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:wh- questions 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 wh- questions 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: wh- questions 37 Time prepositions:in, eL ort 38 Present continuous with future meaning 39 going to 40 Garnes rnaterial Rules sheets

4I '7

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 35JI

r23

l:l

ll::i

1 About gamesA 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 bookThe 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 grammarHow 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

4

'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.^.^^^, sIrdP --:-^;^lPr rrr! rPrL.

4 PracticalconsiderationsClassroom 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.

5

management ResourceThe 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.

6

Ea or anType of activityPairwork. 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 pointa 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 ? ... VocabularyFood: 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 thespreadthe 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 activitySmall group, matching game

Grammar pointalan 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 gamePart 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 ofFOOD CARDS.

Other structuresNone

. They should shuffle the cards together and spread them out face dorvn on the table.

Vocabularyalan: 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 structuresIs there a ... ? Where is (Where\) the ... ? Place expressions: next to, between,o1>posite, the end, on the at leftlright

Materials and preparation. 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.

VocabularyAnimals: elephant, ostich, alligator, antelope, monkeg, tiger, lion, bear, camel, girafle, kangaroo, zebra (These words are provided with pictures on the cards.)

Materials and preparationHow to use the gameI 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 activityPairwork, information gap game

Grammar pointalan 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.

8

E Countable and uncountable nounsType of activityPairwork, 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 pointalan 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 structuresThere'salanlsome... Place prepositions: nexl to, on, in

E Personalpronouns:subject and object (1)Type of activitySmall group, ordering game

VocabularyFood: 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,

Materials and preparation. Copy and cut up one set of rooo caRos for each pair of students in the class. Cut the words off if your students are familiar with the vocabulary. If they are not, leave the words on the cards and practise the vocabulary before you play the game. . Make one copy of the xrrcuEN PIC'I'URES and 2 for 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 structuresPresent simple: helshesees,they see

Vocabularyread,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.

Materials and preparation. Copy and cut up one set ofrRuE RoMANCE (wonns) cards and one set of rnuE RoMANCE (lrcrurus) cards for each group of 3-4 students in the class.

How to use the game. Check that your students are familiar with the grammar in the Grammar point and Other structures and with the words listed under Vocabulary, above. . Divide the 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 pointPersonal 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

I

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 structuresP 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 ...

VocabularyFeelings 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.)

Materials and preparation. Copy and cut up one sct of r,rp. AND you c'lRos for each pair of students in the class. They will need a sheet of paper each, and a pen or 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 intheqe 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.

10

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 PossessiveType of activityPairwork, information gap game

E Possessiveadjectives:ffiY, your, his, etG.Type of activitySmall 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 structuresThat'sHe\ I She\... I VocabularyFamily 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 Possessivewe use possessive adjectives before nouns: nty sister, his mother

Other structuresShe is intelligent I a good cook I good ar dancing. He hds (eot) ... She uears (g/asses). He likes reading I foorball.

Materials and preparation. Make one copy of the pelatlv rRtsESA and B for each pair of students in the class. Cut A and B apart. . Make one copy of the pnoro ALBUM for each pair of students in the class.

Vocabularyaunt, 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.

Materials and preparation. Copy and cut up two sets of sENTENCEFRA.cMENTS for each group of 3-4 students.

11

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 thePOSSESSIONS 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 gamesNote: 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 activityGame 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 structuresGame 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.)

Materials and preparationGAME 1 . Copy onepageofcoupr-scRRos and one setofCARDSfor 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.

12

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.

How to use the games

lO be: affirmativeand negativeType of activityGame 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 pointnot; 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 VocabularyGame 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

Materials and preparationGAME 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.

13

. 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.

Materials and preparation. Copy and cut up three or four sets of eUESTIoN sr-lps for each group of 6 8 students. . Have a bag ready for the completed eUESTION sups.

How to use the game. Check that 1'our students are familiar with the grammar in the Grarnrnar point and Other structures and with the vocabulary topics shown under Vocabulary. . Divide the class into groups of 6-8. Groups should sit around a table. . Give each group three or four sets of quEs-ticrr.-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 questionsType of activitySmall 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,

VariationsI 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

14

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=wh- questionsType 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 structuresNone

VocabularyPersonal information about age, famil-v, domicile, prelerences.avourite colours sports.etc. f (The u'ords for these vocabularl' topics are provided on the cards.)

Materials and preparation. 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 activityclass, collecting game

How to use the gamePart 1RULES 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 structuresHaae you got ... ? It's this one here. It's that one oxer there. Are they these ones? Are they those ones oz:erthere?

VocabularyClothes and personal possessions: shoes,boots,gloxes, tte, purse, urnbrella, bracelet, coat, rucksack, brieft:ase,sLtitcase, scarf, hat, zoallet,glasses, cardigan, hartdbag,jumper, iacket, uatch

Materials and preparation. 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.

15

- 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=affirmativeand negativeType of activityGame 1: Small group. finding game Garne 2: Pairwork. information gap game

Grammar pointhaae, 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.

Other structures None VocabularyPhysical 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

Materials and preparation. For Game 1, copy and cut up two sets of srrono canos for each group of 3-4 students. You will also need a paper bag per group. . For Garne 2, copy and cut out one set of RttgN FA"MILIES rICTURESfor each pair of students in your class.

How to use the gamesNote: Garne 1 practises the affrrmative; Game 2 practises both the affirmative and nesative.

GAME 1

I

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.

16

. 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 questionsType of activityPairwork, matching game

lEl have got= whquestionsType of activitySmall group, arranging game

Grammar pointhante 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 pointhazse 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 structuresNone VocabularyFamily 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 structureszllz* 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.)

Materials and preparation. Copy and cut up one set of rar'ULIES cARDS (A and B) and one set of pgt: ceRns for each pair of students in your ciass.

Materials and preparation. 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?

Materials and preparation. 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 aROOIU 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 negativeType of activityPairwork, matching game

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 ...? andAre there ...?Type of activitySmal1 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

VocabularyFurniture 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 structuresarT, in questions'. Are there any biscuits? a lot of ...'. Are there a lot of bisctrits?

18

VocabularyntLttcltes, 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

Materials and preparation. 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

I

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

EOlmperativesType of activitySmall 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 pointlmperatives 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:affirmative and negativeType of activityGarne 1: Small group, card game Garne 2: lfhole class, information gap game

Other structures None VocabularyParts 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.

Materials and preparation. 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

I

RULES HEET S

I

Other structuresGame 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.

VocabularyGame 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

Materials and preparation. 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

How to use the gamesNote: Garne 1 practises the affirmative; Garne 2 practises the affirmative and negative.

Part 1 . Give each student a soLARsysrEM lrqp and aPLANET 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

I

. 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 2Note: 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 questionsType of activityPairwork. 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 pointPresent 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 structures1do. ,\1L I don't. Short answers: Ye.r,

VocabularyPlaces, 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:wh- questionsType 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

Materials and preparation. 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.

VocabularyArimals (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

Materials and preparation. 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

I

S RULES HEET

I

Materials and preparation. 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 andANIMAL 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

zebr aZOO PICTURES MY ZOO

ZOO MY PARTNER'S

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

@

rc r/s al t f lour

r suga

w/fAmilk c h e e se

-l

coffee

br ead

butter

mapple carrots

banana.------------l I

orange

peas

t o m a t oe s44

biscuits

potatoes

Elementary Grammar GamesPearsonEducationLimited O J Hadfield 2001

E Countable and uncountable nounsPICTURES KITCHEN

t

\".4

wDt1o t/

?d>$ 7 lo

\l

il

\

[\

I

\,,4/

$lo

\l

I[\

tl

t

t

Elementary Grammar GamesPearsonEducationLimited @ J Hadfield 2001

E Personal pronouns: subject and object (1)

he

sees-t- - --- - --

her- -- - - -- - - -- - I

she

seeS

himtl

he

smi lesat

her

she

smiles at

him'----'lI

he

wavesat

her

she

wavesatrtl

him--l--------,,,!tl t

he-----i------

writesa message to--------i------------r I

her

sne

lttl

'

i '|

wfltes

tt

'I

,lI' t--l

oacKtotnel'fiSSaI eS.l

i iI

ntm

everyone

reaos

,

i

iIt-l tl

|i

i

tney '

.,

meet

i after work

everyone i

watches

them

they

all

cheer

lffi ,"",,o l"*i fiTilf fiTr:? nE l'J*:r"

E Personal pronouns: subject and object (1)

iWWi@/W?ma6.i (gi @'w; lffi"@Wffil\)-{

i-Zg-,t \".Ki--7 \

TRUEROMANCE(PICTURES)

-e\=t;.rt-

*

i

aihs{t

- tJ7--r

.L

r+

= ro

il

o o-

.9E

P

'7

P

(o c

oo o 0.) o)G (]0.J rg

rtl a L

P

o

c! q.,

ECJtl

P

c

o------t-

ll

I .l tl tl l\l VI

o _c(oP

tr-l

,

iI

CJP-L

P.

ttl

di'-Ol

OliOtl - l

J o_ '|v

oC)

CJrsl- l a

?

.

r(o| nr I

c.J

P

Prv

-

- t,- r o vt t t t t t l l l l l

OaJ P P(v

P

o]=

o o

qJ O)

o \+-

--------r--

------t-

C.J(/l

.9P

P

(.qJ CJ

-

'(o o

F O)PC

o _cP

tP P

E_c (o

rt:rY(JP

v

c qll--

q.)F

o qJ(-l

3

; -o

(^C

O)

o-Y

C) -\Z

(U

c

= c., L

o

-

E-\Z

qJ

-oP P

(tJ qJ

F

_c

ro

EP

xE(JC

E o

ooGJ

c o ottl

Elementary Grammar GamesPearson Education Limited O J Hadfield 2001

was and were EEISOAP OPERACARDS (WORDS) _v.IJ IJt I I

P L

CJ

>l> f1-ioD(!tL

rLl F

o -c+)

o () (o

; '(o c') (oC)

OJ f

-t(oI I I I I

o .g

P

P rh

P

(o =

(o

OJt-

3

3

atr

o

3

(o =

OJ

3

o oC')

{=

ottt

CJ 0,

o I

o I

qJ

I

o (n

P \tl

oF

EF

(n

tl + ---

- - ---

- ---F

- - --

- ---

i-----------i> oCJ

.Y \J

! aj

oovl

o

o |.\P

o

oO)

>

o

o

CJL

_cP -t------------

i-----------J,l

qJ CJfr

3

3

o

3

(o

(o

t,

ttl

3

3

=

o =

o

VI

3

J------------L-----------r------------r------------r-----------J------------!-----------J

CJ F

CJ

I

o o =

o _clrt

v\

CJ

ovr

o I

qJ

I

L----------!----------t----------J-----------L----------L-

105

Elementary Grammar GamesPearron Education Litnited O J Hadfield 2001

was and were EEISOAP OPERACARDS (PICTURES)

56

NEE ? ojtrL-

o BBE $t lrp t, o/ Jz

l/llr

r-

___-_____9,lt

|ffi Rl ys({,1\i\(l

hr L '11 f

0

1lr

$3

,".,,",'*r'f,[ili?,'J,fJ'fli Til*"fi ff EEIwas and wereSTRANGEBUT TRUEt---------------------------1 ---------'1

'F

J^411,38 Lrm

E:1, l'-11'-1rl Lr

rjr5,r'_1r{r nm

I I I

-ILJ -|I I

llr

iII

/z-r ftr>1

r--. =

-, 1 1 , E 1 t ' F1 r l

t:l+nE nrrl ,

i{---------I

t H , E t EF , n r

tlt, 1E ,rrTl

t:li, lilli nm

81, EE 'rm

::-=-

-

E+,lE nrn

I'J , :iE ,rrTl 3

1 1 ,l E F , m

Elementary Grammar 6amesPearson Education Limited O J Hadfield 2o0t

EE Past simple: affirmative and negativeVERB MATCH (PRESENT)

begin

b re a k

bringI

build

buy

catch

come

drink

f al l

find

flv

forgetF---------I I I I lr

get

grve

go

!I I I I I

nave

hear

leave

lose

L---------I I I I I

i II I I I

make

me e t

pay

put

read

flng

say

see

sell

sit

sleep

speak

spill

sta n d

stick

take

tell

think

wtn

wr ite

108

Elementary Grammar 6amesPeaison Education Limited O J Hadfield ?001

Past simple: affirmative and negative EEIVERB MATCH (PAsT)

began

b ro ke

br ought

built

bought

caught

came

drank

ate

fell

found

f lew

forgot-------------rI I

got

gave

went

had

h e a rd

left

lost

made

met

paid

put

readr---------l - - - rr r-r - - - - - t t l l

ra n g

said- - - - - - - - -l- -

saw

I I I I I

i II I I I I I I

----------1

soldrtrlllll llll

sat

slept

spoke'l

iI

spilt

stood

stuck

took

told

thought

won

wrote

109

,",*on?ffi l"'ii'J'"T"r,T:lt:;Tr::-F-

EE Past simple: affirmative and negative(1) PTCTURES ACTTON

tl/sl

/r

ffi, r{glbreak bring build

catch

come

drink

I wagn'tathune. in I was London

lesterday.

forget

hear110

,"u,.,o,.=rlot"Til^,?#'"T"f,Tilrf ,lT;;

EE past simple: affirmative and negative(2) PTCTURES ACTTON

tl;make

_ . i::_'

speak

,((

spill

sta n d

stick

think

Elementary Grammar GamesPearson Education Limited @ J Hadfield 2001

EE past simple: affirmative and negativewindowover wallpape( smdEhed the door

;h/ /,

shelves up pu.t diogonallg

Iaraehole inthewal(

.s*yfucurcain|burnt,

{:,|il ,tJr#founbain in themiddleo( theYoom

'oianokevs gluql " tdgether pot planLoroKen

paintspi.lt oncarpec .

112

Elementary Grammar GamesPearson Education Limited O J Hadfield 2001

EE Past simple: affirmative and negativeCULPRIT CARDS

DAVEY 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

BERTY 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 ! dI I

TEDY 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

BOBY 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

NEDY 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

NICKYouput 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

PETEY 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|

JIMY 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-------------1

||

l-----------

BILLY o u s m a s h e dh e w i n d o w b y l e a n i n g t a g a i n s ti t . I t w a s a n a c c i d e n tA n d t h e g l a s s a s ! w v e r yt h i n . But don't admitanything. 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

|

-

RAYYou 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 6amsPearson Education Limited O J Hadfield 2001

EEPast simple: yes/no questionsPATHS CROSSED

SAMe 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 r