Académique Documents
Professionnel Documents
Culture Documents
Activity Book
Bob Obee
Language focus
Level
Time
(minutes)
Introduction
Page
6
Unit
1.1
1.2
1.3
1.4
Present simple/questions
Present simple: facts
Time adverbs/simple/continuous
Present simple/continuous
EP
IU
IU
E
20
25
25
20
8
10
12
14
Unit
2.1
2.2
2.3
2.4
PI
PU
PI
P
30
25
40
25
15
18
20
22
PI
I
PU
PI
20
25
30
30
24
26
28
29
Unit
4.1
4.2
4.3
4.4
4 Making comparisons
Line up accordingly
Psychic partners
Comparative short straws
Ratio roulette
Comparative adjectives/adverbs
Superlative adjectives/adverbs
Degrees of comparison
Degrees of comparison
P
I
U
I
25
30
20
20
30
32
34
36
Unit
5.1
5.2
5.3
5.4
5 Describing things
Sort yourselves out
Four-card adjectives
Collocation bridges
Square routes
EU
PI
IU
PI
25
25
1520
25
37
38
40
42
Unit
6.1
6.2
6.3
6.4
P
PI
P
IU
20
25
25
25
44
46
48
50
Unit
7.1
7.2
7.3
7.4
7.5
Present perfect
Present perfect
Present perfect
Present perfect
Present perfect
simple (just/already/yet)
PI
simple (unspecified past time) PI
simple (present result)
P
continuous (present effect) IU
simple/continuous/past simple IU
20
20
20
30
20
51
52
56
58
60
Activity title
Language focus
Unit
8.1
8.2
8.3
8.4
Use of determiners
PU
Partitive nouns
IU
Use of the/zero article
I
Use of zero article with certain classes of nouns IU
25
25
25
1015
62
64
66
68
Unit
9.1
9.2
9.3
9.4
9 Conditional meanings
Homophone healing
Blanks and brackets
Seeking scruples
Memory consequences
zero conditional
First conditional (if/will/in case)
Second conditional
Third conditional
I
I
I
IU
30
20
35
20
70
72
74
76
Must/cant/might/could (possibility)
Must/mustnt/have to (obligation)
Must have/couldnt have (past speculation)
Must/mustnt/have to (obligation)
I
PI
IU
I
25
30
20
25
78
80
82
84
PI
U
PI
PI
25
25
25
25
86
88
90
92
I
U
U
IU
25
30
25
30
95
98
100
102
Short exchanges
Common discussion markers
Short answers and follow-ups
So/neither responses/tag questions
PI
IU
PI
EP
25
30
1520
25
104
106
108
110
I
IU
IU
IU
25
30
25
30
112
114
116
119
Various structures
Revision of tenses
Various structures
Various structures
IU
PU
P
EI
25
20
30
35
120
122
124
126
Level
Time
(minutes)
Page
Make one copy of one Bingo card (p.9) for each learner or each pair
Class size
whole class
Language focus
present simple Have got
questions about facts and
habitual actions
Pronunciation
weak forms: do you /dju/
you /j/
Preparation time
5 minutes
Game time
20 minutes
bingo
Before class
In class
1 Explain to learners that they are going to play a game like bingo, which is
popular throughout the English-speaking world. The game here, however, also
involves learners asking questions. If bingo, or an equivalent, is played in your
country, you can tell learners about it.
2 Give each learner a Bingo card. On it there is a grid of phrases. Beneath the
grid is a sentence about an animal and three pieces of information about that
animal: what it has/has got, eats, likes doing, or where or how long it lives.
During the game, each learner will assume the identity of the animal on
his/her card.
3 The aim of the game is to be the first learner to cross off all the phrases on
his/her Bingo card and tell the class which animal each phrase referred to.
elephant, and ask the elephant any questions that the phrases suggest.
1 long grass
leaves
seals
BINGO
A learner wsitthtinthgese
bingo squares seals
thus might ask: Do you eat leaves?
bamboo
The Africandown
elephant answers: Yes, I do. (This is a detail on the card.)
and all the learners who have this bingo square can cross it off.
Another le a rne r w i th the se s a m e
lo n g g r a s s d a n c i ngbingo
sq u ar e s might ask: Do you eat long grass?
qu ee n
The African elephant answers: No, I dont (because this is not a detail in
front of him/her).
After a question from three or four different learners, move on to another
learner, who introduces himself/herself: Hello, Im a polar bear, and so on.
5 If there is more than one African elephant etc. in the class, this simply
means that learners may ask the African elephant questions again.
Bingo cards
1
under
ice
small
tail
grass
leaves
relatives
in India
holiday
queen
group
zebras
fish
longer than
people
bamboo
seals
long grass
dancing
queen
than
holiday longer
people
BINGO
leaves
fish
seals
yellow and
brown
BINGO
5 long grass
holiday
bamboo
leaves
small tail
group
white
relatives
grass
small birds
BINGO
zebras
small
birds
sitting
down
fish
relatives
in India
China
queen
grass
dancing
under ice
BINGO
China
zebras
leaves
white
relatives
under ice
sitting
down
BINGO
BINGO
sitting
down
flowers
China
relatives
in India
group
8 long grass
dancing
Romania
relatives in
India
grass
seals
long neck
BINGO
BINGO
Romania
From The Grammar Activity Book by Bob Obee Cambridge University Press 1999
PH O T O C O PI A B L E
1
1
11 Opposite moves
.2
Level
upper-intermediate
Class size
groups of three (or six)
Language focus
prepositions
complementing verbs of
movement
Pronunciation
weak forms: at /t/ to /t/
into /Int/ of /v/
Preparation time
10 minutes
Game time
25 minutes
88
Before class
Make one set of the Sentence
cards and one set of the
Opposite cards (p.89)
for each group of three
learners (six learners if the
game is played in pairs).
On the back of the
Sentence cards write
the verb + preposition
opposite the
highlighted phrase in
the sentence (key
below).
In class
5 The game ends when either all the Sentence cards have been used or when
one player has three Xs against his or her name. The winner of the game is the
player with the most Sentence cards at the end.
Key:
He left Spain on Friday. (arrived in)
The train left the station on time. (arrived
at) We drove through Luxembourg. (stopped in)
She got off the bus. (got on)
The cat climbed up the tree. (got down from)
The train arrived at platform six. (left
from) The door was locked but we still got in. (got out)
She got in her car and left.
(got out of)
We boarded the plane quickly. (got off)
They walked away from us. (came towards)
The train passed through two stations. (stopped at) The rabbit came out of its hole. (went
into) He arrived from Italy yesterday. (went to)
He got there after we arrived. (departed)
She opened the car door and got out. (got in)
They left home yesterday. (went back)
The cars went onto the ferry smoothly. (came off) We came out of the main entrance. (went in
through) She went in just before the end. (came out)
Sheila went to the fridge. (moved away
from)
11.2 Opposite
moves
Sentence cards
He left Spain on
Friday.
We drove through
Luxembourg.
Sheila went to
the fridge.
He got there
after we
arrived.
We came out of
the main
entrance.
Opposite cards
arrived in
arrived at
stopped in
got on
left from
got out
got out of
got off
came towards
stopped at
went into
went to
departed
got in
went back
came off
went in
through
came out
moved away
from
From The Grammar Activity Book by Bob Obee Cambridge University Press 1999
PH O T O C O PI A B L E
89