play games with english book 3

Then divide the class into teams of two to three players and appoint team secretaries.. Set a ten-minute time limit for the team secretaries, helped by the rest ol the team, to complete

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Adtectives

Adverbs (comparison)

(of lrequency)

(of manner)

Compound Nouns

Conditional (unrealpast)

Conjunctions

Could have donetbeen doing

Countable Nouns

Future Continuous

Going to (future)

(decisions)

Have something done

lf only (+ past perfect)

lmperative

Morelas manylas much

Must have done

Nouns (countable/uncountable)

Participle Adjectives \-ing and -eQ

Passive (present perfect)

(past perfect)

Past Continuous

Past Perfect Continuous

Past Perfect Simple

Past Simple

Phrasal Verbs

PreDosrtions (after adjectives)

(of movement)

Preseni Contrnuous

Present Periecl Simple

Present Simple .

Pronuncration

Reflexive Pronouns

Should(n't) have done

Uncountable Nouns

Verb

(+ to infinitivo)

Vocabulary (verbs)

Was going to

witl

Wish

Worcl Orcler

treezing, cool, boiling I (describing people) old, heavy, slim 8, 38

(describing objects) lt has got a long stic* 8

You won't pass the examination unless you work harder 42

Have you ever been to Ne$, Yoik? 56 'Shut up!' she said angrily 18

a t r a f f i c j a m 1 - 2 2 lf she had cooked the chicken more, she wouldn't have got food poisoning.82 It rained very much during the night .' ' 42

The cats could have had very poor eyesight -.-. .' ' 72

There aren't as many stamps 10

You won't be sitting at your desk in the cffice ' 32

I'm going to post these letters .' 26

You're going to lravel to Paris 26

He's having his hair dyed .' 60

lf only I hadn't eaten so much 80 82 Keep straight on Don't overtake yet ' ' 6

There are more envelopes 10

He must have hidden in the cupboard or in the chest - - 72

There aren't as many stamps There isn't as much paper 10

The book w.rs very interesting I'm bored 28

The tront door has been mended 52 Rock'n' roll hadn't been thought of yet 62

It was getting dark 24, 40' * Because she had been $vimminS 24' 50 Somebody had turned on the TV 14' 24 * It took him weeks to grot 16' 24 46 Who is Danny going out with? 64

l'm afraid of spiders ' 48

W h o i s la l l i n g i n t o t h e la k e ? v 2 0 Who is falling into the lake? 20 40 46 l ve lost my car keys 16.46 I work in a fast food restaurant rn Los Angeles 46 t -l t I I T Relative Clauses (defining) A teelotaller is someone who never drlnks alcohol Relative Clauses (non-delining) Juirette whose boyfriend Masim is always late was waiting

Reported Speech (statements) The announcement said all passengers should go to Gate Five .'

(ouestions) She asKed him i{ he had packed the tin opener. T t T I T T I T T I T f, 'l 84 40 J4t 34,76 58 t 6 70 1 0 74 30 74 M b 6 1 2 36, 54 26 26 80 42 56 He should have cleaned his rille There isn't as much paper -

(+ -ing'1 I enjoy staying in becl .-

(+ prepositions) | think I'm golng to apply for this iob (American ahd Brilish; car, automobile

Want+obiecl pronouns+to infinitive She wants him to buy her an ice cream ' '

I refuse te ' aF Don'l go in there Come here Someone was going to shave (future)' Don't worry l'll answer it .

(decisions) | know what l'll do! l'll hitch a lift.

(+ past pertect) | wish I had put on ditlerent shoes.

96

:: ::: ,9s 3escr1tno oopcist ft nas gat a :oqg sttcx

' r : - : : s -an'/ As nucn - Countable'Unccunlalle ' : - : 3 ' + e ' e a r c m a r c e n v e t c a e s T h e r e I s n c r e t u D c j s n

a'a 2'en t as nanv stangs There sn i 3s Toci caEer

=3-": 3 -; e re stcoped an iop ol l/-re steps.

t:.s: l:.: r,cus ;l was gettng dark.

:=: +-ea S -cte 7le bus nad left.

T : ; g 3 F a i s e ?

z - 3 r 3 e 3-: l,:.:^,.:-st-' :e-e.:: S :l e

I s a , v s ; : a c t i v n t c n

" c u - s e 1 0 c u l , v o a o c r n e l e l, l , f i : ; / e r - s i : : a r ; l n c s g , t f e , s i e e J

Word Crder: Reilexive Pronouns: Conluncttcns

He luri amsell aute haolv \rnle sking tn Swtzerland' Comoanson ol Adverbs You son t pass ihe examlnaiion un'ess lou florK karder.

Ccmcartson of Adverbs She can see ihe furthest' She can see further than him.

, - , o 5 r e n r N c E s 1 , - * ,Verbs: Vocabulary Don t go in there' Come l''ere'

Verbs: Vocabulary looK see:iluEuonv 1,"-:' -""'":,1,- - , -: 46Presenl Simple I worK 1n a last food restauianl :n

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Present Contrnuous lm stav/ng wtth a f nena called Annrc.

Present Perleci Slmole I ve known Anne for tuvo vears.

Past Simple I moved to Washneton DC when I was 12.

Preseni SrmDle Dc vou smoKe?

Preseni Contrnuous t',here are \,ou ltving at the momentT

Presenl Perfeci Srmpie How long nave you warked fo, lhe

Adlectrves - Prepositions She _o9i,< very anxrcus abcut

oetng nea! a ooQ.

past Perfect Contrnuous 6e;avse s3e hac Dee:t strr?,"11-q.

PaSt Ferfect CCnl nUou: -<?e j Ceer i,y'crne lefte.s a, cai

Passive (Preseni per.iect l-re :ra?i oo3'n'is peen aielJec.

Curtains nave Dee Du: uc

p a s s r v g Hcs Dee^ o:19 Ta? aca.2 ras bee- c'ganec

MEMORY 6 54

D a s ; e n e c S'rt,i !: cac.,Jsl -oc: o^ :ia :Js

F:as: Conlrnucus \c.r wgre /u-<i llefinT ar ine aJs

Vias ocrnc ic yoij nere lusl eanq ic Qei a tne Dos.

lu'lgrqci'\, 5 extension 54

Fast Perieci );L nac trs: siocc uc.

Past Ccniinuous lc:: were readnc e DCoh

Was goinS ta fcu eg.e :Jsi aotac ta ca samg wark

6 4 64

-Could have be€n dorn.-e The man couiC nave oge srr.r^

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fmperative: Keep straight on Don't overtake yet.

Working individually or in pairs, the players have to match the instructions to an instructor The first player

to do this correctlY is the winner.

Hints: Make sure that the players fully understand the instructions by asking detailed comprehension

- guestions after the matching task has been completed

D i v i d e t h e c l a s s into small teams of two to three players A p p c i n t t e a m s e c r e t a r i e s

T h e t e a m secretaries, h e l p e d b y t h e r e s t of their team, write a set of instructions w n i c h c o u l d be said oi, a

d i f f e r e n t i n s t r u c t o r t o t h o s e o n p a g e 7 , e g

a policeman a flying instructor a doctor, a boss an art teacnei e sJ/ence teacner, a oc-ii-vourself

instructor, an army officer a gangleader, a prtest

T h e i n s t r u c t i o n s a r e th e n r e a d out to the rest of the class whc have tc t-\ Ic guess who ts saytng r n e

woros

MIME GAME l m p e r a t i v e : C o m e a e , e p i e a s e

G e t th e a t t e n t i o n o f a s t u d e n t a n d w i t h th e u s e of gestures a r J , r n t : : - l e g e : ni:: or ne: rc cor:re c u t a n d totn

y o u a t t h e f r o n l o f t h e c l a s s r o o m A ! t h e s a m e ti m e c t ' D o i n t r n c I c - i 3 ' m c J l ! a ; ; c r i ' i l n i n e u s e o f

g e s t u r e s p r o m p t t h i s s t u d e n t a n d t h e r e s t o f t h e class to s::p{y,vcr.ri'\\,c:os C c n e o r t r n e i e Diease o i

C o m e h e r e p l e a s e Y o u r m i m e d o e s n o t have to b€ \'e!'i, g c o a -t : : lcre arate.,i- t n e r n t m e i n e m o r e

t h e students w i l l h a v e to use lanouage t o g u e s s w h a t v o u \\ , a n i t o s a \ N c c , , ' t J i r e a c wren scrneDocv

c o m e s up with the rtght answer T h e n w i t h the use of gestures a n c : i r , r n e g e l : r r e stuoenl i c s i i o o ; n

A g a i n g e t the clas-c t c g u e s s v , ' h a t t n e i n s t r u c t i o n f c r t h i s r s : Sll oow,n J , s i - s € C : : , r r " u e I n t h e sarne v , a !

w i t h other instructions e g S l a n d up, ptease T a k e v o u r s w e a t e r o f i Dieese S l , , r l c , : o n t h e ir o n i c i e a s e

T h e n g e t the student y o u have demonstrateo t h e a c t r v r t 5 ' w r t h r o c n o c s e a n o t n e r s t u d e n i r c o r v e n e u

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Adjectives: freezing, cool, boiling

Divide the class into teams of two to three players Appoint team secretaries

The team secretaries, helped by the rest of their team, write the adjectives under the appropriate

heading.The first team to correctly categorise the words is the winner

Hints: When the teams read out their answers you could ask them to put each adjective

into a sentence which illustrates the meaning of the word For example:

There was a freezing wind and ice everywhere

The weather isn't cold, but it is a little cool

Texture rough smooth hard soft

dry

sharp

Shape rectangular oval square circular round triangular

Size nuge minutebitter tiny

enormous large massive

pale oarK lluorescent

d u l l

Taste sour

Colour light sweet

spicy salty Dtano

Write up the following categories: age, weight, buitd, hair colour personatity, tooks height, intelligence,

skin colouring

Tell the team secretartes to write down the category headings and then with the help of the rest of their

t e a m , w r i t e as many adjectives a s t h e y c a n t h i n k of under each heading F o r exampie:

E a c h te a m then reads out their lists of adjectives T h e t e a m secretaries s h o u l d cross out any duplicate

adjectives on their lists which are read out by another team At the end the team with the most adlectives

left is the winner check that the adjectives are appropriate for the headinq.

sucK

Tell the class that you are going to read out a description for them to guess what it is.

Begin to read the description For example:

It has got a long stick The stick is usuatly make of metal and it has got a curved end which forms a

handle The handle is usually made of wood or ptastic On the top of the stick is a meal frame The

frame is covered with material, usually cotton or a synthetic fabric This materiat s waterproofed

What is it? (An umbrelta)

Divide the class into teams of two to three players Appoint team secretaries

The team ditferent seoretaries with the help of the rest of their team, have to write a similar description fcr a

obtect Heip them with their descriptions if necessarv

coliect all tne finished descriptions and begin to read them out The teams then have to guess what the

objects describec by the other teams are Each team has only one guess They can either interrupt you

as the description is being read out or guess at the end when you have finished reading it The first team

Io guess whai tne oDiect is scores 1 point At the end the team with the most points is the winner

Hints: You ccutd eneno tnrs game by getting the teams to write descriptions of well-xnown

personaiitres for the otner teams to quess

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Put these adjectives in the correct category

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MorelAs manylAs much + CountableAJncountableNouns: There are more envelopes There is morerubbish There aren't as many stamps Thereisn't as much paper.

Working individually or in pairs, the players write down the differences between picture A and picture B

Set a five-minute time limit

The player with the most correct sentences is the winner

Hints: Afterthe players have completed the game you could ask lhem where the objects in

question are in picture B For example:

There are more envelopes on the desk There is more rubbish in the

rubbish bin There aren't as many stamps on the desk

Nouns: There aren't as many paper-clips There isn't

as much water

You will need a large number of different objects ior this game, e.g coins, bread water in a glass,

material, paper-clips books, pencils, string, salf, etc Make sure that some of these things are

uncountable nouns, e.g bread, water

P l a c e t h e o b j e c t s o n a t a b l e o r d e s k

D i v i d e t h e c i a s s in t o tw o teams, A and B

A s k the players i n T e a m A t o l o o k a t w h a t is o n t h e t a b l e fo r o n e m i n u r e T h e n w i t h o u t T e a m A s e e i n g

get Team B to take arvay lor example some of the coins, some of the water tn the gtess some of the

p a p e r ' c l t D s s o m e o ! t n e sting etc In all they should change the toral amount or quantity o ; e r g n t o b r e c t s

T e a m A t h e n come back to the table and trv to sav what there aren't as manvirsn't a s m u c h o f F o r

e x a m p l e :

There aren't as many paper-clips

There tsn't as much viater

S c o r e 2 p o i n t s f o r each correct o b s e r v a t i o n e x p r e s s e d i n c o r r e c t E n g i r s h b u i o n l v 1 p o r n t i f t n e g r a m m a r

i s w r o n g Repeat w i t h T e a m B

A t t h e end, the team with the most points is the winner

H i n t s : Y o u could alsc play this game to practise f e w e r and less:

There are fewer paper-clips

There is less water

ANSWERS: There are more mistakes (in the letter).

There are more letters (in the in-tray).

There is more tea (in the cup).

There is more string (in the drawer).

There aren't as many files (on the desk).

There aren't as many pens (in the drawer).

There isn't as much glue (in the pot).

There isn't as much money (in the box).

Find eight more differences in picture B.

@ Colin Granger and John Plumb 1995

Published by Heinemann English Language Teaching.

Want + Object Pronouns + 7o Infinitive: She wantshim to buy her an ice cream.

Go through the example with the whole class Then divide the class into teams of two to three players

and appoint team secretaries Set a ten-minute time limit for the team secretaries, helped by the rest ol

the team, to complete the sentences with want him/her/them + fo infinitive of the verbs at the top of the

box + the phrases at the bottom of the box The team with the most correct sentences is the winner

ANSWERS: 1 She wants him to buy her an ice cream.

2 He wants her to dry him with a towel.

3 She wants him to bring her a bucket.

4 She wants him to helo her build a sandcastle.

5 He wants him to throw him the ball.

6 She wants them to show her the magazine.

7 He wants her to pass him a drink.

8 He wants them to fetch him a deckchair.

to write your telephone number

Tell the class that you are going to mime an action which they have to guess Write an action on a piece

of paper, e.g I want you to write your telephone number Choose someone to demonstrate the mime

with Mime the action for him or her and the class to guess: Do you want me to telephone you? (Shake

your head.) Do you want him to write something? (Nod your head but gesture there is more.) Do you

want me to write my name? (Shake your head.) Do you want him to write his telephone number? Say:

That's nght Continue with other actions, sometimes choosing individual students to demonstrate the

mime with and sometimes two or more students so as to prompt: Do you want us/them ? questions

Your mime does not have to be good to do this activity, in fact the more amateur the mime, the more

q u e s t i o n s y o u r students w i l l h a v e to a s k R e p e a t t h e m i m e if t h e y a r e fi n d i n g g u e s s i n g d i f f i c u l t a n d g i v e

verbal hints if necessary

After a while you could get the students to write down ideas for the rest of the class to guess

E x a m p l e a c t i o n s :

I want you to pass me your pens

I want you to open the window

I want you to switch onioff the light

I want you to give me some money

I want you show me your identity card

I want you to fetch me my bag

I want you to get me a dilnk of water

I want you to help me clean the board

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Past Perfect Simple: Somebody had turned on tne

w.

Go through the example with the whole class Then, working individually or in teams of two to three

players, the players write down the ditferences between picture A and picture B Set a five-minute time

limit for them to do this The player/team with the most correct sentences is the winner

A N S W E R S : Somebody had turned on the TV.

Somebody had spilt the orange iuice.

Somebody had broken a plate.

Somebody had opened the cupboard.

Somebody had eaten all the sandwiches.

Somebody had drawn a picture on the wall.

Somebody had tied a little boy to a chair.

Somebody had taken the flowers out of the vase.

Prepare a list of prompt situations to elicit past perfect simple forms, for example Why did you say 'l'm

sorry' to your friend Mary yesterday? As an example, elicit from the class what possible explanation there

could be for this For example: I'd just stepped on her foot I'd been horricle to her l'd forgotten her

birthday Also give an example of an inappropriate explanation, e.g I'd just given her a sweet

Divide the class into teams of two to three players and appoint team secretaries Explain that the teams

have to write an appropriate explanation for the situations you read out to them using the past perfect

s i m p l e

Read out the situations Set a time limit of two minutes afier each one for the teams to discuss and for the

team secretaries to write down their answers Explain that they should still try to attempt an answer even

if they do not fully understand the situation you have read out as they are not allowed to ask you

q u e s t i o n s d u r i n g t h e g a m e A l s o explain t h a t , if t h e y a r e u n a b l e t o f i n d a n explanation o r w r i t e d o w n th e i r

answer in time they should go on to the next situation as soon as you start reading it

P o s s i b l e situations: (Adapt to the knowledge o f y o u r c l a s s )

1 Why dtd you say'Don't do that again' to your frienC llarry vesterday?

2 Why did you say'Thank you' to ycur mother yesterciay?

3 Why did you say'Be careful' to an old vlcman yesie:tav?

4 Why did you say'That's terrible' to vour frrend Susan vestercay?

5 Why did you say'l promise' to your teacher yesieroay?

6 Why did you say'l hope so' to your friend Bilt yesterday?

7 Why did you say 'l can't' to your father v,esterday?

8 Why did you say 'That's very nice o! you' tc your netghbour yesteroay?

9 Why did you say'Don't be stupid' to your rnend Tom yesterday?

10 Why did you say'No thank you'to you:.fnend Anna yesterday?

T h e n g e t the students t o r e a d out their answers A w a r d 1 p o i n t for eacn appropnare r e s p o n s e A t t h e end

t h e t e a m with the most Doints i s t h e w r n n e r

Present Perfect Simple: l've lost my car keys.

Past Simple: They were in my bag

Go through the example with the whole class Then, working individually or in teams of two to three, the

players match the people in the pictures with the sentences they are saying They should then complete

the sentences with the present perfect simple or the past simple of the verbs in the box Set a ten-minute

time limit to complete the game The player/team with the most correct sentences is the winner

ANSWERS 1 A I've lost my car keys They were in my bag.

2 H I've bought a new skirt lt only cost €16.

3 D I've been to the dentist's I had two fillings.

4 C I've hurt myself I cut my hand on a tin.

5 E I've lound a job I saw a notice in the paper.

6 G I've passed my exam I got 98 out of '100!

7 F I've had a big argument with my boyfriend He said I was stupid.

8 B I've broken my glasses I walked rnto a wall.

wErryS QU|Z Present Perfect Simple: Someone I know has grow,n

a moustache

Past Simple: lt took him weeks to grow

Present Tenses: He thinks he looks much morehandsome with it

P r e p a r e a l i s t o f n e w s items with one or two sentences a b o u t e a c h one giving n r o r e d e t a i l e d i n f o r m a t r c n

abcut tne news e.g Someone I know has grown a moustache tt took him wbeks to grow l1e thinks he

looks much more handsome with it

D i v i d e t h e c l a s s into teams of two to three players a n d a p p o i n t t e a m secretaries E x p l a i n t o t h e class that

t h e y h a v e to guess what news has happened f r o m s o m e in f o r m a t i o n y o u are going io give them Give

one or two examples before playing the game Say, for example lt took him weeks to grow He thinks he

looks really handsome with it Then allow time for the teams to discuss what the nelt,s could be and for

the team secretaries to write down their answer using the present perfect simple

Piay the game, awarding '1 point to teams guessing the correct answer

Example news items:

Scmeone I know has iusi tosi her job She had an argument wtth her boss and her bcss eave he.two

v,,'eeks' notice

Someone I xnow has just wan a prtze in the lottery

gong to spend the money on a new car It was the first trme he'd bouant a ticket i-je s

Someone I know has falten madly in love He can't sleep at night since he met her at a party and tatKs

about ner ali the time

Someone I know has iust had an operation He had to have a general anaesthetic and he's stil in

nospttat

Someone I know has iust had her flat burgted They got in a window and took ner vrcjeo and CD

ptayer

Someone I know has iust split up with her boyfriend He was seeing another woman She's feeting

very sad but is pleased that it's all over between them

Someone I know has iust passed his examination He is really surprised because he only started

revtstng at the last moment

Someone I know has tost a tot of weight He was itl for a long time and didn't feet tpe eatina

Your students could then invent news items for the rest of the class to ouess

b e e n t o t h e d e n t l s i s, , ' e n u r i m Y s e l f

a big argument with my boyfriend' He """" I was stupid

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Adverbs of Manner: 'Shut up!'she said anorilv.

Working individually or in pairs, the players have to decide which speech balloon fits best with which

adverb of manner in the list The player with the most correct sentences is the winner

Hints: Afterthe class has completed the game you could get individual players to try to read the

sentences as suggested by the adverbs (sadly, kindly, patiently, etc.).

You could extend the game, with the help of the class, by writing up a list of other adverbs of

manner which can describe how someone says something, for example: laughingly, hesitantly,

moodily, wistfully, jokingly, enthusiastically, coolly, nervously, reproachfully sulkily

The players then have to write a sentence for each adverb of manner similar to those given

When they have done this, get the players to read what they have written for each of

the adverbs and discuss which sentence best expresses the meanino of the adverb

2.'Let me help you,' she said kindly.

3.'l don't mind waiting,' she said patiently.

4.'lf you re late aqain you'll lose your job.'

5 r r g - d r u S u r u l r y

5 'l adore youl' she saic passionately.

6 'l ve passed m.v driving test she said excitedly.

'l won't come, she said stubbornly.

'Please don't look at me.' she said shyly.

t F I r'ii ^ ^ so roler) sre sarc saory t ^ - ^ / ^ [ ^ ^ ^ i ! ^ ^

-'You ccuion'i leno me some monev,

could you? she sard nccefully.

'Gei ou1 of mv wavl she sald aogressively

Divide the class intc teams of two to three players Appoint team secretaries

Write up a list of verbs, for example' wilte work, drive, dance srng, eaL Explain that the team

s e c r e t a r i e s h e l p e d b y t h e r e s t o f t h e i r te a m , h a v e to w r i t e d o w n a s m a n y acpropriate a d v e r b s o f m a n n e r

a s t h e y c a n th i n k o{ for each of the six verb categories W r i t e up one or tv,'o e x a m p l e s f c r e a c h category

t c s h c w tn e m w h a t y o u mean

Writewellnealty

Workhardlazily

Drivebadly

W r i t e an advero o { m a n n e r o n a s l r p o ' oaper e g d a n g e r c u s l y H a n d th e sirp c{ caper tc a Dlaver

E x D r a r r t h a t ir e c r s h e m u s l m i m e th e a : r , e ' D i n c o n l u n c t i o n w i t h a n a p p r o D r t a i e v e r b fo i ' t n e r e s i o f i h e

c i a s s : c , g u e s s T n e Dlavei p c r n a D s c h o c s e s t o m i m e c j r i v e o a n o e r c u s i t ' T : l e r e s i ci the ciass have tc ask

q u e s i , c n s t c i t n o o,Jt w n a t is w r i t t e n o n t n e s l r p o f p a p e r e g A r e y c u dnving a c a r ? A r e y o u dnving fast?

A r e y c u orivtng o u i c r c t y ? T h e p l a y e r d o i n g tn e m i m e s h c u i d a n s v , , e r b y , s h a k r n c o r n o d d i n g n i s or her head

T h e ciayer w n o ouesses t h e r i g h t a n s w e r t h e n g e t s th e c h a n c e t o m i m e th e n e x : adverb f o r t n e o t h e r s t o

g u e s s a n C s c o n u n t i l e v e r y b o d y h a s h a d a t u r n E i t h e r w r i t e th e adverbs y c u r s e l f o r if t h e p i a y e r s w i s h

g e t tnem to write their own aoveros t o m r m e

H i n t s : A v a r i a n t o l t h r s q a m e is w h e r e eacfr player i n t u r n g c e s out of the rocm wn!re t n e r e s i oi the

c l a s s t n l n k o f an adverb for htm oi' her Io guess T h e p l a v e r t h e n c o r n e s b a c k in t o tn e r c o m and

(answer very entnustasticaltyi )'e,<, r: rs

ls i: a gocd worc for me?

istili enthusiasirci No r: isn't

O Cciin Granger and John plumb 1995

D:-;1isrs6 by Heinemann English Language Teaching.

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Present Continuous + Prepositions of Movement:

Who is falling into the take?

Go through the example with the whole class Then divide the class into teams of two to three players

and appoint team secretaries Set a five-minute time limit for the team secretaries, helped by the rest ol

the team' to complete the questions with the present continuous of the verbs in the box The team with

the most correct questions is the winner

ANSWERS:

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1 Who's falltng into the lake? E

2 Who's jumping across the stream? D

3 Who's swimming under the bridge? C

4 Who's crossing the bridge? |

5 Who's crawling through the tunnel? N

6 Who's climbing up the rope? L

7 Who's sliding down the slope? F

6 Who's lifting a chilo over the wall? P

9 Who's sifting next to the kiosk? B

10 Who's running towards the kiosk? K

11 Who's cycling away from the kiosk? M

12 Whos standing inside the kiosk? e

13 Who's lying under a tree? R

14 Who's iogging past the park? H

15 Who's coming into the park? O

1 6 W n o s g o i n g o u t o f t h e p a r k ? J

17 Who's chasing somebody arounC lhe fountain? G '1

B Who's playing in the fountarnt A

Someone is cominq tnto a rocm

Trv to cover all the prepositions introduced in Observation 2 You will need two to three pictures for each

s t u d e n t i n y o u r class C h o o s e p i c t u r e s y o u can describe w i t h at least two difierent s e n t e n c e s i n v o l v i n g

p r e p c s i t t o n s o f m o v e m e n t F o r examole:

Someone is coming into a room

Something is climbing into something

W r r t e i w o o r three sentences d e s c r i b i n g e a c h p i c t u r e U s e s o m e o n e i s o m e t h i n g a n d p r e p o s i i r o n s o f

r n o v e m e n t T r y to make each description u n i q u e t o o n e o{ tne pictures ( i e rl shouid onllr fir one o1 the

p l o l i ' i r e s t r ' y o u i ' c c l l e c t i o n ) W r i t e each cjescription o n a s e p a r a i e c a r d T h e n share out tne prctures a n d

cai'ds tr, i'aridom oroer

T n e p i a v e r s f i i ' s i c h e c k w h e t n e r t h e d e s c r i p t i o n s o n t h e i r c a r o s match the pictures t n e y h a v e in therr

O Colin Granger and John plumb 1995 2j

Published by Hernemann English Language Teaching.

r

-Compound Nouns: a traffic jam

Go through the example with the whole class Then, working individually or in teams of two to three, the

players match the pictures with compound nouns made up from the lists of nouns They should then write

the nouns under the correct pictures set a ten-minute time limit to complete the game The player/team

with the most correct words is the winner

ANSWERS:

I I I I

W r i t e two lists of nouns which together m a k e compound n o u n s on the board T h e l i s t s should be written

D i v i d e t h e class into tearns of two to three players a n d a p p o i n t t e a m secretaries T h e n g o through an

e x a m p l e w i t h the whole class Pointing t o t h e J i r s t n o u n in the list on the lefl-hand s l o e o f t h e board, qet

t h e class t o s a y what noun in the right-hand l i s t c a n be linked t o i t t o f o r m a compound n o u n T h e n sei a

t e n - m i n u t e t i m e li m i i fo r the team secretaries, h e l p e d b y t h e r e s t of their teams to write dcwn a lrst of

u a y u t Y d r r I

doorknob

drug addictgirlf riendlawnmowerscrewdriversnoe snopsnovvf laketable lamptracksuitwatting room

{ z

Past Simpfez He stopped on top of the steps.

Past Continuous: lt was getting dark

Past Perfect Simple: The bus had teft

Photocopy pages 25 and 87 to ptay this game

Divide the class into teams of two to three players and appoint team secretaries Hand out page 25 and

give the teams five minutes to study and memorise the picture Then get the teams to cover or hand vou

back page 25 Hand out page 87 and go through the example with the whole class Make it clear thai

they have to choose between the past simple, the past continuous and the past perfect sirnple

The team secretaries, helped by the rest of their team, then write down the answers to the questions Set

a twenty-minute time limit They must not look back at the first page while doing this The team with the

most correct answers is the winner

steps and across the road.

There was a lot of traffic and by the time he got to the other side of the street, t-he bus had left He nacj misseo hrs

bus and there wasn't another bus to his village for two hours.

Manotc iooked at his watch: it was frve to srx and his parents were expecting him nome at seven He was sure rnev

wcurc ce v€ry angry He had lo qet home somehow by seven.

Then ne had an idea There was a market a few hundred melres down the road wnrch trnrshec ai srx There would

be a icl of iorries leaving the market and going down the main coast road pasi his viliace.

When Nlanolo got to the market a lorry was pulling out of the entrance Manolo coulcn t believ€ nts iucK: i,t was

gcing Ic Rosario a small town just past his village There was no time to speak to tne oriver Manolo climbeo rnro

tne back as the lorry stopped at the edge of the road to let some cars past.

lJanoic was in the lorry and he was on hrs way home When Manolo sat down on the fioor of the lorry, he had a big

shock He wasn't sitting on the floor, he was sitting on something very sof1 He looked down tt was a laree prq The

iorry' llas iul o{ pios.

when lr,lanolo jumped off the lorry in his village the school bus hadn't arrived Some parents were waitino ar r le

bus stop for their children.

Manolo ran up the hill to his house When he opened the ooor his parents were siflrnc at the table Tnev smried

when tne-v saw their son 'You re early, Manolo,' his lather satd 'Yes replied Manoto 'but l m afraid I m also a Dlt

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It was getting dark when Manolo goi out of school He stopped on top of th€ steps to soeak to a frienc But then he

noticed his school bus at the bus stop across the roaC He quickly waved goodbye to his frienc and ran down the

Simple; Past Perfect ContinuousPrepare twc stories to tell the class These stories shouldn't take longer than three minutes to tell Both

stories snould be about events that happened to you in the past One stcry should be true In every oetarl

while the other should contain things that are exaggerated or untrue Choose events thai were

extraordinary in some way e.g an amazing coincidence that happened to you Rather.lhan thinking of an

entirely fictitious story, it is easier to base the false story on true events and then diston or exaggerare

certain details Make sure that the stories contain examples of the past simple, the past continuous, the

past perfect sii'nple and the past perfect continuous

Divide the class into pairs Explain that you are going to tell them two stories and thai they then have to

decicje which story is true and which false Tell the stories to the class and then give the pairs time to

cjiscuss together before getting them to vote on the answer Then tell the class the answer

Next, get the pairs to prepare stories to tell the class Each student tells one story about him or hersetf

Before preparing their stories, they should first decide whose story is going to be true and whose false

Give some general advice about preparing the stories (see above) Set a time limit for the preparation

Finally get each pair to tell their stories to the rest of the class The class then vote on the answer after

each pair has completed their stories

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@ Colin Granger and John Plumb 1995

25

Going to: I'm going to post these letters

Go through the examples with the whole class Then, working individually or in teams of two to three

players, the players match the people in the pictures with the sentences they are saying They should

then complete the sentences with going to or willand the verbs in the box Set a ten-minute time limit to

complete the game The player/team with the most correct sentences wins

ANSWERS: 1 D l'm going to post these letters.

2 H Don't worry l'll answer the telephone.

3 A I'm going to get a cofiee Would you like one?

4 E Thanks very much l'll pay you back tomorrow.

5 B Don't lift that box You'll hurt your back.

6 C I'm going to speak to the manager Wish me luck!

7 F l'm going to make spaghetti bolognese tonight.

8 G You look hot l'll switch on the fan.

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cnorcEs '" Going fo (Decisions): You're going to travei to Paris IPrepare a series of choices based on the level and age group of your students, for example, travel to

Paris/Bangkok, have a cola/an orange juice, get a Volvo/a BMW

Explain to the class that they have to second guess what decisions their class colleagues have made

using their knowledge of them Give an example of what you mean Choose a student and say: You have

the chance to travel to either Paris or Bangkok Write down which city you want to travelto When the

student has written down his or her choice, ask the rest of the class to guess what decision he or she has

made and write down either: He/She is going to travel to.Paris or He/She is going to travel to Bangkok

Then get the original student to tell them what decision he or she made, e.g I'm-going to travetto

Bangkok Continue with other examples, e.g Someone offers you a choice of either i cota or an orange

iuice Write down which drink you want You need a new car and have the chance of either getling a

Volvo or a BMW at a very good price Write down the car you want Players could award themselves 1

point for every correct guess they make and the winner is the player who makes the most correct

guesses

Example choices:

Go on a beach holiday/a holiday in the country

Wear smart clothesicasual clothes

Travel by train/car

Write a letter/make a phone call

Have a salad/hamburoer

Prepare a list of prompts to elicit decisions for example I can't get there by bus or by train Explain tc tne

s t u d e n t s t h a t y o u are going to read out some problems a n d th a t they have to continue w i t h a p o s s i o i e

s o l u t i o n t o t h e p r o b l e m s b e g i n n i n g w i t h lk n o w w h a t t ' l l d o ! I' 1 1 G i v e o n e o r t w o e x a m p l e s e g /

haven't got any money I know what I'li do! I'll borrow some from my girlfriend I 'm too tired to

concentrate I know,what I'll do! l'll have a black coffee

Divide the class into teams of two to three students Then woik round the class, giving individual teams

p r o m p t s G i v e th e students o n e m i n u t e f o r the team to discuss b e f o r e g i v i n g t h e i i s o l u t i o n y o u could

award points for each appropriate response lf a team doesn't understand the oromot or faiis to find a

solution, give the same prompt to the next team

Example prompts:

I'm freezing

I keep forgetting things

I'm really bored

I'm putting on a lot of weight

I can't do my homework

I've got a sore throat

!'ve lost mv Durse

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@ Colin Granger and John ptumb 1995 27

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What are these people saying? Match the person with the sentences below

F"

Participle (-ing and -ed) Adjectives: Ihe book wasvery interesting l'm bored.

Go through the example with the whole class Then, working individually or in teams of two to three, the

players write sentences foreach picture using adjectives ending in -ingor -ed The first player/team to

complete this correctlv is the winner

2 I'm bored.

3 This film is so exciting.

4, Don't be so embarrassing.

5 Are you tired?

6 You are conlusing me.

7 l'm too worried to go to sleep.

L This article is really shocking.

9 I m feeling depressed.

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don't find me boring i I'm bored with tnis game

Let's play something etse

't tilts gattte

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Ask each player to write the endings -ing and -ed in large letters on separate pieces of paper Then write

up a list of verbs that can be changed into adjectives by adding -ing or -ed for example bore tire

amuse Then, as an example point to the first verb on your list, bore, and say I hope you don't f ind me

G e t t h e c l a s s to v o t e which ending t h e y th i n k correct b y h o l d i n g u p o n e of their voting cards T h e y shoutd

v o t e in unison a n d n o t lo o k at what others are voting before deciding Y o u m i g h t w a n t to cue their votes

with a gesture Then give another example, again pointing at the verb bore l'm with this oame Let's

play something else

T h e n start playing t h e g a m e for real Players g e t a minus point if they (a) hold up the wrong card; or (b)

h e s i i a t e t o o l o n g At the end, the piayer w i t h th e l e a s t n u m b e r o f m i n u s p o i n t s i s t h e w i n n e r

Example verbs and sentences: (Adapt to the level of your class.)

bore (l hoce you don'tfind me / l'm with this garne Let's pla1, something else.

t i r e ( l d c n ' i t' e e l I ' v e h a d a very day)

amuse (l tncugh! the film was quiie i l'm smiling because !'m )

wcrrv (l i,"'a-c n'hen you cjidn't come home i What the ooctor sard was )

t n t e r e s t t l i s a n i e e a , I r n n o t i n p o l i t i c s )

s u r p r t s e ( 1 ' m t o h e a r that hes only 25 i The news was )

s n o c k rD c vcu: Darents g e t easily Don'i say that t!'s really ,

embarrass (Why are ycu ? What did lsay? i ldid something very yesterday.)

d e p r e s s ( T h e vreather i s r e a l i y 'latways get when it rains a i o i )

reiax 1(l-|oi baths are vert/ i I don't feel )

a n n o y (S t o p me, Don't speak t o h e r n o w She's )

frrghten (l'm switch an the tight.,1 Don't go and see that fitm lt's reatty )

excirc (Were gorng on holiday lsn't it ? /The children are too to ao to sleea.)

O Colin Granger and John ptumb 1995

Published by Heinemann English Language Teaching.

c-Verb + Prepositions: I think I'm going to apply forthis job.

Go through the example with the whole class Then, working individually or in teams of two to three,

players match the pictures with the sentences They should then complete the sentences with the correct

prepositions Set an eight-minute time limit to complete the game The player/team with the most correct

sentences is the winner

G Shes apologising to the woman for waking her up.

E Do these shoes belong to you?

A He's complaining to the manager about his meal.

L I can't concentrate on my homework.

B What were you dreaming about?

C Whv are you laughing at me?

J l'm listening to the neighbours.

F l'm looking ior my socks

H Can you pay for my drink?

I Don't shout at me!

D Can you take care of the children for a minute?

D i v t i e the ciass into tearns of two to three players a n d a p p o i n t t e a m s e c r e i a n e s T h e n g o t h r o u g h a n

e x a m p l e w i t h tn e v v h o l e o i a s s P o i n i i n g t o t h e f r r s t v e r b o n y o u r list sa1, f o r e x a m p l e ! cften nave

arguments with mt'bt'ctne, i dcn't agree his polittcal vien,s Get tne ciass to look ai tne boaro and say

w h a t tn e m i s s i n g p r e p o s i t i o n i s f r o m y o u r sentence T h e n begrn reaornc s e n t e n c e s u s i n g t h e difierenr

v e r D s f r o m tn e list bui ieaving o u t th e p r e p o s i t i o n f o l l o w i n g t h e v e r b or obrect A l l o w ti m e after each

s e n t e n c e f o r th e team secretaries, h e l p e d b y t h e r e s t o f t h e i r ieams to write cjown t h e p r e p o s l t r o n s

T h e w i n n e r i s tne team with the most correct a n s w e r s

E x a m p l e list of verbs and example sentences: (Adapt to the knowiedoe a n d l e v e l o f vour.ciass.r

axiee v''iitn , stien have arguments with my brother I dcn't egree hjs ooliticat ',,:et,,,s

ar!'i\/e ai V\/nai ttme does titis lrain arrive the statton?

est rcr i nate askinE my parents money

Delreve rn Dc vou belreve horoscopes?

Dorrcw irom V/.tc did you Dorrow that hat ?

care aDout lu4r stste's so lazy sne doesn't care her exami,nattons

cite of Tne ooctors coutcin't say what she dted

drvioe tnto l-iovt many pieces shalt t divide the cake ?

drive rnto !1es a really bad driver He's always cirtvtng thtngs

expiatn to I uncierstand now Thank you for explaining it me

tns6t on Nc you paid last time lrnsls/ paying now

look at l'm shy Stop looking me

look after Can you lock my chitdren tonight? !want to go out

prevent from You can warn him, but you can't prevent him doing stupid things

run into I met an old friend yesterday I ran him by chance at the bus station

speak to I have to speak you about something

suffer from I don't use normal soaps ! suffer dry skin

take part in He's so quiet He nevertakes part any dlscussrbns in class

think ofrabout What are you thinking ?

throw at Don't throw any more stones me!

throw to Throw the ball me

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@ Colin Granger and John Plumb 1995

Published by Heinemann English Language Teaching

3 1

Future Continuous: You won't be sitting at your desk

in the office

Photocopy pages 33 and 88 to play this game

Divide the class into teams of two to three players and appoint team secretaries Hand out page 33 and

give the teams eight minutes to study and memorise the picture Then get the teams to cover or hand you

back page 33 Hand out page 88 and go through the examples with the whole class Point out the form of

the future continuous: will+ be + -ing

The team secretaries, helped by the rest of their team then complete the sentences Set a ten-minute

time limit They must not look back at the first page while doing this The team with the most correct

sentences is the winner

ANSWERS

3 lt won t be raining.

4 T h e s u n w i l i b e s h r n r n g

5 You ll be havrng a oelrcious breakfast.

6 You'll be orrnking fresh orange juice.

7 You won'l be wearino a business suit.

B You'li oe rvearing a beachrobe and sunglasses.

9 You won't be thinking about problems at work.

10 You l' De watcn,ng peopre swimmtng In tne oool

11 You'll be planning what beautiful places to visit.

i2 You'li be enloying vourselt.

11 am-12.30 pm drive to the seasidei-2 pm lie on the beach

21 pm have lunch in the Seaview Cafe4-6 pm go on a boat trtp to Smugglers' lsland6-7 pm visit the Castle Museum

7-9 pm have dinner in the Hilltop Restaurant10-1 am oance in Fehx's Disco

E x p l a i n t h a t th e d i a r y e x t r a c t s h o v , , s w h a t y o u w i l l b e d o i n g n e x t Sunday T h e n , s t a n d i n g i n a p o s i t i o n

w h e r e y o u c a n n o t s e e t h e i n f o r m a t i o n o n t h e b o a r d g e t the class to ask you questions t o t e s t y o u r

m e m o r y o f t h e e v e n t s I n t r o d u c e t h e q u e s t i o n : W h a t w i l l y o u be dotng at ? Tell the students t h a t th e y

s h o u l d a s k a b o u t ti m e s in between t h o s e w r i t t e n o n t h e b o a r d , i e te n m i n u t e s p a s t ten but not ten

o ' c l o c k F o r e x a m o l e :

Student: What will you be doing at 5 pm on Sunday?

You: !'ll be visiting the Castle Museum

Student: Whatwillyou be doing at half past 10 in the morning?

You: I'll be havino breakfast

G e t th e s t u d e n t s t o p l a n th e i r o w n t i m e t a b l e s f o r a great day out on similar l i n e s to t h e o n e cn the board

T e l l th e m to put a future dale at the top of them These limetables c o u l d b e i m a g i n a r y o r a b o u t re a l p i a n s

the students have

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It's Monday morning and l'm at work This time next week l'll be- on holiday

and l'm really looking forward to it.

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l.t / .)

N o w l o o k at the second page

Ref ative Pronouns (Wh ol Wherd Wh i chl Whosel:

A teetotaller is someone who never drinksalcohol

A warehouse is a place where goods arestored

A saw is a tool which you use to cut wood ormetal

A widower is a man whose wife is dead

Divide the class into two teams, A and B Appoint team secretaries

The team secretaries, helped by the rest of their team, decide which is the correct definition of the various

nouns

The first team to complete this correctly is the winner

WORD BLUFF - ertension Relative Pronouns (WholWherd Whichl Whose)

The team secretaries, with the help of the rest of their team, have to write eight definition puzzles similar

to those on the students' page Explain that the nouns they choose shouid be reasonably difficult (they

may use dictionaries if they want) and should be a good mix of people, places and things so that all four

relative pronouns (who, where, which and whose) are used Check that the chosen nouns and the

definitions they write are not too difficult or too easy, and that there is no duplication of nouns between

the two teams

The teams then take it in turns to read out their definition puzzles to the other team The other team afier

a few moments of group consultation, then have to choose one of the three definitions as beino the

correct one

Score 1 point per correct choice

At the end, the team with the most Doints is the winner

who died recentlv?

w r i t e t h e name of a famous personality o n a s l i p o f p a p e r , e g chartie chaptin T e l i th e ciass tha1they

h a v e to find out the name of a famous dead actor whose name begins with the letter C Explain t h a t th e y

should ask: /s it the actor who/whose ? questions and that they are only allowed to ask a direct

q u e s t i o n ( l s it Xl if they get a yes response f r o m y o u f o r one of their indirect q u e s t i o n s F o r example:

P l a r r a r '

You:

PlayerYou:

The player who guesses the right answer gets the chance to choose the name of the next famous

personality for the others to guess, and so on, until everyone has had a turn Each player should briefly

introduce the personality by saying, for example:

She's a sportswoman whose name begins with the tetter S; or He was a writer wnose name beains

with the letter H

4b, 5c 6c, 7a 8b

34

is a room where you keep food.

7 A pantry is a room where you play games

is someone who looks after cows on a farm

8 A coward is someone who runs away from danger.

@ Colin Granger and John plumb 1995

Was going toz Someone was going to shave.

Working individually or in pairs, the players have to write five more u/as going to sentences about the

picture

The player with the most correct sentences is the winner

that I didn't have the rioht books

Why ciidn't you do your homework yesterday?

I was just going to do it when I noticed that I didn't have the right books

The excuse must begin with / was just going to Players get a minus point if they (a) cannot think of an

a d e q u a t e e x c u s e ( t h e excuses c a n b e f a n t a s t i c b u t m u s t b e s o m e t h i n g t o d o w i t h th e a c t i o n t h e p l a y e r i s

a c c u s e d o f n o t d o i n g ) ; o r ( b ) h e s i t a t e t o o l o n g

E x a m p i e r o u n d w i t h a g r o u p o f f i v e p l a y e r s :

You: Why didn't you do your homework yesterday?

Player '1: I was just going to do it when I noticed that I didn't have the rignt books

You: Why didn't you get up yesterday?

Player 2: l w,as just going to get up when I felt a terrible pain in my reft leg

You: Why drdn't you lock the door when you left the house toiav?

Player 3: I was lusi gang to lock it when I remembered that I didn't have a key to gei DacR tn

a u a i l t

vinv dion't ;tou sent me a postcard wnen you were on holrday last year?

lThis claver cannot think of an excuse and so gets a minus potnt.)l\lhS oidn't you send me a postcard when you were on holiday last year?

lv,as 1us: going to send you one w,hen lciiscovered that lhad lefi m; address baoK

a t h o m e Wh1, 6i6r', ltou phone me es you promised yesterday?

I was just going to phone you when they cut my phone off for no! paying the bill

A n d s o on The winners a r e t h e p l a y e r s w i t h th e l e a s t n u m b e r of minus points

H i n t s : P l a y a trial round first

A s k e a s i e r q u e s t i o n s a t f i r s t a n d t h e n p r o g r e s s i v e l y m a k e th e m more and more difficult

E x a m p l e a c c u s a t i o n s :

Why didn't you come to ny party last nightcWhy didn't you give your friend the message t gave you?

Why didn't you invite me to your wedding?

Why didn't you say hello to me yesterday when I saw you in town?

Why didn't you tell me you had a new job?

Why didn't you introduce me to your friend last night?

Why didn't you give me back the book I lent you?

Why didn't you let me know that you weren't well?

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ANSWERS: 1 Someone was going to shave.

2 Someone was going to sew a button on his shirt.

3 Someone was going to have a meal.

4 Someone was going to write in the ship's log.

5 Someone was going to play chess.

6 Someone was going to mend his shoe.

Adjectives: sociable

Go through the example with the whole class Then divide the class into teams of two to three players

and get them to connect the adjectives to the people in the pictures

The first team to do this correctly is the winner

i- wno,s Ir? : _ Adjectives: She's go! long, dark hair She's kind and

helPful to other PecPle

prepare a few example descriptions of famous people your students will know They could be politicians,film stars, people in the school you work in, characters from TV soaps, sportsmen and sportswomen, etc.Use a mixture of adjectives which describe personality and adjectives which describe appearance Read

Student: /s she someone in the class?

Student: /s she an singer?

Student: ls she on TV?

Student: ls she in (name of soaP)?

Student: /s she (name of character)?

You: Yes she rs

active We hate Harry because he's looaggresstve

D i v i d e t h e c l a s s in t o tw o t e a m s T e a m A a n d T e a m B E x p l a r n t h a t T e a m A l i k e s H a r r y w h e r e a s T e a m B

h a t e s h i m T h e t w o t e a m s c a n w i n p c i n t s b y s a y i n g w h y t h e y li k e o r h a t e h i m u s i n g s o o r l o o a n d

a d j e c t i v e s b e g i n n i n g w i t h e a c h le t t e r o f t h e a l p h a b e t F o r e x a m p l e , T e a m A , u s i n g t h e l e t t e r A c o u i c i s a y :

We like Harry because he's so active while Team B could say: We hate Harry because he's too

aggressive Score 1 point for each acceptable statement The adjectives must be appropriate for

d e s c r i b i n g w h y y o u l i k e o r h a t e s o m e o n e C o n t i n u e i n t h e s a m e w a y w i t h th e r e s t o f t h e a l p h a b e t f o r

e x a m p l e :

Team A: We like Harry because he's so bold

Team B: We hate llarry because hes so bossy

Team A: We like Harry because he's so clever

Team B: We hate Harrv because he's so cold

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@ Colin Granger and John Plumb 1995

Published by Heinemann English Language Teaching.

Reflexive Pronouns/Past Continuous: She waslooking at herself in a mirror.

Photocopy pages 41 and 89 to play this game

Divide the class into teams of two to three players and appoint team secretaries Hand out page 41 and

give the teams two minutes to study and memorise the picture Then get the teams to cover or hand you

back page 41 Then hand out page 89 and go through the examples with the whole class Point out that

reflexive pronouns are necessary in some sentences and unnecessary in others The team secretaries,

helped by the rest of their team, then write down what the young people were doing Set a ten-minute

time limit for them to complete the sentences They must not look back at the first page while doing this

The team with the most correct sentences is the winner

A N S W E R S :

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She was drying herself wtth a towel.

He was relaxing under a tree.

He was shaving with an electric razor.

She was oressing behind a tree.

Sne was feeling sick.

He was helping himself to some sausages.

looking at yourself in the mirror

W r i t e down a number o f a c t i o n s o n s l i p s o f p a p e r S o m e o i t h e s e should require a r e f l e x i v e p r o n o u n

others should not For example: looking at yourself in a mirror getting dressed: washing your hands, face,

bcdy drying yourself with a towel

T h e n h a n d one of the slips to a student, w i t h o u t a n y o f t h e o t h e r s in the class seeing it Ask the student

to mime the actlon for the others to guess, e.g You're looking out of a window (The student shakes

his/her head.) You're watching fV (The student shakes his/her head.) You're tooking in a mirror (The

student indicates that the guess is close.) You're looking at yourself in a mirror (The student nods.) The

D e r s o n w h o q u e s s e s t h e r i g h t answer g e t s the chance t o m i m e the next action

Feeltn-o sorry for yourself

Teachrno yourself to play the guitar

l-laving a guitar /esson

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@ Colin Granger and John plumb 1995

Published by Heinemann English Language Teaching.