EL GR Games

photocopiable material
PearsonEducationLimited G Edinburgh ate Harlow E s s e x M 2 02 J E C England C s a n d A s s o c i a t e d o m p a n i e t h r o u g h o u tt h e w o r l d . www.longman.com i O J i l lH a d f e l d2 0 0 1 T h e r i g h t o f J i l l H a d f l e l dt o b e i d e n t i f i e da s a u t h o r o f t h i s W o r k h a s a D b e b e e n a s s e r t e d y h e r i n a c c o r d a n cw i t h t h e C o p y r i g h t . e s i g n s n d A Patents ct 1988 to Permission copy g T h e m a t e r i a li n t h i s b o o k i s c o p y r i g h t .H o w e v e t t h e p u b l i s h e r r a n t s f p e r m i s s i o no r c o p i e s f t h e p a g e si n t h e s e c t i o n sr o m p a g e 3 7 t o 1 2 8 o f s t o b e m a d e w i t h o u t f e e s a s f o l l o w s :p r i v a t ep u r c h a s e rm a y m a k e s f c o p i e s o r t h e i r o w n u s eo r f o r u s e b y c l a s s eo f w h i c h t h e y a r e i n s f s c h a r g e ; c h o o lp u r c h a s e rm a y m a k e c o p i e s o r u s ew i t h i n a n d b y t h e t o s t a f f a n d s t u d e n t s f t h e s c h o o lo n l y .T h i sp e r m i s s i o no c o p y d o e sn o t , o o e x t e n dt o a d d i t i o n a ls c h o o l s r b r a n c h e s f a n i n s t i t u t i o n w h o s h o u l d p u r c h a s e s e p a r a t e a s t e rc o p y o f t h e b o o k f o r t h e i r o w n u s e . m a pr i F o r c o p y i n gi n a n y o t h e r c i r c u m s t a n c e s i o r p e r m i s s i o nn w r i t i n g m u s t E L b e o b t a i n e df r o m P e a r s o n d u c a t i o n i m i t e d . 2 F i r s tp u b l i s h e d 0 0 1 lsBN 0582 42965X , P r i n t e di n M a l a y s i a P P T s f P r o d u c e do r t h e P u b l i s h e rb y G e n e v i d v e a l o n r D e s i g n e rT r e v o rS y l v e s t eT,S G D : C o p ye d i t o r : L i z H o r n b y l l l u s t r a t e b y :J o h nP l u m b( u n i t s1 , 8 , 1 5 , 2 0 , 2 5 , 2 9 , 3 5 , 4 0 ) ; d A n d r e w W a r r i n g t o n( u n i t s2 , 4 , 9 [ p . 5 a ] , 1 3 , 2 2 , 2 4 , 2 6 , 2 8 , 3 8 ) ; 2 M G a b r i e l l e o r t o n ( u n i t s3 , 5 , 1 0 , 1 4 , 1 7 , 1 9 ,2 1 [ p p . 7 5 - 6 J , 3 , 3 0 , 3 2 , 3 9 ) ; 2 N i c kA b a d z i s( u n i t s9 [ p p . 5 2 - 3 ] , 1 2 , 1 8 ,2 1 [ p p . 7 7 , 7 9 1 , 7 , 3 1 , 3 4 ) .
Introduction Teacher's notes I aoran 2 alan or rhe (l) 3 alan or the (2) 4 Countable and uncountable nouns Personalpronouns: subjectand object (1) 5 Personalpronouns: subject and object (2) 6 7 Possessive adjectives:my, your) his, etc. Possessive 8 t pronouns: ntine,))ours,his, etc. 9 Possessive 10 be: afftrmative and negative 1l 6e:yes/noquestions 12 be:whquestions 13 this, that, these, those got: affirmative and negative 14 hazte 15 havegot: yes/no questions L6 havegot: zllz-questions Therezi and Thereare: affirmative and negative 17 Is there...? ndAre there ..? 18 a . 19 Place prepositions:in, at, under, etc. Imperatives 20 Present simple: affirmative and negative 2l 22 Present simple: yes/no questions Present simple: a;/z-questions 23 24 someand an1,t 25 H o w m u c h . . . 2a n d H o w m a r y t. . . ? 26 Quantifiers: much, many, a lot of, a few, etc. 27 Frequency adverbs: always,sometimes, etc. 28 Present continuous: affirmative and negative Present continuous: yes/no questions 29 Present continuous whquestions 30 Present simple or present continuous 3l 32 can and can't rnust)mustn't and needn't 33 34 was and were Past simple: affirmative and negative 35 Past simple: yes/no questions 36 Past simple: whquestions 37 Time prepositions:in, eL ort 38 Present continuous with future meaning 39 going to 40 Garnes rnaterial Rules sheets
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8 9 9 10 ll ll
t2 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 3l 33
)J
34 35 35
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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 gamesi in rvhich plavers or the goal, and cooperatizrd teams work together towards a common goal. Language gamcs can be divided into t\'\:o firrther games. games and contrtttnticdtit:c categories: lirtguistic In linguistic games, the goal of the game is linguistic in accuracJr: the case of these grammar games, using thrcorrect grammmatical forms. Con]muntcatir,e gatnes havc a goal or aim that is not linguistic: succcssful completion of the gan-reinvolves 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 out this task it w,ill be neccssar\r to use language and, b1" careful construction of the task, it is possible to specifl in advance what language ll'ill be required. stage of the iesson once the Games can be used at an-vtarget 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 and as a means to an end rather than an end in itself. Thev can aiso serve as a diagnostic tool for the teacher, n'ho can note areas of difficulty and take appropriate remedial action.
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 'choice' Some games in the book are what could be called games. These tend to be more anal.vtic,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 gapfilling, 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 there 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 'choice' game in the book: are the types of 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 or phrases into categories "vords ordering: e.g. ordcring r.vords to make a sentence collcctittg:e.g. collecting words of a kind, collecting words that collocate, collecting words to make a sentence contpleting:completing incomplete sentences or questions
2 About grammar
How do students acquire grammatical understanding and '\ilith difficult-v' is a short answer, but it seems accurac-v? to me that students adopt tu'o main approaches (u'ith, ofcourse, all sorts ofvariants and hybrids in between). There are the anal-vstsand the absorbers -'those who like to dissect ianguage into little pieces to understand how 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-xcrcisesreflect these two sq'les of learning. Some, like gap-fi1ling, multiple choice or u'ord-order exercises,help students understand and practise grammatical fbrms b-vgeming them to segment language and anal.vseits components. Other exercises, like 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 it. Some of the games in this book function more like thc first t.vpe of practice exerctse, some more like the second.
contpetitions:e.g. see how manSrsentences you can make, how quickly you can unmuddle sentences card gantesand other familiar game types: e.g. lotto, bingo, Pelmanism, happy families, consequences, board games
'reinforcement' Other games, rvhich could be callcd games, ',vork more like substitution drills or pattern practice, getting students to internalise rules b-v repcating 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 drills, the repetition has a purpose: studcnts are working towards u'inning or completing the game. 'reinforcement' game in the book: These are the qpes of informatktn gap gdntes: Player t has access to some 2 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 have 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). ganrcs: a familiar variant on this principle. The gttessing player r,r,iththe information deliberately u'ithholds it, while others guess r"'hat it might be. class. searchgantes: another variant, involving the "vhole In these games e\reryonein the class has one piece of information. Players must obtain a1l or a large amount of the information available to fi11in a chart or picture or to solve a problem. Each student is thus simultaneously a giver and a collector of information. matching gdnus: these 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 find a partner rvidr a corresponding card or picture, or a pairu'ork or small-group activit-v, played as a card game on the
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4 Practicalconsiderations
Classroom management There are three main types of activity in this book: pairwork, invcll"'ing two partners; sma11-groupwork, involving groups of three or four or morc; and wholeclass 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 in a U-shape if possible. Students can then u'ork u'ith the person sitting 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. Wholeclass activitics, u,hich involve all the students circulating freely, can take place in the empty area in the centre of the U-shape. If it is not possible to arrange desks in 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 t'uvopeople 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 clcar a space in 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 in 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 initiai problems caused by unfamiliarity lt'ill quickly disappear. Where more complicated card games are pla-ved in small groups, a Rules sheet is provided at the back of the book and it is suggestedthat teachers hand out a photocop-v of this to each group of students, together u'ith the cards. Thesc games are indicated in the 'l. Teacher's notes r'r,ith the s-vmbol Fr-LEasHrr-r-ir_ The teacher's rolc in all these activities is that of monitor and resource centre, moving trom group to group, listening, suppllting any necessary language, 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-ntcrrors or areas of difficulty. These can thcn be dealt rvith in a feedback sessionafter thc game. In manv casesthe game could then be played again r.vith different partners or with difterent cards. -fhe llerage icngth of time for the games in the book is about 15 to 20 minutes.
'barter' principle. Players exchangitg gdtnes:based on the 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 collectingganes: 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 activity, u'here players may be played as a r'vho1e-class circulate freel1,,exchanging articles or cards at randoml 'rumm-v' principle. or as a card game on the Al1 the above activities may include elements of rolepla1, 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 'closed': once of language. The outcome of a game is cards are distributed it develops in a certain predetermined way, while role-pla-v proper is open-ended and may develop in any number of rval's.
management Resource
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 to copying facilities at all, it is possible, though time-consuming, to make home-made versions of the materials by getting the students to work with you to draw and write the cards.
Ea or an
Type of activity
Pairwork. matching and guessing games
. 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 lemon, or an and orange) 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 'A pear!' 'An article and noun together, e.g. or apple!', can collect the two cards and keep them. . The obiect of this part of the garne is to match articles and food narnes correctly. . The player with most cards at the end is the winner. all
Grammar point
a and an - we can use d or arz before 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.)
Part 2 . Ask eachpair to discard anrtcLs carus and the

spreadthe FooD cARDS out on the table. . Give each student a copy of the rRrocE prcruRE. . Students should selectfive foods from the FooD caRus and draw them in the fridge. They should not tell their partner which they have chosen. . Studentsshould then try to guesswhat is in their parmer's fridge, e.g. '/s rhere alan in thefridge?' . The object of this part of the game is to guess the foods in their partner's fridge.
Materials and preparation

. Copy and cut up one set of ,lRTtcI-E cARDS for 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. If your students are familiar with the vocabulary, white out the labels on a master copy of the page before making multiple copies. (Don't cut 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.
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])
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 into pairs. . Give each pair a set of aRrrcLE cARDS and a set of
FOOD CARDS.
Other structures
None
. They should shuffle the cards together and spread them out face dorvn on the table.
Vocabulary
alan: pencil, plate, tee, flower, man, book, letter, egg, umbrella, orange, apple
the: sun, moon,world, sfu),sea,Effil Tinoer, Queenof England, capital of France, Thj Mahal (These words are provided with pictures on the cards.)
Other structures
Is there a ... ? Where is (Where\) the ... ? Place expressions: next to, between,o1>posite, the end, on the at leftlright

. Copy and cut up one set ofRRrrcr-E ceRos and one set of ptcruns cARDS for each group of 3-4 students in the class.
Vocabulary
Animals: elephant, ostich, alligator, antelope, monkeg, tiger, lion, bear, camel, girafle, kangaroo, zebra (These words are provided with pictures on the cards.)

How to use the game
I RULES HEET S 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 PICTURECARDS. . 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 pictures correctly. and
. 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 for 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 into pairs. . Give each pair a set of ANIl,Lqt canos and each student the two ZOO PICTURES. . They should spread the ANIr\,r,\L cARDS 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 '1s each other's zoo, by asking questions, e.g. 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, 'Where's e.g. t h e . . . . . . . . . . ? ' ,a n d c o m p l e t e t h e p i c t u r e 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: A: B: A: Between the lion and the giraffe. Oh. Vltere's the lion then? -Alexrto the elephant. And where's the elephant? B: At the end, on the left.
. 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 ARTICLEcano 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 PICTUREcaRl 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 first 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'sagiraffe. - we use the when we know which one we mean! or when it has already been mentioned: Look - the giraffe has got a baby.
E Countable and uncountable nouns

Type of activity
Pairwork, sorting and information gap game
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 places as they like. 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 flower aase. There's someflour on the floor.' 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.
Grammar point
alan and sorne with countabie 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'salanlsome... Place prepositions: nexl to, on, in
E Personalpronouns:
subject and object (1)
Type of activity
Small group, ordering game
Vocabulary
Food: salr, flour, sugar, milk, coffee, tea, rice, bread, butter, biscuits, apple, banana, orcntge,carrots, peas, to?natoes, cheese, potatoes(These words are provided with pictures on the cards.) Kitchen furniture: xase, cupboard table, chair, sink, fridge, cooker, light,

. 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 I each student in the class. Cut I and 2 apart.
Grammar point Personalpronouns: he, she, they; hirn, her, thent - he, she,theg are subject pronouns - him, her, themare object pronouns - we use subject pronouns for the doer of an action: She smiles. - we use object pronouns for the object of an action: hint. She sees - after prepositions(e.9. at, ro) we use object pronouns: She smilesat hhn.
Other structures
Present simple: helshesees,they see
Vocabulary
read,meet,zuatch, Actions: see, smile,waz,e, zurite, cheer (These words are provided on the cards.) (noun) zrrorA Also'.message, eaeryone,
How to use the game

. Check that your students are familiar with the grammar point and Other structures and in the Grarnmar with the words listed under Vocabulary, above. . Divide the class into 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. . Say'Go!' . 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 PICTUREl. . 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.

. 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 classinto groups of 3-4. . Give each group a set of TRUERortrA.Ncr(wonos) (lrcrunEs) cards. cards and a set oflnus RoTIANCE . You can play this as a competitive team game or as a small-group card game.
Team game . Ask each group to spread the PICTURES and the \x'oRDS out on the table. . Tell them that the PICTURES and tt'ttRls tell a storl', vronos cards make up one sentence and that three 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.
E Personal pronouns: subject and object (2)

Type of activity game Smallgroup,ordering Grammar point
Personal pronouns: I, you, zDe; t/ae, you, us - I, yott, zrre are subject pronouns nrc, ))ou, rr.i are object pronouns we use subject pronouns for the subject of an action or feeling: I like dancing. - we use object pronouns for the object of an action or feeling: It nrckes nte sadlcry.
Card game
RulFsrrirEr-_-.l
. Get the groups to spread the PICTI.'RES out face up in the centre of the table. . They should deal out seven \\'oRDS cards each and put the rest tace down ln a pllc 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 in his hand to make a sentence about an-vof the prcru-Rl,s, he can lay them dor'"'n underneath the picture and sa-vthe sentence. . The others can comment agree or disagree.
Other structures
P r c s e n t s i m p l e : I l i k e . . . , 1 o u h a t e . . . , i t n t a k e sn t e . . . ) they nnke us ...
Vocabulary
Feelings and opinions'. like, hate, lot,e, nnke (It makes nelyou ...), belietein @hosts) br.oks, sad.filttts, Also: rcecream, dancirtg, tttusic, football, letters,gltosts,sunsl'tine,holiday5, spiders, .frightened,hoppy, excited, tired, cry (These u'ords are provided on the cards.)
. If they agree, he takes another three \xroRDS cards 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 is: him i he sniles at her I she sntilesat him I her he sees I she sees to at he uaz;esat her I she zoaaes him I he urites a message I her I she writes back to hint I eL-erionereads the 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.)

. 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 pencil.
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 i v i d e t h e c l a s si n t o p a i r s . . 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 pencil. . Teli them they will have three minutes to 'uvritedown as many sentences as possibie that are true for thernselves, using the words on the cards in
theqe nqfrerns'
I (don't) like llo",te i beliettein 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.
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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... or you ... make I ntdkes ... (doesrt't'y Ask them to compare their sentences. Then ask each pair to use r,l'hat they 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 trs ... Set a time limit. 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.
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 SENTENCEFRAGMENTsinto 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.
's E Possessive
Type of activity
Pairwork, information gap game
E Possessiveadjectives:
ffiY, your, his, etG.
Type of activity
Small group, arranging game
Grammar point 's Possessive

- Mary's husband - with more than one name, the possessive 's generally comes only after the last name: Susanrta and I{ate's father
Other structures
That'sHe\ I She\... I Vocabulary
Family relationships; ntother,father, aunt, uncle, cousin, children, daughter, son, grandfather, grandmother, gredt grandfatherlntother, great aunt I uncle, zuife,husband, brother, sister
Grammar point nu)) adjectives: your) his, her, its, our, their Possessive
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 (eot) ... She uears (g/asses). He likes reading I foorball.

. 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.
Vocabulary
aunt, ttncle Family members: ntother,father, brother, sister, tall, snull, broun hair, beard, glasses Appearance: Interests: reading, football Possessions:bike, car, dog, cat Characteristics: zlor*s ltard, intelligerft, attactiae, good cook, good at dancing Also: group, ice.creant (These words are provided on the cards.)
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 into pairs. . Give each pair the pa*lrrr-v rRsns A and B. Each student should take one FArtILy t-Rgg and not show it to their oartner.

. Copy and cut up two sets of sENTENCEFRA.cMENTS for each group of 3-4 students.
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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 rnae (A or B) with the photos in the puoro and tell each other, e.g.'That's Mary\ daughter.' ALBUT.{ 'John is Mary's husband.' etc. They must not show each other their ralttLv rRse and 's they should use in their sentences. As they work out who is in the photos, they should write the missins names in on their FAMILY TREE,.
. Cut the coupi-E carus along the broken lines only, not along the solid lines (giving you four cards).Cut up the
POSSESSIONS CARDS.Each group will need paper and a pen or pencil, to keep score.
GAME 2
. Copy one vrcroRIAN pHoro and one set of oelrcts cAFtDSfor each pair of students in the c1ass.Cut up CARDS. the OBTECTS
How to use the games

Note: Game I practises ntitte,yours. ours; Game 2 practises his, hers, theirs. GAME 1 . Check that your students are familiar with the point and Other grammar in the Grammar structures for Game 1. . Divide the class into groups of 3, 4,6 or 8. Give out the couplr, cARDS as follows: For groups of 3, leave out one couPLE ceno and its cARDS; give the players corresponding possESSIoNS 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 possESSIoNScARDS, and give the players one coupt-E CARDper 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 their names. . Give each group a set of possESSIoNS cARDS. Ask each group to put the possESSIoNS CARDS face 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 possessionbelongs to, they should call out, e.g.'It's yours!' 'It's mine!' 'It's ours!' etc. They can cail out whether the possessionis 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.
pronouns: E Possessive mine,yours, his, etc.

Type of activity
Game 1: Small group. guessing game Garne 2: Pairwork. guessing game
Grammar point pronouns: ntine, yours, ours, his, hers, Possessive its, theirs
- we can use these pronouns in the place of a possessive adiective (my) and a noun (shoe), e.g: It\ your bike. ) h\ yotns. It's nqyshoe.> h\ mb@. It's hers. It's her hat. ) It's ours. house.) It's onr
Other structures
Game 1: 1rt ... Game 2: Past simple of be: was,were Whose ... ?'.Whose was this?Whose uere these? ThislThese: This was his. These werehis. werehers. I think ...i I th;nk these Vocabulary possessions: Personal poodle,tutu, elc. Game L: unicyle, Game 2: doll, kite, ribbon, etc. (Studentsdo not need to know the words for theseobjects to play the games.)

GAME 1 . Copy onepageofcoupr-scRRos and one setof
CARDSfor each group of 3, 4, 6 or 8 POSSESSIONS (Groups of 6 and 8 play in pairs.) srudents.
GAME 2
. Check that your students are familiar with the grammar point and Other structures for in the Grarnrnar 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 in 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 'Whose was rhis?' -'I think it was his.' beionged to, e.g. '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.
- 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: copy and cut up one set of CARDS.Cut houses offthe STREETMAP NEIGHBOURS so that there is one house per student. Discard the NEIGHBOURS CARDSthat 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 for each pair of students. Each pair will need two sheets sr noner and a pen or pencil.
lO be: affirmative
and negative
Type of activity
Game 1: \fhole class/large group, information gap game Garne 2: Pairwork, arranging and guessing game
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.
Grammar point
not; is, isn't; are, aren't ertr., q.?Tt - in affirmative sentences we say: I am (or I'm),you are (or you're), helshelit is (or he's, she's, it'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 isn't, zaearen't, they aren't
. Divide the class into 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 cano. In student a STREETl.tA.pand one NEIGHBOURs 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're students.'\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.
Other structures None Vocabulary

Game l: single, married, widower; sntdent, doctor, secretary, postnlan, housezaife, dentist, nurse, teacher,accountant' at nurserj, at school, not working lawSler; 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

GAME 1
. Copy one sTREETl,tA.pfor 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.
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 into 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 ttren'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 sheet of paper. . Ask them to choose from their cards: '1 I a sentence beginning drat applies to one of the pair '.1" that applies to the other 2 a sentence beginning 'lY/e'that is true for both of them. 3 a sentence begrnning . 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 sheets of paper. . Read one out without saying the names, e.g.'Listen. Can you guesswhich pair this is? She isn't shy. He isn't in lotte. They aren't married.' . Get the class to 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.

. 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.-sr-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 passesit 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 with questions. all the slips
I[ be: yes/no questions

Type of activity
Small group, combining game
. 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 eyesblue?' - 'Yes,they are. I No, they aren't.'
Grammar point Am I ... ?Are you... ? Is helshelit ... ?Are ute ... ? Are they ... ? - word order is reversedin questions,e.g: She is an artist. ) Is she an artist? Other structures 1 she Short answers: Yes, ant. Yes, ))oLtare. Yes, is. etc. l'{o,I'm not. No,you aren't.-Nq ir isz'r. etc. Vocabulary will Personalinformation (vocabular-v be determined by the studentsbut may include the follow-ingareas): yearsold, married,etc.), age (twenty marital status (single, s,ster, etc.), feelings(hoppy,sad,etc.), etc.), family (brother, (tall, short,blueeyes, etc.), favourite colours/ appearance talents (good tennis,erc.) at sports/foods,
Variations
I The person who completes the question passes the 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. 'general 2 This game can also be played with a knowledge' 'personal theme instead of a information' theme. '1s Paris the cdpital of France?' Questions would be, e.g. '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 m u s t b e r e p l a c e db i r J i : : ' ( s o f o r ' 1 2 ' t h e s t u d e n t 'buzz' '15' 'y'::&i;::'). should say and for they sa5' Students who make a mistake have to dip into the bag, take a question and answer it.
. At the enC, the group should consider whether any of 'beginnings' 'endings' the and 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 quesrionand-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-andanswer sheets and read out the questions and answers. . The obiect of this part of the game is to guess which PORTRAIT the questions and answers refer to.
E he=whquestions
Type of activity game Smallgroup,matching Grammar point
- word order is reversed in questions, e.g: It is white. ) Wdt colour is it? - question words come at the beginning of a question
Other structures
None
Vocabulary
Personal information about age, famil-v, domicile, prelerences.avourite colours sports.etc. f (The u'ords for these vocabularl' topics are provided on the cards.)

. Copy and cut up one set of HaLI, sENTIINCES and one set of poR-rR,c.trs for each group of 3 4 students. Each student needs a sheet of paper and a pen or pencil.
lE this, that, these, those

'Whole
Type of activity
class, collecting game
How to use the game

Part 1
RULES HEET S I
. Check that your students are familiar with the grammar in the Grarnrnar point and with the .n'ocabularytopics shown under Vocabulary, above.
Grammar point this, that, these and those - this and that arc singular, theseand tltose are plural: this shoe, theseshoes this and these are used for nearby objects that and those are used for objects that are further awav
. Divide the class into groups of 3 4. . Give each group a set of HALF sF,NTENCl,s twcr in 'beginnings' 'endings'. separate packs and . One student in each group deals out the 'endings' to all players, rvhich they hold in their hand, and places 'beginnings' the face down in a pile in the middle. ' Player I begins b1' turning up a and placing it on the table so everyone can see it. . 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 'beginning' 'ending' card and placing it next to to the form a question, asks all the other players the question 1n turn. . They must answer. . Completed questions should be left on the table. 'beginning'
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:erthere?
Vocabulary
Clothes and personal possessions: shoes,boots,gloxes, tte, purse, urnbrella, bracelet, coat, rucksack, brieft:ase,sLtitcase, scarf, hat, zoallet,glasses, cardigan, hartdbag,jumper, iacket, uatch

. Play this game with a minimum of 8 students, as follows: For a class of 8 14 students, copy and cut up one set of the four Losr pRopERTy oFFrcE cARDS for four of the students (one card pcr student). For the remaining students, copy and cut up one set ofthe Los'r ARTICLES cARDS.I(eep one row ofthese cards for each student.
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- For 15 24 students, copy and cut up two sets ofthe OFFICECARDS(one each for eight LOST PROPERTY students). Copy and cut up a row of the Losr ARTTcLES cARDS for each of the remaining students. For 25-36 students, copy and cut up three sets of the OFFICECARDS(one each for 12 LOST PROPERTY students). Copy and cut up a row ofthe Losr CARDSfor each of the remaining students. ARTICLES - If you have a larger class than this, it would be best to play in two separate groups.
l4l have got=affirmative

and negative
Type of activity
Game 1: Small group. finding game Garne 2: Pairwork. information gap game
Grammar point
haae, haae got, haoen't got; has, has got, hasn't got - after I, you, we, they we use'. haxe, haue got ot 've got - after he, sherir we use: has, has got or 's got in the negative, we say: Ilyoulwelthey hazte not (haaen't) got and helshelit has not (hasn't) got - to talk about possession, the 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.)
How to use the game

. Check that your students are familiar with the grammar point and Other structures and in the Grammar with the words listed under Vocabulary for this game. . Give out the Losr PRoPERTY oFFICE cARDS first. . Ask students with these cards to sit behind desks in 'Lost different areas of the room. These are the 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 ARTICLESCARDSto 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 ARTICLESCARDS. . To do this they will have to visit each 'Lost Property 'Have you got my shoes?'or offrce' in turn, asking 'Haae you got my jumper2', etc., until they find one with their article(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 oneshere?'(for things that are at the front of the office) or'That one oaer there?' or'Those onesoaer 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 'It's rhis one.' lost by telling the Lost Property offrcer ot'Those onesoaer there,look.' . 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 articles they have lost.

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 feet, arnts, heads, horns, eyeson stalks

. 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 rICTURESfor each pair of students in your class.

Note: Garne 1 practises the affrrmative; Game 2 practises both the affirmative and nesative.
GAME 1
RULE5 HEET S
. Check that your students are familiar with the grammar point and with the words listed in the Grammar 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 gat 'We hatte blue jumpers.' (The student broun hair.' or 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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. Then the turn passes to 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 FAMILIESprcrunps 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, 'M1 'We'te all got mother e.g. four arms and tzuoheads.' or has wings but my sisterhasn't got wings.' erc. . There are six differences between the pictures.
Divide the class into parrs. For each pair give one student FAMILIEScano A and the other FAMILIEScaru 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 them. 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 'Haz,e yosr grandparents got aunt got a parcot?' or a cat?' Their partner may only give yes/no answers, e.g.'Yes (shehas).' 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 all the Dets with their owners.
El have got: yes/no questions

Type of activity
Pairwork, matching game
lEl have got= whquestions

Type of activity
Small group, arranging game
Grammar point
hante got: yes/no questions and answers - questions: Haae youlwell got ... ? Has helshelitgot ... ? - short answers: Yes,Ilyoulwelthey hazse. Yes,helshelit has. - negative short answers: No, Illtoulwelthey haaen't. l{o, helshe hasn't.
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
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
Other structures
zllz* question phrases: IX4tarcolour ... ? Iilhat kind of ... How many ... ?
Vocabulary Physical appearance: eyes hair,

Possessions: house, books, rooms, car, camera, telez;ision, bicycle, radio, pets Family members: parents, grandparents, mother,father, aunt, uncle, brother, sister, children (These words are provided on the cards.)

. 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.

. Copy and cut up a set of se,Nrsxcns cARDS 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 with the words listed under Vocabulary, above.
17
How to use the game

. Check that your students are familiar u'idl the grammar in the Gramrnar point and Other structures and for this game. with the words listed under \bcabulary . Divide the class into groups of 3-4 students. . Give each group a set of sENTENCES cARDS. . Ask them to spread them all out facc up on the table so that they can all see them. . Get them to appoint one person in each group as 'scribe'' . The object of the garne is to rnake as rnany questions as possible frorn the words on the table' . They can use each word more than once' . Give them a time limit, say five minutes. . The 'scribe' writes down the questions as the group think of them. . The group with the most questions at the end is the winner. . Then, the students take turns asking a question to a student in another group, e.g: Group 7: IX'hat colour eyeshas .yttur nnther got, ILaria? Black. Maria: Group 2: Wat kind of car has your father got, Pedro?

. Copy a RooM ptclruRg and a set of nar-p sENTENCE canos for each pair of students in your class. Cut up the rt.ru sE\TENCE CARDS.
How to use the game

. Check that 1'our students are familiar with the grammar in the Grarnrnar point and Other structures and with thc rvords listed under Vocabulary for this game. . Divide the class into pairs. . Give each pair a set of HALF sENTENcB canns and a
ROOIU PICTURIT.
. Ask them to spread the cards out face down on the table and to put the ROorI PICTUREwhere they can both see it. . They should take it in turns to turn up two HALF SE\TENCI] CARDS. . The object of the garne is to find rnatching half sentences that rnake a sentence that correctly describes the roorn, . If the player turning up the cards finds two that make a true sentence about the room, she may put the halves together and lay them under dre picrure. FL{LF SENTENCE cARDS may be left face up when they are turned over. Then a nen' half sentence can be combined with anv that are visible. . The player rvho can make the most sentencesis the winner.
El rnere is and Thereare=

affirmative and negative
Type of activity
Variation
. For a harder version of this game, the cards can be turned face down again if they don't match. Players will then have to remember where the half sentences are.
Grammar point There islisn't ... T'herearelaren't ...

we use the singular, islin't, to talk about single countable objects and uncountable obiects: There isn't a sofa. There isn't atty strgar. we use the plural, arelaren't, for plural objects: There aren't an! to))s.
IE ts there ...? and

Are there ...?
Type of activity
Smal1 group, information gap game
Other structures are lotsof ...: There lots of cuPs.

aryt in negative sentences'. There ttren't any matches. (= There are no mdtches.)
Grammar point Is there ... ?Are there ... ?

we use the singuiar, lr', to ask about singie countable objects and uncountable obiects: Is there any sugar? Is there a chair? - \4'euse the plural, are, for plural objects: Are there arqy toys? note that the lvord order is changed in questions
Vocabulary
Furniture and household obiects: soJa,cot, urntcltair, knitting, cffie table, xases, bookcase)cttps' piano, photos, uindow, toys,fireplace, cigarettes,music stand, natches, ashtray, paints, xiolin, dog biscttits, neuspctper, sLtttc.tses (These words are provided on the cards.)
Other structures
arT, in questions'. Are there any biscuits? a lot of ...'. Are there a lot of bisctrits?
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Vocabulary
ntLttcltes, Furniture and household objects: ashtray, cigarettes, easel,pairtts, collar, dog lead, dog boul, (packet ttfl dog biscttits, szzircases, knitting, cot, childrett's tttusic stand, t,iolin, boo/es, toys. babies' tot's
Other structures
&e in .vesinoquestions: Are you ... ? &e in short answers: Yes,I am. No, I'nt not. There isittre . . . Vocabulary Furniture and household objects: fridge, table, chair, cupboard, cup, saucer,jug, tLapot, trrilk bottle, sink, cooker, pan, cttrdboard box, toLrstet", kettle, floor

. Cupy and cut up a set of eEosl-tt-lxo picturcs and a set of r-oocERs for each group of 3 .l students in -vour class.
Materials and preparation How to use the game

. Check that -vour studcnts are familiar with the grammar in the Grarnmar point and Other structures and with the n'ords listed under Vocabulary, above. . Divide the class into groups of 3 -l students. . Give each group a set of BEDSITLT\\I)pictures and ask them to take one each. . In groups of 3, one person il'ill have to take tu'o BEDSITLANI)pictures. . They should not shou' their pictr-rrcs to each other. . Give each group a set of LoD(;ERS. Tell them these eight iodgers live in thc eight rooms in the house. . Ask them to spread the LctttctRs out on the table where thev can a1l scc thcm. . The object of the garne is to decide rvhich lodger lives in which room. . They first look at the ir o\\'n litDst-t.L.lxn picture and decide which t-oncsn lives in i,vhich room, using the objects in the room as clues. . Then they trl to rvork out 'uvherethe othcrs 1ive. To do this they u'ill have to ask each other questions using 'Is there ...' ot 'Are there ...', such as 'Is therecut ashtral' 'Are there a lot of books in Room 2?' it Room 1?' . The game is finished r'r,henthcy have rvorked out u'ho lives where. . Make one copy of the car AND MousE tsoARD,the c,qr ToIiEN and the t\vo IIOUSE'I'OKENS,and two copies of the crt' AND \rousE pIcruRE, for each pair of students 'roKENS. You will also in -vour class. Cut apart the for each oarr. need a dice
How to use the game
RULEsTHTE-Er]
. Check that .vour students are familiar with dre grammar in thc Gramrnar point and Other structures and rvith the n'ords listcd under Vocabulary, above. . D i v i d c t h e c l a s si n t o p a i r s . . Give each pair a c.\T AND IIOUSE BOARD,a dice, a cA.r -I'oKEN and one rlousE TOKEN. . Ask them to decide which of them will be the cat and ll,hich the lnouse. . They should place their tokens on START. . Now give all the students a c.{T AND A.lousE prcruRE, 'mice' another r'rousE ToIiEN. and give the . The 'mice' should place their secondlrousE ToKEN an]'r,vherethey like on their picture (keeping it carefully 'cats'!). hidden from the . The object of the garne is for the 'cat' to try to catch the 'mouse', and the 'rnouse' to try to escape frorn the 'cat'. . The 'mouse'begins. He should shake the dice and move.the appropriate number of squares round the board, missing out the POUNCE squares. . If he lands on a SCURRY square, he may, if he wants, move the mouse to another place on his picture. . Then it is the 'cat's' turn. She should roll the dice and
IE Placeprepositions:
in, at, under, etc.
Type of activity Pairwork, board game Grammar point and phrases Placeprepositions opposire, in, at, ort, ttnder,belou, next to, near, ahctL,e, of beside, the rightile.fr on behind,in front o;t',
lnove the appropriate number of squares, missing out the SCURRY squares. . If she lands on a POUNCE square, she can ask the 'mouse' a question about his whereabouts, e.g. 'Are you in the box rtear the sink?' or'Are vou on the chair on the
"i.ht ^f tl',' t,'hln)' et,-
. The game cnds when the 'cat' catches the 'mouse' by 'mouse' gets finding his hiding place, or r,vhen the to mousehole. the
19
EOlmperatives
Type of activity
Small group, board game
They may want to change rules to benefit their pair or just to have fun. The obiect of the garne, as in a norrnal is to reach the end first. The pair that does so wins the game. board game,
Grammar point
lmperatives and negative imperatives - we use the infinitive form of the verb for the imperative in commands and instructions: Sit down. Conte here. Tbuch your toes. - we use do not or don't in negative imperatives: Don't laugh.
EEPresentsimple:
Type of activity
Garne 1: Small group, card game Garne 2: lfhole class, information gap game

Parts of the body, e.g. hands, toes,stomach, earst nose' eres' knees, elbow, feet, tongue, head, mouth Game actions and expressions: say (the alphabet backwards), miss (a go), pat $tour heaA1,rub $tour stomach)) go (back three squares), close Qtour eyes), moae, change (the rulesl one instruction), land (on a square), and other actions as invented by students; at the same time, it's your go) counter
Grammar point Present simple

- we use this tense to talk about things that are generally true: Birds lay eggs. Tigers hazse stipes. - we also use it for habits, routines and things that often, sometimes or aiways happen: I go swimming on Sundays. - the present simple is like the infinitive form of the verb (like, want, etc.) except for the third person singular which has an -s (he likes, she wants) etc.) - we use don't or doesn't in the negative: Ilyoulwelthey don't like it. Helshelit doesn't like it.

. Copy a r-AURA'scAME BoARD and set of INs-tRucrroxs for each group of 6 8 students in your class. You will also need a dice for each group, and 3 4 differently coloured counters for each group.
How to use the game
RULES HEET S
Other structures
Game 2: Where do you comefrom? lY4tat's that like?
. Check that your students are familiar with the grammar point and with the words listed in the Gramrnar under Vocabulary, above. You can write the vocabulary up on the board for their reference. . Divide the students into groups of 6-8 players. . Ask players in each group to group themselves in pairs. . Tell them they are playing together in these pairs against the other pairs in the group. . Give each group a I-AURA'SGAME BOARD,a set of rNsrRUCTIoNs and a dice. Give each pair in the group a differently coloured counter. . Ask all pairs to put their counters on START. . Tell them to begin playing by shaking the dice and moving the counters round the board. . When they land on a shape (triangle, circie, square or diamond) they should obey the instruction for that shape. Then it is the next pair's turn. . \7hen a pair lands on '!', they may choose one of the to TNSTRUCTIoNS change, for example, changing the parts of the body when landing on a circle. . The only condition is that they may not make an instruction that allows a pair to move more than four squares forward, or straight to FINISH.
Vocabulary
Game 1: general knowledge about countries, animals, the body, science, etc. The following words are accompanied by pictures: penguins, polar bears, kangaroos, tigers, zebras, leopards, pandas, cats, fish, frogs, flies, spiders, birds, insects, SouthlNorth Pole, Australia, China, India, Sottth America, stripes, spots, bamboo, rice, tea, cffie, legs, cgg\ moon, earth, sun, light, sound, water, degrees(o), plant, sunlight Students will need to know these verbs: liae, freeze, haae, eat, grozo, go, traael, boil, need Game 2'.planet, ntountains, grass,trees,water, insects, insect lifu, bt1ds, bird life, sun, moon; telephones, signs,food, wilk, radios, guide, beetles,lights, flying chairs, woolly hats; haae, go round, write, use tools, speak, eat, need, communicate, drink, walk, ffattel, wear

. For Garne 1, copy and cut up a set ofpRearv racts canls and a set ofvERe cARDS for each group of 3-4 students in your class. . For Garne 2, copy a soIAR sYSTEI,I u,Ll for every student in the class. Copy one IL{NET ceRo and one INHABITANTSCARD fbr everV Student and cut up these cards.
20

Note: Garne 1 practises the affirmative; Garne 2 practises the affirmative and negative.
Part 1 . Give each student a soLARsysrEM lrqp and a

PLANET CARD. . Ask them to read the pr-qNn.t caRo and work out which planet on the soL{R sysrEM rLlp they come from. They should mark it with its name on the map. . Ask them to rake their soL"\R sysrEM mt PLANET cano) and to stand up. (but not the
GAME 1
RULES HEET S
. Check that your students are familiar with the grammar in the Grarnmar point and with the words listed under Vocabulary for Game 1. . Divide the class into groups of 3 4. . Give each group a set of t RgRKy FACTScRRos and a set ofvens cARDS. . Ask them to deai out eight FREAKv FACTScARDS to each player and to spread the rest face down on the table. . They should place the \ERB cARDSface down in a pile on the table. . The object of the garne is to make sentences using a verb frorn a vERB cARD to cornbine two of the FREAKY FACTS CARDS. . Each player should take it in turn to pick up a vERB CARD from the pile. . She should take two FREAKy FACTScARDS from her hand and make a sentence with them using the vrRn CARD to connect them (and adding any other words 'The she likes), e.g.'Tigers have stripes.' earth goesround 'Polar the sun.' bears liae near the North Pole.' 'Pandas live in China.' . To make some sentences she will need an extra 'es' card. 's' or
. The object of this part of the garne is to narne all the planets on the rnap. . Students can do this by talking to each other and describing their planet using affirmative and negative statements such as: Sl: IX'4tere you comefrom? do 32: Tharg. Sl: IX/hat'sthat like? 32: Well, it doesn't haz;e any mountains and it doesn't have any grass. But it has trees and water. Sl: Is it planet number 2? 52: No, Tharg doesn't go round the sun. etc. . The students must not show their solqR sysrEM I,L{ps to each other, nor say the number of their planet. . When they have written in the names of all the planets on their map, ask them to sit down. Part 2 . When everyone is sitting down, give each student an INHABITANTScann. This card should not corresoond to the IIANET cARD they already have. . Tell them that they are each on a mission in outer space and they have each found an alien (the one on their INHABITANTSceRl) from another planet who is lost in space. He/she doesn't speak their language so they don't know where he/she comes from. . The object of this part of the garne is to find out which planet the alien is from and return hirn/her to it. . To do this they will have to stand up and move around 'radioing' the class each of the other planets rill they find out which planet the alien is from- They could say: Sl 32 Spaceship Deha to Gamma 3 Yes. Go ahead. Are you receiz;ingme?
. She will find that sometimes she holds the right combination of cards to make a fact easily, e.g. Cats eat fish, but sometimes she will not have the right combination of cards to make an obvious fact. 'invent' In this case she should a fact. e.g. Tigerseat fish, and try to persuade the others that it is true. (She will obviously have more chance with a 'believable' fact like the above than with obviouslv false statements like Birds hatte 8 legsl) . If the group accept the 'fact' as true or possibly true, she may discard the cards and take another two FREAKv FACTSCARDSfrom those on the table. . If the group reject the sentence, she must keep the cards but may change as many FREAKv FACTScARDS as she likes from her hand with those spread out on the table. The cards that she outs back on the table must be face down. . Then the turn passes to the next player. . The winner is the player who gets rid of all her cards first.
Sl: We haz,ean alien here. He has two heads andfour arms. But he doesn't hazte any feet. He's in a fllting chair. 32: Yes!He\ from Plarg. Can you bring him back? Variation . You can play this game in a more static version by seating students in groups of 8 or fewer around tables. For 8 students, make eight copies of the sor-cn sysrEM A.Ltp, and a copy of each of the eight pr-ANET cARDS and INHReit-Alirs CARDS.For groups offewer than 8, make one copy of the soLA.RsysrEM l n and white out any unwanted planets. Use this as your master to make the required number of copies. Select pt-tNpT cARDS and rNHaettaNTS cARDS to correspond with the map.
GAME 2
Note: This is a whole-class activity. . Check that your students are familiar with the grammar under Other structures and with the words listed under Vocabulary for Game 2.
21
EEPresentsimple:
yes/no questions
Type of activity
Pairwork. matching and memorl' gamc
Pair B should quiz Pla1'er I about Player 2's ans\\'ers,e.g. 'Does like icc crednt?'They may use the cards as cues, he Pla-ver 1 must tr)r to remember. \flhcn she has ans'nl'crcd,Plal,er 2 ma1' say whether she r.vasright or not. 2 The-v can then ask Pla--ver about Player 1, and Player I can confirm or disagree s'ith the answer. Pair B should keep a score of dre number of right answers that Pair A give about each other. Then it is Pair A's turn to question pair B. The pair who got the most right answers at the end are the u'inncrs.
Grammar point
Present simple questions we use do and doesto form questions in the present simple: Do Ilyoulwelthey like ... ? Does helshelitlike ... ? - note that we put the subject (1, -,-ott,etc.) after do and does
Other structures
1do. ,\1L I don't. Short answers: Ye.r,
Vocabulary
Places, things, activities: ice crean,.football, cat, dog, g/a-sse.s, guitar, PiLttto, club, theatre,bicycle,tear tennis,cltess,stantps, c Ia rtg t tages, o.lfi e. ch t t olalc. *zr'. loqgi tt g Activity verbs: p/a1,, watch, go (clubbinglto the theatre), gct up, ride la biq'tle\, tollecr. sptak, iLttt'k.driz'( Other verbs: like, enjoy, haxe, zcear
EEPresentsimple:
whquestions
Type of activity Small group, matching game Grammar point Present simplc zr,ft-questtons w-e form thcsc questicrns u'ith do and does: liue? Wtere do Itl,ouiweithe-t' Where does hetshelitlite? \ve put the subject (1, /ri, etc.) after do and docs question u'ords (arlro, u,here,uhj, tuhat, hou, tuhen) go at the beginning of the question

. Copy and cut up one set of cul caRns lbr each pair of students in your class. Each pair u'ill need a sheet of paper and a pen or pencil.
How to use the game

. Check that I'our students are familiar lr'ith the grammar in the Grarnrnar point and Other structures and with the q'ords listed under Vocabulary, above. You can u'rite the verbs, from the list, on the board for students to refer to. . Divide the class into pairs. . Give each pair a set of cuE cARDS. . Ask them to put them in a pile face dorvn on the tab1e. . Player I should take the top card and look at dre picture, then ask Player 2 a question based on the picture, 'Do you l;ke e.g. (picking up the picture of an ice cream) ice creant?' . Player 2 should answer and ask Player 1 the same 'I?s, I do. Do 1'ou?' question, e.g. . The object of the garne is to ask and answer as many questions as possible. . Players should take it in turns to pick up cards from the pile. . Give a time limit, sav three minutes.
Other structures
\flith things that are gcnerall.v true, \r'e use .l or thc plural: A hedgehog rolls ittto a ball. Tigers liae in India.
Vocabulary
Arimals (the names of these animals are given on the cards): elephants, tigers, horse, ouls, girafes, camel, frogs, hedgehog, pLtlar bears,pettgttirt turtles, bees,hantsters, birds,geese, These u.'ords are also given on the cards: India, Africa, tees, ilate\ hole, beach,hone1,, hay, grass,leaJ'lleates, food, spring, autunln, snou; rcach, store,catch (/lies'),roll (into a balD; dark Students will need to know these u.ords to make the questions for the game (the-v can be q'ritten up on the board): lir-te,eat, la1 (eggs),fl15 keep,Jur, lortg necks, ltuntp, cheeks, bqgc1'cs,lortg tongues

. Copy and cut up onc set of lNtllqI- IICTURES and one A\s\\-ERS for each group of 3 4 students set of aNtir,t,rrin the class.
At the end of this time, join pairs together with another pair. Pair A should put their chairs so they are back to back and cannot see each other.
22
How to use the game
S RULES HEET

. Copy and cut up one set of t'acxtllc PICTURES, one suITCASEand one cHECKLISTfor each group of j-4 students in your class. Put all the PAcKING PICTURES that you have copicd together and mix them up.
. Check that your students are familiar r"'ith the grammar in the Grarnmar point and Other structures and with the words listed under Vocabulary for this game. . Divide the students into groups of 3.-4. . Give each group a set of axlNlLL t,tc-ruRgs and
ANIMAL ANS\\''ERS.
How to use the game
[jg!51]**--l
. They should spread the A\INIAL ANSwERS out face up face down on the table and put the ANI\,L\L PICTURES in a pile. . Players should take it in turns to turn up a card from the ANIMAL PICI'uRESpile and lay it on the table. . The the the and obf ect of the game is to find a question for pICTURE that rnatches one ofthe ANSwERS on table. Questions rnust begin with a ztsh- word use do or does.
. Check that your students are familiar with the grammar in the Grarnrnar point and Other structures and with the u'ords listed under Vocabulary for this game. . Divide your class into groups of 3-4. . Give each group a sUITCIASE and a r:uscKLISt. . Tell them the-v are going on holiday and this is their packing list. . Ask tu'o plavers in each group to take the surrcasn and the other t\\'o to take the cIlECKLlsr. (In a group of 3, or one play'er can take either the sLrn-cASE *re cHEcr<usr.) . Give out the mixed-up PACKINGI']ICTURES the players to pictures to each pair. with the suitcases onl.v 12 Because the pacrctNc PI(t'fuREShave been mixed up, each group will be missing some items and have more than one of othcr items. . The pair should spread the racrtNc; PI(lruRES out where they can both see them, but conceal them from the other pair in their group. . The obiect of the garne is to 'pack' the sulrcAsE with all the iterns on the cHECKLIST. . The pair n'ith the cHECKLISI' should ask the other pair if they have items on the list, e.g.'We needsomesuncreanl. Hatte ue got any (suncrednt)?' . The players with the sUITCASEand t'aczuNc PICTURES 'Yes,we'aegot sonte.' or'No, we should answer, e.g. got ttny.' haren't . If they have an item, they can put it in the SUITCASE and the pla-versrvith the cHECKLIST can tick it off. . If they haven't got an item, the players with the cHtscKlIST should underline or circie the item. . If they have more than one of any item, they should put but keep the other on the table. one in thc suITCASh,, . $flhen they have finished going through the cuncrLtst, thel' should decide u,'hat items they need to get, e.g.'l'W htn-ten'tgot.tlry batteries.We needto get some.' -'Yes, and we neetl sonrcpl(lsterstoo.' . Groups may then send out two players to go to other groups to try to obtain those items. . They should visit other groups and ask for items, Hatte you got any?', c.g.'We needsonteshdntpoo. . Groups can give away any of the items not in their suITCASl. (Items do not need to be exchanged they can be given away.) . The group to finish packing first are the winners.
. The player who can do this correctly frrst, for example by asking (matching a picture of a tiger with the answer 'II/here do tigers lite?', rnay keep both cards. India) . The plaver with most cards at the end is the wtnner.
EEIsome and any

Type of activity
Small group, exchanging and collecting game
Grammar point
sorne and any - we use some and azy with plural nouns (sonte pills, any batteries) and uncountable nouns (sotnentoney, any shamPoo) - we use sornein affirmative statements (I haxe sorne money), in offers (Wotid you like sorne ntoney?) and requests (Can you gioe me sorne monel'?) - we use any in negative statements (I haxen't got any ntoney) and in questions, except for offers and requests (Have you got any money?) - some and any may be used on their own without a noun when the noun has been previously mentioned: I haaen't got any shampoo. Haxe you got any?
Other structures
need'.We need somestarn4s. haae got in questions and short ans\{'ers
Vocabulary
Holiday necessities:film, suncream, insectrepellent,tltoilq)' plasters, batteries, shampoo, toothpdste, soap, travel pills, (These words are provided in the game.) aspirin, rlssz.res
23
El uow much ..,? and

How many ...?
Type of activity gapgame information Pairwork, Grammar point
Hoz.u rnuch... 2 and Hozts ntany ... ? - we use hou much with uncountable nouns: How rnuch flour ... ? we use how ntanl' with plural nouns: How many apples ... ?
EEI Quantifiers: much,

many, a lot of, a few, etc.
Type of activity
Small group, board game
Grammar point
tttuch, ?natay, not ntuch, not rnany, a little, a lot (oJ), not a lot (oJ), afeu; - we use much with uncountable nouns: tnuch time - we use many with plural nouns: tnany books - we use a lot of with uncountable and plural nouns: a lot of time a lot of books - much and many tend to be used in questions and negatives. In affirmative statements we tend to use a lot of rnstead of much or many. - a few (meaning 'not many') is used with plural nouns: afeza books - a little (meaning 'not much') is used with uncountable nouns: a little time
Other structures
haxegot Thereislare... Vocabulary tea' Shop goods: apples, flour, cffie, jam, sottp'oratTges' sugar,bread tomatoes, Amounts: gram, loaflloaaes jar, rin bag,packer, Containers:

. Copy and cut up a set ofcupsoaRD PICTURES and B) (A for each pair of students in your class.
Other structures
haae got: affirmative. negativc. questions There is arc: affirmative, negative, questions Present simple: affirmative, negative, questions
Vocabulary
How to use the game

. Check that your students are famiiiar with the grammar point and Other structures and in the Grammar the words listed under Vocabulary, above. with . Divide the class into patrs. . Give cupBoARD picruRn A to one student in each pair and cupgoaRo pICTUREB to the other student. Thev should not show their pictures to each other. . The object of the game is to find as many differences as possible between the two pictures. . To do this they will have to ask questions about each other's pictures, e.g.'Hozu many apples are there in your 'How much cupboard?' , flour is there in your cupboard?' 'There are fiae apples in my cupboard.' answer, e.g. and or'I'z:e got 500 grams o;f flour.' . There are eight differences.
These words are provided on the board: brothers,ntone)), books, letters, cffie, tea, languages, hobbies, rooms, rain, pets, kilometres, time, exercise,problems, good friends, aunts, prograntntes, sisters frce ritne, lrolidays. releaision

. Copy a eUESTIoNS BoARD and a set of l,rucu oR \,LA.NY carus for each group of 3 4 students in your class. Cut up the uucn oR MANv cARDS. For each group you will need a dice and 3-4 differentlv coloured counters.
How to use the game
tluLrssHEEi_l
. Check that your students are familiar with the grammar point and Other structures and in the Grarnrnar above. with the words listed under Vocabulary, . Divide the class into groups of 3-4. . Give each group a eIJESTIoNSBoARD, a dice and a shufled set of llucu oR MANy cARDS. Give each student a differently coloured counter. . Ask them to place their counters on START and to cARDS to each student. deal out five uucn oR I,LA.Ny . The rest of the cards should be placed in a pile face down. . Player I throws the dice and moves forward that number of squares. . The object of the garne is to rnatch picture squares and nucu oR MANY CARDS to rnake questions.
24
\Xlhen a player lands on a picture square he should look at the MUCH oR r'IANy cARDS in his hand to see if he can make a question to ask one of the other players. For example, if he lands on 'books' and he has a 'How many' card he can make a question such as 'How many books haae you got?' ot'Hou many books do you read eaery month?' He can ask any of the other piayers, u'ho must reply, e.g. 'I don't haxe many books.' or 'N'ot many!' or '(I reaQ two books (eaeryt month).'or'(1 reaQ a lot (of books).'The player can then put his card down on the 'Hou'much' table in front of him. But, if he only has cards in his hand, he cannot make the question and must take a card from the pile and miss a go. Then it is the next player's turn. The player who uses all the cards in his hand first is the winner.

. For Game 1, copy and cut up one set of pEopLE carus and one set of rRnqutNcy cARDS for each pair of students in your class. Each pair will need a sheet of paper and a pen or pencil. . For Game 2, copy one sheet of caLENoaRS and one set of pEopLs prc'ruREs for each pair of students in the class. Cut up the pBoplE prcruR-Es.

. Check that your students are familiar with the grammar point and with the words listed in the Grammar under Vocabulary for this game.
GAME 1 . Divide the classinto oairs
RULES sHEEr
. Give each pair a set of pEopLE caRns and a set of FREQUENCY CARDS.Ask them to put them in two separate piles face down on the table.
EllFrequencyadverbs:
always, sometimet etc.
Type of activity
Pairwork and small groups, connecting game Pairwork/whole class, information gap game
. Player I should take the top card from each pile and put them face up on the table for both players to see. . The object of the garne is to rnake a true or false sentence cornbining the two phrases. . Players should take it in turns to take the top card from each pile and make a sentence using the words 'A on the cards, e.g. lot of my friends go skating on Friday nighrs.' or'My bossoften shouts.' . They should keep a list of their sentences as they say them. . Then get each pair to work with another parr. . Each pair in the group should take it in turns to read their sentences out. . Each pair should guess whether the other pair's sentences are true or false. . If they are right they get a point. If they are wrong, the other pair get a point. . The pair with most points at the end is the winner.
Grammar point * phrases simple frequency adverbs adverbial and Present

- frequency adverbs (always, often, frequently, usually, sometintes, occasionally,rarely, nexer, etc.) precede the verb (1 nezter eat fish), and the main verb in questions (Do you sotnetitnes go skating?) - adverbial phrases (ez;eryday, once a ueek, twice a week, on Sundays, on Monday nights, etc.) go at the end of the sentence: I go swimming on Tuesdays.
Other structures
None
Vocabulary
Garne 1: Family and friends: brother, sister,aunt, uncle, parents) cousin, friend, neighbours Other people: boss,teacher,children, politicians, babies, people, group, British Animals: dogs, sheep, cat Game 2: theate, ballet, orchestra, church, Italian lessons, ztiolin, skating, birdwatching, parachuting, hiking, canoei rtg, yoga, football, boxing, art, cookery, philosophy, astononty, clinic, sewing, finance, climbing Garnes I and 2: Activitv expressions: go walking I birdwatching I swimming I hiking I parachuting, go to a class I to church I to the clinic I to the hairdresser I to orchesta practice I to the ballet I to the theatre, do astronomy I yoga, play football I tennis
Variation
. You can adapt this game to practise only the frequency adverbs (always, often, frequently, usually, sontetin tes, occasionally,rarely, neaer) if you prefer. Simply discard the adverbial phrases (on Saturday nighrs, etc.) from the FREeUENCvcARDS and copy more of the adverbs.
GAME 2
. Divide the students into pairs. . Give one student in each pair (Student A) a sheet of cALENDARS.He should not let his partner see it. . Give the other student (Student B) a set of psopLE, PICTURES. She should spread these out on the table in a way that she, but not her partner, can see them.
25
. The obiect of the garne is to match the prcrunes

to the CALENDARS. . Student A begins. He should describe the activities in 'FIe the first calendar in his sheet of calexoans, e.g. sometimesgoes to the theatre. He goes to ballet lessonsonce a week I eaery Tuesday.' . Student B should look at her ppopLn PICTURES see if to to this description. she has a picture that corresponds . She should give this to Student A, who should put it on the correct calendar. . Halfivay through, the students can exchange roles (Student B has the set of cRLExoaRs and Student A the PICTURES).
Other structures
None
Vocabulary
these words are provided in the Actions and feelings (a11 game): arriz,ing, feeling (happylwelllsaQ, tying (ro learn Spanish), practising (her Spanish in the market), haxing (a siesta), spending (all her money), learning (to windsurf I to ride bikes), enjoying (Spanish food I rhe tour), playing (z,olley al[), burying b

. Copy one set of caprroN cRRos and one PHoro ALBUN'I (left and right pages) for each group of 3-4 students in your class. Cut up the cAPTIoN cARDS, keeping the pEopLE caRos and vERB CARDSseparate.
Variation
. If you prefer a whole-class activity for this game, copy and cut out as many calendars from the CALENDARS sheet as you have students in the class, and copy the Give each student an corresponding pEopLE PICTURES. individual calendar and one of the pgopr-E PIC'I'URES (not the picture that corresponds with their calendar). They should then go round the class trying to find the 'lost' the calendar that they have, by person who has asking and answering questions. e.g: go Sl: Do you sometinles skating? 32:. Yes! Sl And do you go birduatching at weekends? S2: Yes! I loae birdwatching. Sl: Is this your calendar?
How to use the game
RULES HEET S
. 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 groups of 3-4. . Give each group a PHoro ALBUM and a set ofcep.ltox cARDS, separated into psopLE, cARDS and vERB cARDS. . Ask each group to put both pages of the PHoro ALBUNI face up on the table where they can all see them. . Ask them to take the pEoPLE caRls and to spread them out face up on the table. . Ask them to take the vERB cRRns and to spread them out face down on the table. . Players then take it in turns to turn up the vERB cARDS, one at a time. They should leave the cards face up. . The object of the garne is to make a caption for each photo, using the cAPTIoN cARDS. Each caption is made up of three cards. . The players should look at the cards on the table and try to spot a combination of caprroN cARDS that makes a sentence that describes one of the photos, e.g. for photo 1: We are arrizting in Spain. . When one of them 'spots' a caption, she should say the words and point to the photo. . The first player to do this can put the appropriate cAprIoN canos under the photo and claim a point. . The player with the most points at the end is the winner.
EEIPresentcontinuous:
Type of activity
Small group, ordering game
Grammar point
Present continuous - we can use this tense to talk about ongoing actions and feelings: I'rn reading. She's u:atching TV He's feeling sad. - we form the present continuous with the present tense forms of be + [verb]-ing'.I'n lyou're lhe's lshe's I we're lthey're + [verb]-ing we can form the negative like this: I'm not I you're not (or you aren't) I he's ttot (or he isn't) I she'snot (or she isn't) I we're not (or we aren't) I they're not (or they aren't) + [verb]-rag
Variation
. This can be played as a team game, where the first group to match all the photos and captions correctly wins the game.
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EEPresentcontinuous:
yes/no questions
Type of activity
Small group, lotto game
EOPresentcontinuous:
whquestions
Type of activity game Smallgroup,ordering and matching Grammar point
Present continuous zr'lz-questions the word order is changed in questions: lVhat ate youlzuelthey + [verb]-ing? LVherearn I + lverbl-ing? lY./henis helshe + fverb]-ing? - question words (what, uho, when, why, where, how, which) come at the beginning of the question
Grammar point
Present continuous questions the word order is changed in questions: + Are Stottiucithg-1, [verb]-iiig? Am I + [verb]-l)rg? Is heishelit + [verb]-rizg)
Other structures
Present continuous negatives: He isn't dancing.
Vocabulary
Activities : dancing, rtmning, .jumping, kicking (a baltl, drinking, typittg, singing, climbing (d tee), ironing, cooking, washing ttp, riding (a bike), driz-ing, eating, writing, playing (the gtital, painting, sleepittg, shopping, uatching (Tl), reading, Jighting, skating, repairing (a car)
Other structures
None
Vocabulary
Actions: crying, smiling, looking (at), talking (to), running, thinking, buging, writing (to), cooking, standing (ort), screaming (at), going (These verbs are provided on the cards.) Also: watch, see, catch, dreaming, trying (to reach); sad, film, hot-air balloon, bus, flouers, fried eggs, cupboard, ghost

. Copy and cut up one set of four Lorro eoaRDs and IICTURES for each group of 3 4 one set of 24 lolro students in 1'our class. For groups of 3, discard one board and its set of six picture cards.

I
How to use the game
RULES HEET S
. Check that your students are familiar r.l'ith the grammar in the Gramrnar point and Other structures and with the words listed under Vocabulary, above. You can write the u'ords on the class board for the students to refer to. . Divide the students into groups of 3-4. . Give each group a set of Lorro LOTTO PICTURES. BOARDS and a set of
. Copy and cut up one set ofplc.tunp eUESTIONS,one set of ptc-tuRl, ANS!ilERS and one set of woRo cARDS for each group of 3-4 students in your class.
How to use the game

Part 1
t RriLEs sHEErl
. Check that your students are familiar with the grammar point and with the words listed in the Grarnrnar under Vocabulary, above. . Divide the class into groups of 3-4 students. . Give each group a set of IICTURE eUESTIoNS and a set ofshuffled \roRD cARDS. . Ask them to spread out the \(/oRD cARDS face up on the table where they can all see them. . Ask them to put the IICTURE eUESTIoNSface down in a pile on the table. . The object of this part of the garne is to make an question using four wono carus for appropriate each picture. . Player I should turn up the first rICTURE euESTioN and put it face up on the table where everyone in the group can see it. . The first player to see the four wono canos that make an appropriate question for the picture should say the question. If the others agree it is correct, he can then take the four vroru canos and the prcrunr euESTIoNj placing the picture in front of him with the four wonD cARps underneath.
. They should put the LOTTo pICTURES face dou'n in a pile on the table and take one LOTTo uolRl each. . The object of the garne is to rnatch the pictures in the pile with the pictures on the boards. . Player 1 begins. He takes a picture from the pile and, without showing it to the others, tells them three things that aren't happening in dre picture, e.g.'He isn't dar'tcing.He's not eating. He isn't laughing.' . The other players then ask questions to find if the card '1s he cooking?' corresponds to one on their boards, e.g. 'Is 'Is he driz;ing?' he zuriting?' . The player u'ho gets the answer 'Vs' may take the picture and place it on her board on the matching square. . Then it is the next pla.ver'sturn to pick up a picture and say what is not happening in his picture. . If any player picks up a picture that matches one on her own board, she should replace it at the bottom of the pile and take another. . The player rvho completes his board first is the wrnner.
27
. Then it is the next player's turn to turn up a IICTURE QUESTION. . The player u'ith most woRD cARDS at the end is the winner.

. Copy and cut up one set oflon caRts and one set of ACTION IICTURES for each group of 3-4 students in your class.
I
Part 2
RULES HEET S
. V/hen they have made all the questions correctly, ask them to put away the \x'oRD caRos and give each group a set of PICTUREANS\vERS. . Ask them to put the IICTURE euESTIONSface down in a pile on the table and to deal out all the ptcrune ANS$(/ERS the players. to . The object of this part of the game is to rnatch question and answer. . Player I takes the first pICTUREQUESTIoNfrom the pile and asks the question, without showing dre others the card. . The player who thinks she has the right IICTURE ANS\x,T,R 'llet crying because he's uatching a sad can reply, e.g. The other players can check that the question film.' and answer cards match; if they do, she can keep the pair of cards. . Then it is the next player's turn to turn up a PICTURE eUESTI()Nand ask the question.
How to use the game
RULES HEET S
. Check that your students are familiar with the grammar in the Grarnrnar point and with the expressions listed under Vocabulary for this game. . Divide the class into groups of 3 4. . Give each group a set of 1on canos and a set of ACTION PICTURES. . Ask them to place the JoB cRnos in a pile face down in the centre of the table and to deal out all the acrroN PICTURES the players. to . The obiect of the garne is to rnatch 1on cRnos and ACTION PICTURES. . Player I should take a 1on c,qRn from the pile and look at it, without showing the others. He should give the others three clues about what the person on his Joe caRo does for a living and any likes, hobbies or habits 'He wears a unform. He driaes a bus. he can see, e.g. He likes chocolate.' Then he asks'll/hat is he doing now?' . The player holding the matching ACTIoN IICTURE can answer, e.g.'He's doing sontegardening.', and produce the card. . If she is correct, she can keep both matching cards (.Joecano and acrrclN t,tcrunr). If she is wrong, she must give her actIoN IICTURE to Player 1. . Then it is the next player's turn to draw a JoB cARD from the pile. . The olaver with most cards at the end is the winner.
E[ Presentsimple or
present continuous
Type of activity
Grammar point
Present continuous or present simple - we use the present simple to taik about actions repeated every day, often, or sometimes (I get up at 7.30 eaery morning) and about feelings (He lihes chocolate) we use the present continuous for ongoing actions taking place at the time of speaking: She can't conle to the phone nowl she's haz:ing tt bath.
EE can and can't

Type of activity
Vhole class/small group, collecting game

$ilork activities'. drive (a btts), delixer (letters), repair (cars), teach (maths), work (in a restaurant I in an olfice I on a building site I in a shop), painr (picuues), direct (films), fly clean (windows), zuear(a unfornt) Qtlanes), I I Llkes: like (chocolateIdogs musicIcoffee bikesI ballet[t'ilntsI catsI chewing gumlbooks) Common actions: do (somegardening), eat (lwtch), drink (cffie), driae (a car), read (a book), watch (balletlafilmlTV), talk (on the phone), play (tennislfootballlgolfl, ride (a bike)
Grammar point
can and can't can has no -s in the third person: I lyoulhelshelitlweltheycan ... the negative of can is cannot or can't the word order is changed in questions: Can Ilyoulhelshelitlwelthel ... ? canlcannotlcar't are followed by an infinitive (without ro): I can szpitn run'jump. can is used without an infinitive in short answers: Can you swim? - Yes,I can. 'r we use canlcannotlcan to talk about abilities (I can swimlcooklsew), and to ask and give or refuse permission (Can I join your team? - Yes, you can. I No, you can't.)
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Other structures
None
. The other teams must guess what the team does, e.g.'You're a ciruts teant.'
Vocabulary
Activities: .juggle, ride (a horse), somersauh I turn (weighn), run, somersauhs,walk (the tightope), eat (ffue),Li.ft do (the long jump I the high jump I gltrnnasrics),swim, throw (the jaaelin), play (rhe violitt I the piano I the guita), make conduct (an orchestra),sing, dance, cook, sezt,, (furniture), sail (a boat), spin, weaxe, gizte (firsr aiQ Llso'. desert island, castazuay
Variation
. If you prefer to play this game in a more static version) divide the class into groups of 3 4 and give each group a set of -r-nal,t carus and a set of -rar-sx.r IICTL-RES. They should take one TEAM cARD each and put the TALENT IICTURES face down in a pile in the centre of the table. . The object ofthe garne is to collect a set ofraLpxr PICTURES that correspond with the tearn rnembers on the TEAM CARD. . Player I takes one TALENT IICTLRE from the pile, without showing it to the others. He should check if the picture matches one of the six talents on his rr,Rlt cano. If it does, he should replace the card at the bottom of the pile and take another. . When he has a picture ttrat does not match the talents on his rna"r'r CARD, the others may ask questions, 'Can you e.g.'Can you juggle?' cooA?'based on the list on their TEAI'{ cARD. . The player who asks the question that gets the answer 'Yes' may keep the picture and add it to her'team'. . Then it is the next player's turn to turn up a TALENT PICTURE. . The winner is the player who gets her 'team' together first. . At the end, players can go through their raI-eNr 'introducing' PICTURES their teams to each other, e.g.'He can juggle.' etc., but not say what their team is. . The other players must guess what each team does.

. Whole class: first mentally divide your class into four teams. For each team, copy and cut up enough reer,r caRps and their correspondingIALENT rICTURES for each student to have one of each, e.g. each student who 'clncus will be in the circus team should have the 'crRCUS'TALENT PICTURE. TEtuM' CARD and a different (If there are fewer than 6 in a team, you will have to and white out the make a choice of rar-sNr pICTURES corresponding items from the TEAII cARD. If there are more than 6, simply copy some TAI.ENT PICTURES twice.) . Small groups: if you prefer to play the game in small groups, copy and cut up one set of rgal.r canos IICTURES for each group of and one set ofraLsxr 3 4 students. For groups of 3 students remove one TEA-McARD and its corresponding TALENT IICTURES.
How to use the game

. Check that your students are famiiiar with the grammar in the Grarnrnar point and with the expressions listed under Vocabulary, above. . For a whole-class activity, give each student in the -tnRlt cnno. class a TALENT pICTURE and a . Each student's TALENT pICTUREshould correspond to one of the people described on their TEAM cARD. . The obiect of the garne is for the class to group thernselves into four teams, by finding the other people described on their TEAM cARD. . To do this, they should get up and walk around the 'Can you...?' questions, room, asking other people 'Can you juggle?' 'Can you cook?' e.g. . Players can answer 'Yes, I can.' or'Aro I can't.' or offer 'I information, e.g. can't juggle but I can ualk the tightrope! joit your circus?' Can I . When they find someone who has one of the abilities described on the card, they should join together and go in search of more people to join their team. . When everyone has joined a team, ask the four teams to go to different corners of the room. . Ask each team member to describe the abilities of the person or people standing next to them, e.g. 'He can juggk.' 'She can ride a horse.' 'They can both walk the tightope.'
EE must, m.tstnt and needn't

Type of activity
Grammar point
tnust, tttustn't and needn't - must has no -s in the third person: I lyouI heIshe lweI thelt nr.ust ... lit - the negative of rnust is tttust not or ntustn't - an alternative form to doldoesnot need to is needn't: You do not need to run. You needn't run. - mltstlmustn'tlneedn't are followed by an infinitive (without ro): I musr buy somefood today. You mustn't be late. You needn't do any shopping. we use nlust to tell people to do things - ntustn't is used to tell people not to do things needn't is used to say there is no obligation/necessity to do something
29
Other structures
Comparatives'. eat trtore) do tnore exercise
EEI was and were

Type of activity Garne 1: Vhole class/small group, ordering game Garne 2: Small group. guessing gamc
Vocabulary
(These words and expressions are provided on the cards.) Activities: do my homework, clean the house, cut the grass, go on a diet, do the shoppittg, seenry bank ntanager' go to the dentist, haae a holidalt, haae a good night's sleep, do ntore exercise,eat more, wash my hair, get up early toddy, rush, take warm clothes, go to the bank Transgressions'. be late again, forget to phone the taael agent, lose my temper,fall asleepin the meeting, spend a lot oJ monelt on holiday, spend a lot of time watching Tll lose the ke1,s, burn the dinner, park on that yellow line agairt
Grammar point
zpas and ztsere'. sirnple past of be ro we use zrras and r.aere talk about situations that existed at a definite time in the past in the affirmative the form is: Ilhelsheiit zpas ...) youlztelthelt Tpere ... in the negative thc form is: Ilhelshelit ztsasn't ..., youluelthey zaeren't ... - in questions the u'ord order is changed: Was Ilhe lshelit ... ? Were youlzcelthey ...?

. Copy and cut up one set ofxncesslTY cARDS and one set of RcrroN cARDS for each pair of students in the class.
Other structures
None
Vocabulary
Garne 1: Romancc: in lozte,neeting place, under the clock, hoppt, late, angry, rtrde, sorry (These words are provided on the cards.) Garne 2: Places: in the bath, in the steet, irt a boat (ort the oil sea),on the roo.[, irt the sea, up a sk)tscraper) a rtntnttaitr, in a treela gardenld police car, in hospital, on a horse Also: a.m.. b.m.
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 and expressions listed under Vocabulary, above. . Divide the class into pairs. . Give each pair a set of NECpssITY cARDS and a set of ACTION CARDS. . Ask them to spread the two sets out, face down, in different areas on the table. . They should take it in turns to turn up two cards, one from each set. . The obiect of the garne is to match sentences. rneaningful cards to rnake

. Game 1: Copy and cut up one set of soal opER{ cARDS (v'onos and ptc-ruRr,s) for each group of 3 4 students in the class. . Garne 2: Copy and cut up two sets of srR\NGE BUT lnus cards (pictures with times) for each group of 3-4 students in the class. Cut the times off the bottom of one set of cards for each group.
. If the two 'half sentences' can reasonably be combined, e.g.'I needn't' and'getup early today', or'You mustn't' and'be late again', the player can put them together to 'justifu' his sentence, make a sentence, adding a phrase to I e.g.'I needn't get up early today because don't start work 'You mustn't be late again or your boss until eleaen.' or zaill be angry.' . The player can then collect the two cards. . If the two 'half sentences' can't be combined, or the player can't think of a situation in which they would make sense- e.g.'I rnltstn't' and'do my homeuork' would be hard to combine (though ingenious students may be able to find a reasonl) - the two cards should be left face up on the table. . The next player can then turn up two cards and. try to make a sentence. . Any new 'half sentence' can be combined with one that has previously been turned up and left on the table. . The winner is the player with most cards at the end of the game.

Note: Garne 1 practises affirmative and negative forms; Garne 2 practises questions and negatives. GAME 1 . Check that your students are familiar with the grammar point and with the words and in the Grammar expressions listed under Vocabulary for Game l. . Divide the class into groups of 3 4. . Give each group a set of soAP oPER{ ceRls (n oxns and Rrcrurus). . You can play this as a competitive team game or as a small-group card game.
Team game
. Get each group to spread the PICTURES and the voRDS out on the table. . Tell them the prcruREs and rvoms tell a story and that there is one sentence for each picture. Each sentence is made uo of three w'oRls cards.
30
. The object ofthe garne is to arrange the PICTURES in sequence to tell the story and then to select and order words frorn the woRDS cards to rnake a sentence for each picture. . The group can re-order the IICTURES to match with the sentences if they need to. . The group that does this first is the winner.
Give each group a set ofstruqNGE BUT lnuE cards without the times. Ask them to deai them out equally to all piayers. Now give each group the srp-qNcc BUT TRUE cards with the times on. Ask them to put these in a pile face down in the middle of the table. The obiect of the game is to match STRANGE BUT TRUE cards. the two sets of
Card game
RULEisHTET I
. Get the groups to spread the soAP oPERAPICTURES out face up in the centre of the table, in any order. . They should deal out seven woRDS cards each and put the rest face down to one side of the pICTURES. . The players may look at the \iloRDS in their hands but not show them to the others. . The obiect of the game is to find three wonns cards to make a sentence that tells what is happening in one ofthe PICTURES. . Player I goes first. If he has the right words in his hand to make a sentence about any of the prc-IuRBs, he can lay them down underneath the picture and say the sentence. . The others can comment accept or reject the sentence.
Player I begins. He takes a card from the pile. If it matches one in his hand, he shouid replace it at the bottom of the piie and take another. If it does not match one in his hand, he should look at the card but not show it to the others, and he should 'Guess where I was at ... ask the rest of the group: a.m.lp.m. yesterday.I wasn't and I wasn't . . . . . . . . . . . . . . . ' ( s a y i n gt h e t i m e o n t h e c a r d a n d n a m i n g two places not pictured on the card). The rest of the group have to guess where he was, basing their guesses on the pictures they hoid, e.g.'Were you in the bath?' ThE player with the matching picture, who guesses correctly, can take both cards and discard them. The player who gets rid of her cards first is the wrnner.
. If they agree with it, he can take, from the wonos cards on the table, three new voRDS cards. . If he cannot find the right vonns in his hand, he can exchange as many \(/oRDScards as he likes from the cards on the table. . Then it is the next player's turn. . \7hen every pICTUREhas its sentence, then the players can arrange them to make the story. The story is: 1) They were in loae. (rrcrunl The meeting place was under the clock. (vrcr:oxn 2) He was there at 7 o'clock. (ttcrunr 3) She wasn't there. (vtctuvs.4) 5) lYhere was s/ref (ltcruru He wasn't happy. (vtcluRE 6) She was /are. (rtcrurc 7) He was angry. (rrcrunr 8) She was angry. (rrcrunn 9) 10) He was rrzde. (lrcrunr I l) She was rzda. (tlcrunr She wasn't happy. (rrcruR-E 12) He was sorry. (rrcruRE l3) She still wasn't happy. (rrcrunr 14) He was L)ert sony. (lrcrunn 15) They were in loz.te again. (r'Icrunr 16) (But variations are possible!)
EE Pastsimple:affirmative
and negative
Type of activity
Garne 1: Pairwork and small group, matching game Garne 2: Small group, information gap game
Grammar point
Past simple: affirmative and negative - in the affirmative this tense is formed by adding -ed: walk + usalked, look + Iooked - in the negative this tense is formed wirh did notldidn't: I didn't usalk. She didn't look. there are many common verbs which have irregular past simple forms: go + taent, see+ sazt)
Other structures
None Vocabulary
Common actions: beginlbegan,breaklbroke, bringlbrought, build Ibuih, bugI bottg ht, catchIcaught, com eIcam e, drink Idrank, eatl are, :t'alllfell, findlfound, fly lflezu,forgetlforgor, getlgot, gia eIgav e, goIwent, haa eI h ad, h ear I h eard, leaxeIleft, loseIlo st, makelmade, nteetlmet,pay lpaid, putlput, readlread, ringlrang, saylsaid, seelsazu, selllsold, sitlsat, sleeplslept,speaklspoke, spill Ispih, stand Istood, stick Istuck, rak eI took, tellI told, thinklthought, winlwon, write lwrote
GAME 2 [ RUCasHiE]-_l . Checkthat your students familiarwith the words are

and expressions listed under Vocabulary for Garne 2. . Divide the class into groups of 3 4 students.
31
AIso: Garne l'. job, cup, chocolates'wall, hat, ball, room, tea, spagheti, tase, Jloor, key, Paris, name, book, flowers' yesterday, haae (a bath), o'ul, house, cake, pal (b! cheEte), food, fridge' marryr;t'ilm, car, cloun, tent, chat, glass,water, class,stand up, paper, slice of cake, child, think about, cuplrrophy, letter Garne 2'. hole, wall, mistake, door, plant pot, accident, hantnter, piano kegs, glue, curtains, blowtorch, windou, glass, carpet, paint pot, table, saw, shelaes, fountain, plans, roont, garden, uallPaPer; living need, admit, drop, glue, burn, get (in the way o;f), smash, Itan, walk, saw (in half), pur up, notice; thin, backwards, silly, sorry, not straight, back to front
. Ask them to put these face down in a pile in the centre of the table. . Ask them to take the vERB ivATCH cards and separate them so that only the IAST forms are left. . Check that students have all the PASTcards. Ask them to deal out the pasr- cards equally to all players. . Players may look at their cards. . The object of the garne is to rnatch pictures and verbs, and to rnake a sentence, using the past sirnple, describing the picture. . Player I begins. He takes a card from the pile of ACTIoN IICTURES and lays it face up on the table so that the other players can see it. . A11the players must try to match the correct verb to the picture and to make a sentence in the past, e.g. for the picture of a girl dropping a cup and breaking it, a student 'Sfte broke the cup.' must produce the card broke and say The first to do this may collect the RcltoN PICTURE card and put her vERB MATCH (tasr) card on the discard pile. . The player with most ACTIoN PICTUREcards at the end is the winner.

. Garne 1: Copy and cut up one set ofvsns MATCH cards (rRrsENr and PAST)for each pair of students in the class. Copy and cut up one set of ecrrox PIcTURES (1 and 2) for each group of 4 students; for weaker classeskeep the verbs on the cards as support - for stronger classes cut the verbs off. . Garne 2: Make one copy of the pavE THE BUILDER prcruRr and one copy ofthe cuLPzuT cARDS for each group of 4 10 students in the class. Cut up the CULPRIT CARDS.
Variation . \ilfhenthe students familiarwith the pastforms, are

this game can be played without the vERB MATCH (lasr) cards: students turn up an ACTIoN PICTURE from the piie and the first one to describe it correctiy gets the card. GAME 2 . Check that your students are familiar with the words listed under Vocabulary for Game 2. . Divide students into groups of 4 10. . Give each group a DAVE THE BUILDER ptc-ruRn and a set of cur-pzuT cARDS. Each student should have one cuLPzuT CARD. If the group is smaller than 10, some students will need to take two (or more) cards. . The object of the garne is for each group out who did what. to work

Note: Garne 1 is a simple game to help students memorise irregular pasts; Game 2 practises negative past forms. GAME 1 Part 1 . Check that your students are familiar with the grammar in the Gramrnar point for this game. . Divide the class into pairs. . Give each pair a set of vERB MATCH cards, PnesENT and past. . Ask them to shuffle them and then spread them out face down on the table. . They should take it in turns to turn up two cards at a time. . The object of this part of the garne is to find matching pairs of rasr and pnrsent verbs. . If a player turns up two cards which have the past and present form of the same verb on them, e.g. begin and began, she can pair the cards and collect them. . The player with the most cards at the end is the winner, R U L Es H E E r I S . Check that your students are familiar with the words listed under Vocabulary for Game 1.
. There is one snag - they are only allowed to deny actions; they cannot make positive statements nor ask any questions. Ted, for example, can say'I didn't smash the windou.' or'I didn't burn the curtains.'but 'I not broke the plant pot.' (They must tell the truth though - Ted can't say'I didn't break the plant pot.') . It is up to each group to work out how to solve ttre puzzle. . The group that solves the puzzle first are the winners. . When the puzzle is solved and everyone knows who is guilty, they can all make their excuses, e.g.'I put the fountain in the middle of the room. I had the plans back to front!'
Part 2
. \il1-ren the pairs have finished the first part of the game, join them up n'ith another pair to make a group of 4 (1 PICTURES and 2). and give them a set ofactlox
32
EEPastsimple:
yes/no questions
Type of activity
EZ Pastsimple:
w,h- truestions
!'l r'
Type of activity Small group, lotto game Grammar point Past simple: zlh- questions - question wotds (zohat, why, uhen, uhere,who, how or uhich fthing]) come at the beginning of a question questionswith zlasor werefollowed we can make zu/rb1' the subject: Whenu;ere you in London? questionswith did follor.l,ed we can also make zr,/rby the subject and an infinitive (without ro): lY/here you stay? IX/hodid jtou nteet? did Other structures What kind of: What kind of shoes yotr buy? did What colour: What colout'was it? What colour tie did he wear? Vocabulary plane,funny, toast,cffie, pocket,cup,Italy, year, bike,scared, red, white, bhte, theate, party, pizza, restalffant,mother, night, best friend, ueek,foot, train, aanilla, orange,black, stripes, nice (These words are provided on the cards.) Studentsshould be familiar with a range of common verbs, .9.go, do, eet, get to, like, prefer,buy,find, keep,nleet,go, see. catch.choose
Grammar point
Past simple: yes/no questrons we use did to forrn questions in the past simple (Did I lyoulhelshe litla:elthey ...): Did you go to the cinema? note that we put the subject (1, you, etc.) after did

pizza. rcstatrrant.qttcue lfor a ra.ri\. tinenta, filnt, cafc, coffee. party, gerloffer (a lift), pub, folk concert, ballet, catch (a bus), nightclub

. Copy and cut up the cROSSED par.gs cards for each group of 4 6 students in the class. If using the game with groups of 4 or 5, simply discard one or t\vo cRossED pa.rss cards.
How to use the game

. Check that your students are familiar u'ith the grammar point and with the words and in the Grammar expressions listed under Vocabulary, above. . Divide the class into groups of 4-6 students. . Give each group a set of cRossED p.q-ruscards and ask them to take one each. . They should not show it to the other players. . The card shows u'hat each of them did yesterday evening. . At some point in the evening they met each of the other members of the group. . The object of the garne is for each player to work out where he saw the other players. . To do this they should use the information on their c a r d a n d a s k e a c h o t h e r ' D i d y o u . . . . . . . . . . .y e s t e r d a y 'Did yotr go to Luigi's restaurantyesterdal' eaening?', e.g. eaening?',until they find a place that they both have in common. They must answer onl.v'Yes' or'Nb'. . rWlhenthey find a place they have in common, they can write the other person's name against that place on their card. . The group who are the first to work out u'here evervone saw ever-voneelse wins the game. . The obiect of the garne is to rnake questions match the answers on the ANSwER cARDS. that

. Make one copy of the lorro BOARDS every 4 students for in the class (cut each copy of the sheet to create 4 identical boards). Copy and cut up one set of RxswER caRos for each group of 3 4 students. You will also need a paper bag for each group.
How to use the game
RULES HEET S
. 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 into groups of 3-4 students. . Give each student a Lorro BOARDand give each group one set of ANSU,ER c.qnos and a paper bag. . Ask them to put the ANS\x/ER caRrs in the paper bag.
. Player I begins. He takes a card from the paper bag and reads it out.
33
. The other players must trv to make a past simple or phrase from their question using a question "vord words read out from the Lo'flo BOARDto which the card could be the answer. The first player to do this correctly takcs the card and places it on her LoTTo BoARD. For example ' rf Pizza is read out, a player could use WHAT from the Lorro BoARD and make 'lWat did the question i'ort eat for dinner?' ' In thc event of two pla1'ers asking a question at the same time, the other players can decide which question is the best in terms of grammatical correctness or inventiveness' . Then it is the next pia-ver'sturn to dip in the bag and read out an ANSwER. . Once pla-vershave covered a space on their Lorro BOARD,the-v cannot use that question word or phrase more. an_v . The winner is the player who fi1ls in her Lorro eoaRn first. Note: If you are concerned to restrict the questlons to object questions only and to avoid students making did subject questions (e.g. you $'ant them to ask'I'Y,/ho 'Wo ztisited yott yesterday?'), yott xisit yesterday?'but not 'lY4tatllWerellY44t make the rule that questions must begin: 'DID' after each question (etc.) did...?' Or write in u,ord or phrase on your master copy of the Lorro BOARDS'

. Copy a TIME BoARD and a set of pRrposrrroN cARDS for each group of 3-4 students in your class. Cut up the pREposITIONcARDS. You will also need a dice for each group and a different coloured counter for each student in the group.
How to use the game
R U L Es H E E r I S
. Check that 5'our students are familiar with the grammar in the Gramrnar point and Other structures and with the expressions listed under Vocabulary for this game. . Divide the class into groups of 3 4. . Give each group a TIME BoARD, a dice and a set of pREposITIoN CARDS,and a different coloured counter for each student in the group. . The students should put the TIME BoARD in the middie of the table and place their counters on START. . They should deai out four pREposITIoN cARDS to each player and put the rest face down in a pile on the corner of the board. . Players take it in turns to throw the dice and move their counters round the board. . If a player lands on a time square, she should look at the cards in her hand and find one that matches the time in the square (e.g. AT Christmas or ON Monday). . The obiect of the garne is to rnatch tirnes and prepositions correctly in order to ask a question. . If she has a suitable PRTPosITIoN cARD she can ask a question to any other player, invoiving that time phrase, e.g.'IX/hat do you eat at Christmas, Frangois?' When Frangois replies, she discards her pRl,post-lloN cARD) replacing it at the bottom ofthe pi1e, and takes another from the top. Then she can have another go. . If a player does not have the correct PREPoSITIoN cARD in her hand she must miss her go, but can pick up a card from the pile. . The player who gets to FINISH first is the winner,
Etrrime prepositions:
in, at, on
Type of activity Small group, board game Grammar point in, at and on we use irz with months (in Janttary), .veats (in 1999), seasons (in the spring), and parts of the day (in the no n or nirtgi aJter onIevenntg) ar'"vith times (of 9.30), festivals (at Christmas)' we use and in expressions like al night and at tlte weekend we usc oz u'ith days and dates: oz Monday, on Tuesday morning, on 17th APril
Other structures
Present simple: affirmative, negativc and questtons Past simple: affirmative, negative and questions
Vocabulary
Times (e.g. cr six o'clock), da1,s(e.g. on Monday), months (e.g. in June), years (e.9. in 1999), festivals (e.g. nr Nett, Yedr)
34
EEPresentcontinuous
with future meaning
Type of activity group,information game \X4role class/1arge gap Grammar point
Present continuous for future plans the present continuous is used u'ith a future meaning when we are talking about plans and intentions: I'nt going to the theatre tonight.
. You can practise the third person forms (Sarzt going I Amy\ going ..., etc.) in addition to 1 and yoz by giving a (deliberately short) time limit, and then seating srudents in pairs or threes to pool their information and complete their maps.
Other structures
zulz-questions: What are )'oLt doing tonight?
going to EEI
Type of activity
Whole class and small group, information gap game
Vocabulary
Leisure activities and places: nteal, restaurctnt, piano recital, concert (hall), theatre, nightclub, skating (rink), nteerittg, caf6, film, cinenn, pub, badninton, sports hall, su,inunittg (b ar hs), foo tball pitc h l m atch
Grammar point
going to - we use amlislare goittg to follou.ed by an infinitive to talk abour luture intentions: I'rn going to finish this book tonight. We're going to buy a small hotel near the sed. - in negatives we use I'm not ..., helsheisn't ..., and youlwelthej,aren't ...'. I'tn not going to cook tonight. in questions \ve pur the subject after anlislare.. Wat aye you going to do tonight? we usually avoid saying going rrt go I'rn going to bed (tather than I'nt going to go to bee

. Copy and cut out one I,tlp and one RoLE cano for each student in the class. For classesand groups smaller than 12, just use the appropriate number of Role CARDSbut make sure the cards for 'Sam' and 'Amv' are included.
Other structures
How to use the game

. Check that your srudents are familiar with the grammar in the Grarnrnar point and Other structures and with the words listed under Vocabulary, above. . Give each student a ROLE cARD. . Make sure 'Sam' goes to a man and'Amy'to a woman, if possible, because these are the only tu'o people who are going out together tonight. . Tell them that what is written on the card is what each ofthem has arranged to do tonight. . Give everyone a copy of the 'r,Lqp. . The object of the garne is to find out which two people are going out together tonight. ' To do this thel'will have to get up and walk round the class, asking each other zr,/zquestions and answering. For example, they ask 'lYhat are you doing tonight?' or 'Where areyolt going tonight?', and answer 'I'm haxing ...' or'I'm going ...'. They fiIl in on the map u,'ho is going to be where.
Present simple of &e:affirmative, questions and short answers Time expressions: y'rsr, after, then, next, erc. Students may use can, and imperatives: e.g. kltlAsk (sonteone do something) to
Vocabulary
hazse partyldinner party, paint, dining room, play (drums), a do (honrcwork), zuatch(TL1a aideola foorball match), go to bed early, go to d rest.nffdntlthe cinerna, go sztiuuuittg

. Copy and cut out one of the RolB cARDS for each student in the class. For classes or groups of fewer than 12, cut the fourth person offthree RoLE cARDS in a family and discard the fourth card (e.g. cut 'Alice' off three cards and discard the 'Alice' card), or discard a whole familv. Each student needs a card with a name in bold.
How to use the game

. Check that your students are familiar with the grammar in the Gramrnar point and Other structures and with the expressions listed under Vocabulary, above.
Variations
. You can adapt the game to practise yes/no questions and short answers by adapting the rules: specify that students should guess by asking e.g. 'Are you gtting to the theate tonight?', and should reply'Yas I am. I No I'nt not.'
Part I
. Give each student a ROLE cARD. . Tell them to imagine they are the character in bold on their card. The thought bubble shows what thev have decided to do this evenrns.
35
' The obiect of the garne is to frnd the rest of your family and discover what they are hoping to do. ' To do this, students will have to walk around the class until thei/ find the rest of their family, by asking, for 'Are yott in the Brozan example, family?' and answerlng 'Yes,I ant. I'nt Mrs Brown.' or ',No, I'tt not.' . When they have grouped into their families, they should then find out what the others in their family are planning to do, by asking'IV/hat areyou going to do this evening?' 'I'ttt going to play m! drums.' and answering, for exampl e, . S7arn them there will be a conflict! Give them a few 'Ato, you're not going to play your minutes to argue, e.g. 'Oh no I'nt going to haxe a dinner party!' drunts because you're not going to haae a dinner Part! [s.tttt. I'm going to painr the dining room this exening!'
Part 2 . Regroup them into groupsof 3 like this: askall the

'Browns' to put up their hands and give them a number 'Blacks' each, counting from l Do the same with the 'Greens'. and the . Then ask'all the ls'to sit at a certain table, a1lthe 2s at another and so on, until the whole class is sitting in groups of 3. In each group of 3 there should be one person from each family. If the number of students is not divisible by three, add the extra students to other groups, e.g. if you have 14 students you will have 2 'ieft over'. Add one to each of two other groups students so you have two groups of 3 and two groups of 4. In the groups of 4 there will be 2 people from the same famiiy. Try to ensure these are different family members! . Ask them to tell the others about their famiiy argument. For example,'My ntum thinks she'sgoing to zuatchEastEttders, but she's wrottg becattseI'm going to watch a aideo!' . Then see if they can offer the other families in their group some advice. Can they solve the problem so that everyone gets what they want? For example,'Tbll your Mum's friends they can come to dinner, but you're all going to paint the dining room first!' . Regroup students in their original 'families' and get them to tr1, to find a solution. . Ask 'families' to report back on any solutions. For 'Well, I'rn going to watch the aideo after Mum's example, TV progranmte and Susie isn't going to haae a party. She'sgoing to inz;ite her friends to Llatch the ztideo too. And Dad is still going to bed earlY!'
36
The following pages contain games material to be photocopied and cut up for your class. The Teacher's notes explain how to use this material for each game. All sheets are for single-sided photocopying. O n s e v e r a lp a g e s ( p a g e s 5 3 , 7 8 , 7 9 , 9 0 a n d 1 0 6 ) , t h e numbers that identifu different cards are printed outside the cards. It is important that you cut aiong the cutting-lines - - and discard the numbers so that students do not see them on their cards. The numbers are printed to show you the correct answers for the games. On pages 123-8 you will find Rules sheets for some of the games. These can be photocopied too, and given to students to help them remember how to play the game.
37
Elementary Grammar Games

PearsonEducationLimited O J Hadfield 2001
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chicken
cucumber
banana
sausage

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42

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ANIMAL CARDS
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FOOD CARDS
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br ead
butter
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44
biscuits
potatoes

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PICTURES KITCHEN
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ME AND YOU CARDS
you
me
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like
hate
love
make
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don't
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believein
m rcecrea
dancing
musrc
books
sadf ilms
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letters
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holidays
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Elementary GrammarGames
PearsonEducationUmited O J Hadfield 2001
E Possessiveadjectives i my, your, his, etc.
my
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Pearson Education Limited O J Hadfield 2001
3 E Possessive
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52
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53
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PearsonEdu.ation Limited @ J Hadfield 2001
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Pearson Education Limited @ J Hadfield 20Ol
I0 be: affirmative and negative

CARDS (two sets) NEIGHBOURS
At Number'l Jane(21),Mary (22) ) Single ) Students
At Number2 Peter (50),5ue (46) ) Married ) Peter:doctor Sue:doctor
At Number3 Alice (39),Tamsin(3) ) A l i c ei s s i n g l e ) Alice:secretary Tamsin: nursery at
At Number4 Bob (a2),Tina (43) ) Married ) Bob: postman Tina:housewife
At Number 5 Sam (59) ) Widower ) Dentist
At Number6 James Q4,Tony (29) ) Single ) Nurses
At Number7 Mandy (32),Terry(33) ) Married ) Mandy:teacher Terry:not working
At Number8 (4'l), Max (42), Tessa Toby (15) ) Married;son ) Tessa: accountant Max: lawyer Toby:at school
At Number 1 J a n e( 2 1 ) ,M a r y ( 2 2 ) ) Single ) Students
At Number2 Peter(50),Sue(46) ) Married F Peter:doctor Sue:doctor
At Number3 Alice (39),Tamsin(3) ) A l i c ei s s i n g l e ) Alice:secretary Tamsin: nursery at
At Number4 Bob (42),Tina (43) ) Married ) B o b :p o s t m a n Tina:housewife
At Number 5 Sam (59) ) Widower ) Dentist
At Number6 James(24),Tony(29) ) Single ) Nurses
At Number7 Mandy (32),Terry(33) L Married ) Mandy:teacher Terry:not working
At Number8 (41), Max (42), Tessa Toby (1s) ) Married; on s ) Tessa: accountant Max: lawyer Toby:at school
L___------------------J
56

IE be: affirmative and negative

WORD CARDS
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57
Elementary Grammar6ames
Pearson Education Limited @ J Hadfield 2001
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lEl have got: affirmative and negative

ALIEN FAMILIESPICTURES Family A

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65
Elementary Grammar 6ames

Pearson Eduction Limited @ J Hadfield 2001
lEl have got: yes/no questions

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SENTENCES CARDS
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PLANETCARDS Y o u l i v eo n P l a n e t a r g . Y o u rp l a n e th a s Z mountainsand grassbut it doesn'thave trees or water. lt has insectlife but it doesn'thave birds.lt ooes round the sun and hastwo moons. The Zargians have 2 headsand 2 legs.They don't have any arms,so they don't write or usetools. You live on PlanetKarg.Your planet hastrees, water and mountainsbut it doesn'thave grass. has bird life and insectlife. lt doesn't lt h a v ea m o o n a n d i t d o e s n ' tg o r o u n d t h e s u n . T h e K a r g i a n s a v e2 h e a d s 4 a r m sa n d 2 l e g s . h , They don't have any eyes, they need 'guide so b e e t l e s 'T h e yd o n ' t n e e d l i g h t so n K a r g ! !
You live on PlanetTharg.Your planet hastrees and water but it doesn'thave mountainsor grass. has birdsand insects. doesn'tgo lt lt l t h a so n e m o o n . r o u n dt h e s u n . T h e T h a r g i a n s a v e2 h e a d s 4 a r m sa n d 2 l e g s . h , They don't have any mouths,so they don't speakor eat. They certainlydon't need o t e l e p h o n e s n T h a r g !T h e yc o m m u n i c a t e with signs.
Y o u l i v eo n P l a n e tP l a r g Y o u r p l a n e th a s . mountainsand grassbut it doesn'thave trees or water. lt has bird life but doesn't have any insects. goes round the sun and lt hastwo moons. T h e P l a r g i a nh a v e2 h e a d s 4 a r m sa n d 2 l e g s . s , They don't have any feet, so they don't walk a n y w h e r eT h e yt r a v e li n f l y i n g c h a i r s ! .
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You live on PlanetBarg.Your planet haswate4 mountainsand grassbut doesn'thavetrees. It goes round the sun but it doesn'thave a moon. lt has birds but it doesn'thave insectlife. T h e B a r g i a n s a v e2 h e a d s 4 a r m sa n d 2 l e g s . h , They don't have any teeth, so they don't eat f o o d . T h e yd r i n k m i l k ,t h o u g h !
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You live on PlanetSparg.Your planet hastrees and water but doesn'thave mountainsor grass. has insectlife but doesn'thave any lt b i r d s .l t g o e sr o u n dt h e s u n a n d h a sa m o o n . T h e S p a r g i a nh a v e2 h e a d s 4 a r m sa n d 2 l e g s . s , They don't have any hair,so they wear woolly hats.lt's cold on Sparg.
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You live on PlanetWarg. Your planet hastrees and grassbut it doesn'thavewater or mountains. has insects lt but doesn'thave any g o e sr o u n d t h e s u n a n d h a sa m o o n . b k d s .l t
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You live on PlanetDrarg.Your planet hastrees, water and grassbut doesn'thave mountains. It has bird life but doesn'thave insects. goes lt r o u n d t h e s u n b u t d o e s n ' th a v ea m o o n . The Drargians don't havea brain,so they don't move,eat, talk or drink. Theystay in one place. T h e y n e e ds u n l i g h ti n o r d e rt o g r o w .
The Wargianshave 2 heads, armsand 2 legs. I 4 They don't have any ears,so they don't speak I I i - t h e y c o m m u n i c a t w i t h s i g nl a n g u a g e . e I I i I They certainlydon't need radiosor telephones II I I I I on Warg. I
I I I I L I I I I J
78


CARDS INHABITANTS
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81
Elementary Grammaf 6ames

Pearson Education Limited @, Hadfield 2001
EEIsome and any

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86

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CULPRIT CARDS
DAVE
Y o u m a d et h e h o l e i n t h e w a l l . I t w a s a m i s t a k eY o u t h o u g h t t h e y . n e e d e da n o t h e rd o o r . B u t d o n ' t a d m i ta n y t h i n g . O n l yt e l l t h e m w h a t y o u D I D N ' T o ! d
BERT
Y o u s p i l tt h e p a i n t o n t h e c a r p e t . Y o u w a l k e d b a c k w a r d sn t o t h e p a i n t p o t . i Y e s ,i t w a s a s i l l yt h i n g t o d o a n d you're sorry. B u t d o n ' t a d m i ta n y t h i n g . O n l yt e l l t h e m w h a t y o u D I D N ' T o ! d
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Y o u b r o k et h e p l a n t p o t . I t w a s a n a c c i d e n t Y o u d r o p p e dy o u r ! h a m m e ro n i t . B u t d o n ' t a d m i ta n y t h i n g . O n l yt e l l t h e m w h a t y o u D I D N ' T o l d
BOB
Y o u s a w e dt h e t a b l e i n h a l f . I t w a s a n a c c i d e n tT h e s a ww e n t t h r o u g h l it by mistake. B u t d o n ' t a d m i ta n y t h i n g . O n l yt e l l t h e m w h a t y o u D I D N ' T o ! d
NED
Y o u g l u e d t h e p i a n o k e y st o g e t h e r , I t w a s a n a c c i d e n t Y o u s p i l tt h e g l u e o n ! the piano. B u t d o n ' t a d m i ta n y t h i n g . O n l yt e l l t h e m w h a t y o u D I D N ' T o ! d
NICK
Youput the shelves p. u O K ,s o t h e y a r e n ' tq u i t e s t r a i g h t . T h e y l o o k n i c et h o u g h , d o n ' t t h e y ? B u t d o n ' t a d m i ta n y t h i n g , O n l yt e l l t h e m w h a t y o u D I D N ' T o ! d
PETE
Y o u b u r n e dt h e c u r t a i n s . I t w a s a n a c c i d e n t T h e yg o t i n t h e w a y l of your blowtorch. But don't admit anything. O n l yt e l l t h e m w h a t y o u D I D N ' T o ! d i
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Y o u p u t t h e f o u n t a i n i n t h e m i d d l eo f the room. Y o u h a d t h e p l a n sb a c kt o f r o n t . Y o ut h o u g h t t h e y w a n t e dt h e f o u n t a i n i n t h e l i v i n gr o o m , n o t t h e g a r d e n . But don't admit anything. O n l yt e l l t h e m w h a t y o u D I D N ' T o ! d
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RAY
You stuckwallpaperover the door. I t w a s a m i s t a k eY o u d i d n ' t n o t i c e . the door. B u t d o n ' t a d m i ta n y t h i n g . O n l yt e l l t h e m w h a t y o u D I D N ' T o ! d
-- -
113
Elementary Grammar 6ams

EEPast simple: yes/no questions

PATHS CROSSED
SAM
e Yesterday vening: o l o u w a l k e d d o w n Ma i n S tre e tto t h e O d e o nC i n e m a o lou saw Star Wars5 o y o u w e n t t o e a t a t C h o mP e rs fter a the film r l o U w a l k e d d o w n S o u thS tre e tto Marco'scaf6 r l o u h a d a co ffe e i n Ma rco 's
TAMMY
evening: Yester day o y o u w a l k e dd o w n M a i n Street e yoU went to the ballet (Swan Lake) . you walked down M ar ket Street o lou went to your fr iend M ar tha' s PartY o l o U c a u g h ta N o 1 7 b u s h o m e
BRAD
e Yesterday vening: o l o u h a d a p i z z aa t L u i g i ' s restau rant o l o u w e n t t o th e ci n e mato se e Star Wars 5 o l o u q u e u e dfo r a ta xi i n F o re Street o you went to Martha'spartY o y o U g o t a li ft h o me w i th a ma n T called im
ANNIE
evening: Yester day o loU went to the pub ( The W ild Goose) o loU went to the ballet (Swan Lake) o you went to Chomper s restaurant o you walked down For e Street . and went to the Atlantis nightclub
L PAU
e Ye s t e r d a y v en i n g : o l o u w a l k e d d o w n Ma rke t Street o lou went to the pub (The Wild Goose) o y o U w e n t to a fo l k co n ce rt ( b y Bo o t l a ce n d A sh ) a o lou walked down SouthStreet u n t i l. . . . a f r i e n d o f yo u rsca l l e dT i m sto p ped a n d o f f e r e d yo u a l i ft h o me
MEGAN
evening: Yester day o lou went for a pizzaat Luigi' s u resta rant r lou went to a folk concer t ( by Bootlace and Ash) r yoU had a coffee at Marco's caf6 o you got a No 17bus o you went to the Atlantis nightclub

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EZ Pastsimple: wh'questions
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SAM SANJAY Y o u a r e g o i n g f o r a n l t a l i a nm e a lt o n i g h t . Y o u a r e h a v i n ga m e e t i n gi n t h e B l u e B o a rc a f et o n i g h t . AMY FRAN Y o u a r e g o i n g f o r a n l t a l i a nm e a lt o n i g h t . Y o u a r e g o i n g t o t h e c i n e m a o n i g h t . t
SELWYN Y o u a r e g o i ng to a p i a n o re ci ta lto night.

II I
TIM Y o u a r e g o i n gt o t h e p u b t o n i g h t .
PETE Youare goingto the theatreto see

1M a c b e t ht o n i g h t. 'i SUE Y o ua r e g o i n gt o P l o n k e r s i g h t c l u b n tonight. YA S M I N Y o ua r e g o i n g s k a t i n g o n i g h t . t i
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LUCY Y o ua r ep l a y i n g a d m i n t o t o n i g h t . b n
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JO Youaregoingswimming onight. t
i FRED i You ar e playingin a football match i tonight.

119

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121

PearsonEducationLimited @ J Hadtield 2001
Rules sheets
2 alan or the (1)
Rules 1 There are two setsof cards: plctunp canos and
ARTICLE CARDS.
12 he: whquestions

Rules for Part 1 1 There are two setsof cards: epcINNtNcsand
ENDIN(]S.
2 Put the prcrunn caRos face down in a pile in the centre of the tab1e. 3 Deal out the ARTICLEcARDS to all players. cARDS. 4 You can look at your ARTICLE, 5 Player I begins. Thke the top card from the pile. 6 If it goes with one in your hand, put them both on the table and say the words, e.g.'The ntoon.' 'An apple.' 7 If not, put the rICTURE caRr down on the table, face up. 8 The first player to match it with one in his hand and say the words can lay both cards down. 9 The player who gets rid of her en.rtcLE cARDS first is the winner.
2 One player deals out the tsNDINGS cards to all players. 3 Put the BEGINNINGS cards face down in a piie in the centre of the table. 4 You can look at your cards. 5 Player 1 begins. Take the top card from the pile and place it face up on the table BEGINNINGS so everyone can sce it. 6 Look at your ENDINGScards to see if any go with the BEGINNINcs card to make a question. 7 To make a question, put do\r'n an gNolxcs card beside the BEGINNINGS card. The first person to make a question can ask each of the other players the question, in turn. 8 They must ansrver! 9 At the end, look at all dre questions you have made. Can you move the cards to make any more questions, or better questions?
5 Personal pronouns: subiect and object (1)

Rules for the card garne 1 There are two sets of cards: ptc-turu cards and woRos cards. 2 Spread the twelve IICTURE cards face up on 3 4 5 6 the table. Deal out seven \iloRDS cards to each player. Put the rest in a pile, face down on the table. Look at your cards. Player I begins. Can you make a sentence about one of the IICTURES,using the \(/oRDSin your hand? Each prcrunp needs three woRns cards.
14 have got= affirmative and negative

Rules for Garne I 1 Deal out seven !(/oRD CARDSto each player. 2 Put the rest in a paper bag. 3 Look at your words. 4 Player 1 begins. Try to make a sentence that is true about people in your group) e.g.'He has got brown 'We hair.' haxe bluejumpers.' 5 Put the sentence down on the table. 6 If you can't make a sentence) you can put any of your'woRD carus back in the bag and take the same number of new ones. 7 Then it is the next player's turn. 8 The winner is the player who makes the most sentences.
7 If you can make a sentencer put the three v/oRDS cards down, next to the IICTURE. Say the sentence. 8 The others can agree or disagree. If they agree, you take another three v/oRDS cards from the pile. 9 Ifyou can't make a sentence, you can exchange any cards in your hand with ones in the pile. 10 Then it is the next player's turn. 11 Sfhen each picture has its sentence, arrange them to make a storv.
123

Rules sheets
19 Placeprepositions:in, at, under, etc.
Rules 1 You will have a board. a dice, a cat token and a mouse token. 2 Decide who is the cat and who is the mouse. 3 Place your tokens on START. 'cats' a car prcruRr, and 4 Your teacher will give the 'mice' r{ousE pICTLIRE and another mouse token. a the 'mice' should place their second token 5 The anwvhere they like on their picture (keeping it carefully hidden from the cat)! 'cat' to try 6 The obf ect of the game is for the 'rnouse' and the 'mouse' to try to catch the 'cat'. to escape frorn the 7 The mouse begins. Shake the dice and move that number of squares round the board, missing out the POUNCE squares. (Mice don't pounce!) 8 If you land on a SCURRY square, you can, if you want, move the second mouse token to another 'cat'.) place on your picture. (Keep it hidden from ttre 'cat's' turn. Roll the dice and move 9 Then it is the that number of squares, missing out the SCURRY squares. (Cats don't scurryl) 10 If you land on a POUNCE square, you can ask the 'mouse' a question, e.g. 'Are you in the box near the 'Are you on the chair on the right of the table?' etc. sink?' 'mouse' 'cat' catches the 11 The game ends when the by finding its hiding place or when the mouse gets to the mousehole. r'
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21 Presentsimple: affirmative and negative

Rules for Garne 1 1 You will have a set ofFREAKyracrs ceRts and
a set ofVERB cARDS. 2 Deal out eight FREAKv FACTScARDS to each player and spread the rest face down on the table. 3 Place the vERB caRts face down in a pile on the table. 4 The obiect of the garne is to make sentences using a verb from a vERB cARD to ioin two of the rngexv FACTS cARDS. You can add other words to rnake the sentence ifnecessary. 5 Player 1 begins. Pick up a vERB cARD from the pile. 6 Thke two FREAKv FACTS cARDS from your hand and make a sentence with them and the verb, 'Tigers e.g. haae stripes.' Warning: To make some sentences you will need an extra s or ES card. Sometimes you will have the right cards to make 'Cats eat fish.' But sometimes a fact easily, e.g. you wiil not have the right cards to make a fact 'invent' (or guess) that you know. Then you can 'Tigers eatfish.' a fact, e.g. If the others disagree with your fact, try to persuade them that it is true. If the group agree, you can throw away your cards
7 8
9 10
20 lmperatives
Rules 1 Play this game in a group of 6-8 players. 2 Within each group, organise yourselves into pairs. 3 Each pair is playing against the other pairs in the group. 4 You will have a board and a set of instructions, a counter for each pair, and a dice. 5 Put your counters on START. 6 Begin playing normally, by shaking the dice and moving the counters round the board. 7 When you land on a shape (triangle, circle, square or diamond), you must obey the instruction for that square. '!', 8 Each time your pair lands on a square marked you can change one of the four other instructions in any way you want. But you cannot make a rule that allows a pair to move more than four squares forward, or straight to FINISH. 9 You can change rules to help your team win, or just to have fun! 10 The winners are the pair who get their counter to the end of the board hrst.
and take another two FREAKy FACTS cARDS from those on the table. 11 If the group still disagree with your fact, you must keep the cards, but you may change any FREAKv FACTScARDS in your hand with cards on the table. The cards that you are putting down on the table must be face down. 12 Then it is the next player's turn. 13 The winner is the player who gets rid of all her cards first.
Elementary Grammar ames

Rules sheets
23 Present simple=whquestions
Rules 1 There are two sets of cards: aNnLqL PICTURES and aNrlrar- ANSwERS. 2 Spread the aNr 'LqLANS\rERSout face up on the table. 3 Put the ANIMAL IICTURES face down in a pile. 4 Thke it in turns to turn up a IICTURE from the pile and lay it on the table. 5 The obiect of the game is to find a question for the plcruRe that rnatches one of the ANswERs on the table. Questions rnust begin with a ush- word (e.g. What or Where) and use do or does. 6 The frrst player who can do this correctly, e.g. by matching a picture of a tiger with the answer India 'Where do igers live?' may keep both cards. and asking 7 The player with most cards at the end is the wrnner.
26 Quantifiers: much, many, a lot of, a few, etc.

Rules
1 Your group will have a eUESTIoNS BoARD, a dice, a set of uucg oR MANy cams and a counter for each player. i i
2 Piaceyour counters on START and deal out five

3 4 5 6 cards each. Put the rest in a pile face down. Player 1 throws the dice and moves forward that number of squares. $fhen you land on a square, look at the cards in your hand to see if you can make a question. 'books' and you have For example, if you land on 'How many' card you can make a question such a as'How many bookshaaeyou got?' or'How mang
i i i i i i i i !
books do you read every month?' 7 If you can make a question, ask any of the other
i Rules q family, going on holiday. ao uls( 1 Imaginethat your group is a r q r r u r j , i | Jvsa Srvqy
2 Your teacher wili give you a suITCAse and a cHECKLrsr and twelve 'ACKTNGprcruREs. i i
'I many books.' i 8 The playermust reply, e.g. don't hazLe 'Not many!' or'I readtwo books ez'ery month.' or ot
boohs'' 'How much' cards in his hand, S ff Player 1 only has 'Two
_ |
3 Two playersin each group take the surrcAsE. The other two take rhe cHECKus.r..
take the twelve 4 The players with the SUITCASE
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I he cannot make a question with 'books'. He should I take a card from the pile and miss a go. i
10 Then it is the next player's turn'
prcruREs. spread rhem out where you 'ACKTNG

can both see them, but hide them from the other
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rt rn" player who usesall the cards in his hand first

'" L't w'urtrr' is the winner.
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should ask the other 5 The playerswith the cHECKLIST
playersthey on if have things thelist,e.g.'we the

Haxewegotany (sun*eam)?' some suncream. need
6 The other players should look at the PACKING rICTURESand answer, e.g.'Yes, we'ae gotsome.' ._\.o, we haz,en'tgot any.' or 7 If they have the thing, they can put the PACKING
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Zl
- -
Ffequency
so metimes,
advefbs=
etc.
alwayS,
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Rules for Garne 1 1 There are two sets of cards: pgopLp caRts and CARDS' FREQUENCY
prcruRE in the surrcasr urra the players with_ the "__^ r_*J'^" cHECKLrsrcan tick it off.
8 If they haven,t got the thing, the players with the .HECKLT'T shouid underline or circle it.
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piles,face down on the table. I 2 Put them in two separate 3 Player 1 begins.Take the top card from each pile i
and put the two cards face up on the table. 4 The object of the garne is to make a true or i i
g If they have more than one of a thing, they should Dut one in the sutrcasE. but keep the other on
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il;i. table. the

LruvuSrl Lrre lravL llruDrrvu 10 when you have hnished going through the w rrLrr JUU 5vur5 you should decide what you need to cHECKLrsr,
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rry d JsrrLsrrLr !u!ll suchas:'A tuL of myfriends Ii 4D. 4 lor uJ ttt)/ .lt [YtLuJ s rry to makea sentence LU rlld\E 'My J
false sentence with the two cards. You can add any other words you need' bossoftenshouts.'
* skatingon Friday nights.' sto the sentence'

-
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get, e.g. 'we haaen't got an)) batteries. IYe need. to get some.' - 'Yes,and we need somepldsters too.'
6 Then it is the other piayer's turn' 7 I(eep a list of all the sentences'
11 your group can then send our two players

to visit other groups and ask for things:
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need I
8 Then work with another pair. Thke it in turns to

read your sentences out'
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'We
Hare you got ang?, shampoo. some

12 You can glve away any ofthe things not in your surTCASE. 13 The group to finish packing firsr are the winners.
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9 Each pair should guesswhether the other pair's

sentences are true or false' 10 If they are right they get a point. 11 If they are wrong, the other pair get a point. 12 The pair with most points at the end wins the game.
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125

PearsonEducationlimited @ J Hadfield 2001
Rules sheets
i Zg present continuous: affirmative and negative i
-| ll --------
i fO Presentcontinuous: whquestions i

-l-' |
I Rules
I i i
ll
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Rules for Part I

l YorrwillhaveasetofprcruREeuEsTroNSandaset ofv/oRD cARDS.
tyouwillhaveapHoroALBUM(twopages),aset ofpEopLE caRos and a set ofvsns cARDS. 2 Put the puoro ALBU\,{face up on the table where
2 Spread the rvono cARrs face up on the table where
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yor.,can all seeit.

3 Take the people caRos and spread them out face .,p on the table. + fut. the veRrl clnos and spread them out face do*rl on the table.
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you can all seethem.

3 Put the pIcruRl, euESTroNS face down in a pile on the table. + fft. object of this part of the garne is to rnake a question using four woRD cARDS for each
)S,
one at a time. 6 The obiect of the garne is to rnake a caption for each photo, using the r'Eor'LE cRnos and vsne cARDS.
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ot.r,r*r.
5 Player I begins. Turn up the first IICTURE eussrloN and put it face up on the table where everyone can see it. .fhe o first plaver to find the four rvon.l caRls that
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Z Look at the cards on the table. Tr1, to find words

that go together to describe one of the photos,
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make a question for the picture should say the

question.
;t
..*. for Photo 1: lYeare arriaing irt Spain. ''D' auru a caption, say the 'uvordsr r u point to Ja_v LrrL vvuruD S IIf you find 4 u 4 P L r v l r , o 4 and l j u u r l L v JUU the photo it describes.
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I tt the others agreeit is correct, the piayer can take '^' the four woRo c.rrus and the prcruRs euESTroN Lrll ruul wuru rlL unruJ allq LrrL r uls r lwi\. vuDo Ue puts the picture in front of him with the four
!(/oRD cRnos underneath. 8 Then it is the next player's turn to turn up a rrcruRE euESTroN
9 Then you can put the caption under the photo and claim a point. I | 10 The player with the most points at the end is i
the winner.
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9 The playerwith most cards at the end is the winner.

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l----------r:l
i zg pr.sent continuous:
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y"t/no questions
t --r-
continuous: i fO Present
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whquestions
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I Rules
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Rules for Part 2

f wn.n you have made all the questions correctly, put arvay the woRD cARDS and take a set of
pICTURE ANS\(/ERS.
I You will have a set of Lor-t'o BOARDS and a set of r-orro IICTURES.
2 Take one BO,qnD each.
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- --. - 3 Put-the ptcrurus face down in a pile. -4 Player 1 begins. Thke a IICTURE from the pile and, without showing it to the others, tell them three thingsthataren'thappeninginthepicture.e.g. 'He isn't dctncing. He's not eating. He isn't laughing.' 5 The other players ask questions to find if the card
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2 Put the ptcruRn eUESTIoNS face down in a pile

or the table and deal out all the prc-ruRl, ANSI('ERS to the players. :llheobfectofthispartofthegameistornatch question and answer. 4 Player I takes the first IICTURE euESTroN from the
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l--l
ir the sameas one on their eonRDs, e.g.'Is he 'Is cooking?' he writing?' 'Is he driving?' O 1.ne player who gets the answer'Yes'may take
the IICTL'RE and place it on her BOARD,on the matching square. 7 Then it is the next plaver's turn to pick up a Rrcrrtnn S tf any player picks up a IIC-IuRE that matches one on her own BOARDT she should put it back at the
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I
pif. and asksthe quesrion, without showingthe others the card. .ftre player who thinks she has the right ercrunr S
ANS!(/Encan reply, e.g.'He's crying because he's watching a sadfilm.' The other players can check that the question and answer cards match; if they do, she can keep the pair of cards. 6 Then it is the next player's turn to turn up a IICTURE euESTroN from the pile and ask
sv,
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bottom of the pile and take another. .fn" player who finisheshis eo,\RDfirst is the
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the quesrion. .I]n" piayerwith most cards at the end is the winner.
rrrinncr
126

Rules sheets
31 Presentsimple or present continuous
Rules 1 There are two sets of cards: a set of 1or cARDS and a set ofactiox PICTURES. 2 Place the Joes caRns face down in a pile in the to 3 Deal out the ACTIoN PICTURES each player. obiect of the garne is to rnatch JoB 4 The cARDS and acrroN PICTUR-ES. 5 Player I begins. Thke a card from the pile and look at it, without showing the others. 6 Give the others three clues about the person's job and any likes, hobbies or habits you can see, 'He wears a unifurm. He driaes a bus. He likes e.g. 'lY.4tar is he doing now?' chocolate.'Then ask player with the matching ACTIoN PICTURE 7 The 'He's doing somegardening.' and can tell you, e.g. show the card. 8 If she is correct, she can keep both matching cards fos cenn and acrroN rtcrunE). If she is wrong, she must give her ACTIoN IICTURE to Player 1. 9 Then it is the next player's turn to draw a 1on cRRo from the pile. 10 The player with most cards at the end is the winner.
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34 was and were

Rules for Garne 2 1 Your teacher will give you a set of s.rnq.Ncn eul .tnug cards. 2 Deal them out equally to all players. 3 Now you will get another set of stRqNGE BUT TRUE cards, with times on. 4 Put this set in a pile face down in the middle of the table. 5 The obiect of the garne is to rnatch the two sets ofcards. 6 Player I begins. Thke a card from the pile. 7 Look at the card, but don't show it to the others. 8 If it matches one in your hand, replace it at the bottom of the pile and take another. 9 If it doesn't match one in your hand, ask the rest 'Guess whereI uas at ... a.m.lp.m. of the group: yesterday.I wasn't and I wasn't m (Say the time on the card and name two places not pictured on the card.) 10 The rest of the group have to guess where you were, using the pictures they hold, e.g.'Wereyou in the bath?' 11 The player with the matching picture, who guesses correctly, can take both cards and put them down on the table. 12 Then it is the next player's turn. 13 The player who gets rid of her cards first is the winner.
34 was and were

Rules for the card garne 1 There are two sets of soAP oPER{ CARDS:$(/oRDS cards and pICt-uRg cards. 2 Spread the prc-tuRrs out face up in the centre ofthe table, in any order. 3 Deal out seven v/oRDS cards each and put the rest face down in a pile. 4 You can look at the voRDS in your hands but not show them to the others. 5 The object of the garne is to find three woRDS cards to rnake a sentence that tells what is happening in one of the PICTUR-ES. 6 Player I goes first. Look at your cards. Have you got the right words in your hand to make a sentence about any ofthe pictures? Each picture needs three \(/oRDScards. Lay them down underneath the prc-tuR-pand say the sentence. 7 The odrers can agree or disagree with your sentence. 8 If they agree, Player I can take three new woRDS cards from the pile on the table. 9 If Player 1 cannot find the right woms, or if his sentence is wrong, he can exchange as many woRDS cards as he likes from the cards on the table. 10 Then it is the next player's turn. 11 SThen every IICTURE has its sentence, put them in order to make a storv.
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35 Past simple: affirmative and negative

Rules for Game I Part2 1 You will have two sets of cards: vsRB t4,{TcFI cards (pesr) and ACTToNptc.ruRs cards. Put the ACTToNpICTUREcards face down in a pile 2 in the centre. 3 Deal out the pas.r cards equally to all players. 4 You can look at your cards. 5 The object of the garne is to rnatch pictures and verbs, and to rnake a sentence describing the picture. 6 Player I begins. Take a card from the pile and lay it face up on the table so that everyone can see it. 7 All players must try to match the correct verb to the picture and say, e.g.'She broke the cup.' 8 The first player to do this collects the IICTURE card and puts her pas-t card down on the table. 9 The player with most IICTURE cards at the end is the winner. When you think you know all the rAST forms on the cards, this game can be played without the pas.t cards. 1 Put the IICTURES in a pile face down. 2 Turn up a PICTUREfrom the pile. 3 The first one to describe it correctlv sets the card.
127
Elementary Grammar Garnes

37 Past simple: whquestions

Rules a I You will have a set of Lorro BoARDS, set of
cARDS, and a paper bag. ANS!(/ER 2 Put the ANSIrER caRrs in the paper bag. 3 Take a Lorro noaRo each. 4 The object of the garne is to rnake questions that rnatch the answers on the ANSWER CARDS. 5 Player I begins. Thke an ANSvER caRn from the paper bag and read it out, e.g. 'Pizza.' 6 Players try to make a question for that answer, using the past simple with one of the words or phrases on their Lorro BoARD. For example, a player could use WHAT on the board, and say 'lY.4tatdid you eat for dinner?' 7 The hrst player to do this correctly takes the caRo and puts it on the right space on his ANSN(/ER LOTTO BOARD. 8 If two or more players ask a question at the same time, the other players can decide which is the best. 9 Then it is the next player's turn to dip in the bag CARD. and read out an ANS!(/ER 10 Once you have covered a space on your Lorro BOARD,you cannot use that question word or phrase any more. 11 The winner is the player who fills in her r-orro BOARDfiTst.
38 Time prepositions: in, at, on

Rules 1 Your group will have a TIME BoARD, a dice, a set of pRgposrrioN CARDSand one counter for each player. 2 Place your counters on START. 3 Deal out four pREposITIoN cARDS to each player. 4 Put the rest of the cards in a pile on the board, face down. 5 Player I throws the dice and moves forward that number of squares. 6 If you land on a'time'square, look at the cards in your hand to see ifyou have a preposition that matches the time, e.g. AT Christmas or ON Monday. 7 Use the phrase to make a question to ask one of the other players, e.g.'lVhat do you eat at Christnns, FranQois?' 8 \X4eenthe other player replies, put your pREPosITIoN CARD at the bottom of the pile and take another from the top. 9 If you can't make a question, you must take a card from the pile and miss a go. 10 Then it is the next player's turn. 11 The player who gets to FINISH first is the wrnner.

EL GR Games

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3 About this book

Other structures Is there ? ... Vocabulary

Part 2 . Ask eachpair to discard anrtcLs carus and the

Materials and preparation

E alan or the (1)

How to use the game

Materials and preparation

Materials and preparation

How to use the game

E alan or the (2)

E Countable and uncountable nouns

Materials and preparation

How to use the game

Materials and preparation

How to use the game

E Personal pronouns: subject and object (2)

Materials and preparation

How to use the game

How to use the game

Grammar point 's Possessive

Materials and preparation

How to use the game

Materials and preparation

How to use the games

pronouns: E Possessive mine,yours, his, etc.

Materials and preparation

How to use the games

Other structures None Vocabulary

Materials and preparation

Materials and preparation

How to use the game

I[ be: yes/no questions

Materials and preparation

lE this, that, these, those

How to use the game

Materials and preparation

l4l have got=affirmative

How to use the game

Other structures None Vocabulary

Materials and preparation

How to use the games

El have got: yes/no questions

lEl have got= whquestions

Vocabulary Physical appearance: eyes hair,

Materials and preparation

Materials and preparation

How to use the game

How to use the game

Materials and preparation

How to use the game

El rnere is and Thereare=

Grammar point There islisn't ... T'herearelaren't ...

IE ts there ...? and

Other structures are lotsof ...: There lots of cuPs.

Grammar point Is there ... ?Are there ... ?

Materials and preparation

Materials and preparation How to use the game

How to use the game

Other structures None Vocabulary

Grammar point Present simple

Materials and preparation

How to use the game

,",,,o fiTff"fi ff "tto1,Till?i'J:J" ? E Countable and uncountable nouns