lntermediate
    GRAMMAR
           Games
A collectionof grammargamesand activities
for intermediatestudentsof English



...
Pearson ducation imited
            E               L
Edinburgh ate  G
                                                   ...
Introduction                                               4

Teacher's notes
                                            ...
1 About games                                                     language and anal-vscits components. Other exercises.lik...
'reinforcement'       way, this nced not deter you: the traditional arrangement
    Other games, r""hich could be called
g...
copyrng, cutting up and sorting, so it is worthwhile
thinking of these materials as reusable resources and
investing some ...
and one ofthe anrtclE cARDS from her hand, e.g.
E Rrticles in general                                                  'Ca...
- we use a wnen we cannot:
                                                                        Monitoring and feedback...
. Students may use woRD CARDSmore than once.
  They should write their sentences down as they                  Awill
  pro...
'The weather in tzuoyears'tinte will be rainy.'is not. It is    Materials and preparation
  up to the players to select th...
. The player they are talking to may then ask up to
E used to                                                             ...
Distribute the ACTIvITy cARDS so that cach student                 IJse
  has one.                                        ...
. The object of the garne is to get to the end of               . Divide students into groups of 3-.1.
  the board.       ...
Use
  we use the present perfect continuous to talk about            I[ Past perfect
  situations which started in the pas...
. rilfhen the student with the card has described what                                                                    ...
Part 2
IE ruture continuous                                            . Divide the students into pairs within their group...
How to use the game                                                Grammar point
. Check that your students are familiar w...
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
19472180 Intermediate Grammar Games
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19472180 Intermediate Grammar Games

  1. 1. lntermediate GRAMMAR Games A collectionof grammargamesand activities for intermediatestudentsof English Jill Hadfield photocopiable rnate?ial
  2. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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

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