you got a taxi home. a c o u p l eo f h o u r s . o u w e r e i n b e d b y 1 0 . 3 0 . Y ( Y o u rb o y f r i e n d ' s a m e i s B E Nb u t y o u d o n ' t n ( Y o u rg i r l f r i e n d ' s a m e i s P U N I T A u t y o u d o n ' t n b want anyoneelsein the office to know.) want anyoneelsein the office to know.) PUNITA JASON You were supposed meet your friend at Furby's to You went to a football matchon Sunday afternoon C i n e m aT h ef i l m b e g a na t 8 . 1 5 . e s t i l lw a s n ' t . H and y o u r g i r l f r i e n d a m et o o . W h a t a m i s t a k e l c t h e r e b y 8 . 3 0 .Y o u h a d b e e nw a i t i n g s i n c e p m . 8 S h et a l k e da l l t h e w a y t h r o u g h .T h e nw h e n y o u S oy o u g a v e u p a n d w e n t c l u b b i n g Y o u d i d n ' t . went on to the pub afterwardsshe got very g e t h o m et i l l a f t e r 1 a m . bored and left after half an hour! You stayedon ( Y o u rb o y f r i e n d ' s a m e i s S A M b u t y o u d o n ' t n till about 1'l pm andthen went home. want anvoneelsein the office to know.) ( Y o u rg i r l f r i e n d ' s a m e i s P O P P Y u t y o u d o n ' t n b want anyoneelsein the office to know.) WILL POPPY Y o u w e n t f o r a m e a lw i t h y o u r g i r l f r i e n d l a s t , You agreedto go to a football match with your night, May 23'0. You met her on May 23'd exactly b o y f r i e n dW h a t a d i s a s t e rW h a t a b o r i n gg a m e ! . ! o n e y e a ra g o . S oy o u o r d e r e dc h a m p a g n e n d a After the match you went to the pub with his p r o p o s e do h e r .T h e t r o u b l ew a s ,s h es a i d' N o ' . t f r i e n d s . u t t h e y t a l k e da b o u t t h e m a t c ha l l t h e B 5o you went home early.You left at 8 and got t i m e . N o o n e t a l k e dt o y o u . Y o u l e f t a f t e r h a l f h o m ea t 8 . 3 0 . an hour,went home and watchedTV for a ( Y o u rg i r l f r i e n d ' s a m e i s R O S I E u t y o u d o n ' t n b c o u p l eo f h o u r sa n d t h e n w e n t t o b e d . want anyone elsein the office to know.) (Yourboyfriend's name is JASON but you don't want anyoneelsein the office to know.)
  • 98. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EErime prepositions WHOSEWHO QUESTIONNAIRE ----------l t---------- Who went on a date with whom? and and ....... and ..... Who ... 2 h a d w a i t e d o u t s i d eF u r b y ' s i n e m a i n c e ? C s B 3 w e n t t o a re sta u ra n o n 2 3 'dMay? t 4 w a s a t a c l u bf r o m 1 0 p m t o 2 a m ? 5 w e n t t o a fo o tb a l l ma tch o n S undayafter noon?............... 6 w a t c h e dT V fo r a co u p l eo f h o ur sbefor e g o i n gt o b e d ? 8 w e n t t o t h e p u b a f t e r a f o o t b a l lm a t c h ? . . . . 1 1 w a s s u p p o s e do b e m e e t i n gs o m e o n e t 1 5 f o u n d t h e i r c a r h a d b e e ns t o l e nd u r i n gt h e e v e n i n g ? 1 7 h a d w a i t e d o u t s i d eF e r d y ' s i n e m a i n c e ? C s 8 1 8 w a s a t t h e p o l i c es t a t i o nf r o m 2 t i l l 3 ? 1 9 r e f u s e da p ro p o sa la n d th e n w ent to t a l k t o a f r i e n d f o r a c o u p l eo f h o u r s ? 2 0 g o t a t a xi h o me a n d w e n t to b ed by 3? 2 1 w e n t t o a c l u ba n d d a n c e d i l l 1 a m ? t 2 3 l e f t a r e sta u ra n a t 8 a n d w e n t str aighthom e? t 98
  • 99. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 -ing and -ed participles EEI ."VG CARDS -ED CARDS i n t e r e sti n g boring interested bor ed s ur p f l srn g disappointing surprised disappointed tiring exciting tir ed excited f a s cn a tin g i shocking fascinated shocked f rightening d i sgu sting f r ightened disgusted annoying embarrassing annoyed em bar r ass ed w o r r y in g co n fu sng i wor r ied confuse d amusrng d e p re ssing amused depr essed 99
  • 100. Intermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 E[ Verb + -ing or + to CARDS BEGINNINGS ENDINGSCARDS BEGINNINGS CARDS ENDINGSCARDS - /*, ) <P'.r, ,h") L, i I )P '"( o.l <, z] t-/( h ^ He kept talking Heagreed ffi ffi $ (/ U(' I [92 lW--,r/ I enjoy g o i n go n h o l i d a y W e decided to go on holiday Headmitted t a k i n gt h e m o n e y He r efused to take the m oney ln7-'', )r-{},> € I t r i e d t o a v oi d ,{>€),$P ,{>€ a r g u i n gw i t h h e r t'7.,' € I don't want j t o a r g u ew i t h h e r I don't feel like g o i n go u t c l u b b i n g to go out clubbing - - - - - - - - - - - - - L tonight ---T tonight I ' v ef i n i s h e d g c o o k i n gt h e d i n n e r John offer ed t o c o o kt h e d i n n e r 100
  • 101. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EII Verb + -ing or + to BEGINNINGS CARDS ENDINGSCARDS BEGINNINGS CARDS ENDINGSCARDS W e p o s t p o n e d j h o l d i n gt h e m e e t i n g He promised to hold a m e e 6'N ffi]N #'s lllllltrl ililil llr I hope to g o to L ondon I can' t face g o i n gt o L o n d o n i n e xt w eek ----te$-w"er i --1 Wouldyou risk m a k i n ga p a r a c h u t e W o u l dy o u d a r e to m ake a ump? P_qr_q! iYItP-? i r,_9!9 _ _ We've put off h a vi n gth e par ty We expect to havethe p ar ty ___ _w_eg_[ _lsl-t_ ___i -_ ._--; seBB4lr' <,/A<< lfailed to se e her I m issed s e e i n gh e r ::1:::1T1 '::: ::|t:l l'j:Tlti::ti:9j: b e i n gv e r y r i c h r------------_________J 101
  • 102. ,"",,:11::T,:g?1,:s"rii:1,: lH; EEConstructionswith preposition + -ing VERBAND PREPOSITION CARDS PREPOSITION VERB PREPOSITION b e l o o k i n g f o r w a rd be interested in be bad at be good at be fed up w i th be excited about be used to have no intention lrlrl - - - - - - - - - -F - - - - - - - F - - - - - - - i - r - {- - - - - - - - - - - - - { trlrl I I ,l apologise fo r i succeed tn I I I I I I think of I dr eam of I I I approve of disappr ove of F-- - -- - - - -- - - -- - --- - --- - -l- ri insist on decide to 102
  • 103. ,"",,:lt'o:T;3"'*:*T"$i::t:':T':: EEConstructionswith preposition + -ing QUESTIONNAIRE I a m l o o k i n gf o r w a r d . . . I a m i n t e r este d I am bad I am good A t t h e m o m e n tI a m f e d u p . . . I g e t e x c i t e d. . . I am used I h a v en o i n t e n t i o n. . I oftenthink I s o m e t i m e s re a m d I approve I d i s a p p r o v e. . . I a l w a y si n si st L a s tw e e k I d e ci d e d PICTURECARDS l'rt-- KSL aF E ffi 103
  • 104. Intermediate Grammar Games Pearron EducationLimited @ J Hadfield 2003 EEI nelative clauses *{t, I *m raD w* nEg MAIN CLAUSECARDS RELATIVECLAUSECARDS I i T h e m a n i n n o 2 7 h a sa d o g c a l l e dT r e v o r which bar ksa lot. I i i M r J o n e s st h e o w n e r o f t h e d o g i whose nam e is Tr evor . And r e w i s t h e fi rst n a me o f th e ma n who livesat no 27. I ------i I :l i i eeteand Marylivenextdoorto a house i w h e r e t h e r e i s a b i g d o g . ' ll F---------- ------r- I And r e w d o e s n'tl i keth e b i g tre e n e xt door j w h i c h b l o c k s u t h i s l i g h t . o i ----------t- ---------'l P e t ea n d M a r y l i v e i n t h e h o u s e w h i c h h a sa b i g t r e e i n t h e g a r d e n . P e t ea n d M a r y a r e j o u r n a l i s t s w h o s ec h i l d r e n r e a l w a y s i g h t i n g . a f '---------t P e t ea n d M a r y B l a k ea n d t h e i r t w o w h e r et h e r e i s a b i g t r e e i n t h e g a r d e n . i c h i l d r e n i v ea t n o 2 8 l I I ----------t- .--------J 104
  • 105. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EERelativeclauses MAIN CLAUSECARDS (continued) RELATIVECLAUSECARDS (continued) ---------l B e na n d D a i s y r e t h e c h i l d r e n t n o 2 8 a a who arealwaysighting. f P e t ea n d M a ry g e t cro ss i th th e w whichisalways arking. b postman's og d P e t ea n d M a ry g e t cro ss e ca u se f Julie' s w h i c h t h e y c a n h e a rt h r o u g ht h e b o television thin walls. J u l i ec o m p l a i n a b o u t t h e c h i l d r e n s who arealwaysighting. f nextdoor J u l i ei s a n n o y e d i t h t h e t e e n a g e r s w who have noisypar ties. nextdoor At no 29 thereisa woman called who liveson her own. J u l i eS i m m o n d s J u l i el i v e si n t h e o n l y h o u s ei n t h e s t r e e t w h i c h h a sa s a t e l l i t e i s h . d I I T h e p e o p l en e x t d o o r t o J u l i eh a v ea w h i c h b l o c k s u l i e ' si g h t . J l big tree N e x td o o r t o S a l l y n d B o b i s a n u r s e a w h o i s n ' tm a r r i e d . called ulie J S a l l y n d B o ba r et e a c h e r s a w h o h a v et e e n a g ec h i l d r e n . T h e Br o w n f a mi l y l i ve n e xt d o o r to w h o c r i e s l o t a n d w a k e st h e m u p a t a a baby night. w h o s ec h i l d r e n r e a l w a y s a v i n g a h T h e r ea r e a c o u p l eo f te a ch e rs t no 30 a noisypar ties. 105
  • 106. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEnelative clauses MAIN CLAUSECARDS (continued) RELATIVECLAUSECARDS (continued) F--------- T a m m ya n d J u l i el i v eo n e i t h e rs i d eo f wher e ther e ar e often teenagepar ties . a house Ta m m yg e t s c r o ss i th F e l i xa n d Jo d ie w who havever y noisypar ties. ll ll ------r- ---------'l I f---------- T a m m yT o m k i n s s a y o u n g m u m i w h o h a sa s m a l lb a b y . T a m m yi s t h e t i r e d - l o o k i n g o m a n w w h o s eb a b y c r i e s l l n i g h t . a At n o 3 1 t h e r e i s a h a i rd re sse r w h o h a sa s m a l lb a b y . i I O l i v i a ' s u m i st h e h a i r d r e s s e r m i w h o d o e sJ u l i e ' s a i r . I h i I I I - - - - - - - * - l i I T a m m ya n d O l i v i al i v e i n t h e h o u s e w h i c h h a sa s a n d p i ti n t h e g a r d e n . i I I ---------i i I Ta m m yd o e s n o t l i ke th e ca tsn e xt d oor w h i c h a r e a l w a y si n h e r g a r d e n . i I I I ---------J i I I T a m m yh a sa n e i g h b o u r w h o m s h ed o e s n ' tl i k e . I I I I V i o l e tP e r k i n ss t h e o l d l a d y i w h o l i v e si n t h e e n d h o u s e . M r s P e r k i n s a sa h o u s e h wher e ther e ar e 14 cats. M r s P e r k i n s o m p l a i n s b o u tt h e b a b y c a whosecr ying keepsher awake. next d o o r
  • 107. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 ElI nelative clauseswith extra information who who who who who who which which I I I I I I I I which which r^/h rrh vvt ltlt I I t which I I I I I I I '----'I I I I I I I I I I where w h e re wher e i I wher e .___l I where w h e re whose whose .---J I w h o se w h o se whose whose - - t -| - - - - - - - - | | ---------------------J I that that that that 107
  • 108. ,"",,:ll:lT;ji ?ffi ,:J"r,T::,[fi IH; E4 nelativeclauses with extra information DOMINOES- PICTURE CARDS 6,6 :3/ sister br other dentist to Welcorne BangkoK ffi Llrtl,]. l'-- '9_ bankrobber uncle tlatI(lK()K A u s t r a l iV , ---------i- I ----1 ==Q4 i >H:: --" l-;1 Fl F3 ,/ a pnson Af r ica lighthouse ---------- ' i- ,r->, ES ) bank car g i raffe saling i i d un c i n g i 108
  • 109. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEQuestion tags c= :"o / IM, 2-u6 -# ,/r8- w 4 ffiq Ee,
  • 110. lntermediate Grammar Games PearsonEdutation Limited @ J Hadfield 2003 EEQuestion tags TAG CARDS canyou? h a veyo u ? i s n ' ti t ? h a v e n ' ty o u ? I I I i i s n ' th e ? do you? doesn' tit? d o e s n ' th e ? I I I I I I I I I I t s n ' t s n ea isit? ar e you? don't you? i a r e n ' ty o u ? shouldn't he? s i c o u l dy o u ? I won't you? I ii I I I I didn'twe c a n ' ty o u ? did he? i will you? I I I I lttl L - - - - - - - - - - - - -L - - - - - - - - - - - - -l- - - - - - - - - - - - - J- - Irll n e e dl ? h a sh e ? h a s n ' th e ? c o u l d n ' ty o u ? 110
  • 111. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEVerb + preposition OFFICEGOSSIPPICTURE t------' Alex Troceg o'y Lerog Tom Crotq Sarnqntha HongMer Parvq!i Torrrny Roshrd E1F EE l, F l l =l L , _ EE Sophie e /@ A. t'> I I Tamarq
  • 112. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEVerb + preposition Who ... be l i e v e sn a s tro l o g y? i .. h a d t o a p o l o g i s eo t h e b o s s o r s c r a p i n g i s c a r ? t f h c o m p l a i n e do t h e c o m p a n y i r e c t o ra b o u t h e r b o s s ' s e h a v i o u r ?. . . . t d b . i s l o o k i n ga f t e r t h r e e d o g sa n d a p a r r o tw h i l e h e r a u n t i s a w a y ? c r a s h e d n t o a tre e l a stw e e k a n d w reckedhis car ?. i s h o u t e da t t h e w a i te r i n a re sta u rant last night and was askedto leave? i s n ' ts p e a k i n go h e r s i s t e r ? t wa s t h r o w n ou t o f a n i g h t cl u b l a stweekend? i s t h i n k i n ga b o u t m o v i n ga b r o a d ? wr i t e sf a n l e tte rsto fi l m sta rs? i s s e a r c h i n go r a n e w h o u s e ? f i s p a y i n gf o r a t r i p r o u n d t h e w o r l d f o r h e r m o t h e r ? i s l o o k i n gf o r a h u s b a n d ? i s w a i t i n gf o r a p l a c ea t u n i v e r s i t y .?. s e c r e t l y r e a mso f b e i n g a n a cto r? d i sa p p l y i n g o r a n e w j o b ? . f a s k e df o r a p a y r i s el a s tw e e k ? . . . . . ha s n ' tt a l k e d to h i s n e xt-d o o rn e i q hbourfor 20 year s? jokes? go t p r o m o t e d b e ca u se e a l w a ysl aughsat the boss' s h An d W H O d oe sth e ca t b e l o n gto ?
  • 113. Intermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 EEVerb + preposition oF - € o-l - rV ,. ... P ?E9€ A- L l/ b! A< "-'P o si€# = Lts E* oi.= c 3gE ),Yooot i5 { =xsi 5 F c -F: 3,rrY -c>o _r .!3 r.,r X i f+,sr- h-'f >i E Y.g t-r .- > t >. _ )-- L .. (J 9.e3E oooro >, o) 93 ', g*.9 g> d5s ? R ot-r.tll+, s .o f 6 i=# 55 IIJ- (o (o (o .8 9 IJ (J L SutS-O (o ro{ IE,; X c f f9g_dn E - o c^ >! -v E a.iJ c.. R ?* =:: EYv ^vt P -C - 7 p Eil b.eb t".'O it!; TFgEE r ar -: t , ' (tc Q ' -- + q J e< E v--vs - - PP L -- l li g; # f -I! 5 i,ei; r J l_ ttl 9.lg.: U v>J >=E ... 9i.frY,U oI )a+r+, O 5 y> I 9H:ie9 |!d ur.! -a-+:E-o O f I3_E f*F f*'BPn o (. e .9 ?q., P ! -=J-P (o 6 r.. fl c..XP O E:8b b (ou E 8P E rV,^-L (o x-Y (u.v+,^ a . = = u) r s I n'= - o_P i *- -. e# 3 f o- _LU =H 3 o-o-o o) ='2 o>'6 d > 3E o-Vp 6 i: ;;g > ' ( TvJ - - . C ) i.r.l - >ro - ' ar--c o oJ (J c) o.,GG >=P(o ><-c (od ) (of IIJ a' SF o U Lj-Pttt J-F+, n f ?F J-LAL ; Qtr. L C') .Lt, P - a c t:E; F r. !> Ol |-. E(') t> k.9 i.E 3 FECI:e vi-Lro cXoGcr L- (o.= *9 l€ Y g ! o F_o 9 6'-o =< o 9.I : =" ---? foo ='- 5 x9 I I o o-c >,/t _ O> >> q.) c s=E n'Y Q cE n'.25 9=: o{ - *Egr* Xl-- 3 IJ (o .Pg 6 4l-F (/1 ()E c tl E (J ^.Oc ...S b n.9X cE(oe Y(^(^ k'= v fI qJ.- Ar v ;'"i.= tr fr:ro -X X s Y+t !0J= r i l-c =F 5 u6uT > 5g.Y dUp o_v >, u') L >,I, L Ha E silg .,8 yo..9 s IMF ' ro|rJP r(, o I< (EJ* o 113
  • 114. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EZ nOjective + preposition ADJECTIVECARDS CARDS PREPOSITION ADJECTIVECARDS PREPOSITION CARDS hopeless at jealous of envtous of suspicious of aware of bad at good angry w i th annoyed with a n n o y ed by delighted delighted w i th am azed by I rtl amazed at sorry for impressed by fam ous for i------- - --- - -- - ---- - --- - -i- r e s p o n si b l e fo r i nterested tn L---------------------J- 114
  • 115. Intermediate Grammar Games PearsonEducationLimited O J Hadfield 2003 EZ nUjective + preposition ADJECTIVECARDS PREPOSITION CARDS ADJECTIVECARDS PREPOSITION CARDS capable fond I I full of tir ed of T keen astonished by I I a s t o ns h e d i r similar I I d i f fe r e n t f ro m crowded with I ----i- .-__l I rl I I I I I i |" disaopointed by disappointed with I I I I I I I I i a fr a i d of scar ed of I' '---'l I rl surprised by furious with I excited by wor r ied by I' --t---___--_ _____t_ rl shocked by proud L---------------------l 115
  • 116. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EZ nUjective + preposition PICTUREBOARD $o'.,,. wfi, eomt Nffi rm,ffi Tg<t @ /i*@ tg. v
  • 117. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EE ruoun+ preposition NOUN CARDS PREPOSITION CARDS NOUN CARDS PREPOSITION CARDS I I I I I ,l t h e a d v a nta g e s of I an increase ini I I I I tlrl - - - - -L - - - - - l- - - - - - - - - - - - - - - - - - - - - - - - { 'l!l I I I .l your attitude to ! I an inter est Inr I I I I ? a belief in an invitation to t h e c a u se of a need for complaint about a ohoto It i o, cong atulations r on proof i of damage to r eaction to a demand fo r a r eason for d e t ai l s of a relationship with a dream about responsibility for L an example of a nse tn a fall in the solution to 117
  • 118. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEPhrasalverbs 1 BINGOCARDS BREAK TALK BREAK CLEAR SEND CLOSE SHOW SPEAK CLEAN CROSS Card3 Card4
  • 119. Intermediate Grammar Games Pearson Education Limited @ J Hadfield 2003 EEPhrasalverbs 1 CARDS PARTICLE DOWN OFF UP FOR DOWN OV E R OFF UP UP BACK OVER UP I I DOWN OFF I INTO UP I I I I I OUT UPIUP ON I I ll - . r l- - -l- ----J 3i 4 UP UP ON IN DOWN OFF IN UP ,lrl -------------1 rlrl OUT UP ON AWAY UP ON OUT OFF 't:l - -L - - - - - - - - - - - - -r- - - - - - - - - - - - - -!- - - - - - - - - - - - - 1 lrl. OFF ON UP UP 119
  • 120. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EEPhrasalverbs 1 CARDS(DEFTNTTTONS) PARTTCLE sea cn r explode postpone stopworking ( L O O KF O R ) ( B L O WU P ) ( P U TO F F ) (BREAK OWN) D I I a r r i v eu n e x p e c t e d l y finish , discuss put in writing (TURN P) U (BREAK OFF) I (rnlK OVER) (WRITE OWN) D I I 1i ti d i v i d ei n t o p i e c e s consider , return i get brighter ( C U TU P ) (rHrNK OVER) i (Se BACK) ruD i (CLEAR Up) ri I get out of bed find out moreabout boast stopoperatrng (GET P) U ( L O O Kr N T O ) (sHow oFF) (cLosE DowN) get into your clothes get rid of mess s p e a km o r e l o u d l y be careful (PUT N) O (CLEAN P) U (SPEAK P) U ( L O O KO U T ) r;I Lr- +-r I 4 s t a r tl i v i n gi n a n e w h o u s e continue oing d c o n s u la d i c t i o n a r y t collect (MOVE N) r ( c E TO N ) ( L O O KU P ) ( P r c KP ) u get older complete s t o pw o r k i n g refuse (GROW P)U ( F r L LN ) r (TURN FF)O (TURNDOWN) I I I d isca rd s t a r ts o m e t h i n g o r k i n g w stopsleeping i makeunconscious (THROWAWAY) (TURN N) O ( W A K EU P ) i (KNOCK UT) O I I I I I remove delete s e ei f c l o t h e s i t y o u f f i n i s hw h a t y o u ' r ee a t i n g (TAKEOFF) (cRoss our) (TRYON) (EATUP) I ; i I telephone i stopdoing something manage, o d ; l e a v et h e g r o u n d (R|NG P) U i (G|VE P) U (GET N) O i ( r A K EO F F ) I I I I I I I - - - - ! - - - - - 120
  • 121. lntermediate Grammar Games PearsonEdu(ation Limited @ J Hadfield 2003 EOPlrrasalverbs 2 S E N T E N C EC A R D S r--------- I !1 I i they quarrelled lot sothey broke a . . . . . .o f f . They quarrelleda lot so they broke off t' ; Thebomb blewup H e s a i dh e w o u l d t h i n k . . . . . .o v e r . i S h ec u t . . . . . .u p i n t o 1 0 p i e c e s . I cleaned p ............... u I H e s a i dh e w o u l d t h i n k o v e r Hewrote down . . . . . .o n a s c r a p f p a p e r . o I I I I ' v ed e c i d e do g i v e t . . . . . .u p . Heshowed . . . . . .o f f t o t h e n e i g h b o u r s . t" I I ! S h ep u t . . . . .o n f o r t h e i n t e r v i e w . T h e m a n a g e m e n tl o s e d c . . . . . .d o w n . I i" w " to talk . . . . .o v e r . S i to v e rt h e r ea n d f i l l i n . . . . t "or""d | | s e n tb a c k. . . . . .a s i t d i d n ' tf i t . C a ny o u t u r n o n ......please? i take off .... .. and hangit up in there. I turned . . . . . .o f f . I I I I t l o o k e du p . . . ... in the telephone irectory. Cross ut d o . . . .o n t h e l i s t . I I ; I turneddown . Iturned . . . .d o w n . I i E a tu p . . . n o w i t ' sg e t t i n gl a t e E a t. . . . u p n o w i t ' sg e t t i n gl a t e . i ig I 4 I I I T h eb o m bb l e w . . . . . .u p . S h ec u t u p . . . . . . . . . . . . .i .n t o 1 0 p i e c e s . . I I I I l ' v ed e c r d e do g t v eu p . . . . t S h ep u t o n . . . . .. for the interview. I I cleaned . . . .u p . T h e yp u t o f f . . . . I I I ; T h e yp u t . . . ... off. W e a g r e e dt o t a l k . . . . . .o v e r . I I I Hewrote . . . . . .d o w n o n a s c r a p f p a p e r . o I s e n t. ... back, asit didn'tf it. I I I T h e m a n a g e m e nc l o s e d o w n t d H e s h o w e do f f . . . . .. to the neighbours. i You can throw away . S i to v e rt h e r ea n d f i l l . . . . . . . . . . . . .i .n . . I I I I C a ny o u t u r n . . .. on please? Y o u c a nt h r o w . . . . . .a w a y . I I I take . . . . . .o f f a n d h a n g i t u p i n t h e r e . I t u r n e do f f . . . . I | | looked . . . . . .u p i n t h e t e l e p h o n e i r e c t o r y . C r o s s . . . . d . out on the list. I I | ^, S h ep i c k e d p . . . . u I s n e p r c K e o. . . . . . . . . . . .u p . . .. I I | | tried . . . . . .o n b u t i t d i d n ' ts u i tm e . I t r i e do n . . . . . . b u t i t d i d n ' ts u i tm e . I I tl 1l -----t----- ---------l 121
  • 122. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EOPhrasalverbs 2 OBJECTCARDS I I I I I . l the relationship the relationship the car : the car I I t the cake th e ca ke the matter the m atter sugar sugar a new dr ess a new dr ess the mess the mess the party the party the problem the problem her number her number I theshirt the shirt his new car h i sn e w c a r -F - - - --- - - --- - -- - ---- - - ---l- it it it it ttl rl I I I I I , . I it it'it I it I I I I I trt: --F-------- -------i--- ----------J rrrl tll I I I I it itiit I it I I I I 122
  • 123. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 EOPlrrasalverbs 2 OBJECTCARDS (continued) t h e o l d f a cto ry th e o l d fa ctor y t h i sf o r m t h i sf o r m that old box th a t o l d box the radio the radio the television the television your coat your coat her name her name h i sn u m b e r h i sn u m b e r I the litter the litter his offer his offer the hat the hat yourfood your food it it it tl tl it it it it it 123
  • 124. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 Rules sheets r--------- ----l----- ---------l i f nrticles in general statements i 4 will i I Rules Rules 1 There are t.'osetsof cards:,qR-ttct.E, canos and 1 There are t{'o setsof cards:-tIl,tg canos and NOUN CARDS, CRYSTAL BALL CARDS. 2 Deal out all the anrrclE cARDS. 2 Deal out the Trl,rE cARDS. 3 Put the Noux carus face down in a pile in 3 Put the cRysrAL BALL cARDS face down in a pile in the centre. tne centre. 4 You can look at your ARTICLEcARDS. 4 You may look at your TIME cARDS. 5 Player I begins. Thke the top NouN ceRo from 5 Player 1 begins. Turn up a cRysrAL eaLL ceRD from the pile. the pile. 6 Try to make a general statement using the NouN 6 Try to make a (sensible!) prediction using this card caRo with one of the anrtcr-s ceRos from your together with one of the rtl,tn cARDS from your 'Cantels hand, e.g. haxe humps to storefood.', hand, e.g. 'The weather tomorrow will be sunny.' 'A 'People dog is man's bestfriend.','Children should be or will liz,e on Mars by 2500.' seenand not heard.' Ifyou can do this you can put down both cards. 7 If you can do this, put both cards down on the If not, then put the cRysrAt- BALL cARD back at the table, and say the sentence. bottom of the pile. 8 If you cannot make a general statement, put the Some cRys.taI- BALL caRos combine more sensiblv NOUN cARD back at the bottom of the pile and with some TIME cARDSthan others, e.g.'The mlss a go. weather tomorrou will be rainy.' is a sensible sentence, 9 Then it is the next player's turn. but'The weather in two years' time will be rainy.' 10 The first person to get rid ofall their ARTICLE is not. As the game goes on) and you have fewer cARDS is the winner. TIME cARDST will get harder to make a sensible it sentence! In these cases the group can decide whether a sentence is sensible or not. i 2 Articles in general and 9 Then it is the next player's turn. 1 0 The person who gets rid of all their cards first i particular statements I is the winner. I Rules | 1 Th... are two sets of cards: sENrsNce canos and i NouN cARDS. There is also a bas and an 5 will and going to I ANSV/ERKEY. Rules | 2 Take one SIINTENCB caRl each. 1 There are two sets of cards: ptcruRl cnRns and I I lut the NouN cARDS in the bag. SpEECH BUBBLE cARDS. There is also an ANSvER Kry. | + pnt the ANSx'ER icny face down on the table to I 2 Deal out all the prcruRg and sprecu BUBBLE cARDS I use later. I to all players. | 5 Player 1 begins. Take a NouN cARD from the bag 'the 3 Put the ANSTTER face down. Use it to check KEy I and read it out, e.g. music' or'music'. The your sentences the end. at I other players try to fit the NouN cnRo into one of 4 You may look at your cards. I the blanks on thelr sENTENCEcARDS. 5 Player I begins. Put a prc-ruRE cARDfrom your I e ffr" player who can do this correctly must read out I hand on the table, sayingthe sentenceon the card the sentence) e.g.'If nntsic be the food o;floxe, play ; 'I (if there is one). Miss a go if you do not have a I on.' or loxed the mtrsic they played last night.' PICTURECARD. | 7 He can then take the NouN cARD and lay it on the 6 If any piayer has a suitable spEECHBUBBLEcARD to i appropriate sentence. complete the cartoon, place it on the tabie with the i 8 Then it is the next player's turn to take a card from IICTURE cRRo, saying the phrase in the bubble. I the bae and read rt. t- 7 Place the two cards together to make the cartoon at ; 9 The player who fills up their sENTENCE cARD one side of the tablc. | first is the winner. 8 The first player to get rid of all their cards is | 10 When you have finished you can check your the winner, but continue the game until all the I sentences with the aNswERt<sy. cards are paired up. 9 At dre end check your answers with the ANSrER KEy. I I I I
  • 125. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 Rules sheets 8 Present perfect 12 Past perfect continuous Rules Rules 1 There is a qursrloN BoARD and two sets of EVENT 1 For your group, you will have a BRoAD SQUARE cARDS. You will aiso have counters and a dice. BOARD,one set of cnrlrtNaL CARDS,one set of 2 Shuffle all the BvrNr ceRos and deal out seven to cLUE cARDS and a dice. Each pair will have one each piayer. susPECT r-tsr and one counter. 3 Place the rest face down in a pile in the centre. 2 Without looking at the cLUE cARDS, place one face 4 Place all counters on srART. down on every house on the BROADSQUARE BoARD. 5 Player I begins. Shake the dice and move your 3 Deal out the czuMINAL ceRns equaily to each pair. counter the appropriate number of spaces on The pairs may look at their cards. the board. 4 Al1 place your counters on srART. 6 When you land on a square (e.g.'America'), select 5 Imagine that a burglary was committed in each a card from your hand (e.9.'recently') and make a house in the square at 8 o'clock last night. question using the present perfect, the word(s) The burglaries were committed by the people on on the card and the word(s) on the board, e.g. the SUSPECT LIST. 'Hazte you been to America recently?' 6 The obiect of the garne is to find out which 7 You can ask the question to any other player and crirninal burgled which house. they should answer it. 7 The first pair of players to find out are the winners. 8 You can then place your card at the bottom ofthe 8 The first pair begin. Shake the dice and move your pile. and it is the next player's turn. counter the appropriate number of spaces on 9 If you cannot make a question' the turn passes to the board. the next player. 9 When you land on a house, turn up the cLUE cARD 10 If anyone runs out of cards they may take another that is on that house and look at it without lettins from the top of the pile. any other player see it. 11 The winner is the first player to get to the 10 The cLUE cARD gives information about something end ofthe board. that was found in that particular house. Discuss the information (quietly so the others don't hear!) e.g. (turning up the card with the paint fingerprints): 9 Present perfect and 'Aha, so the burglar had beenpainting!' Note down the information to remember it. Then replace the past simple cLUE CARD face down. Rules 11 If you land on a question mark, you can consult 1 You will have a IICTURE BoARD) two sets of :lt.lls the suspECT r.tsr and choose a name, e.g. 'Joe CARDS, counters and a dice. Joe Bloggs. Then ask the suspect Bloggs,what 2 You will also have an ANSrERxev. Place it face were tou doing at 8 o'clock last night?' (the time of 'lY./hat down on the table, and use it to check that the the crime) and had you been doing up till questions are correctly formed. then?' The player holding the Joe Bloggs card must 3 Shuffle all the rrus caRos and place them face answer. Players (all players, not iust the ones down in a pile in the centre. asking and answering) can make notes about the 4 Place ail counters on srART. repiies on their susPECT LIST. 5 Player I begins. Shake the dice and move your 12 Then it is the next pair's turn. counter the appropriate number of spaces on 13 The game ends when one pair have correctly the board. matched all the names on the list with the 6 V4ren you land on a square, take the top card house numbers. from the pile and make a question using the word or phrase on the card and the picture on the 'Did you board. Choose the right tense, e.g. break your leg when you were a child?' or'Hatte gou etter broken your leg?' 7 You can ask the question to any other player, who shouid answer it. 8 You can then place the card at the bottom of the pile. 9 Then it is the next player's turn. 10 The winner is the first player to get to the end ofthe board. 125
  • 126. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 Rules sheets 18 Comparativesand superlatives 20 If ... will Rules Rules 1 You will have one copy of the cue BoARD and eight 1 You will have a set of n'ctaRts and a set of ,lclctx cARDS. sets of DIFFERENCE CARDS, plus counters and a dice. 2 Deal out the ACTToNcaRls and put the 1F cARDS 2 Each takes two strips of DTFFERENCE canos with face down in a pile in the centre. the same number at the top and, keeping them 3 You may look at your AC'rroN cARDS. hidden from the others, cut or tear them into zl Player I begins. Turn up an 1F cARD from the pile individual cards. and lay it on the table. Start a sentence beginning 3 Ali place your counters on seuARE 1. 'f with ...' as suggestedby the picture, e.g. (turning 4 Player I begins. Shake the dice and move your up the picture of the snow) 'I;f it snou,s...' counter the appropriate number of spaces on 5 The player with an ACl-roN ctARDthat matches can the board. produce it, completing the sentence, e.g.'... we'll 5 7hen you land on a picture square, select a card go sledging.' from your hand that matches the object on that 6 You can throw away both cards. square and make a statement about it using a 7 If two or more players offer endings, the group comparative or superlative. You can either say should decide which is best. 'My ... is the ...-est.', e.g. 'Mt car is the biggest.', 8 Then it is the next player's turn to turn up a card or you can compare the object with that of another from the pile. player by saying'.My ... is ...-er than yours.' e.g. 9 The winner is the player who gets rid of all 'My house is smaller than yours.', 'My ring is more their ACTTONCARDS first. expensiaethan yours.'You can say this to any other player or to the group as a whole, laying down the card from your hand so everyone can see it. 21 If .., would The other piayer(s) you are speaking to must lay Rules their cards down too. 1 You will have two sets of ptcluRl cARDS. 6 If your statement was correct, you can throw away 2 Shuffle the cards (keeping them in two sets) and your card. If not, you must keep it. put both sets face down in piles in the centre. 7 Then it is the next player's turn. 3 Player I begins. Turn up a card from each pile and 8 The winner is the player who gets rid of all put them on the table where everyone 1n the group their cards first. can see them. NOTE At first you will all be making guesses! 4 All playcrs try to make a sentence combining the But as more players have to show their cards you two ideas, e.g. (turning up dress and man): 'f 1 will know who has the biggest / smallest / most had a rich boyfriend, I toottld btty that dress.' 'If I beautiful etc. But will vou be abie to remember? spent that mttch money on a dress, nty father would go 'If mad.' I were hint, I uottldn't wear that to tlrc oIJicc!' The first player to make a sentence combining the two ideas can collect the cards. 5 If two or more players make a sentence simultaneously, then the group as a whole should decide which is best and award the cards to that pla1'er. If they can't decide, the teacher gets the casting vote! 6 Then another plaver can turn up two cards for everyone to see. 7 If no players can think of a sentence, leave the cards face up on the table and turn up another two from the piles. Then any card can be combined with any other on the table. 8 The winner is the player who collects rnost cards. 126
  • 127. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 Rules sheets 22 If ... would have 23 If and when Rules Rules 1 In each group you will have a MISSEDoPPoRTUNITIES 1 You will have two packs of cus canDs and an BoARD, a set ofourcoME caRls and a dice, and /JT AND ITIHEN BOARD. for each player a MY LIFE ssss-r and a counter. 2 Divide Pack I into two piles, ri and wnnN, and 2 Place the ourcortE cARDS face down in a pile in place the piles face up on the appropriate rectangles the centre. on the board. 3 Thke one MY LtpB suss-r each. 3 Deal out four cards for each player from Pack 2 4 Place all your counters on SQUARE l. and put the rest face down in a pile, at the side of 5 Your teacher will set a time limit for the game. the board. 6 Player 1 begins. Shake the dice and move your 4 All put your counters on seuARE t. counter the appropriate number of spaces on 5 Player 1 begins. Throw the dice and move the the board. appropriate number of squares on the IF AND 7 V/Lren you land on a MISSEDOPPORTUNITIES square, I,Y/fIEN BOARD. take an ourcoME cann from the pile and make an 6 1ff4renyou land on a square, turn up a card from If ... would hate sentence about the situation the appropriate pile (tn or wnrN) and begin a described on that square. The ourcoup ceno wili sentence, e.g. (picking up the picture of the lesson) 'IVhen ends...' tell you whether to make a happy ending or a sad the lesson 'You one, e.g. landing on the zuereffired a goodjob 7 The other players try to produce a suitable card in London but you turned it down' square, you could from their hands and complete the sentence, '... say'If I had taken thejob, I uould have been able to e.g. (using the picture of the house) I'll go home.' 'If alford a neu car.' or I had taken that job, I wouldn't 8 The first player to make an acceptable sentence can have met my wife!' lay both cards down as a pair and take another card 8 Then replace the ourcoME cARD at the bottom of from the pile at the side of the board. the pile and write down the situation and your f 9 Then it is the next player's turn. sentence on the MY LIFE SHEET.Add your feelings 10 The winner is the player who rnakes the inost 'I about the situation, e.g. was ffired a job but I pairs ofcards. turned it down - I'm glad about this because I had if taken it, I wouldn't haztemet my wtfe!'. 9 Then it is the next player's turn. 25 Present passives 10 If a player lands on a square that someone else Rules has already landed on they must make a 1 You will have a set of BEGINNINGScARDS, a set of different sentence. ENDINGS ceRos and an ANSuERKEY. 11 The object of the game is to get as many events 2 Deal out all the BEGINNINGS cARDS to all players. as possible on the MY LIFE SHEET. 3 Put the ENDTNGS cARDS face down in a pile in 12 When the time limit is up, look at the events you the centre. have written down on the MY LIFE SHEET. 4 Leave the RNsvsR KEy face down on the table to Imagine this is your iife. Decide in what order the use later. events happened. Number them in the order. 5 Look at your BEGINNINGS cARDS. 13 Your teacher will change the groups around so you 6 Player I begins. Turn up a card from the pile. are with some new people. Using the MY LIFE sHEET 'life'. Try to make a sentence using one of the npcnNncs as a prompt tell the new people about your CARDSfrom your hand, the ENDINGScano you have 'I{angaroos turned up and a passive verb, e.g. are found in Austalia.','Coffee is grown in South America.', 'Pens are usedfor writing.' 7 If you can do this, lay both cards down on the table and say the sentence. 8 If not, you must put the ENDINGScaru back at the bottom of the pile and miss a go. 9 Then it is the next player's turn. 10 The winner is the player who has made the rnost sentences. 11 At the end of the game you can check your answers with the ANSrER KEy. Variations are possible. 127
  • 128. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003 Rules sheets 31 Verb + -ing or + to 33 Relative clauses Rules Rules cARDS, set of 1 You will have a set of BEGINNINGS a 1 You will have a set of MAINcLAUSE cARDS, set of a ENDlNcs c,lnos and an ANSilERKEY. RELATIVEcLA.usE canos and a STREETpICTURE. 2 Deal out the BEGINNINGS cARDS. 2 Put the sTREETpICTUREin the middle where vou 3 Put the r,NorNcs ceRns face down in a pile rn can all see it. the centre. 3 Deal out the RELATIVEcIAUSE cARDS to all players. 4 Leave the aNsweR rcv face down on the table to 4 Place the MAIN cLAUSE caRos face down in a pile use later. in the centre. 5 You may look at your BEGINNINGS cARDS. 5 Player I begins. Tirrn up a I,LIN cIAUSE ceRr from 6 Player I begins. Turn up an ENDINGScaRp from the pile. If any player thinks they can complete the the pile. Try to make a sentence using one of the sentence with a ruuqTrvE cl-{usE caRr from their BEGTNNINGS can-os from your hand, and the hand, they should produce the card and read out 'He refused ENDINGSCARDyou have turned up, e.g. the complete sentence. to take the monel).' or'I'd like to take the money.' 6 There may be two or three players who think they Ifyou can do this, you can lay both cards down on have appropriate endings. The group should choose the table to make a sentence. the one they think is best. 7 If not, you must put the ENDINGSceru back at the 7 Then lay the compiete sentence out on the table bottom of the pile and miss a go. where everyone can read it. 8 Then it is the next player's turn. 8 As you all find out information about the occupants 9 The winner is the first player to get rid of of the houses, write the names and jobs of the all their ENDINGS cARDS. people who live there below each house on the 10 At the end of the game you can check your answers STREETPICTURE, with the ANSwERx-e,v.Variations are possible the 9 As the game goes on, you will find out more important thing is that the correct form of the verb information about the occupants of the houses. has been used. You might want to change some of the sentences you made earlier. You can do this at any time as more information becomes availabie. 35 Question tags 10 The winners are the first group to find out who lives in which house and why they disagree. Rules 11 $[hen you have finished the game and all the 1 You will have a pICTUREBoARD and two sets of sentences are laid out on the table and you have TAG cARDS. You will also have counters and a dice. decided who lives where, you should discuss why 2 Deal out all the r,q,c canos and put the PICTURE they all disagree. BOARDin the centrc. 3 You may look at your TAG cARDS. 4 Player 1 begins. Throw the dice and move your counter along the PICTUREBoARD. 5 'X&en you land on a picture you should choose a card from your hand to go with the picture and make a tag question, e.g. (landing on the d5) 'You can't lend me {5, can you?' or'You haaen't got d5, hazteyou?' or'This is an English d5 note, isn't it?' Variations are possible, but the question must make sense! 6 The other players should answer the question. 7 You can then throw away the TAG cARD. 8 If you cannot make a question, keep all TAG cARDS and miss a go. 9 Then it is the next player's turn. 10 The winner is the first player to get rid of all their rRc CARDS.

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