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Pearson
Education
Limited
Ed inbu rgh
ate
Har low
Essex M20
2J E
Eng land
and
Associated
ompanies
hroughout
he world.
www. longman .com
O J i l l
Had fe ld
2001
The
right of J i l l
Hadf leld o
be ident i f ied sauthor
of th is
Work has
been
asserted
y her n accordance
ith the Copyright.
Designs
nd
Patents ct 1988
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o copy
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Introduction
Teacher's notes
I ao ran
2 alan or rhe
l)
3 alan or the
(2 )
4 Countable and uncountable nouns
5
Personal
ronouns:
subjectand object
(1)
6
Personal
pronouns:
subject and object
(2 )
7 Possessive djectives:my,
your)
his, etc.
8
Possessive
9 Possessive
ronouns:
ntine,
)ours,
is, etc.
10 be: afftrmative and negative
1l 6e:
yes/noquestions
12 be:wh-
questions
13 this, that, these, hose
14 hazte
ot:
affirmative and negative
15 have
got: yes/noquestions
L6 have
got:
zllz-
questions
17
There
zi and
There
are: affirmative and negative
18
Is
there. . .? nd
Are
there . .?
19 Placeprepositions: n, at, under,etc.
20
Imperatives
2l
Present
simple: affirmative and
negative
22 Presentsimple:
yes/noquestions
23
Present
simple: a;/z-
uestions
24 someand an1,t
25 How much. . .2 nd How mary t . .?
26
Quantifiers:
much, many, a lot of, a
few,
etc.
27 Frequency adverbs: always,sometimes,
tc.
28 Presentcontinuous: affirmative and negative
29
Present
continuous:
yes/no
questions
30
Present
continuous wh-
questions
3l
Presentsimple or
present
continuous
32 can and can't
33
rnust)mustn't and needn't
34 was
and were
35
Past
simple: affirmative and
negative
36
Past simple:
yes/no
questions
37
Past simple: wh-
questions
38
Time
prepositions:
n, eL ort
39
Presentcontinuous with future meaning
40 going to
Garnes
rnaterial
Rules
sheets
4
I
'7
8
9
9
10
l l
l l
t 2
t3
t4
l5
l5
l6
t7
t7
18
18
19
20
20
22
22
23
24
24
25
26
27
27
28
28
29
30
3 l
33
) J
34
35
35
J I
r23
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l :l
l l ::i
1 About
games
A
game
is
an
activit-v u'ith
rules, a
goal
and
an element
of
fun.
There are tu'o kinds
of
games:
contpetitit ' i
games.
in which
pia-vers
or teams
race to be the
first to reach
the
goal,
and
cooperatizrd
amesi
in rvhich
plavers
or
teams
work
together towards
a common
goal.
Language
gamcs
can
be divided into t\'\:o
irrther
categories:
ir tguist ic
ames
and contrtttnticdtit :c
ames.
In l inguist ic
games,
the
goal
of the
game
is l inguist ic
accuracJr:
n the c ase of these
grammar games,
using thr-
correct
grammmatical
forms. Con]muntcatir,e
gatnes
havc a goal or aim that is not l inguist ic: succcssfu l
completion
of the
gan-re
nvolves carrf
ing out a task
such
as
exchanging
information, filling in a
picture
or chart,
or finding
trvo
matching cards,
rather than the correct
production of
language. Hou'ever,
in order to carry
ou t
this
task it
w,ill be neccssar\r
to use language and,
b1"
careful
construction
of the task,
i t is
possib le
to
specif l
in advance
what
language ll' ill be
required.
Games
can be
used at an-v- tage of the
iesson once the
target
language
has been introduced
and explained.
Thcl'
serve
both
as a
memor-v aid and repetition
drill, and as a
chance
to use
language
freely an d as a means to an
end
rather than an end in i tself . Thev can aiso serve as a
diagnostic
tool
for the teacher,
n'ho can
note areas of
difficulty
and take
appropriate remedial
action.
2
About
grammar
How do
students
acquire
grammatical
understanding
and
accurac-v?
\ilith
difficult-v'
is a short
answer, but
it
seems
to me
that students
adopt tu'o
main approaches
(u'ith,
ofcourse,
al l
sorts ofvariants
and hybrids
in
between).
There
are the
anal-vstsand the absorbers
-'those
who
like
to
dissect
anguage
nto lit t le
pieces
o understand
ho w
it
is made, and
those who
slvaliou' it u'hole
in enormous
gulps
without
worr.ving
too much about the
recipe.
Different
t.vpes of
grammar practice
c-xcrcises
eflect
these
two sq'les
of learning. Some,
like
gap-fi1ling,
multiple
choice
or u'ord-order
exercises,
elp students
understand
and
practise grammatical
fbrms
b-v
geming
them
to segment
language and anal.vse
ts
components.
Other
exercises,
ike
grammar
drills, i.vork
by
presenting
students
with
grammatical patterns
to repcat and
imitate,
to help
them absorb the
language without
pausing
for too
long to analvse
t. Some of the
games
in this book
function
more
like thc first t.vpe of
practice
exerctse,
some
more
like the second.
3 About this
book
The
games
in this book have been designed to
practise
grammar,
not to introduce or explain
it. This
book assumes
that
the class has already
met each
grammar point,
and
that it
has
been
explained in the textbook or course that
they are
following. The
games
are to
be used as
practice
exercises
to help students
get
used
to and remember
grammatical
rules
and
patterns.
They arc designcd as fun
activities to help lighten the
load of
grammar
learning.
It
is
up
to
you,
the teacher, to decide
when and ho'uv
to use them, but one
suggestion
is
as
light relief
at the
end of a lesson n'hich has fcrcused on grammar, or after
a session doing
more traditional,
perhaps
written,
gramrrlar
exercises.
Types of
game
Some
games
in the book are what
could be
called
'choice'
games.
These tend to be more anal.vt ic,based on the
conscious application
of a
grammar
rule. In them the
players
have to choose the
correct linguistic form, rather
as in traditional
grammar
exercise types such as
gap-
filling, sentence completion,
multiple choice, etc. The
difference here
is not only that they are in
game
format,
u,hich means they are more fun and lighter-hearted, but
also that
in most cases here is a context
for
the
game,
whereas
most
grammar
exercises
are a collection of
unrelated sentences.
The context
is ver-v
often the
students' own experiences, tastes
and
preferences
since
I
believe that a
personal
eiement
gives
emotional colour to
an exercise and this
is a valuable memory aid
-
if
you
have invested something of
yourself
in an exercise
you
are less
likely
to
forget it.
(Besides
which, it's fun )
' fhese
are the types of
'choice'
game
in
the book:
matching: e.g.
matching two
'"vords
or
phrases,
matching
half-sentences or matching
r','ords and
pictures
Jinding: e.g. finding missing words or finding other words
to make a sentence
sorting: e.g. sorting
"vords
or
phrases
into categories
ordering: e.g. ordcring
r.vords o make a sentence
collcctittg:e.g. collecting
words of a kind, collecting words
that
col locate, col lect ing words to
make a
sentence
contpleting:completing
incomplete sentences or
questions
contpetitions:
e.g. se e how
manSr
sentences
you
can make,
how
quickly
you
can
unmuddle sentences
card
gantes
and other
amiliar
game
types: e.g. lotto, bingo,
Pelmanism, happy families, consequences,
board
games
4
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Other
games,
rvhich could
be callcd
'reinforcement'
games,
',vork
more like substitution
drills or
pattern
practice,
getting
students to
internalise
rules b-v
epcating
patterns. These
games
are designed
not only
to
provide
intensive
repetition
of a
grammatical
structure
or structures)
but
to
provide
a meaningful
context
and, since
these are
gamcs
not
dril ls, the
repetit ion
has a
purpose:
studcnts
are
working
towards u'inning
or completing
the
game.
These
are the
qpes
of
'reinforcement'
game
in the book:
informatktn
gap
gdntes:
Player t has access
o some
information
not held b1,
Pla.ver 2.
P1a-ver must
acqulrc
this
information
to complete
a task successfully.
This typc
of
game
may be one-sided,
or
reciprocal
(where
both
plaSrers ave
information that
they must
pool
to
solve a
common
problem). The
gamcs
may
be
played
in
pairs'
or
in small
groups
(ivherc
al1
members of
the
group
have
some
information).
gttessing
anrcs:
a familiar
variant on
this
principle.
The
player
r,r,ith
he
information deliberately
u'ithholds
it ,
while
others
guess
r"'hat
it might
be .
searchgantes:another variant, involving the "vhole class.
In these
games
e\reryone
n the class
has one
piece
of
information.
Players must obtain
a1l or
a large amount
of
the
information
available to
fi11 n a chart
or
picture
or
to
solve
a
problem.
Each student
is thus
simultaneously
a
giver
and
a collector
of information.
matching
gdnus:
hese
may aiso
involve a
transfer
of
information.
They involve
matching corresponding
pairs
of
cards
or
pictures,
and may
be
played
as a whole-class
activity,
where everyone
must
circulate until
the-v
ind a
partner rvidr a corresponding
card
or
picture,
or a
pairu'ork
or small-group
activit-v,
played
as a
card
game
on the
. ^ . ^ ^ ^ ,
- - : - ^ ; ^ l -
s I r d P
P r
r r r r P r L .
exchangitg
gdtnes:
based
on the
'barter'
principle. Players
have
certain
articles,
cards or
ideas which
they wish
to
exchange
for
others.
The aim of the
game
is
to make an
exchange
that
is satisfactory
to both
sides.
exchanging
and collecting
ganes:
an
extension
of this.
Players
have
certain
articles or cards
that
they are
u'illing
to
exchange
lbr others
in order
to complete
a set.
These
may be
played as a r'vho1e-class
ctivity,
u'here
players
circulate
freel1,,
exchanging
articles
or cards
at randoml
or
as a card
game
on the
'rumm-v'
principle.
Al1 the
above
activities
may include
elements
of role-
pla1,or of simulation. In role-pla-v
games,
players
are
given
the
name
and some
characteristics
of a
fictional
character.
These are
not role-plays
in the true
sense,
as
the
role-pla-v
element
is aill-ays subordinate
to the use
of
language.
The outcome
of a
game
is
'closed':
once
cards
are distributed
it develops
n a certain
predetermined
way,
while
role-pla-v
proper is
open-ended
and may develop
in any
number
of rval 's.
4 Practical
considerations
Classroom
management
There
are three main
types of activity
in
this book:
pairwork,
invcll"' ing two
partners;
sma11-group
work,
involving
groups
of three
or four or morc; and whole-
class activities,
u'here
everyone moves freely around the
room. All these
activities
require some flexibility in the
constitution
of
groups
and
organisation of the classroom.
It is best to have the
desks or tables n a U-shape if
possible.
Students
can then
u'ork u' ith the
person
sit t ing
next to thcm
for
pair'*'ork,
and
groups
of threes and
fours
can
easilv be
formed b.v alternate
pairs
moving their chairs
to the inner
side of the
U, opposite another
pair.
Whole-
class
activitics, u,hich
involve all the
students circulating
freely, can take
place
in the empty
area in the centre of
the
U-shape. If
i t is not
possib le
to
arrange desks n this
way, this
need not deter
you:
the traditional arrangement
of front-facing
desks can
be easily adapted to
pairwork,
with
people
at adjoining
desks
working together, while
small
groups
can be
formed b-v 'uvo
people
turning their
chairs round to face the people behind them. \fihole-class
activities
present
a little
more of a
problem,
but often
there is a space big
enough
for the students to move
around in at the
front ofthe
class, or desks can be
pushed
back
to cl car a space
n the centre.
Sometimes
an alternative
small-group
version of the
whole-class
games
in this book
has
been
provided,
so that
teachers who
experience a
great
deal of difficulty
with
the kind of
games
that
require students to
move
around
can
play
these
games n
a
more static format.
Games are best
set up by
demonstration
rather
than
by lengthy
explanation.
The teacher should
explain briefly
what the
game
involves,
hand out the
photocopied
cards,
make sure
students
have
pen
and
paper
if needcd,
give
*rem a
little time to
study the cards, and
then demonstrate
the
game
with one of the
students in front of the class.
It will
be found that
the idca of the
game
is
probably
easier
for studcnts
to
grasp
from seeing the cards than
from a verbal explanation,
and
that as they become
more
familiar with the
idea of the
games
and the techniques
used, any
in it ia i
problems
caused by unfamiliarity
l t ' i l l
quickly
disappear.
Where
more complicated
card
games
are
pla-ved n small
groups,
a Rules sheet is
provided
at
the back
of the book
and it i s suggested
hat teachers
hand out a
photocop-v of this to each
group
of students,
together u'ith
the cards.
Thesc
games
are
indicated in the
Teacher's notes
r'r,ith the s-vmbol
Fr-LEasHrr-r-ir_
'l.
The teacher's
olc in a l l
these activit ies
s that of
monitor and
resource centre,
moving trom
group
to
group,
listening, suppllting
any
necessary anguage,
notlng errors
but not
interrupting or
correcting as this
impedes fluency
and spoils
thc atmosphere.
It is a
good
idea to carry
paper
and
pen
and to
notc anlr
persistc-nt
rrors
or
areas of
difficulty.
These
can thcn be
dealt rvith
in
a
feedback
session
after thc
game.
In manv
cases he
game
could
then
be
played
again
r.vith different
partners
or
with
difterent cards.
-fhe
llerage icngth of t ime for the games n the book
is about
15 to 20 minu tes.
5
8/20/2019 Elementary Grammar Games.pdf
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Resource
anagement
The resources
required for each
game
fall into two
categories:
reusable and disposable.
\Where
a
very
small
number of
photocopies
are needed for a whole-class
game
or where
students may write on their cards, it is
best to
treat these
photocopies
as disposable,
and there
is
no
point
in collecting up the
photocopies
in order to
use them
with another class when the
game
is finished.
In contrast, some of the
games
require
a
larger number
of copies and
an investment of the teacher's time
in
accurate
copying,
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
shelf-life.
Flowever, this isn't absolutely necessary
I have
sets of
games
materials
printed
only onto
paper
that have
done
their duty
in workshops all over the world
and aren't
much
the worse
for wear after several
years.
\i{4rat
is more
important is
providing
a system to
prevent the materials getting lost and disorganised. If you
have a
class set of ten
packs
of cards,
for example, it is
worth
putting
each
pack
into an envelope clearly
labelled
with the
name of the
game
and the number of
cards.
It is then the
students' responsibility to collect
up all
the
cards
at the end of the
game,
check
that
they are all there,
put
them
back
into
the envelope and
hand them back to
you.
If two
packs
of cards are required
for
a
game,
keep
them
in two
smaller envelopes inside the big one, and
get
the students
to sort them back into their
respective
envelopes
at the end
of the
game.
Finally,
if
you
have no access o copying
facilities at
all, it is possible, though time-cons uming, to make
home-made
versions of the
materials by
getting
the
students
to work
with
you
to draw and write the cards.
6
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Ea or an
Type of activity
Pairwork.
matching
and
guessing games
Grammar
point
a
and an
-
we can use d or arzbefore singular nouns
we use
a before
a
singular noun beginning with a
consonant: a banana
-
we
use az before a noun beginning with a vowel:
an apple
Other structures
Is there.. ?
Vocabulary
Food:
an:
egg) ice hlly, apple, onion, axocado, orange,
artichoke,
o ster
a:
lemon,
yoghurt,
tontato, lettuce, carcot,
pear,
chicken,
cucuntber,
bdnana, sausage
(These
words are
provided
with
pictures
on the cards.)
Materials and preparation
.
Copy and cut up one set of
,lRTtcI-E
cARDS
or each
pair
of students
in the class.
.
Copy
and cut up one set of t oon caRls for each
pair
of students
in
the class. f
your
students are
familiar
with
the vocabulary, white out the labels on a
master
copy
of the
page
before making multiple copies.
(Don't
cu t
the
labels off
-
the cards must remain the same slze as
rhe
aRtlcLE cenos.) If
your
students are not familiar
with the
vocabulary, leave
the
words on the cards and
practise
them before
you play
the
game.
.
Make one copy of the
t-nrncp IICTURE for each student
in the class.
How to use the
game
Part
1
.
Check
that
your
students are familiar with the
grammar
in the Grarnrnar
point
and Other
structures
and
with the words listed under Vocabulary, above.
.
Divide the class nto
pairs.
.
Give each
pair
a set of
aRrrcLE
cARDS
and a set
of
FOOD CARDS.
.
They should shuffle the cards together and spread them
out face dorvn on the table.
.
The
players
should
take it in turns
to turn up two
cards.
.
Ifthey turn up an ARTICLEcaru and
a
FooD
caRn that
go
together
(e.g.
a and l emon, or an
and oran ge) they
may
collect and
keep
the cards. If the two
cards do not
go
together, they should leave them lying
face
up.
.
If any cards are turned up later that
go
with those
already
face
up, the
first
player
to say
the correct
article
and noun together,
e.g.
'A
pear '
or
'An
apple ',
can collect the two cards and keep them.
.
The
obiect of this
part
of the
garne
is
to match all
articles and food narnes correctly.
.
The
player
with most cards at the end is
the winner.
Part 2
.
Ask each
air
o discardhe
anrtcLs
carus
and
spread he FooD cARDS ut on the table.
.
Give each student a copy of the rRrocE
prcruRE.
.
Studentsshould select ive foods from
the
FooD
caRus and draw them in the fridge. They
should not
tell their
partner
which they have chosen.
.
Studentsshould hen try to
guess
what is
in their
parmer's
fridge, e.g.
/s
rhere lan in the ridge?'
.
The object of this
part
of the
game
is to
guess
the
foods in their
partner's
fridge.
E
alan or the
(1)
Type
of activity
Small
group,
matching
game
Grammar point
alan and the
we can use d or an before singular nouns
we use a before a singular noun beginning
with a
consonant: a banana
\\.'euse an
before a
singular noun
beginning
with a
vowel: an apple
we use the wheo there is only one
(the
moon,
the sun),
or when we know which of many we
are
referring
to
(the
Queen lof
Englanfl, the capital
[of
France])
Otherstructures
None
Vocabulary
alan:
pencil, plate,
tee,
flower,
man,
book, letter, egg,
umbrella, orange, apple
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the: sun,
moon,world, sfu),
sea,Effil Tinoer,
Queen
of
England,
capital
of France,
Thj
Mahal
(These
words are
provided
with
pictures
on the
cards.)
Materials
and
preparation
.
Copy and
cut up one set ofRRrrcr-E
ceRos and one set
of
ptcruns
cARDS or each
group
of 3-4 students
in
the class.
How
to use
the
game
I RULES HEET I
.
Check
that
your
students
are familiar with the
grammar
in
the
Grarnmar
point
and with the
words listed
under
Vocabulary
for this
game.
.
Divide
the class
into
groups
of 3-4 students.
.
Give
each
group
a set ofARtICLE
cARDS and a set of
PICTURE
CARDS.
.
Get them
to
put
the
pICTURE
cARDS face down
in a
pile
in the centre
of the table
and to deal out the
aRrrcr-s
CARDS.
They
may look at their
ARTICLECARDS.
.
The obiect
of the
garne
is to
pair
up articles
and
pictures
correctly.
.
Players
take
it in turns to take a
prc-lung
cARD
from
the
pile.
.
The
player
who has taken the card
can look to see
if
it
goes
with
any ARTICLE
cano in his hand.
.
If
it does
(e.9.
the and moon, or
an and apple),
he
can
lay down
the two cards,
saying the
phrase
aloud.
.
Ifit does
not, he can
place
the PICTURE aRl
face up
on the
table.
.
The
first
player
to
pair
it
with
a card in her
hand, saying
the
phrase
made by the
two cards, can lay the
two
cards down.
.
Then
it is the next
piayer's
turn.
.
The
player
to
get
rid of her eRrrcr-p cARDS
irst is
the
winner.
E alan
or the
(2)
Type
of activity
Pairwork,
information
gap game
Grammar
point
alan
and the
-
we
use a the
first time we mention
something:
Look- there 'sag i ra f fe .
-
we
use the
when we know which one
we mean or
when
it has already
been mentioned:
Look - the giraffe has got a baby.
Other structures
Is
there a ...
? Where s
(Where\)
the ... ?
Place expressions: next to, between,o1>posite,t the end, on the
leftlright
Vocabulary
Animals: elephant, ostich, alligator, antelope, monkeg, tiger,
lion, bear, camel,
girafle,
kangaroo, zebra
(These
words
are
provided
with
pictures
on the cards.)
Materials and
preparation
.
Copy and cut
up one set of aNIl,LqL cARDS for each
pair
of students in the class. If
your
students are familiar
with the vocabulary, white
out the labels
on a
master
copy of the
page
before
making multiple copies. If
they
are not, leave the
labels on the cards and
practise
the
vocabulary before
you play
the
game.
.
Make one copy of both the zoo
IICTURES
or each
student
in
the class.
How to use the
game
.
Check that
your
students
are familiar with the
grammar
in the Grarnrnar
point
and Other structures
and
with the words listed under Vocabulary, above.
.
Divide the class nto
pairs.
.
Give each
pair
a set of ANIl,Lqt
canos
and each student
the two ZOO
PICTURES.
.
They should spread the
ANIr\,r,\L
ARDS out to iook at.
.
Each student should decide which six animals from
the cards they want
in
their
zoo,
without telling their
partner.
They should draw them
in their My zoo
picture,
without showing the
picture
to their
partner.
.
Players
should then
try to
guess
what animals are in
each other's zoo, by asking
questions,
e.g.
'1s
there alan
in
your
zoo?'
.
The obiect of this
part
of the
game
is to find out
which six anirnals
are in each other's zoo. and make
a list of them.
.
When they
know which anirnals are in their
partner's zoo, the object of the next part is to
find out exactly
where each animal is, in order to
complete
the layout diagrarn
in
their
tttv
panrNER's
zoo
picture.
.
In order to do this they
imagine they are
standing at
the entrance to the
zoo. They
ask each other
questions,
e .g .
Where 's
the . . . . . . . . .? ' ,
and comple te he
p ic tu re
according to their
partner's
answers. This
wiil
involve
working
out the layout like a
puzzle,
as
pieces
of information are
revealed, e.g:
A'. Where's the zebra?
B: Between the lion and the
giraffe.
A: Oh. Vltere's the lion
then?
B:
-Alexr o the elephant.
A: And where's he elephant?
B:
At
the end, on the
left.
8
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E Countable
and
uncountable
nouns
Type of
activity
Pairwork,
sorting and information
gap game
Grammar
point
alan
and sorne with coun tabie
and uncountable
nouns
- some nouns are countable (e.9. carrot), some are
uncountable
(e.e.
milk)
-
countable
nouns can be singular
(carrot)
or
plural
(carcots)
uncountable
nouns do not
have a
plural
form:
milk
-
we use
alanwith singular
countable
nouns: a carrot,
an avocado
-
we use some
with
plural
countable
nouns
(sonte
carrots)
and
with uncountable
nouns
(sornze
milk)
Other
structures
There's lanlsome
..
Place
preposit ions:
nexl to, on, in
Vocabulary
Food:
salr,
flour,
sugar, milk, coffee,
tea, rice, bread, butter,
cheese,
pple, banana,
orcntge,carrots,
peas,
to?natoes, iscuits,
potatoes
These
words
are
provided
with
pictures
on
the cards.)
Kitchen
furniture: table,
chair, sink,
fridge,
cooker,
light,
xase, cupboard
Materials
and
preparation
.
Copy
and cut up
one set of rooo caRos
for each
pair
of students
in the class. Cut the
words off
if
your
students are familiar with the vocabulary. If they are
not, leave
the words on the cards
and
practise
the
vocabulary
before
you play
the
game.
.
Make one
copy of the
xrrcuEN PIC'I'URES
and 2 for
each
student
in
the
class. Cut I and
2 apart.
How to
use the
game
.
Check
that
your
students
are familiar
with the
grammar
in the Grarnmar
point
and
Other structures
and
with
the words
listed under Vocabulary,
above.
. Divide the class nto pairs.
.
Give
each
pair
a set of FooD cARDS.
.
Get
them to
spread these out
face up on the table.
.
Tell them that
when
you give
the
signal they should
sort
the cards
into two
piles
countable
and uncountable.
.
S a y ' G o '
.
V/hen they
have done this,
check they are
right.
.
Students should
spread the
FooD cARDS out
again,
face up
on the table.
. Give out KrrcHEN PICTURE .
.
Each student
should mentally
select l0
food items
(from
the
FooD cARDS) and
draw them
in on the
picture.
They should
not show their
picture
to their
partner.
If
you
like, ask them to
imagine
that some children
have been cooking in the kitchen. Ask them to imagine
the mess, and draw the
items in
as strange or silly
p laces
as they l ike.
Then
give
out
KlrcHEN IICTURE 2 to each
player.
Each
player
should
then describe their
picture
to their
partner,
e.g.'There's
a banana in the
lower
aase. There's
some
lour
on the
loor.'
The
object
of the
garne
is for each
player
to try
to draw the
food items in on KITCHEN
plcruRn
2.
following their
partner's
description.
E
Personal
pronouns:
subject
and object
(1)
Type of activity
Small
group,
ordering
game
Grammar
point
Personal
pronouns:
he, she, they; hirn, her, thent
-
he,she, hegare subject
pronouns
-
him, her, hemare object
pronouns
-
we use subject
pronouns
for the doer of
an action:
She smiles.
-
we use object
pronouns
for the object of an
action:
She
sees int.
-
after
prepositions
e.9.
at, ro) we use object
pronouns:
She smilesat hhn.
Other structures
Present
simple: helshesees, hey see
Vocabulary
Actions: see, mile,waz,e, urite,
ead,meet,
uatch, heer
(These
words are
provided
on the cards.)
Also'.message,aeryone,
rrorA
noun)
Materials
and
preparation
.
Copy
and cut up one set ofrRuE
RoMANCE
(wonns)
cards
and one set of
rnuE RoMANCE
(lrcrurus)
cards
for each
group
of
3-4 students in the class.
How to use the
game
.
Check that
your
students are familiar with the
grammar
in the Grammar
point
and Other structures
and
with the words listed under Vocabulary,
above.
.
Divide the class
nto
groups
of 3-4.
.
Give each
group
a set of TRUERortrA.Ncr
wonos)
cardsand a set oflnus RoTIANCElrcrunEs) cards.
.
You can
play
this as a competitive
eam
game
or as a
small-group card
game.
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Team
game
.
Ask
each
group
to spread the
PICTURES nd the
\x'oRDS
out
on the table.
.
Tell them
that the
PICTURES nd tt'ttRls
tell a storl',
and
that three
vronos cards make up
one sentence
for each
picture.
.
The object
ofthe
garne
is, first, to arrange
the
IICTURES
in sequence
to tell the story.
The students
then
select
three wonp cards
and
put
them in the
correct
order
to
rnake a sentence
for each
picture.
.
Thc
group
that does
this first correctl-v
wins the
game.
Card
game
I
RulFsrrirEr-_-.l
.
Get the
groups to spread the
PICTI.'RES ut
face up in
the
centre of the
table.
.
They should
deal
out seven
\'oRDScards each
and
put
the
rest tace down
ln a
pl lc
to onc slde
ol tnc
PICTURES.
The
players
may
look
at
the words
in
their
hands but
not
show them
to the others.
.
The object
of the
garne
is to find
woRDS to make
a sentence
that tells what
is happening
in each
ofthe
pICTUREs.
Each sentence
should
be rnade
up
ofthree
woRDS cards.
.
Player
I
goes
first. If
he has the right \\'oRDS
n his hand
to
make a sentence
about
an-vof the
prcru-Rl,s,
he can
lay
them
dor'"'n
underneath
the
picture
and
sa-v he sentence.
.
The
others can
comment agree
or disagree.
.
If they agree,
he takes another
three
\xroRDS ards from
the
pile
on the
table.
. If he cannot hnd the right lr,ords, he can exchange some
or all
of his
cards from the
\IoRDS cards on
the table.
He
places his orm cards
under the
pile
and
takes the same
number
of cards
from thc
top of the
pile.
He can onl-v
do
this once
at each turn.
.
Then
it is the
next
player's
turn.
.
rX4ren
the
players
have made
sentences
for all the
pictures,
they
can
put
them
in the correct sequence
to make the
story.
.
The
story sequence
s:
he sees
er I she
sees im i he sniles at
her I she sntiles
at him I
he uaz;es
at
her I she zoaaes t
him I he urites
a messageo
her I
she writes
back to hint I
eL-erione eads
he messages
they
meet after
wor*
I
eteryone
watches
then
I
thev all cheer
(Variations
are
possible
Also note that
no
punctuation
is used
in the woRos cards
so that the
players
are
not
given
too
many clues.)
E Personal
pronouns:
subject
and object
(2)
Type of activity
Small
group,
ordering
ame
Grammar
point
Personal
pronouns:
I,
you,
zDe; /ae,
you,
us
- I, yott, zrre re subject pronouns
nrc,
)ou,
rr.iare object
pronouns
we
use
subject
pronouns
for the subject of an action or
feeling:
I like dancing.
-
we use
object
pronouns
for the obj ect of an action or
feeling:
It nrckes nte sadlcry.
Other structures
Prcsent s imp le :
l ike . . . ,1ou
hate . . , i t n takes te . . )
they nnke us
.. .
Vocabulary
Feelings and opinions'.
like, hate, lot,e,
nnke
(It
makes
nelyou
...), beli ete n
@hosts)
Also: rcecream,dancirtg,
ttusic, r.oks, ad.f i lt t ts,
ootball,
letters,
gltosts,
sunsl'tine,
oliday5, spiders,
frightened,
hoppy,
excited, tired,
cry
(These
u'ords are
provided
on the cards.)
Materials and
preparation
.
Copy and cut
up one sct of
r,rp.AND
you
c'lRos for
each
pair
of students in the class.
They will need a sheet of
paper each, and a pen or penci l .
How to use the
game
.
Check that
your
students
are familiar
with
the
grammar
in the Gramrnar
point
and Other structures and
with the words
listed under Vocabulary, above.
.
D iv ide the
c lass n to
pa i rs .
.
Give
out one set of
l,tn AND
you
canos
per pair.
.
Ask
students
to spread the
cards out face up on the table.
.
Ask them to
take a sheet of paper and a pen or penci l .
.
Teli
them
they will
have three minutes to
'uvrite
down
as
many sentences as
possibie
that are true
for
thernselves,
using the
words on the cards in
t h e q e n q f r e r n s '
I
(don't)
like llo",te
beliette n I hate
.. .
or
...
(doesn't\
make I
ntakesnrc ...
They can use the words
on the cards as many times as
they
like to create
different true sentences.
They should
work individualll-
and not show their
sentences
to their
partner.
10
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Then ask them, n'orking
individuaily for three minutes,
to use
the cards to make as many sentences
as
possible
that
they believe to be true about their
partner,
e.g:
You
(dott't\
like
I
hate I lo:ne ..
o r
...
(doesrt ' t 'y
ake I ntdkes
ou
.. .
Ask them to compare their sentences.
Then ask each pair to use r,l'hat hey have found out
about cach
other to u'rite as man-v sentences as
possible
that are true
for
both
of them:
We
(don't\
. ..
. . .
(doesn't)
mdke I makes r s ..
Set a t ime
l imit .
The object
of the
garne
is to rnake as
rnany
true
sentences
as
possible
in the tirne
lirnit, individually
and as a
pair.
At the end
of the time limit, ask for the totals.
The pair with the largest number wins the game.
Ask each
pair
to read out some of their
sentences.
E
Possessiveadjectives:
ffiY,
your,
his,
etG.
Type of
activity
Small
group,
arranging
game
Grammar
point
Possessive
djectives:
u))
your)
his, her, its, our, their
we use
possessive
adjectives before
nouns: nty sister,
his
mother
Other
structures
She is
intelligent I a
good
cook I
good
ar
dancing.
He hds
(eo t )
. .
She
uears
(g/asses).
He
likes reading
I
foorball.
Vocabulary
Family members:
ntother,
ather,
brother, sister,
unt, ttncle
Appearance:
tall, snull, broun
hair, beard,
glasses
Interests:
reading,
football
Possessions:
bike, car, dog, cat
Characteristics:
zlor*s ltard, intelligerft, attactiae,
good
cook,
good
at dancing
Also:
group,
ice. reant
(These
words are
provided
on the cards.)
Materials
and
preparation
.
Copy and cut up two
sets of sENTENCEFRA.cMENTS
for each
group
of 3-4 students.
How
to use the
game
.
Check that
your
students are familiar with
the
grammar
in the Grarnrnar
point
and Other structures
and
with the words listed under Vocabulary for this
game.
.
Divide the class into
groups
of 3-4 students.
.
Give each
group
two sets of
spxrsxcr
FIL{cI.IENTS.
.
Ask them to spread them out face up on the table.
.
The obiect ofthe
garne
is for
each
group
to arrange
the SENTENCEFRAGMENTs
nto
as many sentences
as
possible
that are true for their
group.
.
Give them a time
limit, say five minutes.
.
\7hen
you
say
'Go '
they
may
begin.
.
When the time is up, find out n'hich
group
has made
the
most
correct
sentences and ask them to read
theirs out.
E Possessive
s
Type of activity
Pairwork,
information
gap game
Grammar
point
Possessive
s
-
Mary's husband
-
with more than one
name, the
possessive
s
generally
comes only after the last name: Sus anrta and
I{ate's
father
Otherstructures
That 'sHe\ I She\
. .
Vocabulary
Family relationships; ntother,
ather,
aunt, uncle, cousin,
children, daughter, son,
grandfather, grandmother,
gredt grandfather
ntother,
great
aunt uncle, zuife,husband,
brother,
sister
Materials and
preparation
.
Make one copy of the
pelatlv
rRtsESA and B for
each
pair of students in the class. Cut A and B apart.
.
Make one copy of the
pnoro
ALBUM for each
pair
of
students in the class.
How
to
use the
game
.
Check
that
your
students are familiar with the
grammar
in the Grarnmar
point
and
Other structures and
with the words
listed
under Vocabulary, above.
.
Divide the class nto
pairs.
. Give each pair the pa*lrrr-vrRsns A and B. Each student
should
take one FArtILy t-Rgg and not show it
to
their oartner.
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Give
each
pair
one
PHoro ALBUM.
Tell them
they are
cousins, looking
at some family
photos. They
each know something
about the
people
in their
family
but not everything.
They each
know who
some of the
people
in the
photos are.
The
object
of the
garne
is to work
out who
all the
people in the photos are.
To
do this,
drey will have to
match up the
names on their
FAMILY
nae
(A
or B) with the
photos
in the
puoro
ALBUT.{
nd tell
each other, e.g.'That's
Mary\
daughter.'
'John
is Mary's
husband.' etc.
They
must not
show each other their
ralttLv
rRse and
they
should
use
's
in their
sentences.
As they
work
out who is in the
photos,
they should
write
the
missins names
in on their FAMILY
TREE,.
E
Possessive
ronouns:
mine,
yours,
his, etc.
Type
of activity
Game
1:
Small
group.
guessinggame
Garne
2: Pairwork.
guessing
game
Grammar
point
Possessiveronouns: tine,yours, ours, his, hers,
its, theirs
-
we
can
use these
pronouns
in the
place
of a
possessive
adiective
(my)
and a
noun
(shoe),
e.g:
It's nqyshoe.
> h\ mb@.
It\
your
bike. ) h\
yotns.
It 's onr
house.
It 's ours.
It 's her hat.
) I t 's hers.
Other
structures
Game
1:
1r t . . .
Game
2: Past simple
of be: was,were
Whose
...
?'.Whose was
his?Whose
uere hese?
ThislThese:
This was his.
These werehis.
I think
...i I th;nk these
werehers.
Vocabulary
Personal
ossessions:
Game
L: unicyle,
oodle,
utu,
elc.
Game
2: doll,
kite, ribbon,etc.
(Students
do
not
need
o
know the words
or these
objects
to
play
he
games.)
Materials
and
preparation
GAME
1
.
Copy
one
page
ofcoupr-s
cRRos nd one
setof
POSSESSIONS
ARDS
or each
group
of 3, 4, 6 or
8
srudents.
(Groups
of 6 and 8
play
in
pairs.)
.
Cut the coupi-E carus
along he broken ines only, not
along
he solid ines
(givingyou
four cards).Cut up the
POSSESSIONSARDS.
Each
group
will
need
paper
and
a
pen
or
penci l ,
to
keep score.
GAME
2
.
Copy one
vrcroRIAN
pHoro
and one set of oelrcts
cAFtDS
or
each
pair
of students
in
the c1ass.Cut up
the OBTECTS
ARDS.
How to use the
games
Note: Game
I
practises
ntitte,
ours.
ours;
Game 2
practises
his, hers, theirs.
GAME 1
.
Check that
your
students are
familiar with the
grammar
in the Grammar
point
and
Other
structures
for Game
1.
.
Divide the class nto
groups
of 3, 4,6 or 8. Give out
the couplr, cARDS as follows:
For
groups
of 3,
leave out one couPLE ceno and
it s
corresponding
possESSIoNS
ARDS;
give
the
players
one
couPLE cano
each.
-
For
groups
of
4,
give
the
players
one cot'PLE c'cRD each.
For
groups
of 6, divide
the
players
into
pairs;
leave
out
one coupI-E caRl and
its corresponding
possESSIoNS
cARDS, and
give
the
players
one coupt-E
CARD
per pa1r.
For
groups
of 8, divide
the
players
into
pairs
and
give each pair one couPLE cARD.
.
Ask them
to fold their coupr-E
cARD over at the solid
line and
place
them
in front of them, so that the others
can
see heir names.
.
Give each
group
a set
of
possESSIoNS
ARDS.
Ask
each
group
to
put
the
possESSIoNS
ARDS ace down in a
pile
in the
middle
of
the table.
.
Students
take it in turns
to take a
possEssloNs
cARD
from the
pile
and
put
it on the table
for
everyone
to see.
.
The obiect ofthe
garne
is to be the
first
to say correctly
who owns each
possession.
.
If they know
(or
think they can
guess)
who
the
possession
belongs
to, they should
call out, e.g. ' I t 's
yours '
'It's
mine '
'It's
ours ' etc.
They can cail out
whether the
possession
s theirs or someone
else 's.
.
If
they are
the first to
identif]' the owner correctiy, they
get
a
point.
.
The individual or
pair
with most
points
at the end wins
the
game.
GAME 2
.
Check that
your
students are
familiar with the
grammar
in the Grarnrnar
point
and Other structures for
Game 2.
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Divide the
students into
pairs.
Give
them the
vICTozuAN
pHoro
and
ask them to
put
it
on the table where
they can both
see it.
Ask
them to
imagine they found this
photo,
with some
objects,
in the attic of their
house.
Give
them the
set of osTgcrs cARDS.
They should
put
d1e oBIECTScARDS
n
a
pile,
face down.
The airn
of the
garne
is to decide what
oBJECT
belonged
to each
rnernber of the
farnily.
As they
turn up each
card they should
discuss who
it
beionged
to, e.g.
'Whose
was rhis?'
- ' I
think
it was his. '
-
'A'o,
/ think
it uas hers.'
\*rhen
they agree,
they should
put
the card
next to the
family
member
(or
members) they think
it belonged to.
lO be:
affirmative
and
negative
Type
of activity
Game
1:
\fhole class/large
group,
information
gap game
Garne
2:
Pairwork, arranging
and
guessing
game
Grammar
point
ertr.,
q.?Tt
ot; is, isn't;
are, aren't
-
in
affirmative
sentences we say:
I am
(or
I'm),you are
(or you're),
helshelit
s
(or
he's, she's,
t's), we
are
(or
we're),
they are
(or
they're)
-
in the
negative) we add
not
(I
am not,
he is not, etc.),
or we
use short
forms: I'nt not,
you
aren't,
helshelit sn't,
zae
aren't, they
aren't
Other
structures
None
Vocabulary
Game
l: single,
married, widower;
sntdent, doctor,
secretary,
postnlan,
housezaife, entist,
nurse, teacher,
accountant'
lawSler;
at nurserj,
at school,
not working
Garne
2: Adjectives/phrases
for
physical
description,
personal information and feelings: tall, small, rich,
English,
busy,
friendly,
shy, married,
single'
famous,
bored,
angry,
hungry,
thirsty,
sad, happy, in
loz:e' tired
Materials
and
preparation
GAME
1
.
Copy
one sTREET
,tA.p or every student
in the class.
.
Follow
the
instructions below according
to
the number
of
students
you
have
in
your
class:
-
8 students:
copy and
cut up one set
ofNEtcneouRs
carus
and
highlight one name
on each card, e.g.
on
card
t highlight either
Jane
or Mary.
-
9 16 students: copy
and cut up two sets of x'sIcueouRs
canos
(for
16 students
you
will need a third copy
of Number 8).
Highlight a different name on each
card and discard
any spare cards.
-
Fewer than 8
students: co py and cut up one set of
NEIGHBOURS
ARDS.Cut
houses offthe STREETMAP
so that there is one
house
per
student. Discard the
NEIGHBOURS ARDS
hat
go
u'ith the houses
you
have cut off. Highlight one name on each card.
-
More than
16 students: divide
the
class
into two or
three equal-sized
groups.
Follow the above
instructions for each
group.
GAME 2
.
Copy and
cut up one set
ofwoRo cARDS or each
pair
of students.
Each
pair
will need two sheets sr
noner
and a
pen
or
penci l .
How to use the games
Note: Garne
1
practises
affirmative
forms; Game 2
practises
negative forms.
GAME 1
.
Check that
your
students
are familiar with the
grammar
in the Gramrnar
point
and with the words listed under
Vocabulary
for Game l.
.
Divide the
class nto
groups
of 8-16. A class of l6 or
fewer can
play
as one
group.
.
Give out the cards
to each
group
in turn. Give each
student a STREET
.tA.pand one NEIGHBOURs ano.
In
groups
of
8-16,
check that
each student has a different
highlighted
name from everyone
else in the
group.
.
Tell them
to imagine they
are the highlighted
person
on
their card.
.
They should
write
in
their
details on the house where
they
live.
.
The object of the
game
is to find out who
lives in
the other
houses in the street
and write all the
details
into their
STREET MAP.
.
To do this they will
have to talk to the other
people
in
their group, exchanging information.
.
At
first they will only be
able to
give
their own
information,
e.g.'I'm
Jane.
I'm at l,{umber I with my
friend
Mary. I'm single.
We'restudents.'\When they
know more, they
can
pass
on
information about
anyone in the street,
e.g.'Peter
and Stredre at Number
2. They are
married... ' etc.
GAME
2
.
Check
that
your
students
are familiar with the
grammar
in the Grarnrnar
point
and
with the words iisted
under Vocabulary
for
Game
2.
.
Dir-ide the class
nto
pairs.
.
Give each
pair
a
set of woRo cARDS, and
a sheet
of
paper.
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.
Ask them to spread the cards out on
the table and
look
at them.
.
The obiect
of the
garne
is to use the cards to
rnake as
rnany sentences as
possible
that are
true
for thern.
.
To do this,
they will have to arrange the cards into
sentences,
e.g.
I'n not thirs4). We tren't in loae.
They should
keep a note of their sentences on their
sheet
of
paper.
.
Set a time
limit
(e.g.
five minutes) for this
part
of the
game.
Check
totals at the end.
.
Then
give
each
pair
another s heet of
paper.
.
Ask them to
choose from their cards:
I
a
sentence beginning
'1
drat
applies to one of the
pair
2 a sentence
beginning
'.1"
that applies to the
other
3
a sentence
begrnning
'lY/e'
that
is true for both of them.
.
They should
indicate who wrote the sentences, e.g:
I{eiko: I'm not shy.
Philippe:
I'm not in loxe.
I{eiko
and Philippe: We aren't manied.
.
Collect
up these second sheetsof
paper.
.
Read
one out without saying he
names, e.g. 'Listen.
Can
you guess
which
pair
this is? She
isn't shy. He isn't
in lotte.
They aren't married.'
.
Get
the class o
guess.
.
Then
redistribute the
papers you've
collected
and ask each
pair
to tell the
class about the
pair
whose
paper
they
hold.
. The class should suess the authors.
I[ be:
yes/no
questions
Type
of activity
Small
group,
combining
game
Grammar
point
Am I . . . ?Are you.. . ? s helshel i t . . ?Are ute . . . ?
Are they
... ?
-
word
order
is reversed n
questions,
e.g:
She
is an artist.
) Is
she an artist?
Other
structures
Short
answers:
Yes, ant. Yes,
)oLt
are. Yes, he s. etc.
l'{o,
'm not.
No,
you
aren't. Nq ir isz'r. etc.
Vocabulary
Personal
nformation
(vocabular-v
ill be determined by
the students
but may include the follow-ingareas):
marital
status
(single,
married,etc.), age
(twenty
ears
old,
etc.),
amily
(brother,
,ster,
tc.),
eelings
hoppy,
ad,etc.),
appearance
tall,
short,
blue
eyes, tc.), favouritecolours/
sports/foods,
alents
good
t tennis, rc.)
Materials
and
preparation
.
Copy
and
cut up three or
four
sets of
eUESTIoN
sr-lps
for each
group
of 6 8 students.
.
Have a bag ready for the completed
eUESTION
sups.
How to use the
game
. Check that
1'our
students are familiar with the grammar
in
the Grarnrnar
point
and Other structures
and
with the vocabulary topics shown under Vocabulary.
.
Divide the class into
groups
of 6-8. Groups
should sit
around a table.
.
Give each
group
three or four
sets of
quEs-ticrr.-
r-rls.
.
Ask the students to take one slip each and
put
the rest
in
a
pile
in
the middle of the table.
.
Ask them to think of a
question
beginning with
the word
on the slip. This should be a
question
about
personal
information. They should write down the next word
in the
question
on
the slip.
.
\ffhen
they have
written
the word,
they
pass
the slip
on to the
person
on
their right, who
writes the next
word and
passes
t
on .
.
The slip continues round the table until
the
question
is complete.
.
The
person
who writes the last word adds
a
question
mark,
puts
the slip in the bag and takes another
slip.
.
Do one example
with
the whole class
to show them ho'uv
to do
it.
For example, the slip has Are written on it.
Student I writes
your.
Student 2 writes eyes.Student
3
wrrtes blue, adds a
question
mark,
puts
the
completed
slip into
the bag and takes a
new
slip.
.
The object of the
garne
is to cornplete all
the slips
with
questions.
.
The students continue until all the slips are
completed
and have been
placed
in the bag.
.
They
then take turns to draw a
question
out of the
bag, read it out and answer rt, e.g.'Are
your
eyes
blue?'
-
'Yes,
they are. I No, they aren't.'
Variations
I The
person
who completes the
question
passes
he slip
on to the next
personr
who u'rites
an answer underneath
and
puts
it in the bag. When students take
quesrions
and answers from the bag, they try to
guess
who
answered the
question.
2 This
game
can also be
played
with a
'general
knowledge'
theme instead of a
'personal
information'
theme.
Questions
would be, e.g.
'1s
Paris
the cdpital of France?'
'Are
the Andes in Chile?' The vocabularv level
required
would be higher.
3
The
bag of
questions,
when completed,
can be used
as
forfeits in another
game.
For example, students
count
in a circle, each student saying a number. Any
numbers
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containing 3 or a multiple of 3 must be replaced
b1 '
'buzz'
and any numbers containing
5
or a multiple
of
5 must be rep lacedb i r
J i : : '
(so
fo r '12 ' the s tudent
should say
buzz'
and for
'15'
they sa5'
y' ::&i;:: ' ).
Students who make a mistake have
to dip
into
the
bag, take a
question
and answer t.
E he=
wh-
questions
Type of activity
Small
group,
matching
ame
Grammar
point
-
word order
is reversed n
questions,
e.g:
It is white.
)
Wdt colour s it?
-
question
words come at the beginning of a
question
Other structures
None
Vocabulary
Personal
information about age, famil-v, domicile,
p re le rences.
avour i te co lours
spor ts . e tc .
(The
u'ords
for
these vocabularl' topics are
provided
on
the
cards.)
Materials
and
preparation
.
Copy and cut up on e set of HaLI, sENTIINCE S nd one
set of
poR-rR,c.trs
or each
group
of 3 4 students. Each
student
needs a
sheet
of
paper
and a
pen
or
penci l .
How to use the
game
Part 1
RULES HEET I
.
Check that
your
students are familiar with the
grammar
in the Grarnrnar
point
and
with
the
.n'ocabulary
topics
shown
under Vocabulary, above.
.
Divide the
class into
groups
of 3
4.
.
Give each
group
a set of HALF sF,NTENCl,s
n
twcr
separatepacks
'beginnings'
and
'endings'.
.
One student in each
group
deals out the
'endings'
to
all
players,
rvhich they hold in their hand, and
places
the
'beginnings'
face down in a
pile
in the middle.
'
Player I begins b1' turning up a
'beginning'
and
placing
it on the table so everyone can see t.
.
The object of this
part
of the
game
is to complete
each
question
using one ofthe
'ending'
cards.
.
The first
person
to do this, by
producing
the appropriate
'ending'
card and
placing
it next to
the
'beginning'
to
form
a
question,
asks all the other
players
the
question
1n turn.
.
They must answer.
.
Completed
questions
should be left on the table.
.
At the enC, the
group
should consider
whether
any of
the
'beginnings'
and
'endings'
can
be re-combined
to
make better
questions.
Part
2
.
When the
players
have
used all their cards,
give
each
group
a set of
pcrxt'ruur-s.
.
Each student takes a
poRTR{rf
and, using
the
questions
on the table as a
guide,
r.vrites
six
questions
about the
character on
a sheet of
paper
(beginning
What, IYhat
colour, Were, Hoza, Why si4
IY.ho).Wrtte
these words
on the board for the students
to refer to.
.
W'hen thev have finished
the
questions
they should
pass
their sheet of
questions
and the
poR-rR{IT
to the
student on their right.
.
'fhat
student invents answers to
the
questions,
as if
they were the
person
in
the
IoRTR{IT,
and writes
them
on the same sheet.
.
When they havc finishcd, they should
swap
quesrion-
and-answer sheets with another
group.
They should iay
the
ponrnqrrs
on the table
so that they
can all see them.
.
They each take out one
of the new
question-and-
answer sheets and read
out the
questions
and answers.
.
The obiect of this
part
of the
game
is to
guess
which
PORTRAIT
he
questions
and answers
refer to.
lE this, that, these, those
Type
of activity
'Whole
class, collecting
game
Grammar
po in t
this, that, these and those
-
this and that arc
singular, theseand tltose are
plural:
this shoe, heseshoes
this and theseare used for nearby
objects
that and thoseare used for objects that
are further
awav
Other structures
Haae
you got
... ?
It's this one here. It's that one oxer there.
Are they
these ones?
Are
they those
ones oz:er here?
Vocabulary
Clothes
and
personal possessions:
shoes,boots,
gloxes,
te,
urnbrella, bracelet, coat, rucksack,
brieft:ase,sLtitcase,
urse,
scarf, hat, zoallet,
glasses,
ardigan,
hartdbag,
umper,
iacket,
uatch
Materials and
preparation
.
Play
this
game
with a
minimum
of 8 students,
as follows:
For a classof 8 14 students, copy and cut up one set
of the four Losr
pRopERTy
oFFrcE
cARDS or four
of
the
students
(one
card
pcr
student). For
the remaining
students,
copy
and
cut up one set ofthe Los'r
ARTICLES
cARDS. (eep one row ofthese
cards for each
student.
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-
For
15 24 students,
copy and cut up two
sets ofthe
LOST PROPERTY
FFICE
CARDS
one
each
for eight
students).
Copy and cut
up a row of the
Losr ARTTcLES
cARDS
or each of the
remaining students.
For
25-36 students,
copy and cut up
three s ets of the
LOST
PROPERTY
FFICECARDS
one
each for
12
students).
Copy and cut up
a row ofthe
Losr
ARTICLES
CARDS
or
each
of the remaining
students.
-
If
you
have a larger class
than this,
it would be best
to
play
in two
separate
groups.
How
to
use the
game
.
Check
that
your
students are
familiar with the
grammar
in the Grammar
point
and Other structures
and
with
the words
listed under Vocabulary
for this
game.
.
Give
out the
Losr PRoPERTY
FFICE cARDS
irst.
.
Ask
students
with these cards
to sit behind
desks in
different areas of the room. These are the
'Lost
Property
offices'.
.
They
should
keep the card so that
they can see
it but
it is
not visible
to the other
students.
.
Give
out the
Losr ARTICLESCARDS
o the
rest of the
students.
Each
student
receives the four cards
1n a row.
.
The
obiect of the
garne
is for the
students to
find
the things
on
their Losr ARTICLES
CARDS.
.
To do
this they will
have to visit each
'Lost
Property
offrce'
in turn,
asking
'Have
you got
my shoes?'
r
'Haae
you got
my
umper2',
etc.,
until they
find one
with
their art ic le(s).
.
\Vhen
they have
found the office
with their article(s),
the
Lost Property
officer
may show them the
picture
of
the
lost articles and
ask them which
article
is
theirs,
e.g. 'This
one
here?'ot 'These ones
here?'
for
things that
are
at the
front of the office)
or'That one oaer
there?'
or'Those
ones
oaer there?'
(for
things that
are at the
back
ofthe off,rce).
.
Each
Lost Property
offrce has more
than one of
each
article
so they
will
have to identifu the article(s)
they
have
lost by telling the Lost Property offrcer 'It's rhis one.'
ot 'Those
ones
oaer here, ook.'
.
The
Lost Property
officer can
then mime
giving
them
the
article
and
they may tick
it off on their card.
.
The
Lost Property
officer should cross
out the
item on
his drawing.
.
Ask
students
to sit down
when they
have found all the
art ic les
they
have
lost .
l4l have
got=
affirmative
and
negative
Type of activity
Game
1:
Small
group.
f inding
game
Garne
2: Pairwork.
information
gap game
Grammar
point
haae, haae got, haoen't got; has, has got, hasn't go t
-
after I,
you,
we, they
we use'. haxe, haue
got
ot
've
got
-
after he, sherir
we
use:
has, has
got
or
's
go t
in the negative, we say:
Ilyoulwelthey hazte not
(haaen't) got
and helshelit has
not
(hasn't)
go t
-
to
talk about
possession,
he short forms of haae
('s,
'ue,
haaen't and
hasn't) are not normally
used
without
gor:
He's
got
a car.
(Not
He's a cat.)
Other
structures
None
Vocabulary
Physical appearance:
Garne l: long,
short, curly, staight,
brown, red, blonde,
black,
green,
uhite, blue,
yellow,
hair, eyes, skirt, dress,
jumper,
ffousers, shoes
Garne
2: wings,
webbed
eet,
arnts, heads, horns,
eyes
on stalks
Materials and
preparation
.
For Game
1,
copy
and cut up two sets of srrono
canos
for each
group
of
3-4 students.
You will also need
a
paper
bag
per group.
.
For
Garne
2, copy and cut
out one set of RttgN FA"MILIES
rICTURES or each pair of students in your class.
How to use the
games
Note: Garne
1
practises
the affrrmative; Game
2
practises
both the affirmative and
nesative.
GAME 1
I
RULE5 HEET
.
Check that
your
students are
familiar with
the
grammar
in
the
Grammar
point
and with the words listed
under Vocabulary
for Game
1, above.
. Divide the class into groups of 3-4 students.
.
Give each
group
two sets of
woRo cARDS.
.
Ask them
to deal out seven cards
to each
Derson
in
the
group.
.
They should
put
the
rest in a bag.
.
Player I should
look at her cards.
If
she can
make
a
sentence that
is at least
four words long and true for
someone or some
peopie
in her
group,
she can lay
down
the words to
make the sentence, e.g. 'He has
ga t
broun hair.' or
'We
hatte blue
umpers.'
(The
student
may
make a word
plural.)
.
If she cannot
make a sentence
she may exchange as
many
\iloRD cARDS as she
likes with cards from the
bae. She
can then use them
on her next turn.
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El
have
got: yes/no
lEl have
got=
wh-
questions
.
Then the
turn
passes
o
the
next
person.
.
The obf ect of the
garne
is to rnake as rnany true
sentences as
possible.
.
The
player
with
the
most
sentences on
the table
at
the
end is the winner.
GAME
2
.
Divide the students into
pairs.
Check that they are
familiar
with the words and
phrases
listed under
Vocabulary
for Game 2.
.
Give
each
pair
a set of eLleN FAMILIES
prcrunps
and
ask them
to take
one each
(Family
A or Family B).
They should not show their
picture
to their
partner.
.
The obiect of the
garne
is
to
find as rnany
differences
as
possible
between the
pictures.
.
To do this they
have
to
imagine
that they
are the
'me'
in their
picture
and describe their
pictures
to each other,
e.g.
'We'te
all
got
four
arms and tzuoheads.'or
'M1
mother
has wings but my sisterhasn't got wings.' erc.
.
There are
six differences between the
pictures.
questions
Type of activity
Pairwork, matching game
Grammar
point
hante
got:
yes/no questions
and answers
-
questions:
Haae
youlwell got
...
? Has helshelit
ot
... ?
-
short answers:
Yes, lyoulwelthey hazse. Yes,helshelit has.
-
negative
short answers: No, Illtoulwelthey haaen't.
l{o,
helshe hasn't.
Other
structures
None
Vocabulary
Family
members:
parents,
grandparents,
aunt, uncle,
brother, sister
Pets:
(shaggy)
dog,
poodle,
cat, hantster,
rabbit, ntouse, rat,
horse,
tortoise,
goldfish,
parrot,
canary,
guinea
pig,
spider
Materials
and
preparation
.
Copy and cut
up one set of rar'ULIES cARDS
(A
and
B)
and
one set of
pgt:
ceRns for each
pair
of students in
your
ciass.
How to use the
game
.
Check
that
your
students are familiar with the
grammar
in the Grarnrnar
point
and with the words listed
under Vocabulary,
above.
Divide the class
into
parrs.
For each
pair give
one student FAMILIES
ano A and
the other FAMILIES aru B. They should not
show the
picture
to their
partner.
Tell them that the ieft
picture
on their
card is their family
and the right
picture
is their
partner's
family.
Give
each
pair
a set of
pEr
canos.
Ask them to
spread
these on the table
so that they can
both see hem.
The object of the
game
is to
guess
which
pet
each
rnernber of
your partner's
farnily
owns.
To do this they will have to ask
questions,
e.g.
'Has
your
aunt
got
a
parcot?'
or
'Haz,e
yosr grandparentsgot
a
cat?'
Their
partner
may
only
give yes/no
answers, e.g.'Yes
(she
has). '
or'No
(they
haaen't). '
As
they match each
pet
with
its
owner, they may
take
the PET cnRp from the table.
The
game
is
finished when each
player
has matched
al l
the Dets with their owners.
Type of activity
Small
group,
arranging
game
Grammar
point
hazse
got
in'2r,ft-
questions
-
we use haxe
got
in zuft-
questions
like
this:
What colour eyeshaue
youlwell
got?
What colour eyeshas
helshelit
got?
-
note that
word
order
is reversed in
ouestions
Other structures
zllz*
question phrases:
IX4tar olour ... ?
Iilhat kind of ...
How many ... ?
Vocabulary
Physical ppearance:air,eyes
Possessions:house, books, rooms, car, camera,
telez;ision,
bicycle,
radio,
pets
Family members:
parents,
grandparents,
mother,
ather,
aunt, uncle, brother, sister,children
(These
words are
provided
on the cards.)
Materials
and
preparation
.
Copy and cut up a set
of se,Nrsxcns
cARDS or each
group
of 3-4
stude