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lntermediate GRAMMAR GamesA collectionof grammargamesand activitiesfor intermediatestudentsof EnglishJill Hadfield p h o t o c o p i a b l er n a t e ? i a l

P e a r s o nE d u c a t i o nL i m i t e d With grateful thanks to David Lott,Liz ParenE d i n b u r g hG a t e and GenevidveTalon for their skilful andHarlow patient editing of the variousversionsofE s s e xC M 2 02 J E this book.England Jill Hadfielda n d A s s o c i a t e dC o m p a n i e st h r o u g h o u tt h e w o r l d . In memory ofw w w . l o n 9m an .c o m Gillian Porter Ladousse inspiring writer, generouscolleague,belovedfriend.O J i l lH a d fi e l d2 0 0 3T 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 sb e e na s s e r t e db y h e r i n a c c o r d a n cwe i t h t h e C o p y r i g h t ,D e s i g n sa n dP a t e n t sA c t 1 9 8 8P e r m i s s i o tno c o p yT 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 rt,h e p u b l i s h e rg r a n t sp e r m i s s i o nf o 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 sf r o m p a g e3 8 t o 1 2 8t o b e m a d ew i t h o u t f e e sa sf o l l o w s :p r i v a t ep u r c h a s e rms a y m a k ec o p i e sf o r t h e i r o w n u s eo r f o r u s eb y c l a s s eosf w h i c h t h e y a r e i nc h a r g e ;s c h o o lp u r c h a s e rms a y m a k ec o p i e sf o r u s ew i t h i n a n d b y t h es t a f fa n d s t u d e n t so f t h e s c h o o lo n l y .T h i sp e r m i s s i o nt o c o p yd o e sn o te x t e n dt o a d d i t i o n a ls c h o o l so r b r a n c h e so f a n i n s t i t u t i o nw. h o s h o u l dp u r c h a s ea s e p a r a t em a s t e rc o p yo f t h e b o o k f o r t h e i r o w n u s e .F o rc 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 epsr i o r p e r m i s s i o ni n w r i t i n g m u s tb e o b t a i n e df r o m P e a r s o nE d u c a t i o nL i m i t e d .F i r s tp u b l i s h e d2 0 0 3r s B N0 5 8 24 2 9 6 41P r i n t e di n M a l a y s i aP r o d u c e df o r t h e P u b l i s h e rbsy G e n e v i d v eT a l o nD e s i g n e rT: r e v o rS y l v e s t eTr ,S G Dl l l u s t r a t ebdy :G a b r i e l l eM o r t o n( u n i t s3 , 9 , 1 8 , 2 1 , 2 2 , 2 4 , 3 4 , 3 6 ) ;J o h nP l u m b( u n i t s4 , 8 , 1 0 ,1 2 ,2 0 , 2 3[ p 8 3 ] ,2 9 , 3 3 , 3 5 , 3 7 \ :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 )

Introduction 4Teacher's notes .7 I Articles in generalstatements 2 Articles in generaland particular statements .7 3 Pastsimple and presentsimple 4 will 8 5 zuill and going to I 6 usedto l0 7 Pastcontinuous 10 8 Presentperfect 1t 9 Presentperfect and past simple t2 10 Presentperfect continuous t2 11 Pastperfect t3 12 Pastperfect continuous t4 13 Future continuous 15 14 Future perfect 15 15 Present,past and future of must,haveto and can 16 16 ma3,tlmightlcouldlmustlcanl-'thazte 17 17 Active and passiveinfinitives t7 18 Comparativesand superlatives l8 19 lVh- questions:mixed question forms 19 20 If ... will 20 2l If ... would 20 22 If ... wouldhazte 2T 23 If and uhen 2I 24 zuish 22 25 Presentpassives 23 26 Presentperfect and past perfect passives 24 27 Pastpassives 24 28 Reported speech 25 29 Time prepositions 26 30 -ing and -ed participles 26 3l Verb + -ing or * to 27 32 Constructionswith preposition * -ing 28 33 Relativeclauses 28 34 Relative clauseswith extra information 29 35 Questiontags 30 36 Verb + preposition 3I 37 Adjective + preposition 32 38 Noun * preposition 33 39 Phrasalverbs I 40 Phrasalverbs 2 3)Garnes rnaterial 34 35Rules sheets 37 124

1 About games language and anal-vscits components. Other exercises.like gramrnar drills, work by presenting students with grammaticaiA game is an activity u'ith rules, a goal and an clemenr patterns to repeat and imitate, to help students absorbof 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 thegoal, and cooperatixegames, in r.vhich plavers or teams first tvpe of,practice exercise, some more like the second.work together torvards a common goal. 3 About this book Languagc games can be divided into twc'rfurthercategories: ling uisticgames and cttr.unttutcicttiztegames. The games in this book have been dcsigned to practiseIn linguistic gamesJthe goal of the game is linguistic grammar, not to introduce or explain it. This book assumesaccuracy: in the caseof these gramrnar games, using the that the classhas already met each grammar point, andcorrect grammmatical forms. Commun.icative games havc that it has been explained in the textbook or course thata goal or aim that is not linguistic: successfulcompletion thev are folloi,ving. The gamcs are to be used as pracriceof the game wili involr'e solving a pwzz.leor completing exercisesto help students get used to and remembera picture. However, in order to carry out this task it will grammatical rules and patterns. Thel' are designed as funbe necessarl, to use language and by careful construction activities to help lighten the load of grammar learning.of the task it is possible to restrict the language to certaln It is up to .vou, the teacher, to decide when and hor,vtogrammatical structures and to ensurc that these are use them, but one suggestionis as light relief at the endpractised intensivel-v. of a lessonwhich has lbcused on grammar or after a session doing more traditional, perhaps rvritten, grammar exerclses. In this book, there is a continuurn betu'een gamesrequiring strict linguistic accuracv at one end of the scale Types of gameand freer communicatir.c games at the other. In what Some games in the book are u'hat could be called 'choice'I have called accurac\.g) ames, there is only one right games.These tend to be more analytic, based on theanswerJe.g. only one possible match tbr a pair of cards conscious application of a grammar rule. In them theor only one right u'ord to fill a blank. ln productiongames) players have to choose the correct linguistic form, ratherthe piayers have more lee'uva-tvo invent and create. as in traditional grantmar exercise types such as gap-fiIl,For example, there is more than one possiblc match for sentence completion, multiple choice, etc. The differencepairs of cards, or players may be askedto complete is not onl1, that they are in game format, u'hich means the-vsentenceframes in any u'ay their cxperience or irnagination are more fun and lighter-hearted, but also thar in mosrdictates. Contrrttuticatioilgames have a freer structure casesthere is a context for the game, whereas mostwhere players mav use a range of language, including grammar exercisesare a collection of unrelated sentences.the target language, to reach their goal. The context is verv often the students' oi.vn experiences, tastes and pret-erencessince I believe that a personal Games can be used at any stage of thc lesson once the element gives emotional colour to an cxercise and this istarget language has been introduced and explained. a valuable memorv aid - if you have invested somethingThey serve both as a memory aid and repetition drill of yourseif in an cxercise you are less likell, to forget it.and as a chance to use language freely, as a means to (Besides which, it's fun!)an end rather than an end in itself. They can also serveas a diagnostic tool for the teacher, who can note areas These are the types of 'choice' games in the book:of difficulty and take appropriate remedial actlon. ruatching: e.g. matching t'uvor.vordsor phrases, matching half-sentences or matching words and pictures2 About grammar ordering: e.g. ordering words to make a sentenceJor ordering pictures and u'ords to make as long a sentenceHow do students acquire grammatical understanding and as possibleaccuracy? '\fith difficultl\" is a short answer, but it scems coiltpleting:completing incompiete sentences or questions contpetitionse: .g. see how many sentencesyou can make,to me that students adopt two main approaches 1r.l'ith, how quickly you can unrnuddle sentencesofcourse, all sorts ofvariants and hybrids in betn'een1. card gantesand other.faniliar game 4rpe.r:e.g. bingo, Pelmanism, happl' families, consequences, board gamcsJThere are the analysts and thc absorbers those like dominoesto dissect language into little pieces to understan\"dvhhoow tilentor! ganrcs:e.g. seeing hor,vmany sentences players can rememberit is made, and those r.l'ho sr.vallowit rvhole in enormousguips without worrying too much about the recipe. Different t.vpesof grammar practice exercisesreflectthese two srylesof learning. Some, like gap-fi1ling,multiplechoice or word-order exercises,help students understandand practise grammatical forms by getting them to segment4

Other games, r\"\"hich could be called 'reinforcement' way, this nced not deter you: the traditional arrangementgames, 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, whileof patterns. These games are designed to provide small groups can be forrned by two people turning theirintensivc repetition of a grammatical structure or structures' chairs round to face the people behind them. \Whole-classbut il,'ithin a meaningful context and, since these are activities present a little more of a problem, but oftengames not drills, the repetition has a purpose: students there is a space big enough for the students to moveare working towards winning or completing the game. around in at the front of the class,or desks can be pushed back to clear a space in tht: centre. These are the rypes of 'reinforcement' games in the book:inforntation gap ganes'.one player has accessto some Sometimes an alternative small-group version of theinformation not held by thc other player or players, whole-class games in this book has been provided, so thatwho must acquire this information to complete a task teachers who experience a great deal of difficulty withsuccessfuily. This t-vpeof game may be one-sided, or the kind of games that require students to move aroundreciprocal (where both pla-vershave information which can play these games in a more static format.the-vmust pool to solve a common problem). The gamesma-ub- e pla-vedin pairs, or in small groups (where all Games are best set up by demonstration rather thanmembers of the group have some information). by lengthy explanation. The teacher should explain brieflyguessinggunrcr. a familiar variant on this principle. what the game involves, hand out the photocopied cards,The pla-verwith the information deiiberatel-vu'ithholds make sure students have pen and paper if needed, giveir, u'hilc others gucssrvhat it might be. them a little time to study the cards, and then demonstratesearchingg.7/zdsa: nother t'ariant, involving the rvhoie class. the game with one of the students in front of the class.In these games everyone in the classhas one piece ofinformation. Players must obtain ail or a large amount It will be found that the idea of thc game is probablyof the information available to fi1l in a chart or picture or casier for students t() grasp from seeing the cards thanto solvc a problcm. Each student is thus simultaneously from a verbal explanation, and that as they become morea giver and a collcctor of information. familiar with the idea of the games and the techniquesntatching garles: these may also involve a transfer of uscd, any initial problems caused by unfamiliarity willinformation. They involve matching corresponding pairs quickly disappear. \flhere more complicated card gamesof cards or picturcs, and mav bc pla-vedas a rvhole-class are played in small groups, a Rules sheet is provided andactivit-\',rvhere everyone must circulate until thel'find it is suggestedthat teachers hand out a photocopy ofa partncr with a corresponding card or picture, or a this to each group of students together n'ith the cards.pairu'ork or small group activity, played as a card game These games are indicated in the -Ibacher's notes withon the'snap' principle. the symbol f RtLEs HEEr l.nlenk)ry garzcs:players compete to remember as muchinformation or as man.v sentences as possible. The teacher's role in all these acti\.ities is that of monitor and resource centre, moving fiom group to group, All the above activities may include elements of role- listening, suppl-vingany nccessarylanguage, noting errors,play c:r of simulation. In role-play games) players are but not intcrrupting or correcting as this impedes fluencygiven the name and some characteristics of a fictional and spoils the atmosphere. It is a good idea to carry papercharacter.These are not role-plays in the true sense) and pen and to note any persistent crrors or areasofas the role-pla-v element is alwa-vssubordinate to the use difficulty. These can then be dealt with in a fecdbackof language.The outcome of a game is 'closed': once session after the game. Various suggestions have beencards are distributed it develops in a certain predetermined given at the end of each game for monitoring accuracywa1',while role-play proper is open-ended and mav develop and giving feedback after the game. Some games arein anv number of u al's. self-checking and have an answer ke-v.In some cases students can be asked to give examples of things theit4 Practicalconsiderations said during the gamc, in others they can be asked to write down (some of) the sentences the-vproduce andC l a s s r o o mm a n a g e m e n t rcad them out at the end. In manv cascs the game can then be played again with different partners or, ifThere are three main t-vpesof activites in this book: possible, rvith different cards. This is a particularly goodpairwork, involving two partnersl small-group u'ork, idea if there have been persistent errors.involving groups of thrce or four or more; and whole-class activities, 'uvhereeveryone moves freely around the The average lcngth of time for the games in the bookroom. Al1 these activities require some flexibiiity in the is about 15 to 20 minutes.constitution of groups and organisation of the classroom.It is best to have the desks or tables in a U-shape if Resource managementpossiblc. Students can then u'ork'nviththe person sitting The resources required for each game fall into twoncxt to them for pairt'ork, and groups of threes and fours categories: reusabie and disposable. \iflhere a very smallcan easilybe formed b-valternate pairs moving their chairs number of photocopies are needed for a whole-classto the inner side of the U, opposite another pair. \)ilhole- game or u'here students may write on their cards, it isclass activities, w'hich involve all the students circulating best to treat these photocopies as disposable,and therefreely can take place in the empty area in the centre of is no point in collecting up the photocopies in order tothe U-shape. If it is not possible to arrange desksin this use them with another class r.vhenthe game is finished. In contrast, some of the games requirc a larger number of copies and an inr,estment of the teacher's time in accurate 5

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 toprevent the materials getting lost and disorganised. If youhave a class set of ten packs of cards, for example, it isworth putting each pack into an envelope ciearly labelledwith the name of the game and the number of cards.It is then the students' responsibility ro collect up all thecards at the end of the game, check that they are all there,put them back into the envelope and hand them back toyou. If two packs of cards are required for a game, keepthem in two smaller envelopes inside the big one, andget the students to sort them back into their respecriveenvelopes at the end of the game. Finally, if you have no accessto copying facilities atall, it is possible, though time-consuming, to makehome-made versions of the materials b5rgetting thestudents to work with vou to draw and write the cards.6

E Rrticles in general and one ofthe anrtclE cARDSfrom her hand, e.g. statements 'Camels haxe humps to storefood.','A dog is man's best ;t'riend.','Children shottld be seenand not heard.', she canType of activity discard both cards. If she makes a grammatically incorrect sentence, the other students can query itSmal1 group; matching; production (e.g. 'Roseis a beautifulJlower.' -'Is that right? Shouldn't it be \"A roseis a beauti;t'ulflower\"?').Grammar point . If she cannot make a general statement, she shouldArticles in general statements put the NouN cARD back at the bottom of the pile and- we use a w'ith a singular countable noun: must miss a go. A spider has eight legs. . Then it is the next player's turn. we use no article with plural nouns: Politi;iatts likc their ou'tttoiccs. . The object of the garne is to get rid of all your- we use no article with uncountable nouns (e.9. ntoney, ARTICLE CARDS. love, music, intelligence,sorrozN,anger, hdppiness,food, ice): Money maleesthe uorld go round. . The first person to do so is the winner.Other structures Monitoring and feedbackPresenst imple You can ask students to write down some of therrTopicareas sentences as they produce them or after the game isGeneraltruths and well-known facts finished. At the end of the game you can go round the classasking individual students to read out their sentences,Challenging vocabulary correcting mistakes and giving feedback. If you feel itcamel,politician,fool (n), desert(n), brain, intelligence, would be useful to reinforce the grammar, you can ask theexcitements, pider students to play the game again (possibly in new groups).Materialsand preparation E nrticles in generaland particularstatements. Copy and cut up one set of xoux carus and one set of aRrtcr-p c.q.Rtsfor each group of 3 4 students. Type of activity Note that on the cards, 'no article' is shown by the Smallgroup;bingo;accuracy svmbol O. Grammar pointHow to usethe game t RULEssHEErI Articles in general staternents we use no article with plurals or uncountable nouns. Check that your students are familiar with the grammar when making general statements: in the Grarnrnar point and with the words listed in It's itnportant to haxe goodfriends. Challenging vocabulary. Pre-teach any other words I loxe music. from the game you think will be unfamiliar to your class. we usually use a with singular countable nouns: A dog is man's bestfriend.. Divide the class into groups of 3-4 students. we sometimes use rfteto give a general statement a scientific tone:. Give each group a set ofaR-rtcLE cARDSand a set of The tiger is an endangeredspecies. NOUN CARDS. Articles in particular staternents. Ask them to deal out all the aRrtcr-n cARDSamong - we can use .l or the when we talk about particular things the players. we use r/rewhen we can make it clear which particular. They should put the NouN cARDSface down in a pile thing or things we are talking about: in the centre. I loztedthe music they played last night.. They may look at their ARTICLEcARDS.. The first player turns up a NouN cano from the pile. If she can make a general statement using this card

- 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 askingOther structures individual students to read out the sentenceson the cards, correcting any mismatched cards, and giving feedback.Present simple, present continuous, past simple, pastcontinuous, superlatives, relative clauses (recognition only)TopicareasVariousC h a l l e n g i n gv o c a b u l a r y Ef Pastsimple and present simpleon,4nttoovo,4 choriarMaterialsand preparation Type of activity Game 1: Smaligroup;ordering;accuracy. Copy and cut up one set ofssNrENCE cARDSand one set ofNouN cARDSfor each group of 3 4 students. Garne 2: Small group; information gap; communication (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 presentsirnple tO ACtASAN ANSWERKEY. we use the present simple for actions repeated everyHow to use the game I RrrLEs3rEEr__-l day or sometimes: I go to work at 8 eaery morning.. Check that your students are familiar with the grammar - we use the past simple for an action in the past: I utent to the interxiew at 10. in the Grarnrnar point and with the words listed in Other structures Challenging vocabglary. Pre-teach any other words None from the game you think will be unfamiliar to your class. Topicareas. Divide the class into groups of 3 4 students. Leisure activities.habits. appointments. Give each group a set of SENTENCEcARDS, a set of NouN CARDS,a bag and an ANSv/ERKEy. Chalenging vocabulary None. Ask the students to take one sENTINCE caRo each. Materialsand preparation They should put the NouN cARDSin the bag. Garne 1 . Copy and cut up one set of wono csms for each They should put the ANS\x'BRKEy face down on the table for later use. group of 3-4 students. You will also need to cur out one blank card for each student. The first player draws a card from the bag and reads it out, e.g. 'the music'or'ntusic'. Garne 2 . Copy the scENESoF THE cRrLtE sHEETand copy and. The player who can fit the Noux cano into one of the blanks on his ssN.lENCEcARD 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'oodof love, play on.' or 'I loaed the music theyplayed last rtight.' He can then lay it on the How to use the games appropriate sentence. If the other students think that the sentence is not correctJ they can query it, and Garne 1 the player can change his sentence (e.g.'If the musicbe . Check that your students are familiar with the grammar thefood o;flove . . .' - 'Is that right? Shouldn't you say \"If musicbe the;t'oodof loae ... \"?'- 'Yes.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. . Give each group a set of wono cARDS.. Then it is the next player's turn to take a card from . Ask them each to write their name on one of the the bag and read it. blank cards.. The obiect of the garne is to fill up the seNreNce . Ask them to spread all the cards out face up on CARD. the table.. The player who does so first is the winner. . The obiect of the garne is to rnake as many sentences as possible that are true for their group.. lWhen the students have finished they can check their sentences with the ANS\rERKEY.8

. Students may use woRD CARDSmore than once. Awill They should write their sentences down as they produce them. Type of activity Small group; matching;production. Give a time limit of say 5 10 minutes. Grammar point. At the end the group with the longest list of sentences Forrning the future with uiII is the winner. - we can form one kind of future by using will and theGarne 2 infinitive (rvithout ro). Divide the class into groups of 3-4. in the affirmative the form is Ilyoulhelshelitlweltheywill + infinitive:. Give each group a copy of the scpNES oF THE czuttE It zt:ill becloudytonloruoz!. SHEET. in the negativethe form is llyoulhelshelitlwelthewyon't + infinitive:. Tell them that this shows houses that were burgled on It zlon't becloudytonlorroLo. the night of September 27'n.ln each house the burglar - in questions the form is u:ill Ilyoulhelshelitlwelthey left in a hurry, leaving some objects behind. These clues + infinitive: are illustrated on the rooms. Will it be cloudytontorrou? - the short form of zuillis 'll. Give each group a set of suspECTScARDS. we can useshallandshan'tinsteadof will and won't with 1 and zrre:. Ask them to put the suspECTScARDSface down in a I shall seeher tonlorrozr. pile on the table. I shan't seeher tonnrrou.. The object of the game is to find out r.vhich suspect Other structures committed each crime. None. The first player takes the top suspECTScARD from Topic areas the pile. The future,daily life. sciencei.nventions. She should look at it but should not shorv it to the ottrers. Challenging vocabulary She tells them the name(s) of the suspect(s). disease, communiaction,populatiort. The others must ask questions based on the clues in Materialsand preparation the scENESoF THE cRI\,tE SHEETto find out more about the suspect and to match the suspect with the . Copy and cut up one set of -rIl.lg c,tRns and one set of crime, e.g. 'Does he smoke?'r'Did he go to a concerton Septentber22\"'?' CRYSTALBALL CARDSfor each group of 3 4 students.. The first player may only say 'Yes' or 'No'. How to use the game t RrrLEslHEEr___l. tilfhen the group have matched the suspect to the crime . Check that your students are familiar with the grammar they should fiIl in the name on the ScENESoF THE in the Grarnrnar point and i,vith the words listed in CRIME SHEET. Challenging vocabulary. Pre-teach any other words. Then it is the next player's turn to take a card from the pile. from the game you think will be unfamiliar to your class.. The group who are able to filI in all the names of the . Divide the class into groups of 3 ,l students. suspects on the scENESoF THE CRIMESHEETfirst are . Give each group a set of -rlltp c,rnos and a set of the winners. CRYSTAL BALL CARDS.Monitoring and feedbackGarne 1 . Ask them to deal out the TIME cARDS.At the end of the game you can go round the class asking . They should put the cRysrAL BALL cARDSface downindividual students to read out their sentences, correcting in a pile in thc centre.mistakes and giving feedback. If you feel it would beuseful to reinforce the grammar) you can ask the students . They may look at their TIr,rEcARDS.to play the game again. . The first player turns up a card from the pile. If sheGarne 2Ask each group to report back on one suspect,e.g. can make a sensible prediction with tuill using one of'W'eknow the Smith sistersburgledhotrseno I becausetheysmoke and they went to a concerton September22\"r.' the TIME cARDSfrom her hand, e.g.'The weather tomorrow will be sunny.' or 'People will lixe on Mars by 2500.', she can discard both cards. . Some cRysrAL BALL cARDScombine more appropriately/ meaningfully with some TII,TEcARDSthan others, e.g. 'The ueather tonlorrou will be rainy.' is appropriate but 9

'The weather in tzuoyears'tinte will be rainy.'is not. It is Materialsand preparation up to the players to select the most appropriate rrul cARD fiom their hands. As the game goes on, and players . Copy and cut up all the IICTURE canps and all the have fewer TIME cARDS,this will get harder. In these spEECHBUBBrF cARDSfor each group of 3 4 students. casesthe group can decide whether a sentence is a If you wish you can divide these into tN.rEN.rIoNs and sensible prediction or not. pREDrcrroNS. You could use the INTENTIoNSset to play 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(1ERKEy.. The obiect of the garne is to get rid of all your cards. How to use the game f- RULass+ErI. The player who does this first is the winner. . Check that your students are familiar with the grammarMonitoring and feedback in the Gramrnar point. Pre-teach any other wordsYou can ask students to write down some of theirsentences as they produce them or after the game is from the game you think will be unfamiliar to your class.finished. At the end you can go round the class askingindividual students to read out their sentences, correcting . Divide the class into groups of 3-4 studentsmistakes and giving feedback. If you feel it would beuseful to reinforce the grammar) you can ask the students . Give each group a set of IICTURE cARDS,a set ofto play the game again (possibly in new groups). spEECHBUBBLEcan-os and an.\NSwER KEy.El witl and going to . Ask the students to deai out all the cards.Type of activity . They should keep the ANS\rERt<Evface down to check their sentences at the end.Small group; matching; accuracy . They may look at their cards.Grammar point . The first player takes a rICTURE cARD from his handIntentions and predictions with u:ill and going to and places it on the table where all can see it, saying we can use will and going ro for intentions and the sentence on the picture if there is one. If the player predictions, but there are differences in their use does not have a PICTUREcARD, the turn passes to the next player.Intentions- we use will for an intention that is formed at the . If any player has a suitable SIEECHBUBBLEcARD to complete the cartoon, he or she should put it on the moment of speaking: table with the IICTURE cano, saying the phrase in the Let's haae a party! - Good idea. I'll phone e'uertonetonight. bubble. The two cards may then be piaced together- we use going to for an intention that has already been to make the cartoon at one side of the table. formed: I'm going to go to the party tonight. (I made my mind . Then it is the next player's turn to put down a card up a while ago) from his hand.Predictions . The obiect of the game is to get rid of all your- we use will for predictions that we think or believe to cards. be true: . The first player to do so is the winner, but the game Man usill li'ue on the moon in the next 100 years. should continue until all the pICTUREand spr,scu- we use going to for something that we think is about to happen, usually when there is visible evidence: BUBBLEcARDSare paired up. Watch out! You're going to fall of;fthat ladder! . At the end, groups should look at the completedOther structures cartoons and discuss whether the best speech bubbles have been matched to the pictures. They may want toNone make some changes. Then they can check their answers with the key.Topicareas Monitoring and feedbackPlans, predictions Check to see if any students do not understand why the answer key is different from what they have produced. In such cases,you can explain why the answer key is correct.10

E used to . The player they are talking to may then ask up to three questions, e.g. 'Did he useto be a z:icar?',Type of activity 'Did he use to haztelong hair?'\X4role class; matching game; communication . If the second player stiil cannot guess after the clueGrammar point and the three questions, the first player can giveUsed to + infinitive them direct information, e.g.'My grandpa usedto- we use usedto 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 usedto or didn't useto'. . They should compare their answers with the person He neoer used to smoke. (but now he does) sitting next to them. He didn't use to smoke. we form questions with did and use to: Monitoring and feedback Did he use to lizte in London? Ask students to report back, describing what their grandpa used or didn't use to do.Other structures E PastcontinuousNone Type of activityTopicareasJobs,habits,hobbies Whole class, then small group; memory; accuracyC h a l l e n g i n gv o c a b u l a r y Grammar pointpolitician, trapeze artist, pilot (n), sailor, journalist, aicar, Pastcontinuous- forrnsp, (n), farmer, policeman,, gardener to form the pastcontinuouswe use:Materialsand preparation Ilhelshelitwas+ fverbl-ing Youlweltheywere+ lverb]-ing, Make a copy of the 90fI'BIRTHDAv IICTURE and the Use pHoro ALBUM for each student. Copy and cut up one the past continuousis used to describean ongoing set of cruq,NnpAcARDSfor each group of l0 students. action in the past,often one which is interrupted: She utas zlalking to the shopswhenshefell.. If you have fewer than 10 students in your class, some Thestudentsusere talking about the dancewhenthe will have to have two cRANDnAcARDS.If you have more than l0 students, play the game in two groups. teacher came in.How to use the game Otherstructures Pastsimple,imperatives. Check that your students are familiar with the grammar Topicareas in the Grarnrnar point and with the words listed in Challenging vocabulary. Pre-teach any other words Everyday actions from the game you think will be unfamiliar to your class. C h a l l e n g i n gv o c a b u l a r y. Give one copy of the 90''\" BIRTHDAYPIcruRE and one PHoro ALBUMto every student. pat (v), rub (v), stomach,scratch (v). Give each student one cR\NDpA cARD. Materialsand preparation. If you have fewer than l0 students give some students . Copy and cut up a set of nctll'Ity cARDSso that each tWO GRA.NDPACARDS. student in the class has one card.. The object of the garne is to match the grandpas How to use the game in the 90rH BTRTHDAvprcruRE with the photos of their younger selves in the r,Horo ALBUM and to . Check that your students are familiar with the grammar write their narnes on the 90rH BIRTHDAy pICTURE. in the Gramrnar point and with the words listed in Challenging vocabulary. Pre-teach any other words. To do this students will have to get up and move around from the game you think will be unfamiiiar to your class. the group, exchanging information with other players. . Ask one student to so out of the classroom.. Each player is allowed to give one clue about their 'own' grandpa. Having worked out who their'own' grandpa is on the 90rH BIRTHDAvIICTURE and in the pHoro ALBUM, they say something he didn't use to do/have/be, e.g.'Mt grandpa didn't useto haae a beard.' 11

Distribute the ACTIvITy cARDSso that cach student IJse has one. - the present perfect is used to talk about an action or Some activitics arc ver-vsimple (e\"g. u'a1kround the event that happened in a period of time thar is not room); some involve a little mimc (e.g. drink ver-vhot vct finishedr or that still has relevance to the present: tea). Give the mimes to the more extrovert students. It hasn't rained so;t'arthis zueek.(rt's still this week) 'fe1l them that rvhen you sa.v'Go' thel' should bcgin Haz.teyou ezterbeen ro Paris? (in yorrr life which miming or doing that action and continue till you isn't finished) say'Srop'. I'ue spent all rny ntonej,.(and I still haven't got any) Say'Go'. Other structures $(hen everyc'rneis miming or doing their action, opcn None the door and ask the student outside to come in. Topicareas Lct the actions continue for a fer,vmore seconds then say'Srop'. Events Ask a few students rvhat thcy rverc doing when the Chalenging vocabulary student came in. secret,lie (n), proposal, snail Then put them in groups of tbur. Materials and preparation Ask each group to try to remember what ever-vone was doing, e.g. . Copy onc eUESTIONBOARDand copy and cut up two 'Alicid uds singirtg.'-'Yes, and Sonia antl l{eiko zuere sets of EVENTcAIr.DSfor each group of 3 4 students. dancing.' You will aiso need a counter for everv student and a 'IWat zuttstrIanuel doing?' -'Slecpitg. dice for each group. he tudsrectdilry.' How to use the game F o ,-\" r . . * . r- T ---.' ' l. The group should then u'rite dorvn what everyone was doing. L t:-j. Go through all the sentences r'vith the whole ciass. . Check that your studcnts are familiar with the grammar. The object of the garne is to write as rnany true in thc Grarnrnar point and n'ith the words listed in sentences as possible. Challenging vocabulary. Pre-teach any other \\''ords. The group with the most senrencesat the end is thc winner. from the game you drink u'ill be unfamiliar to your class.Monitoring and feedback . Divide students into groups of 3-4.lilrhen 1'ou go through the sentcnces u'ith the rvhclle class,make a note of an-vcrrors and provide feedback on these . Give one copy of the eupsrloN BoARD and two setsafter thc game is finished. of Evt.;x'r cARDSto each group in the class.E Presentperfect . Each gror.rpshould also ha','ecounters and a dice. . 'lhey should shuffle the EVENTcarus and deal outType of activity seven to each player.Small group; board game; production . They should place the rest face down in a pile inGrammar point the centre.Present perfect - forrn- to form thc affrmative we use haxe and dre past participle: . -fheir ali place their counters on srART. should Ilyottlueithel' htt.-e+ past participle Helshelit ias * past participle . The first playcr shakes the dice and moves his counter to form the negati'\"'e\\'c usc haxen't anci the past participle: the appropriate number of spaces on the board. Ilyotrlweltltey ltaxert't + past participle Helshelir httsn't * past participle . When he lands on a square he should select a card- to form questions we use hate and the past participle: Hat'c I ;ott ;:'cth,'1'+ past participle? from his hand and make a question. He should use Has helshelir+ past participle? the present perfect, the word(s) on the card (e.g. 'good books')and the phrase on the board (e.g. 'in the last fotrr months').He can ask thc question, e.g.'Have you read somegood books in the lastfotrr months?') to any other player, who should answcr it. . FIe can then place his card at the bottom of the pile and the turn passesto the next player. . If he cannot make a question then the turn also passes to the next player. . If anyone runs out of cards they may take another from the pile.12

. 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.\RDSto each group as rvell as countcrs and a dice.Monitoring and feedback . The group should also have an ANSwERrnv. The.vYou can ask students to $'rite dou'n some of tireir should place it f'acedown on the table, only referringsentences 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 askingindividual students to read out their sentences, correcting . Thc students should shuffle the rtr.tE c.{Ros and olaccmistakes and giving feedback. If you feel it would bc them f-acedor,vnin a pilc in the centre.useful to reinforce the grammar, .vou can ask the studentsto play the game again (possibly in new groups). . They should a1lplace their counters on srAKt'.E Presentperfect and . The first player shakes the dice and moves her counter past simple the appropriate number of spaccson the board.Type of activity . \iil'hen she lands on a square she should take the top card frcm the pile and make a question using the ilordSmall group: board gamel production or phrase on the card and the picturc on the board. She can ask the question to an-vother p1ar,er,rvhoGrammar point should ansu,erit.Present perfect ' She can then place the card at the bottom ef tha nilo- r.l'henwe are talking about an action or event that . -fhen it is the next pla.ver'sturn. happened in a period of time that is not yet finished, . Pla-versnlav somctimcs bc unable to come up il ith a we use the present perfect: It hasn't rained all zaeek.(it's still this week) sentencethat makes good sense,e.g. a player landing Haae you exerbeen to Paris? (in 1'our life - which isn't finished yetl) ort'the Grettt Wali oJChinu' and picking up the card 'tltis norrtirtg' might find it hard to make a sensibiePast sirnple when ll'e are talking about an action in a time period sentence ('Hcn;e.\'oubeento the Great Whll o.fChina this that is over, we use the past simple: I usent to Paris last1tear.(last year is finished) morning?'), though a resourceful player n-right come up I didn't eat cabbagezuhenI uas a child. (I'm not a child an-vmore) with something like 'Httz,c heard the neztsdbout the Did you see him j,esterday?(yesterdal, is finished) lLttrOther structures Great lYall tf China this ntornbry?' If a pla-vercannotNone produce a sensiblesentence,then she missesthe go.Topicareas Other players can challenge sentences on grounds ofJobs, habits, hobbies, personal information logic and grammar.Chalenging vocabulary . The obiect of the game is to get to the end of the board.None . The player who does so first is the lvinner. Monitoring and feedback You can ask students to n'rite down some of therr sentenccs as the!' produce them or after the game is finished. At the end you can go round the ciass asking individual students to read out their sentences, correcting mistakes and giving feedback. If you feel it would be useful to reinforce the grammar, ]'ou can ask the students to play the game again (possibly in ncw groups).Materialsand preparation IEIPresentperfect continuous. Copy one IICTURE BoARDand copy and cut up both sets of-rllts cARDSfor each group of 3-4 students. Type of activity You could give each group the uncut page as an ANS\\ER r<nv,showing which time expressionsare used with Small group; matching; accuracy the present perfect and u'hich rvith the past simple. You will also need a counter for ever]' student and Grammar point a dice for each group. Present perfect continuous - forrnHow to use the game T RrrLEssHEErl - we fbrm the present perfect continuous with hdae I. Check that your students are familiar with the grammar has beett+ [verb]-irg: I hazse been usaiting ;t'orthree hours.in the Grarnrnar point. 13

Use I[ Pastperfect we use the present perfect continuous to talk about situations which started in the past and are still going on: Type of activity He's been talking on thephonefor 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 the liaing room. - to form the affirmative we use had and the DastOther structures participle: Ilyoulhelshelirlwelthey had + past participlePresent continuous, be, hat-te - to form the negative we use hadn't and the pastTopicareas participle:Familylife Ilyoulhelshelirlweltheyhadn't + past participleChallenging vocabulary - to form a question we use had and the past participle: Had Ilyoulhelshelitlzuelthel+t past participle?scratch (n), muddy, smoke (n), black eye, ntess(n), feather UseMaterialsand preparation - we use the past perfect to talk about an action or event. Copy and cut up one set ofaccusattoN canos and that happened before another event in the past. one set ofexpLaNRtIoN cARDSfor each group of II/hen I got ro the station, the tain had alreadg left. 3-4 students. I was sure I'd seen her somewherebefore. We went to Paris last year. I hadn't been there before.How to usethe game Had I seen hint somewherebefore?I wasn't sure.. Check that your students are familiar with the grammar Other structures in the Grammar point and with the words listed in Pastsimple Challenging vocabulary. Pre-teach any other words from the game you think will be unfamiliar to your class. Topicarea. Divide the class into groups of 3-4 students. Everyday actions. Give each group a set ofaccusATloN caRns and a set Challenging vocabulary of sxpt-cNATroN cARDS. rescued,parrot, propose. Explain to the students that they are members of a Iarge family and are always getting into trouble. Materialsand preparation. They should deal out the Expi-ANATIoNcARDSand put . Make two copiesof the ear-r-ooNIs-r'is-aNoINc.picture the accusaroN cARDSface down in a piie in the cenue. and copy and cut up one set ofsvnNt canos for each pair of students.. They may look ar their EXILANATIoNcARDS. How to usethe game. The first player turns up an ACCUSetIoN cano from the pile. Pretending to be the Mum or Dad he/she . Check that your students are familiar with the grammar reads out the caption e.g.'This room'sfull of feathers!' in the Grarnmar point and with the words listed in and, showing everyone the card, asks'lVhat's been Challenging vocabulary. Pre-teach any other words going on?' The other players, pretending to be the from the game you think will be unfamiliar to your class. children, shouid look at their cards. . Divide students into pairs.. The player with an EXIIANATIoN cARD that matches the accusation can produce it, offering the explanation . Give two copies of the eat-t-ooNrs-t's L{NDING picture e.g.'We'oe beenhaaing a pillow fight.' and one set of eveNr CARDSto every pair.. The first player can then discard the card. . They should take one picture each.. Then it is the next player's turn to be Mum or Dad . They should shuffle the EVENTcaRos and place them and turn up an ACCUSATIONCARD. in a pile face down.. The object ofthe garne is to get rid ofall your cards. . Explain that several things had happened just before the balloonist landed. The r,vnNr caRos show oictures. The first person to do so is the winner. to explain what had happened.Monitoring and feedback . One student takes a card from the pile and describes what had just happened to him when the bailoonistYou can ask students to write down some of the sentences landed: 'IWen the balloonist landed, I had just fallen o;[fthat they produce in the game. At the end you can go my bike.'round the class asking individual students to read outtheir sentences, correcting mistakes and giving feedback. . The object of the garne is to draw in all the people in the right places on the picture.14

. rilfhen the student with the card has described what How to use the game _-l had just happened, both students should draw in the t RrrLEisHEEr person in the right place on their picture. They should not show their pictures to each other. . Check that your students are famiiiar with the grammar in the Grarnrnar point and with the words listed in 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 them into pairs within each group. $fith groups of 7rhpi. nint\"ro e c ( l' h., rha hin\"-l- divide them into pairs and a threesome.Lrrrrr s.5. vr!l!^!. lJrrLqrlt. Then it is the next player's turn to take an EVENT . Give one copy ofthe eROap SQUAREBOARDJone set of CARDfrom the pile. CRIMINALcan'os and one set of cr-uB cARDSto every group. Give one suspECT Lisr to each pair. Give out. At the end of the game, both players should compare counters and dice to each group. pictures - are they the same?Monitoring and feedback . Without looking at the cLUE cARDSrhe studenrs should place one face down on every house on theAsk each pair to say one thing about their picture, e.g. BROADSQUAREBOARD.'IYhen the balloonistlanded, a man had just fallen off his bike.' . Ask the students to deal out the cRTMTNALcARDS equaliy to each pair. The pair may look at their cards.IE Pastperfectcontinuous . They should all place their counters on srART.Typeof activity . Tell the class that a burglary was committed in each house in the square at 8 o'clock last night. TheSmall group; board game; communication burglaries were committed by the people on the SUSPECTLIST.Grammar pointPastperfect continuous- form . The obfect of the garne is to find out which criminal burgled which house. in the affirmative we say: Ilyoulhelshelitlwelthey + had beenl'd been . The first pair of players to find out are the winners. + [verb]-ing- in the negative we say: . The first pair of players begin. They should shake the. Ilyoulhelshelitlwelthey+ had not beenlhadn't been dice and move their counter the appropriate number + [verb]-rng of spaceson the board.- to form questions we say: Had + Ilyoulhelshelitlwelrhey been + lverbl-ing? . V/hen they land on a house they should turn up rhe CLUECARDthat is on that square and look at itUse without letting any other player see it. we use the past perfect continuous to talk about a long action that happened before another action in the past: . The cr-un caRo gives information about something that IVhen the busfinally arriaed I had been uaiting for was found in that particular house. The pair of players nearly an hour. with the card can discuss its implications (quietly soOtherstructuresPastcontinuous the others don't hear!) e.g. (turning up the card with the paint fingermarks): 'Aha, so the burglar had beenTopicareas painting!'They should then replace the cr-ur cARD faceLeisure activities, crime down and note down the information on the suspect list in order to remember ir, e.g. house4 - sand.Challenging vocabularyfingermarkfo, otprinth, andprinth, elmetn, ail,boxing, . If the players land on a question mark, they can consultputtingupsheltes the suspECT usr and choose a name e.g. Joe Bloggs.Materials and preparation They first find out which of the other players is Joe Bloggs and then ask the suspect 'lY/hat wereyou doing. Copy one BRoADseuARE BoARDfor each group of 6-8 students. Copy and cut up one set of cr-un canos and at 8 o'clock last night?' (the time of the crime) and one set of cnnrtNeL ceRos for each group. Copy one 'lVhat had you beendoing up till then?' The player suspECT usr for each pair of students. You will also need a counter for everv pair of students and a dice hoiding the Joe Bloggs card must answer. Players (all for each group. players, not just the ones asking and answering) can make notes about the replies on their suspECT Lrsr. . Then it is the next pair's turn. . The game ends when one pair have correctly matched all the names on the list with the house numbers. Monitoring and feedback Ask each pair to say one thing, e.g. 'We know Fred Cloggs burgledn'' ... becausehe had beenpainting.' 15

IE ruture continuous Part 2 . Divide the students into pairs within their groupsType of activityPart 1: Individual then smallgroup; guessingp; roduction (or an individual and a pair in the case of threesomes).Part 2: Smali group; memory; production Then regroup the students so that each pair ofstudents is with a new pair or individual from a different group.Grammar pointFuture continuous - form . Ask the students to try to remember everyone's- in the affirmativewe say: sentences from their first group, e.g.'Maria will be driaing to London on Friday eztening.' IlT,oulhelshelitluelthe+y uilll'll be + fverb]-ing- in the negativewe say: . The obiect of this part of the garne is to rernernber the rnost sentences. Illtoulhelshelirluelthey+ zuillnotluon't be + fverb)-ing to form questionswe say: . The group with the most sentences is the winner. Will Ilyoulhelshelirlzuelthe+y be+ fverbl-ing? Monitoring and feedbackUse Part2 we use the future continuous to describean ongoing action at sometitne (often precisel-vspecified)in You can ask students to write down some of therr the future: sentences as they produce them or after the game is At 5 o'clockon SarurdayI utill be driz.ing to the airport. finished. At the end you can go round the class asking NextsumnterI'll be tra<:elling aroundGreece. individual students to read out their sentences, correcting mistakes and giving feedback. If you feel it would beOther structures useful to reinforce the grammar, you can ask the studentsNone to play Part 2 agarn, in new groups.Topic areas l4 ruture perfectEverydayactions Typeof activityChallenging vocabularyStudentsgeneratetheir own vocabulary.Be preparedto Individual, then small group; guessing; productronprovide support. Grammar pointMaterialsand preparation Future perfect - forrnPart 1 in the affirmative we say:. Coov the spNrsxcss FR\\IH,for evervstudentin the class. Ilyoulhelshelitlwe,tthey+ willl'll haxe + past participle in the negative we say:How to use the game Ilyoulhelshelitlwelthey+ will not I won't haae + past participle to form a question we say:Part 1 Will Ilyoulhelshelirlwelthey* haae + past participle?. Check that your students are familiar with the grammar LJse in the Grarnrnar point. we use the future perfect to describe an action that will be completed by a certain time in the future:. Give one sENTENCESFR\\,IE to each student. By this tinte romorrou I zaill haz:e finished m! essaJ'.. Ask them to filI in the frame with sentences, using the Other structures future continuous, that are true for them. None. They should not show their sentences to an-voneelse. Topicareas. Then group the students into threes and fours. Everyday actions. The obiect of this part of the garne is to guess each other's sentences. C h a l l e n g i n gv o c a b u l a r y. The first player begins by giving the flrst date on the Students generate their own vocabulary. Be prepared to frame to the other players and telling them two things provide support. he won't be doing on that date e.g. 'On Saturday eaening at 8 o'clock, I won't be reading a book, and I uon't be Materialsand preparation sitting at home watching teleaision.' . Copy and cut up enough copies of the IRoMISES,. The others must try to guessthe sentencee.g.'Will 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

How to usethe game Grammar point. Check that your studentsare familiar widr the grammar Compare the use of forms for talking about obligation, in the Grammar point. prohibition, permission and ability Expressing obligation. Give one PROMISES, PROMISES sHEET to each student. - present: I ntust go to the dentist.. Ask them to imagine the future this time next year. past: t had to go to the dentisrlast week. Ask them to use the future perfect to complete the future: I usill haoe to I rtust go to the dentist next month. three sentences with: 1 a fact (something they will definitely have done) Expressing lack of obligation 2 a promise (something they promise themselves - present: I don't haoe to stay late today becausethe they will have achieved) 3 a wild dream (wish-fulfilment!) meeting is cancelled. - past: I didn't hazse to stay late on Tuesday becausethe. They should not show their sentences to anyone else. meeting was cancelled.. Group the students into groups of 3-4. - future: I uson't hazte to stay late tomorrow becausethe. The obfect of the garne is to guess each other's meeting is cancelled. sentences and to decide which are facts, which are prornises and which are drearns. Expressing prohibition present: You rnustn't smokein the waiting room.. The first player begins by giving the other players Mustn't in this sensehas no past or future equivalent three clues about the subiect matter of her sentences, so another verb must be used: e.g. exam, job, marriage. The order of the ciues must past: You useren't alloz*ted to smokein the waiting roont. I not match the order of the sentences. You couldn't smokein the waiting room.. The others must try to guess the sentences:'Will you - future: You uton't be alloztsed to smokein the waiting haae got married?' They must then try to decide which room. I Yotr uson't be able to smoke in the waitins room. is fact, which is a promise and which is a dream. Expressing perrnission. Then it is the next player's turn to give clues while the - present: You can I rnay useyour mobilephone here. others guess. - past: You could I zaete alloztsed to I z.uere able to useMonitoring and feedback your mobile phone herelast week btfi they'z,ebanned it now. - future: You ztsill be able to I uiII be alloused to useAfter the small group guessing game, you can if you ltour mobilephone whenyou get there.like extend the game into an activity where all students Expressing abilitystand up and move around, asking and answering - present: I can suim. - past: I couldn't driae when I zuas18.questions about each other's facts, promises and dreams. - ftrture: I will be able to tyDe zuhenI haoe finishedSet a time limit for this part of the activity, then ask this course.students to sit in groups of 4-6. They should take a Other structurespiece of paper and divide it into three columns with Nonethe headings 'Facts', 'Pronises' and ' Dreams'. Ask them Topic areasto put as many items as they can remember in each Everyday actionscolumn, e.g. 'Maria zpillhaxe got married.' 'Peterwill C h a l l e n g i n gv o c a b u l a r yhnaovveelf.o' u'lnltde a new job.' 'Anya will have written a best-selling StudentsgeneratetheirownvocabularvB. epreparedto group with the iongest list at the end is providesupport.the winner. Materialsand preparationYou can, if you like, collect in the papers and make a . Make enough copies of the QUESTIoNNATRfEor each pair of students to have one.wall-poster, like this, writing a list under each heading: How to use the gameBy this time nextyear we ... (class5) . Check that your students are familiar with the grammarwill definirelyhaz;e... in the Grarnrnar point.promise rhat we will haxe ... . Divide students into pairs.fantasisethat we uill haae ... . Give one eUESTIoNNAIREto each student.IE Present,past and . Ask them to fill in their quesrtoNNAIRES with as many future of must, answers as oossible that are the same for both of them. have to and canType of activityPairs; completing and matching; production 17

. 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.Askpairsto reportbackwith oneor two of therr . Give each group a set of at-lnt cARDS,a LIST oFsentences. cHARA,CrERSand a HctusB luqN.lEl maytmighttcouldl . They should put the ALrBr aTARDfSace down in a pile mustlcan't + have in the centre.Type of activity . Explain that the HoL;sErrl.ANshows a country house in which a murder has been committed. The dead manSmall group; information gap; communication is Xavier whose body was found in the conservatory. He had been killed with a billiard cue. They shouldGrammar point study the HousE ILA.N to familiarise themselves withMay lmightl couldlrnustlcan't + hazte- forrn the layout ofthe house and the Lrsr oF cHAR{crERS to find out who was in the house at the time. we can use most modal verbs, e.g. may, might, could, mLtst,can't (but not can), wrth haae * past participle: . The obfect of the garne is to find'whodunit'. may haxe done, might haae gone, could haae said . The group who does this first are the winners.Use- we can use these modais to indicate degrees of . The first player turns up an AIrBI cRRo from the pile and lays it face up where ever.vonein the group can see it. certainty that something happened in the past we use could hate to indicate the least degree of . Piayers make deductions based on the statements on certainty, a weak possibility: the card, e.g. 'So Attnette might haz,edone it!','John can't I supposehe could hatse gone to London. haz-;edone it becattsehe was uith Daaina in the library- we use maylmight haxe to indicate 1[21 s6llgthino then', etc. possibly happened: He's not there he might hansegone out to lunch. . The students can make notes on the rrsr oF cIt\R{crERS- we use can'tlcouldn't have to indicate a near certaintv as they piay dre game. They may have to revise opinions that something did not happen: as further cards with more information are turned uo He can't hazsedorteit - he's not that kind of person! in the course of the game. we use must haae to indicate a near certainty that something did happen: . The players il'ill be able to find the murderer by a The light\ ltot on - they rnust hazte gone out. process of eiimination. \il7hen everyone else has an alibi only one character will be left (Margaret).Otherstructures Monitoring and feedbackPast simple, past continuous, past perfect Ask groups to report back on their'thought processes': 'At first we thought Annette could har:edone itTopicareas b e c a u s e . . . 'e, t c .Rooms in a house, everyday activities IZ Rctive and passive infinitivesC h a l l e n g i n gv o c a b u l a r y Type of activitydrawing roont, trio, shriek (n), conservatory, aiolirr,pop in, aerandah, billiards, (billiard) cue, sueam (n), Pairwork; guessing; productionsoundproof, parlour Grammar pointMaterialsand 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 group of3 4 students. He promised to lozse her forever. - 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

- passive infinitive in the past, e.g. to haxe beenlozted'. My car isfaster 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 andOther structures the superlative by adding -esr:small - smaller- smallestPresenst imple - when a short adjective ends in consonant + -1, weTopicareasWishesandhopes form the comparative and superlative by changing theC h a l l e n g i n gv o c a b u l a r y -y to -i: pretty - prettier - prettiest vi'hen a short adjective ends in consonant * vowel *Students generate their own vocabulary. Be prepared tcr consonant, we form the comparative and superlativeprovide support. by doubling the final consonant: hot - hotter hottest when a short adjective ends in -e, we form theMaterialsand preparation comparative by adding -r and the superlative by adding -st'.gentle gentler - gentlest. Make enough copies of the QUESTIoNNAIREfor each - with adjectives of two syllables and more the student in the class to have one. comparative and superlative are usually formedHow to usethe game using more and most'.intelligent - nlore intelligent -. Check that your students are familiar with the grammar most intelligent in the Gramrnar point. exceptions are:. Divide students into pairs. good better - best. Give one euESTIoNNAIREto each student.. Ask them to sit back to back. bad-worse-worst. Ask each student in the pair to imagine they are far - further furthest (or farther - farthest) the other. Other structures. Get them to fiIl in the QUESTIoNNAIREi,magining they None are the other person. (They should use both passive and active infinitives.) Vocabulary area. V/hen they have finished, get them to turn round and Possessionpse,rsonailnformation discuss each sentence with their partner. How many were right? Challenging vocabulary. The object of the garne is to get as many correct None guesses as possible.. The pair who get the most correct guessesare the Materialsand preparatlon wlnners. . Copy one cuE BoARD and all 48 olrplnpucE cARDSMonitoring and feedback for each group of 3-4 students. Cut the DIFFERENCE CARDSvertically into four sets for each group so thatAt the end of the game you can go round the class asking each player will have two strips of different pictures,individual students to read out the sentences they have both with the same number (1-4) at the top. Do notwritten down, correcting mistakes and giving feedback. cut them up into individual cards - the students will do this. You will also need a counter for every studentIEIcomparatives and and a dice for each group. superlatives How to usethe game I RUrEssHEEr IType of activitySmallgroup;boardgame;production . Check that your students are familiar with the grammarGrammar point in the Gramrnar point. Cornparatives and suPerlatives . Divide students into groups of 3-4. - we can use comparatives (witir than) and superlatives . Give one copy of the cus BoARDand eight sets of to compare things: DIFFERENCEcARDSto each group. For groups of 3 leave out two sets of cards. Give out counters and dice to each group. . The students should each take two strips of ntppsn-e,NcE carus with the same number at the top and, keeping them hidden from the others, cut or tear them into individual cards. . They should all place their counters on SQUARE1. . The first player shakes the dice and moves his counter the appropriate number of spaces on the board. 19

. \[hen he lands on a picture square he should select a Challenging vocabulary card from his hand that matches the object on that square and make a statement about it using a comparative Students generate their own vocabulary. Be prepared to 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 . ' provide support. e.g. 'M! car is thefastest.)or he can compare the object with that of another player by saying 'My ... is ...-er Materialsand preparation than yours.' e.g.'M! houseis smaller than yours.' ot 'My ring is ntore expensiaethan yours.' He can address . Copy and cut up one set of pRINlNcs for each group of 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 How to use the game must lay their cards down too. . Check that your students are familiar with the grammar . If the player's statement was correct, he can throw in the Grammar point. away his card. If not, he must keep it. . Divide the class into groups of 6-8. . Then it is the next player's turn. . Give each group a set of IATNTTNGS.. The object ofthe garne is to get rid ofall your cards. . Ask them to take one each.. The player who does so first is the winner. . Each player should look at the painting and write downNOTE At first the piayers will be making guesses.As seven qliestions (one for each question word) on themore players have to show their cards they will know euESnoNS sheet. These should be questions they wouldwho has the biggest / smallest / most beautiful etc. like to ask the main character either about him orBut will they be able to remember? herself or about the other characters or objects in the painting, e.g.'Why arelou so unhappy?'Monitoring and feedback . They should then pass their painting and questrons to the person on their right, who should look at theYou can ask students to write down some of their painting, imagine they are the central character andsentences as they produce them or after the game is write down answers to the questions in the answerfinished. At the end you can go round the class asking column, using full sentences, e.g.'I'nt unhappy becauseindividual students to read out their sentences, correcting my cat has run away.'mistakes and giving feedback. . The players should then pur all the perNrrNGSin rhe middie of the table, where everyone can see themEl Wn-questions:mixed . The first player begins by reading out his answers to the questions he was given (but not the questions). question forms . The obiect of the game is to guess a) which painting is 'speaking'; b) what the questions were.Type of activitySmallgroup;guessingp;roduction Monitoring and feedbackGrammar point At the end of the game you can go round the class askingWho, 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 EEIf ... will- we usually put the subject after the auxiliary or after Type of activity main verb 6c in questions: Where are you going? Small group; matching; accuracy lV4tat hazseyou done? 1Y,4riys she angry? Grammar point- but we use normal statement word order when the If ... zt;ill- the first conditional question word is the subject: - weusethepresenst implein the y'clauseandwill in Who took my camera? - Sorry, I took it. the main clausewhen we talk about a future eventOther structures that is a definite possibility: If I seeher,I'il tellheryou rang. (= it's possibleI willA mix of tenses, depending on students' choice of what seeher)to say If it rains,I uson't go to thepark. (= it's possibleit will rain)TopicareasPersonal information: marital status) age, family, domicile,feelings, preferences, favourite colours/sports, etc.20

Other structures we use the past simple in the z/clause and would in the main clause when talking about an imaginaryPassive or hypothetical situation: If I won a lot oJ'rnoneyI usould go on a world tour.Topicareas in the f clause, uere is used in preference to zrds:Familylife,leisureactivitiesw, eather I.f I zuere you, I tuould take thejob.C h a l l e n g i n gv o c a b u l a r y OtherstructuresNone NoneMaterials and preparation Topicareas. Copy and cut up one set of the lF cARDSand one set Plans and dreams ofthe Rc.troN canos for each group of 3 4 students. C h a l l e n g i n gv o c a b u l a r yHow to usethe game T-TuLEasHEEi__l competition, screanl (v), safari, snake. Check that your studentsare familiar with the grammar Students will also generate their own vocabulary. in the Gramrnar point. Be prepared to provide support.. Divide the classinto groups of 3-4 students. Materialsand preparation. Give eachgroup a set of r caRos and a setof . Copy and cut up two sets of IICTURE cARDSfor each ACTION CARDS. group of 3-4 students.. The students should deal out the ec.rIoN ceRos and How to usethe game f RrrLEssiEEr I put the rl' cARDSface down in a pile in the centre. . Check that your students are familiar with the grammar. They may look at their ACTIoNcARDS. in the Grarnrnar point and with the words listed in. The first player turns up an tF cano from the pile and lays it on the table, starting a sentence beginning with Challenging vocabulary. 'If ...' as suggestedby the picture, e.g. (turning up the picture of the snow) 'If it snows...' . Divide the class into groups of 3 4 students. . 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 seethem.. 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 mad.' 'If I werehim, I wouldn't wear that to the ffice!'. The obiect of the game is to get rid of all your cards. . The other players can query the sentence if they thinkMonitoring and feedback it is grammatically wrong. If necessary, they can askYou can ask studentsto write down some of their the teacher if it is wrong or not. If two or more playerssentencesas they produce them or after the game is make a sentence simultaneously, then the group as afinished.At the end you can go round the classasking whole should decide which is best and award the cardsindividual studentsto read out their sentencesc) orrecting to that player. If they can't decide, the teacher gets themistakesand giving feedback. casting vote! . Then another player can turn up two cards for everyone to see.EIIIf ... would . If the group cannot think of a sentence, the player leaves the cards face up on the table and drawsType of activity another two from the piles. Then any card can beSmallgroup;matchingp; roduction combined with any other on the table.Grammar point . The obiect of the garne is to collect the rnost cards.If ... uould - the second conditional . The player who does so is the winner. 21

Monitoring and feedback . They should all place their counters on seuARE t.You can ask students to write down some of theirsentences as they produce them or after the game 1s . The first player shakes the dice and moves his counterfinished. At the end you can go round the class asking the appropriate number of spaces on the board.individual students to read out their sentences, correctingmistakes and giving feedback. If you feel it would be . \7hen he lands on a MrssED oppoRTUNITIEssquare heuseful to reinforce the grammar, you can ask the studentsto play the game again (possibly in new groups). should take an ourcoME caru from the pile and makeEl lf ... would have an If ... would haae sentence about the situationType of activity described on that square. The ourcol.s cano willSmall group; board game; communication tell him whether to make a happy ending or a sad one, e.g. landing on the 'You were offereda goodjob inGrammar point London but you turned it down.' square he might say 'If I had taken thejob, I would hate beenable to affordIf ... zt:ould hazse - the third conditional a new car.' or'If I had taken that job, I wouldn't hazte- we use the past perfect in the z/ ciause and would haae met mJ'wifet' + past participle in the main clause when we talk about an unreal situation in the past, i.e. a situation . He should replace the ourcoME cARD at the bottom that could have happened, but didn't: of the pile and write down both the situation and the If I had worked harder, I zttould hazte done better f sentence and his feelings about them on the My LrFE in school. SHEET,e.g. 'I was offereda job but I turned it down I'm If I hadn't gone to Australia, I zpouldn't hazte ntet glad about rhis becauseif I had taken it, I wouldn't hatte my w{e. met my wfe!'Other structures . Then it is the next player's turn.Pastsimple,pastpassives . If a player lands on a square that someone else hasTopicareas already landed on they must make a different sentence.Life experiences and opportunities . The object of the game is to get as rnany events as possible on the MY LrFE sHEET.C h a l l e n g i n gv o c a b u l a r y . \ff4ren the time limit is up, ask students to look at thearchaeology, rock climhing events they have written down on the My LrFE SHEET. Ask them to number them in the order thev think thev honnene.,l . Now regroup studentsby swappinga pair from each group with a pair from anothergroup. Using the nlv LIFESHEETas a prompt, the pair should tell the new pair abouttheir 'lives'.Materials and preparation Monitoring and feedback Ask eachstudentto sayone thing about their life, using. Copy one MISSED oppoRTUNITIES BOARD and one set of ourcolrp cRRos for each group of 3 4 students. theiT MY LIFE SHEET. 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.How to use the game FRUr-rJ sHEEr I En and when. Check that your students are familiar with the grammar Type of activity Smallgroup;boardgame;accuracyin the Grammar point and with the words listed in Grammar pointChallenging vocabulary. Pre-teach any other words If and, zahenfrom the game you think will be unfamiliar to your ciass. we usethe presentsimpleto talk about future events after if and uhen:. Divide students into groups of 3-4. If I seeJulia, I'll tell her. When I seeJulia, I'll tell her.. Give one copy of the lrrssen oppoRTUliITIss eoaRD and - in the exampleabovewith whenthe speakerls sure one set of ourco-l,rn cARDSto every group. Give every that he will seeJulia, but in the examplewith r/the student a My LIFE sHEET.Give out counters and dice speakeris not sure. to each group. Set a time limit for the game, say 15-20 minutes. Other structures Presentsimple,presentcontinuous,presentperfect. Ask the students to place the otlr-corr'rE carus face down in a oile in the centre.22

Topicareas it or not. Some cards (e.g. the weather cards) can onlyEverydayactions be used with.rl, some (e.g. the l8'h birthday party) only widr wrrl',1 some can be used with either. The players mustChallenging 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!'Materialsand preparation EEIwish. Make one copy of the -u'AND tl./HljNBoARD and copy and cut up both setsofcus canos (Packs 1 and 2) for Type of activity each group of 3 4 students. You u'il1 need a dice and counters for each group. Whole class; searching; communicationHow to usethe 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 present situation were different:. Give each group two packs of cts cARDS' I uish I zlas on holidalt now' I utish it zpqsn't raining.. Ask the players to divide Pack 1 into two piles, r'and in this type of wish you can use uere instead of was: rHr',r', and place the piles face up on the appropriate I toish I zt:ere on holidav now. rectangles on the board. Past wishes: regrets. They should deal out four cards each from Pack 2 and use the past perfect if you regret that something put the rest face down in a pile, at the side of the board. happened (or didn't happen): I usish I hadn't told her aboutJohn. (but I did tell her). They should all put their counters on SQUAREl. I u.:ish I had u.sorked harder at school. (but I didn't work hard). The first player begins by throwing the dice and moving the appropriate number of squares on the rl AND Future wishes: complaints and hopes - use wottld if you wish that something would happen or IIJHEN BOARD. someone would do sornething in the future or very soon:. Sflhen she lands on a square) she should take up a card I uish he would answermy emaik. this type of wish is often a complaint: from the appropriate pile (rr or wan) and begin a I uisk you zaouldn't interrupt me all the time! - although it can be a dream: sentence, e.g. (picking up the picture of the lesson) I ztsish he ztsould kiss me! 'When the lessonends...' - ifyou have a hope or a dream about yourself,use could not would'.. Players should try to produce a suitable card from their I zpish I could go to Thailand. hands and complete the sentence,e.g. (using the Other structures picture of the house) ' ...1'll go horne.'or (producing None the picture of the beach) ' ...1'll go to the beach.', etc. Topicareas. The first player to produce an acceptable sentence can lay both cards dolvn as a pair and take another card Past actions, (irritating) habits, regrets, hopes and dreams from the pile at the side of the board. C h a l l e n g i n gv o c a b u l a r y. Then it is the next player's turn. interrupt, bablt-sitting, colleague, musical instrurnent,. The object of the garne is to rnake the rnost pairs quarrel (v), scrape(v), turn down of cards. Materialsand preparation. The player who does so is the winner. . Copy and cut up the ItTsHcARDSso that each studentMonitoring and feedback can have one card from each set of colttLAINTS, cRUMBLES,REGRETSand sopr,s. Copy and cut up all dreAt the end, players can 1ayout the matching pairs of cards soRTED! CARDSso that each student can have four cards.they collected and try to remember the sentences' You caneither go round the class asking for sample sentencesfrom each group (or each group's best sentences)or askstudents to write up their sentences. If you like, you canplay the game again for reinforcement, perhaps in amore challenging version by cutting off the tp and wnpNlabels on the cards and shuffling them together into onepile. When a piayer lands on a square she takes a cardfrom the pack and decides whether she can use 23

How to usethe game Materialsand preparation . Check that your students are familiar with the grammar . Copy and cut up the BEGINNTNGSand 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 ANSNilERxl,y for each from the game you think will be unfamiliar to your class. group. On the board, write the verbs they will need: islare made (of or in), islare found (in), islare grown (in), . Give each student one cor,{pLAINT, one GRUMBLE, islare used(to or fo). one REGRETand one HopE CARD. How to use the game t RULEssHEEi-l . Mix up the sonrgo! caRos and give four cards to each student. . Check that your students are familiar with the grammar . The object of the garne is to find the people who in the Gramrnar point and with the words listed in can sort out all your dissatisfactions and rnake 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 based on their rzrsa cARDS,e.g.'I wish I couldswim.' . Divide the class into groups of 3 4 students. or'I wishI hddn't suapedthecar.' . Give each group a set of BEGINNINGScARDS,a set of . When they find the person with the appropriate ENDTNGScaRls and an ANS\yERKEy. soRTED!caRl, he then hands it to them saying 'Here, this might help!' or'Your uish is granted!' . They should deal out the BEGTNT,TTNcGASRDSand put the ENDINGScARDSface down in a pile in the centre. . $fhen they have collected all four soRTED!cARDSfor They should leave the ANSvER KEy face down on their wishes, they can sit down. the table. . They can compare wishes and solutions with the people . They may look ar rheir BEGTNNTNGcASRDS. next to them until the rest have finished. . The first player turns up an ENDTNGScARD from theMonitoring and feedback pile. If she can make a senrenceusing one of the BEGINNINGSCARDSfrom her hand and one of theAsk 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 arefound in Australia.','Coffee is grown tnAnna gatte nte a voucher;t'orswimming lessons.' South America.', 'Pens are usedfor writing.', she can lay both cards down on the table to make a sentence.EEPresentpassives . If not, she must put the ENDINGScARD at the bottomType of activity of the pile and miss a go.Small group; matching; accuracy . Then it is the next player's turn.Grammar point . The object of the garne is to rnake the rnostPresentpassive sentences. we use passiveswhen the doer of the action is unknown . At the end of the game the students can check their or not important and we want to focus on what answers with the ANS\IrERKEy. Variations are possible. happens or where or how something happens- present passivesare formed using amlislare and the Monitoring and feedback past participle: Tea is grou:n in China. You can ask students to write down some of their I{eys are ntade of metal. sentences as they produce them or after the game is finished. At the end you can go round the class askingOther structures individual students to read out their sentences, correcting mistakes and giving feedback. If you feel it would beNone useful to reinforce the grammar, you can ask the students to play the game again (possibly in new groups).TopicareasCountriesm, aterialsp, roducts EEPresentperfect and past perfect passivesChallenging vocabularygold,paperclip,silk,pump(n), inflare,tyre,wheat,oil (n), Type of activitycorkscrew,hammer (n), measure(v), temperature Part 1: Small group; completing and guessing; production Part 2: Small group; memory; production24

Grammar point . The students should tell each other the sentences,Presentperfect and past perfect passives e.g.'Maria wishesshe hadn't beentold off so much when shewas a child.' 'Peteris glad he has beenrold- we use perfect passiveswhen the doer of the action he is handsome by so many girls!' is unknown or not important and we want to focus on what happened or didn't happen, or where or . They should then write the sentences down. how something happened . The group who can write the most sentences in 20- we form present perfect passivesby using havelhas minutes is the winner. been and the past participle: I hazte been asked to go to Spain for six months. Monitoring and feedback we form past perfect passivesby using had been Part 1 + past participle: At the end of the game you can go round the class asking I wish I had been alloued to haz;ea puppy when individual students to read out some of the sentencesthey I was a child. have wriften down, correcting mistakes and giving feedback.Other structures Part2 At the end you can go round the class asking individualNone students to read out their sentences, correcting mistakes and giving feedback.Topic areasEveryday actionsChallenging vocabularyinspired, praised, encouraged, admired, employed,appreciate d, criticis ed, teasedMaterialsand preparation EZPastpassives. Make enough copies of the sENTENCESFR{ME for Type of activity every student in the class. Wholeclassi;nformationgap;communicationHow to usethe game Grammar point PastpassivesPart I. Check that your studentsare familiar with the grammar - past passives are used when we want to focus on the object of a past action or on the action itself rather in the Grarnrnar point. than on the doer ofthe actron. Give one SENTENCEFSR\MEto eachstudent. - we form past passivesby using waslwere+ past participle: He tuas last seen at the airport.. Ask *rem to fiIl in the frame with sentencesthat are true we form past continuous passivesby using waslwere for them. They must useperfectpassivese, .g.'I haae being + past participle: beencriticisedfor talking too much.' He usas being blachrnailed. we form past perfect passivesby using had been. The studentsshould fiIl in the frame, using asmany + past participle: differentverbsasthey can. They can usethe verbs His passport had been tqhen. provided or othersof their own choice. Other structures. They should not show their sentencesto anyoneelse. Active forms of the present perfect, past simple,. Then group the studentsinto threesand fours. nect nerfent. The obiect of this part of the garne is for the students to guess each other's sentences. Topicareas. To do this, they could use,for instance,'In numberX, Everyday actions I think Y said...':'In number20, I think Soniasaid \"I wishI hadn't beenteasedaboutrny hair\".' Challenging vocabularyPart 2 blackmail (v), undenuear, spy (n). When all playershaveguessedeachother'ssentences, Materialsand preparation divide the studentsinto pairs within their groups (or an individual and a pair in the caseof threesomes). . Make enough copies of the DrsAppEARrn!cRnos and Then regroup the studentsso that eachpair of students wHERE's NrALL{CE?SHEETfor every student to have one is with a new pair from a differentgroup. card and one sheet. Ifyou have fewer than I I students in your class you will have to give some of them two. The object of this part of the gameis for the students cards to ensure all the information qets distributed. to remember as many sentencesaspossiblefrom their previousgroups. 25

How to use the game 'I 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: 'I haae beento India twice.' - She told me that shehad. Explain to the students that their neighbour, a man been to India twice. called Wallace, has disappeared from his London flat. - the past simple can remain unchanged or can change The otsappeaRED! cARDSyou will give out contain clues to the past perfect: as to where he has gone. They must talk to everyone 'I went to a concertlast night.' - She said that shewent else and share their clues to find out where he has gone. to a concertlast night. or She said that she had gone to a concen last night.. Distribute the orsappnaRED!cARDSand wnERe's - willbecomes would: !fALL-{cE?SHEETSso that each student has one of each. 'I'll do the shopping.' - He said that he would do the shopping.. Give them a little time to read their card and to filI in any information they have on their wHERE's Other structures XTALTACES?HEET. Present simple, present continuous, past simple,. Then ask them to move around the class telling other past continuous, present perfect continuous, people what they know about Wallace, and collecting present perfect, will, going to information. Topic areas. They should write the answers on their wHERE's !(/ALLACE?SHEET. Personal information. After a little while, put the students in groups of 3 4. C h a l l e n g i n gv o c a b u l a r y. Ask them to check their answers with each other and None to pool their information to fi1l in any blanks on their \rHERE'S !{/ALT-ACES?HEETS. Materialsand preparation. Check the answers with the whole class. They should . Make one copy of the QuesrloN sHEETand one copy have the foilowing: Note, Seventh, Irene, Blackmail, of the aNsrvsR sHEETfor 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. How to use the game. Then tell them that the initial letters of their answers will give the name of the city where Wallace has gone. . Check that your students are familiar with the grammar They will have to rearrange them first. You can give in the Gramrnar point. them the following blank-fiIl to help them if you like: . Divide the class into groups of 3-4 students.. The obiect of the garne is to find out where Wallace has gone. (The answer is BUENOS AIRES.) . Get each group to write the names of all the students in the classwho are not in their group on a sheet of paper,. The group who does so first is the winner. and to cut or tear it into pieces so that there is one name 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 \(/ALIr\cE? sHEET)asking studentsto give full answers, e.g.'A note wasfound on his bed.' . They should dip into the bag and take out a name. One person from the group should go to anotherEE neported speech group to ask the person whose name they have drawn the first question on the sheet. If the person whoseType of activity name they have drawn is absent (i.e. asking a questionSmallgroup;searchpl roduction himself) they should draw another name from the bag.Grammar point . They should return to their groups and 'report' theReported speech - changes oftense answer to the question, for instance 'Number 2: Maria when we report what someone said, we are taiking said that she was ;t'eelinghapfu) today.' The group should about the past, so the verbs in the reported speech write the answer down on the ANSV/ERSHEET. change to past tenses . lilIhen they have done that, it is the next person's turn- the simple present becomes simple past: to take a name from the bag and go to another group to ask the second question on the QLTESTIoSNHEET. . The obfect of the game is to fill in the eNswsn SHEET. . The group that does so first are the winners.26

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 sentencesthey 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 peopleE9fime prepositions in the office on Monday rnorrring all look so unhappy. Type of activity . To do this they first read their card and fill in their V4role class; information gap; communication own details on the lyHosE wHo eUESTIoNNATRE. Grammar point . Then they will have to get up and go round the class Tirne prepositions: before, after, during, since, telling each other about their evenings, for example:frorn ... to, at, in, on, until, by, for 'Hi, I'm Sam. I had a terrible evening gesterday. I- before,after, until, by, since,from ... ro are used with points 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 in time, such as clock times, days, dates, months, seasons: so I went home and watched TV I went to bed by 10.30.' before Christmas, after 8 o'clock, until late afternoon, - 'I had a bad eveningtoo - I'm Will, by the way ...' by May 21'h, since last year, frorn Monday to Saturday- before,after and until can also be used as conjunctions . 'When they finish each conversation, they should then followed by a sentence: look at the wnosn, wfHo er,ESTroNNArREand see if they I locked the back door before I wenr to bed. can fill in any answers. ar is only used with clock times and festivals: at 1.30, qt New Year . Warn them that some blanks will require two names.- on is only used with a day or date: on Mondayo on February 15'1' . If you have a class larger than 10, you may like to tell- in and during are used to talk about specific events them that there are some duplicate roles, e.g. more that happen inside a longer time period, e.g. months, than one person may be Lucy. They only need to talk seasonsand times of the day: to one ofthese Lucys! in September,in the morning Iafternoon Ieaeninglnight- during can also be used with events: . lillhen they have each filled in the yrrioss \rrro during the meai, during my childhood QUESTIONNAIREthey should sit down and compare- for is used with durations of time: answers with the person next to them. for threehours,for 12 days . Together they should work out a) who is dating whomOther structures (or was until last night!) and b) why is everyone in the MONDAY MORNING PICTURElooking so unhappy.Past tenses Answers:Topicareas Who wenton a datewith whom?Leisureactivities Lucy and Eliot Sam and PunitaChallenging vocabulary 'Will and Rosie Ben and Jasminebrol>osed Jasonand PoppyMaterials and preparation lY'hatdid eaerybodydo?. Copy one MoNDAy MORNING IICTURE, and one \(/HosE I Lucy and Eliot 13 Poppy wHo eIiESTIoNNATREfor every student in the class. Copy 2 Punita 14 Jason and cut up enough \IEEKEND cRn-ps for every student 15 Ben in the class to have one card. If you have fewer than 3 $fill and Rosie 16 Rosie l0 students some students will have to act two 4 Jasmineand Ben 17 Sam characters. 5 Jasonand Poppy 18 Ben 6 Sam and Poppy 19 RosieHow to use the game 20 Jasmine 7 Lucy and Eliot 2l Punita. Check that your studentsare familiar with the grammar 22 Lucy in the Grarnrnar point and with the words listed in 8 Jasonand Poppy 23 Wrll Challenging vocabulary. Pre-teachany other words 9 Jasmineand Ben 24 Elior from the gameyou think will be unfamiliar to your class. 10 Rosie. Give each student a MoNDAy MORNING pICTURE, a I I Punita and Sam 12 Lucy Monitoring and feedback Go throughttrewuosBwHo euESnoNNArRaEskingfor full answers, e.g. 'Lucy and Eliot had a row during theparty.' 27

EE -ing and -ed . The group as a whole records its answers,e.g.'Svetlana, participles Pietro and Ali think English grammar is confusing but Anna isn't confused!'Type of activity . The object of the garne is to match all the cards.Small group; matching; production . $7hen the groups have finished, put groups togetherGrammar point in pairs (i.e. 6-8 people) to share/compare their information.Participles ending in -ing and -ed- these participles can act as adjectives: Monitoring and feedback At the end of the game you can go round the class asking His joke was not aerg annusing. individual students to read out some of t}re sentencesthey I'm fascinate d by archaeology. have written down, correcting mistakes and giving feedback.- there are many pairs of -ing and -ed adjectives, e.g. If you feel it would be useful to reinforce the grammar, interested, interesting ; bored, boring you can ask the students to piay the game again- -ed paniciples describe a feeling: (possibly in new groups). I'm interested in history.- -ing participles describe someone or something that E[ Verb + -ing or + to gives you that feeling: I Jind history interesting. Type of activityOther structures Small group; matching; accuracyPrepositionfsollowingverbs(e.g.interesteind, boredby) Grammar pointTopicareas Verb + -ing ot * toVarious - we follow some verbs, e.g. decide,with an infinitive:Challenging vocabulary We decided to go to Thailand.wor ry ing, disgusting, confu sing, fa scinatin g, ann oyi ng, - we follow some verbs, e.g. keep,with an -ingform:amusing, disappointing, shocking, embarrassing' depressing He kept talking all through thefilm.worried, disgusted, confused,fascinated, annoyed, amused,disappointed, shocked, embarrassed, depressed Other structuresStudents will also generate their own vocabulary. Beprepared to provide support. NoneMaterialsand preparataon Topic areas Various. Copy and cut up one set of -r,l'c caRns and one set of -r-l canps for each group of 3-4 students. Challenging vocabulary Yerbs: admit, refuse,aaoid, argue,postponeo, ffer,risk, dare,How to use the game put off,fail, imagine,miss. Check that your studentsare familiar with the grammar Materialsand preparation in the Grammar point and with the words listed in Challenging vocabulary. Pre-teachany other words . Copy and cut up all the BEGINNINGSand gNorNcs carus from the gameyou think will be unfamiliar to your class. 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.. Divide the classinto groups of 3 4 students. How to use the game _--]. Give eachgroup a set of -1NGcARDSand a set of TrrJnlllE-RULEisHEET -.LD CARDS. . Check that your studentsare familiar with the grammar in the Grarnrnar point and with the words listed in. They should deal out the -rNc canns and put the Challenging vocabulary. Pre-teachany other words -ED cARDSin a pile face down in the centre. from the gameyou think will be unfamiliar to your class.. The first player draws an -ED caRD from the pile and . Divide the classinto groups of 3-4 students. lays it on the table face up. . Give eachgroup a set of BEGINNINGcSARDSa, set of. The player who has the matching -r,lrc cARD can claim ENDINGScams and an ANS\(/ERKEY. it. She must then make a sentence about herself using one of the words, e.g. 'I'm confusedby English grammar!' . Ask the students to deal out the BEGINNINGScARDS and ask the group a question using the other word, and put the ENDINGScaRos face down in a pile in e.g. 'Do you think English grammar is con;t'using?' the centre. They should leave the ANSI(/ERt<tv face down on the table.. She can then discard both cards and it is the next player's turn.28

. They may look at their BEGTNNTNGcSARDS. Game2 . Makeenoughcopiesof the qunsrtomletResothat . The first player turns up an ENDINGScARD from the 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. How to usethe games . If not, she must put the ENDTNGScARD at the bottom Garne 1 of the pile and miss a go. . Check that your students are familiar with the srammar . Then it is the next player's turn. 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 PREPOSITIONCARDS. Monitoring and feedback . They should pur rhe \T,RB cARDS face down in a pile in At *re end of the game the students can check their answers the centre and spread the pR-e'posrrloN cARDS face up with the ANSwERKEy. Variations are possible of course - on the table. They should put the ANSI/ER r<p,yface the important thing to ensure is that the correcr infinitive down on the tabie. or -ing form has been used after each verb. Check anyvariations from the ANSvER Kry and correct those that . Players should take turns to turn up a vERBcARD are grammatically incorrect, providing feedback. from the pile.EEConstructionswith . The object of the garne is to rnatch verbs and preposition + -ing prepositions correctly.Type of activity . Each player should try to be the first to match theGame 1: Pairwork;matching;accuracy verb with a preposition by calling out the full phrase.Game 2: Group; completing and guessing;production They can check their answer with the ANslyERKEy.Grammar point . The player who matches them correctly must thenConstructions with preposition + -ing make a sentence about themselves using verb and preposition. The partner must guess whether it is certain words and expressionscan only be followed by true or false! They can then discard both cards. particular prepositions: lookfonuard to, bebad at, beexcitedabout, beusedto Garne 2- if a verb comesafter a preposition (to,in, at, with, . Check that your students are familiar with the words about, of,for, on, etc.) the verb will be in the -ing form; I'm lookingJonuardto seeingyou. listed in Challenging vocabulary. Pre-teach any other I hate no intentionof buying that car. words from the game you think will be unfamiliar to She'sgoodat playing thepiano. your class.Other structures . Divide students into groups of 4-6.Presenst imple,pastsimple . Give each group a set of euESTIoNNAtxgs and a setTopicareas ofprcruRt CARDS.Personael xperiencetsa,stesv, alueso, pinions . Ask the students to place the plctung cenoS face downC h a l l e n g i n gv o c a b u l a r y so that no one can see them.Game 1: Verbsf:ed up with, apologisfoer, approxel . They shouid each take one of the euESTroNNArnssanddisapproxe of, insist on, haae no intention of, succeedin one picture from the prcruRE carus pile.Game 2: Students generate their own vocabulary.Be prepared to provide support. . They should look at the picture but keep it hidden from the other students.Materialsand preparation . Ask them to complete their euESTToNNATREaSs if theyGame I were the person in the picture imagining what his/her. Copy and cut up all the VERBCARDSand all the answers would be. pREposITIoN cRRos for each pair of students. Give each . When they have done this, they should replace the pair also a copy ofthe uncut page as the aNsy/sR KEy. pictures face down in the pile and shuffle rhem, then spread them out face up on the table. . The group should choose one player to go first. That player can tell them three things about their character, e.g. 'He is looking fonuard to sleeping a;t'terlunch.' 'He isfed up with liaing alone.' 'He often thinks about being young again.' 29

. The othersmay askone questioneach,e.g. Materialsand preparation 'Doeshe dreamof goingaway on holiday?' . Copy and cut up all the NL\IN 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 feedbackGarne 1 How to use the game f Rr.iLEfHrEr 1Ask studentsto write down some of their sentenceseitherasthey producethem or afterthe gameis finished. . Check that your studentsare familiar with the grammarAt the end of the gameyou can go round the classasking in the Grammar point.individual studentsto read out their sentencesc, orrectingmistakesand giving feedback.If you feel it would be . Divide the classinto groups of 3-4 students.useful to reinforce the grammar, you can askthe studentsto play the game again (possiblyin new pairs). . Give eachgroup a set of T,LAINcI-AUSEcARDS,a set of REI-{TIVE cI-AiJSEceRns and a STREETPICTURE.Game 2Go round the classaskingeverybodyto sayone thing . They should put the sTREETPICTUREin the middleabout the characterthey described,using their completed where they can all see it, then deal out the REr-ATIVEquestionnaire,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.EEnI elativeclauses . They should take it in turns to turn up a MAIN cr-q.usE cRxo from the pile. If any player thinks they canType of activity complete the sentence with a Rn-qrIVE cr-A,usEcARDSmallgroup;matchinga; ccuracy they hold in their hand, they should produce the card and read out the complete sentence.Grammar point . There may be two or three players who think they haveRelative clauses appropriate endings. The group should choose the one- who, whom, whose, where and which are relative they think best. The complete sentence should be laid out on the table where everyone can read it. pronouns used to connect two sentences by referring back to a person, place or thing which has been . As they find out information about the occupants of the mentioned in the first sentence: houses, they should write the names and jobs of the Tbm is a postman. He lioes in Bristol' people who live there below each house on the Tbm is a postman usho lixes in Bristol. STREETPICTURE.main clause relative clause . As the game progresses) they will find out more information about the occupants of the houses,- whois usedfor people: and may want to rethink some of their eariier decisions and substitute a different relative clause for one of the Mrs Jenkinsis the womanu.tholixesnext door. ones on the table. This is possible at any time as more- whomis usedwhen the personreferredto is the obiect information becomes available.ofthe verb: . The obiect of the garne is to find out who lives in which house and why they disagree.That's the man uthorn I sawyesterday.(I saw him) . \Wfhenthey have finished the game and all the sentenceswhoseis usedto indicatepossession: are laid out on the table and they have decided who lives where, they should find out why they all disagree. That\ thzu,vmanushosedogbarlzsaI night. Qrer dog barks)- whichis used for things:Shehad an old car u;hich wasalwajtsbreakingdown- . The winners are the first group to find out who lives where and why they all disagree.- whereis used for places:That'sthehouseuthere I wasborn.Other structures . The answers below can be photocopied and handedPresenstimplep, resenct ontinuous OUt ASAN ANS\rER KEY:Topicareas no 27; Andrew Jones, postman, and his dog Trevor.Daily life,jobs,pets,likesanddislikes Andrew doesn't like his neighbours because the children fight and their tree blocks out his light.Challenging vocabularyNone no 28: Peter and Mary Blake, iournalists, and children 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

no 29:Julie Simmonds,a nurse. - we cannot ieave out the relative Dronoun in non- The neighboursdon't like her becauseshehas defining clauses the TV on all the time and they canhear it through the walls. - non-defining clauses are separated from the main She doesn't like the Blakesbecausetheir children clauseby a comma or commas fight and shedoesn'tlike the Browns because rheir teenagerhs avenoisyparties. Other structuresno 30: Sally and Bob Brown, teachers,and their teenage None children Felix and Jodie. They don't like Julie becauseher TV is on ail the Topicareas time and they can hear it through the walls. Everyday(and not so everyday)life They don't like Tammy becauseher baby cries all night. Challenging vocabulary lighthouse, giraf;t'ep,ianisr, lion-tamerno 31: Tammy Tomkins, waitress,and baby Olivia. Tammy doesn't like the Browns becausetheir Materialsand preparation children haveloud parties.Shedoesn'tlike Violet becauseher catsare alwaysin her garden. . Copy and cut up one set ofthe DoMINoES for each group The neighboursdon't like Thmmy becauseher of 3-4 students. The pollrNoes comprise REL,{TrvE baby criesall night. pRoNouN canos and pICTUREcARDS. You can leave the words on the bottom of each picture card, or forno 32: Violet Perkins,widow, and l4 cats. a freer gamet cut them off. She doesn't like Tammy becausethe baby cries all night. How to use the game Thmmy doesn't like her becausethe catsger inro her garden. . Check that your studentsare famiiiar with the grammar in the Grarnrnar point and with the words listed inMonitoring and feedback Challenging vocabulary. Pre-teachany other wordsGo round the classaskinggroups to read out their from the gameyou think will be unfamiliar to your class.sentencesuntil all havebeen read out. . Divide the classinto groups of 3-4 students.EEnelative clauseswith extra information . Give eachgroup a set of prcruRE catts and a setof REI-ATIVEPRONOUNCARDS.Type of activitySmall group; ordering (dominoes); production . Ask students to deal out four cards from each pile to each player and to place the rest face down in two pilesGrammar point in the centre.Relative clauses- there are two types of relative clauses: defining clauses . Players may look at their DoMrNoES. and non-defining clauses . The first player chooses a prcruRE caRl and places it- in defining clauses, the relative clause identifies who or on the table where everyone can seeit. what is referred to in the main clause: . He begins the sentence either by saying the words on That's the man usho bought mt car. the card, e.g. 'My uncle ...', or an introductory phrase with defining clauses, the main clause cannot stand like 'This is the uncle ...' alone without the relative clause in non-defining clauses, the relative clause gives extra . The next player must choose another DoMr\to and place information: it next to the fust. He can choose either a prcruRE cARD My cousin, zrsho is a geologist, liaes in Argentina. and complete the phrase, e.g.'works in Australia', or a if the non-defining relative clause is left out, the RELITIVEpRoNouN cARD, e.g. 'zoho'. (If he chooses a sentence will still make sense relative pronoun card he will have to decide whether- another difference between the two types of relative the clause is to be a defining or non-defining clause clause is that we can use that instead of who or which and choose an appropriate pronoun.) in a deflning clause but not in a non-defining clause: Is she the uomatT that you were talking about? . The next player must choose either a IICTURE cARD- we can leave out the relative pronoun in the defining to complete the relative clause appropriately, e.g. clause where it is the obiect of the verb in the first 'My uncle, who is a lion-tamer, ...' or a relative pronoun clause: to continue the sentence, e.E. 'Ml uncle works in Is that the man (uho) jou saw yesterday? Australia where .. .' . The next player must try to add a new DoMrNo to continue the sentence. . The object of the garne is to rnake as long a sentence as possible. 31

. Players should write the sentence down as they make Materialsand preparation it, putting in commas where necessary, e.g. 'My uncle Philip, who is a lion-ramer, works in Austalia, where he . Make one copy of the ptcruRs BoARD and copy and cut met a dentist, who owns a lighthouse, where she keepsa up two sets oftcc cARDSfor each group of3-4 students. giraffe, which she stolefrom the zoo, zaheremy sisterworks.' Each group will also need counters and a dice.. If a piayer cannot go at any time he may pick up a card How to usethe game -RULrr sHEEr I from either the picture pile or the pronoun pile and the turn passesto 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,IINoESleft. . Divide the class into groups of 3-4 students.. The game rvill end when no-one can go and there are no more DOMI\-OESto Pick uP. . Give each group a pICTUREBoARD and two sets of rac cARDS.They will also need counters and a dice.. Groups should read out their sentences. . The students should deal out the TAGcanns and put. The group with the longest (correct) sentence is the prcruRs BoARD in the centre. the winner. . They may look at their TAGcARDS.Monitoring and feedback . The first player throws the dice and moves her counterlilfhen you go through the sentenceswith the whole class, along the IICTURE BoARDTstarting with squane t.make a note of any errors and provide feedback on theseafter 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 tagEEQuestiontags question, e.g. (landing on the f\"5) 'You can't lend me d5, can you?' or'You haaen't got {5, haoeyou?' orType of activity 'This is an English d5 note, isn't ir2' Considerable variations are possible, but the question must makeSmall group; board game; production sense.The other players can query the question ifGrammar point they think it does not make sense or is grammaticallyQuestion tags incorrect. If necessary, they can ask the teacher if it is wrong or not. Ifthe question is not accepted, or she- a question tag is a short question which is attached to the end of a statement to make it into a question cannot think of a sentence that makes sense' then the player cannot discard her rac cRno and the turn passes- tags use a form of be or do or the auxiliary verb, e.g. hazte,depending on the verb in the statement: to the next player. The party's on Friday, isn't it? They like jazz, don't they? . If it is accepted, the other players should answer the He usent to France last week, didn't he? question. She can then discard her rac cRnn. You hansen't seenmy keys anywhere, hansegou? He isn't marrying her, is he? . Then it is the next player's turn.- rve usually use a negative question tag after a positive . The obfect of the game is to get rid of your cards. statement: You rernernbered to get the milk, didn't you? . The player who does so first is the winner.- we use a positive question tag after a negative Monitoring and feedback statement: You tpon't tell him I said that, a;ill you? You can ask students to write down some of their sentences as they produce them or after the game isOther structures finished. At the end you can go round the class asking individual students to read out their sentences, correctingPresentsimple, presentcontinuous,past simple,present mistakes and giving feedback. If you feel it would beperfect, should,will, need,can, could useful to reinforce the grammar, you can ask the students to play the game again (possibly in new groups).Topic areasHome lifeChallenging vocabularyNone32

EEVerb + preposition . When they havefilled in all the answersthey will be able to work out who the cat belongsto (answer:Type of activity Mary).Whole ciass; information gap; communication . \Whenthey havefinished they shouid sit down and comparetheir answerswith the person next to themGrammar pointVerb + preposition Monitoring and feedback Go through the eUESTIoNsHEET,askingstudentsto some verbs are follon'ed by a particular preposition: give full answers,e.g.'Tantarabeliez,eins astrology.' She'sa person))olt can reljt on. Thar dog belongsto nry neighbour. EZnUlective+ preposition- some verbs can be followed by different prepositions - the choice of preposition often changes the meaning of Type of activity the verb: She'slookingfor her ke1'.(she's searching for it) Small group; board game; accuracy She'slooking after her aunt's dog. (she's caring for it) some verbs can be followed bv more than one Grammar point preposition: She complainedto the nanager about the serxtce. Adjective + preposition Some adjectives are followed by a particular preposition:Other structures I was delighted by the nezus. I feh sosomy for him.Present simple, past simple, present continuous, passive Other structuresTopicareas Studentswill generatetheirown structuresB. eprepared to providesupport.Everydal, life TopicareasC h a l l e n g i n gv o c a b u l a r y Personal experiences, tastes, values, opinionsastrologj,, apologise, contplain, crash (v), seuetly, applg, Challenging vocabularypromoted hopeless,enztious,aware) annoyed, delighted, antazed, impressed, responsible,jealous, suspicious,famous, capable,Materials and preparation astonished, disappointed, excited, shocked, similar, crowded, furious, worried. Copy one oFFICEGosslp IICTURE and one QUESTIoN Students also generate their own vocabulary. Be prepared sgggr for each student in the class. For classesof to provide support. 20 and under copy and cut up one set of the RUMoUR cARDS.For classesover 20 copy enough cards for Materialsand preparation everyone to have one. . Copy and cut up all the ADJECTIvEcarus andHow to use the game PREPOSITIONCARDSfor each group. You could use one uncut copy of the cards as an ANSxilERKEY for each. Check that your students are familiar with the grammar group. Make one copy of the IICTURE BoARDfor each in the Grammar point and with the words listed in group of 3-4 students. You will also need counters Challenging vocabulary. Pre-teach any other words and a dice for each group. from the game you think will be unfamiliar to your class. How to usethe game. Give one oFFICEGosslp IICTURE and one QUESTIoN sHEET to ever-vstudent in the class. Distribute the . Check that your students are familiar with the grammar RUr.{ouRcARDSas evenly as possible. For ciasses in the Grammar point and with the words listed in under 20 some students will have to have two cards. Challenging vocabulary.. Tell students they work in the office in the picture. . Divide students into groups of 3 4. The people there are their colleagues. They don't . Give each group a IICTURE BoARD, a set of aolecrrw know their colleagues weil - in fact they knorr\" almost nothing about their private lives - but they have heard cenns and a set ofpREposITIoN cARDS . one or lwo rumours... . Ask the students to deal out six ADIECTIVEcar<os and. The obiect of the garne is to find out who owns six pRsposrroN cARDSto each player. They shouid put the cat. the remaining cards in both sets face down in two. To do this students will have to walk around the c1ass, telling each other the gossip they know and filling in the eUESTIoN sHEET.As the game progresses they will have more and more rumours to spread. Add the explanation that the cat belongs to the person in the oFFICE Gosslp pICTLTRaEbout whom there are no rulnours. 33

piles in the centre. They should also put the ANSwER Materialsand preparation KEy face down, and after they have made a sentence they should use it to check that they have made the . Copy and cut up all the NouN cARDSand pruposrrrox correct adjective * preposition combination. canos for each group of 3 4 students. You could keep 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 ADJECTIVEcaru and its matching How to use the game PREPOSTTIOCNARDfrom their hand to make a sentence about the picture, e.g. (landing on the Sydney . Check that your students are familiar widr the grammar Opera Flouse picture): 'I utts intpressedby 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 . Give each group a set of NouN cARDSand a set of as he likes from the piles on the table. He will then have to wait until his next go before making a sentence. PREPOSITIONCARDS. . Ask the students to deal out all the NouN caRts and. 'When a player has made a sentence, he can put the 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\(rERrgy face down, to be used after they have made a sentence to. Then it is the next player's turn. check they were correct. . The first player picks up a pREposrrrox cano from. The object of the garne is to rnake as many pairs the pile. If she can match it with a xouN cano in her ofcards as you can. hand, she can lay the two cards down and use the words to ask the rest of the group a question, e.g.. The player who makes the most pairs is the winner. 'Do you haae a photo ofyour family here?''What's your dttitude to GM foods?'Monitoring and feedback . The rest of the group must answer her. . Then it is the next player's turn.You can ask students to write down some of their . If, when a player picks up a pREposITIoN cARD, it doessentences as they produce them or after the game is not match any in her hand, she can replace it at thefinished. At the end you can go round the class asking bottom of the pile, but must then wait for the nextindividual students to read out their sentences, correcting round to pick up a new one.mistakes and giving feedback. If you feel it would beuseful to reinforce the grammar, you can ask the students . The object of the garne is to get rid of all yourto play the game again (possibly in new groups). NOUN CARDS.EEtuoun+ preposition . The player who does so first is the winner.Type of activitySmallgroup;cards;production Monitoring and feedbackGrammar point You can ask students to write down some of theirNoun * preposition sentences as they produce them or after the game 1s finished. At the end you can go round the class askingSome nouns are followed by a particular preposition: individual students to read out their sentencesrcorrectingI haae responsibility for ot:erseeingthe department. mistakes and giving feedback. If you feel it would beCould you send me details of thejob? useful to reinforce the grammar, you can ask the students to play the game again (possibly in new groups).OtherstructuresStudentswill generatetheirownstructuresB. eprepared EEPhrasalverbs 1to providesupport. Type of activityTopicareasPersonaelxperiencetsa,stesv,alueso, pinions Small group; bingo; accuracyC h a l l e n g i n gv o c a b u l a r y Grammar point Phrasal verbsNouns: adaantage, attitude, belief, cause, damage, demand,increase,proof, reason, relationship, responsibility, rise, solution these consist of a verb and a particle (which can beStudents will generate their own vocabulary. Be prepared either a preposition, e.g.up, or an adverb, e.g. away)to provide support.34

- some phrasal verbs do not have an object: . The object of the game is to fill up the erNco cARD. I had just got hontewhenJohn and Alice turned up. . The playerwho doesso first is the winner. (= arrived) Monitoring and feedback- some phrasal verbs do have objects: You can askstudentsto write sentenceus singsomeof I turned rhe radio off. (= switched off the phrasalverbson their completederNco cARDS. the object can go before or after the particle: At the end you can go round the classaskingindividual I turned off the radio. studentsto read out their sentencesc) orrectingmistakes and giving feedback.If you feel it would be useful to- if we use a pronoun instead of the noun, it can only reinforcethe grammar, you can askthe studentsto play go before the particle: I turned it off. fhe oqme ese in- it is not correct to put the pronoun after the particle: EOPhrasalverbs 2 ++arne-etr+ Type of activity S m a l lg r o u p ;l o t t o ; a c c u r a c yOther structures Grammar pointNone Phrasalverbsand obiectsTopicareas - some phrasal verbs do not have an object: I had jusr got home when John and Alice turned up.Various - some phrasal verbs do have objects:Challenging vocabulary I turned the radio off.unexpectedb),operciling, unconscnus the object can go before or after the particle:Yerbs: diaide, discard, remove, exploder consider, continue, I turned off the radio.delete,postpone, discuss,boast - if we use a pronoun instead of the noun, it can onlyMaterials and preparation go before the particle: I turned it off.. Copy and cut up one set of srNco canos and one set of pRRrrclp cARDSfor each group of 3-4 students. - it is not correct to put the pronoun after the particle: You will need to do double-sided copying for the PARTICLECARDSso that each particle has its matching ++wnee-aff* definition on the back. For groups of 3 remove one BrNGo cARD and its pARTICLEcARDS.You will need a Other structures bag for each group. Pastsimple,presenct ontinuousr,eportedspeech,How to usethe game rmperatives, would. Check that your studentsare familiar with the grammar Topicareas in the Gramrnar point and with the words listed in Challenging vocabulary. Pre-teachany other words Various from the gameyou think will be unfamiliar to your class.Make sure the studentsare familiar with all the C h a l l e n g i n gv o c a b u l a r y phrasalverbs. quarrel (v), management,litter (n). Divide the classinto groups of 3-4 students. Materialsand preparation. Give eachgroup a set of sINco cARDSand a set of PARTICLECARDS. . Copy and cut up one set ofsnN-reNCE cARDSand one set of oepcr cARDSfor each group of 3-4 students.. They should take one BINGo cARD each and put the PARTICLECARDSin the bag. How to usethe game. The first player draws a PARTICLEcARD from the bag. . Check that your students are familiar with the grammar Holding it so that the others can see the particle, in the Grarnmar point and with the words listed in e.g. (JP, she reads out the definition on the other side Challenging vocabulary. Pre-teach any other words (but not the answer!) e.g.'get brighter'. from the game you think will be unfamiliar to your class. Make sure the students are familiar with all the. The player who has the matching verb (CLEAR) on phrasal verbs. their sINco cARD can claim the PARTICLEcann if they can make up a sentence containing the phrasal verb . Divide the class into groups of 3 4 students. (CLEAR L'P). They can then lay the PARTICLEcARD . Give each group a set of sENTENCEcaRls and a set on the BINGo cARD on top of the matching verb. of onlpcr CARDS.. Then it is the next player's turn to take a card out of the bag and read it. 35

. They shouid take one sENTENCEcaRo each and put the oBJECTcARDSin the bag . . The first player draws a card from the bag and reads it out, e.g. 'the 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 feedbackAt the end of the game you can go round the class askingindividual students to read out the sentenceson the cards,correcting any mismatched cards, and giving feedback.36

The following pages contain games material to bephotocopied and cut up for your class. The Teacher'snotes explain how to use this material for each game.All sheets are for single-sided photocopying, except forthose on pages I l9 and 120 which are intended fordouble-sided copying.Only cut along the cutting-lines (-----------) and notalong the unbroken lines ( - ). On pages 74,75 and I18, the numbers that identifii the cards areprinted within the cutting lines; it is best to keep thesenumbers within the cut-out cards. But on pages 119 and120, keep the numbers outside the cut-out cards.On pages 124 128, you will find Rules sheets for someof the games. These can be photocopied too and given tostudents to help them remember how to play the game. 37

Intermediate Grammar Games PearsonEducationLimited @J Hadfield 2003 E Rrticles in general statements tiger rose news musicI r -t l - - - - - - - - - - - -r- - - - - - - - - - - - - - - - -r- - - - - - - - - - - - -'lfI camels dog p oIi t i ci an s men women g ar d e n cats children sheep information fools mother desert ice heart b r ai n s anger t r a v eIrl l - - - - - - - - - - - - - - - - - - - - - - - - r - intelligence weather excitement spiders fa mily food

lntermediate Grammar Games PearsonEducationLimited O J Hadfield 2003II Rrticlesin general statementsA R T I C L EC A R D S aa aa aaaa --------F-- I 1- __-----t@ I I I (itzi.v tl I tl I I wlrLttY' tl I I tl I I I 17i I I Wl I I I I tl I I tl I I tl I I tl I I tl ------l----- I -------J I 1txlJ,,/ittvar .i-7 v rl '/' I I tl I t. I I tl tl I I tl I I I I ^l I 1/t I | I I vl tl I -l- I tl tl I I tl I I tl I I I - - - - - - - - |t l- - - - - - - . - | - - - - - I - - - - - - - .I{ I tl I tl ; I I I @ tl I tl I tl I I wa , 'iava ) i w I tl I tr tl - - - - r -l- - - - - tl tl tl ll - - - - - - - -F - - @@@ @ 39

Intermediate Grammar Games PearsonEducationLimited @J Hadfield 2003E Rrticles in general and particular statementsS E N T E N C EC A R D S NOUN CARDS 1 . . b e t h e f o o d o f l o v e ,p l a yo n . i music lf .... i I write a lot of letters . aremyfavouriteflowers. roses I f e e l s o r r yf o r . ... in zoos. tigers2 ....isa friendfor life. a good book I loved . . t h e y p l a y e dl a s tn i g h t . the music I love tl F-----------------------{ I t a l i a nf o o d -'l I . isan endangeresdpecies. the tiger . . . . .I t o l d y o u a b o u t i sc o m i n gt o s t a yt o m o r r o w . t h e g o o df r i e n d T h i si s i-----------------------1 .. I wastellingyou about. i the good book40

Intermediate Grammar Games PearsonEducationLimited @J Hadfield 2003E Rrticles in general and particular statementsSENTENCECARDS(continued) TUOUNCARDS(continued)T--------- -------T-- ----------lI ' m s c a r e do f dogsI a n s w e r e da l l . . . . . in my in-tray. the letters ----1 i st h e m o s t i m p o r t a n tt h i n g t o h a v ei n l i f e . a g o o d f r i e n d c a n b e v e r ya n n o y i n gs o m e t i m e s . people I neverdrink coffee4 .... nextdoor. the dogs I ' m s c a r e do fI loved . we ate lastnight. t h e l t a l i a nf o o d in our gardenarelookinggoodthisyear. I the roses n e x td o o r c a n b e v e r ya n n o y i n gs o m e t i m e s . t h e p e o p l e.....you madethismorningwastoo strongfor me. ----1 the coffee 41

lntermediate Grammar Games Pea6on Educationlimited @J Hadfield 2003E Pastsimple and present simpleWORD CARDS WC and didn'tdon't doesn't go goeswent like likes likedeat eats ate drinkdrinks drank did dodoes read reads watchwatches watched cook cookscooked play plays played

Intermediate Grammar Games PearsonEducationLimited @J Hadfield 2003E Pastsimple and present simpleWORD CARDS(continued)get up g e t su p got up to the cinemato the disco chips ptzza icecreambananas tea coffee homeworkt h e h o u s e w o r k t h e w a s h i n gu p t h e n e w s p a p e r s a bookg o o d m e al s a good meal the piano the guitarf o o t b al l i chess early late i s om e t i m e s lastweek I i I I I I I I ' - - - - T -I - - - -e v e r yd a y oncea weekyesterday l a s ty e a r lastmonth a longtime ago 43

lntermediate GrammarGames PearsonEducationLimited @J Hadfield 2003E Pastsimple and present simpleSCENESOF THECRIMESHEET O n t h e n i g h t o f S e p t e m b e2r 7 ' n . . . House1 O n t h e n i g h t o f S e p t e m b e2r 7 ' h . . . House6Suspect: On the night of September27'h House7 Onthe nightofHouse2House3 On the night of September27'h House8 O n t h e n i g h t o f S e p t e m b e2r 7 ' h . . .Suspect: Suspect: n i g h t o f S e p t e m b e2r 7 ' n . . .House4 O n t h e n i g h t o f S e p t e m b e2r 7 ' h . . . ft,t{\"ffi O n t h e n i g h t o f S e p t e m b e2r 7 ' h . . .Suspect: O n t h e n i g h t o f S e p t e m b e2r 7 ' h . . . Housel0 Suspect:

Intermediate Grammar Games PearsonEducationtimited @J Hadfield 2003EI Pastsimple and present simpleS U S P E C T SC A R D S o .9 P 3 qJ .9 - aJ .ts E ca o ttl €\) oo C- .) o F \) (.) o B o I c IIJ ffib P <uL- o- J (I) o E OJ oOJ P t- R t- L-,' E lrl tor o L o fKsX LJ P u- o .= { s $L o- F 't qJ v

lntermediate Grammar Games PearsonEducationLimited @J Hadfield 2003AwillTIMECARDS in the next nextyear nextcentury in a hundredtwenty years yearsin ten yearst'ime tomorrow in the year3000 in 2100F------------- in fifty inthe next in the next years fifty years ten years in a thousand yearsby2500 tonight within within twenty-fiveyears ten yearsbythe endof nextweek in fiveyears' intwo years' thiscentury time time rl !---------------------J

lntermediate Grammar Games PearsonEducationLimited @J Hadfield 2003 Elwill ftiaViryge Iife i3[a cohpule(trI I; -,G./4ne\i' ,/Ir 1- r . iK*iItlI fqJ lt \ 6oru i:J Wortdcup'Ii\\ta\ <i /as-/vp1 l^|:--..\Ov5-t1t^ i -.. | :, t :iI c'Jt +r1t--zi 2 \ , /14ut,e\ i th'w4',,oanr^beld\l)iiaii.Ztonnu\'nical( foatr.)i t neewisg-)iiG#i€ <''n' iV</, iV\" Peop\0, Populatio 47

El witt and going to lntermediate Grammar GamesINTENTIONS PearsonEducationLimited O J Hadfield 2003P I C T U R EC A R D S S P E E C HB U B B L EC A R D S D o n ' tw o r r y .l ' l l a n s w e ri t !Have qou relnonbered knoW I'm goingto a n s w e ri t .ihe. g\"aetgfonight? G r e a t .l ' l l d o t h e s h o p p i n gSor.g l'^ t.t:, c.: for it thismorning.Shallwe orde. Y e s .I ' m g o i n gt o d o t h eShatl we- order? s h o p p i n gf o r i t n o w .Vha,F woutd You like. I l ' v ea l r e a d yo r d e r e d . I ' m g o i n gt o h a v et h e c h i c k e n . H m m .l ' l l h a v et h e c h i c k e n I think.

El will and going to Intermediate Grammar GamesPREDICTIONS PearsonEducationLimited @J Hadfield 2003P I C T U R EC A R D S ( c o n t i n u e d ) 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 gt o h a v et w i n s . 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 .Oh.nol,ookatti.osa cloudsl .,.Don't go up . . . y o u ' l lf a l l !there,. .. . . . y o u ' r eg o i n gt o f a l l ! --- 49 1-

E ssed to lntermediate Grammar Games9O'\" BIRTHDAYPICTURE PearsonEducationLimited @J Hadfield 2003 ... CaN 5sagig Be.n ... 15ff{loor.. . love.it... {.o^ n^g wrndow. won.\erfu\ views. IJ ('. ') \stkat gourh\"!13? f r\\Y^ ? [3i I c!, N frl\^adv how lo19 e gou lived t\ere /