This is a useful guide for practice full problems of english, you can easy to learn and understand all of issues of related english full problems. The more you study, the more you like it for sure because if its values.
photocopiable material PearsonEducationLimited Gate Edinburgh Harlow E s s e xC M 02 J E England C o m p a n i e tsh r o u g h o u t t h e w o r l d and Associated www.longman.com O J i l lH a d fi e l d2 0 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 e i t h t h e C o p y r i g h t D e s i g n sa n d b e e n a s s e r t e db y h e r i n a c c o r d a n c w P a t e n t sA c t 8 Permissionto copy 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 rg r a n t s permission f o r c o p i e so f t h e p a g e si n t h e s e c t i o n sf r o m p a g e t o s ay make 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 c o p i e sf 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 eos f w h i c h t h e y a r e i n s a y m a k e c o p i e sf o r u s ew i t h i n a n d b y t h e c h a r g e ;s c h o o lp u r c h a s e rm t o c o p y d o e sn o t s t a f f a n d s t u d e n t so 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 n , ho should e x t e n dt o a d d i t i o n a ls c h o o l so r b r a n c h e so f a n i n s t i t u t i o n w p u r c h a s ea s e p a r a t em 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 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 epsr i o r p e r m i s s i o ni n w r i t i n g m u s t b e o b t a i n e df r o m P e a r s o nE d u c a t i o nL i m i t e d F i r s u b l i s h e d2 0 lsBN 0582 42965X , P P r i n t e di n M a l a y s i a P Talon P r o d u c e df o r t h e P u b l i s h e rbs y G e n e v i d v e r ,S G D D e s i g n e rT: r e v o rS y l v e s t eT 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 eb d y :J o h nP l u m b( u n i t s1 , , , , , , , ) ; A n d r e w W a r r i n g t o n( u n i t s2 , , [ p a ] , , 2 , , , , ) ; G a b r i e l l eM o r t o n ( u n i t s3 , , , , , ,2 [ p p - J ,2 , , , ) ; N i c kA b a d z i s( u n i t s9 [ p p - ] , , ,2 [ p p 7 , ,2 , , ) Introduction Teacher's notes I aoran alan or rhe (l) alan or the (2) Countable and uncountable nouns Personalpronouns: subjectand object (1) Personalpronouns: subject and object (2) Possessive adjectives:my, your) his, etc Possessivet pronouns: ntine,))ours,his, etc Possessive 10 be: afftrmative and negative 1l 6e:yes/noquestions 12 be:wh- questions 13 this, that, these,those 14 haztegot: affirmative and negative 15 havegot: yes/no questions L6 havegot: zllz-questions Therezi and Thereare: affirmative and negative 17 I s t h e r e ?a n d A r e t h e r e ? 18 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 I '7 9 10 ll ll t2 t3 t4 l5 l5 l6 t7 t7 18 18 19 20 20 22 22 23 24 24 25 26 27 27 28 28 29 30 3l 33 )J 34 35 35 JI r23 l:l ll::i About games About this book A game is an activit-v u'ith rules, a goal and an element of fun There are tu'o kinds of games: contpetitit'i games in which pia-vers or teams race to be the first to reach gamesi in rvhich plavers or the goal, and cooperatizrd teams work together towards a common goal The games in this book have been designed to practise grammar, not to introduce or explain it This book assumes that the class has already met each grammar point, and Language gamcs can be divided into t\'\:o firrther games categories: lirtguisticgames and contrtttnticdtit:c In linguistic games, the goal of the game is linguistic accuracJr:in 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 Games can be used at an-v-stage of the iesson once the target language has been introduced and explained Thcl' serve both as a memor-v aid and repetition drill, and as a chance to use language freely 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 About grammar How 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 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 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 sorting: e.g sorting contpetitions:e.g see how manSrsentences you can make, how quickly you can unmuddle sentences card gantesand other familiar game types: e.g lotto, bingo, Pelmanism, happy families, consequences, board games 'reinforcement' Other games, rvhich could be callcd games, ',vork more like substitution drills or pattern practice, getting students to internalise rules b-v repcating patterns These games are designed not only to provide intensive repetition of a grammatical structure or structures) but to provide a meaningful context and, since these are gamcs not drills, the repetition has a purpose: studcnts are working towards u'inning or completing the game 'reinforcement' game in the book: These are the qpes of informatktn gap gdntes: Player t has access to some information not held b1, Pla.ver P1a-ver2 must acqulrc this information to complete a task successfully This typc of game may be one-sided, or reciprocal (where both plaSrershave 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) gttessingganrcs: a familiar variant on this principle The 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 '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 may be played as a r'vho1e-classactivity, u'here players 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 Practicalconsiderations Classroom management There are three main types of activity in this book: pairwork, invcll"'ing two partners; sma11-groupwork, involving groups of three or four or morc; and wholeclass activities, u'here everyone moves freely around the room All these activities require some flexibility in the constitution of groups and organisation of the classroom It is best to have the desks or tables in a U-shape if possible Students can then u'ork u'ith the person sitting next to thcm for pair'*'ork, and groups of threes and fours can easilv be formed b.v alternate pairs moving their chairs to the inner side of the U, opposite another pair Wholeclass activitics, u,hich involve all the students circulating freely, can take place in the empty area in the centre of the U-shape If it is not possible to arrange desks in this way, this need not deter you: the traditional arrangement of front-facing desks can be easily adapted to pairwork, with people at adjoining desks working together, while small groups can be formed b-v t'uvopeople turning their chairs round to face the people behind them \fihole-class activities present a little more of a problem, but often there is a space big enough for the students to move around in at the front ofthe class, or desks can be pushed back to clcar a space in the centre Sometimes an alternative small-group version of the whole-class games in this book has been provided, so that teachers who experience a great deal of difficulty with the kind of games that require students to move around can play these games in a more static format Games are best set up by demonstration rather than by lengthy explanation The teacher should explain briefly what the game involves, hand out the photocopied cards, make sure students have pen and paper if needcd, give *rem a little time to study the cards, and then demonstrate the game with one of the students in front of the class It will be found that the idca of the game is probably easier for studcnts to grasp from seeing the cards than from a verbal explanation, and that as they become more familiar with the idea of the games and the techniques used, any initiai problems caused by unfamiliarity lt'ill quickly disappear Where more complicated card games are pla-ved in small groups, a Rules sheet is provided at the back of the book and it is suggestedthat teachers hand out a photocop-v of this to each group of students, together u'ith the cards Thesc games are indicated in the 'l Teacher's notes r'r,ith the s-vmbol Fr-LEasHrr-r-ir_ The teacher's rolc in all these activities is that of monitor and resource centre, moving trom group to group, listening, suppllting any necessary language, notlng errors! but not interrupting or correcting as this impedes fluency and spoils thc atmosphere It is a good idea to carry paper and pen and to notc anlr persistc-ntcrrors or areas of difficulty These can thcn be dealt rvith in a feedback sessionafter thc game In manv casesthe game could then be played again r.vith different partners or with difterent cards -fhe llerage icngth of time for the games in the book is about 15 to 20 minutes management Resource The resources required for each game fall into two categories: reusable and disposable \Where a very small number of photocopies are needed for a whole-class game or where students may write on their cards, it is best to treat these photocopies as disposable, and there is no point in collecting up the photocopies in order to use them with another class when the game is finished In contrast, some of the games require a larger number of copies and an investment of the teacher's time in accurate copying, cutting up and sorting, so it is worthwhile thinking of these materials as reusable resources and investing some time in making the photocopies into a permanent class set of materials If you have the time and resources, obviously printing or pasting the materials onto card or laminating them would help preserve their shelf-life Flowever, this isn't absolutely necessary I have sets of games materials printed only onto paper that have done their duty in workshops all over the world and aren't much the worse for wear after several years \i{4rat is more important is providing a system to prevent the materials getting lost and disorganised If you have a class set of ten packs of cards, for example, it is worth putting each pack into an envelope clearly labelled with the name of the game and the number of cards It is then the students' responsibility to collect up all the cards at the end of the game, check that they are all there, put them back into the envelope and hand them back to you If two packs of cards are required for a game, keep them in two smaller envelopes inside the big one, and get the students to sort them back into their respective envelopes at the end of the game Finally, if you have no access to copying facilities at all, it is possible, though time-consuming, to make home-made versions of the materials by getting the students to work with you to draw and write the cards Ea or an Type of activity Pairwork matching and guessing games Grammar point a and an - we can use d or arz before singular nouns we use a before a singular noun beginning with a consonant: a banana - we use az before a noun beginning with a vowel: an apple 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 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 Other structures Is there ? The player with most cards at the end is the winner Vocabulary Part Ask eachpair to discardthe anrtcLs carus and Food: an: egg) ice hlly, apple, onion, axocado, orange, artichoke, o!ster a: lemon, yoghurt, tontato, lettuce, carcot, pear, chicken, cucuntber,bdnana, sausage (These words are provided with pictures on the cards.) all spreadthe FooD cARDSout 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 Materials and preparation Studentsshould then try to guesswhat is in their parmer's fridge, e.g '/s rherealan in thefridge?' Copy and cut up one set of ,lRTtcI-E cARDS for each pair of students in the class The object of this part of the game is to guess the foods in their partner's fridge Copy and cut up one set of t oon caRls for each pair of students in the class If your students are familiar with the vocabulary, white out the labels on a master copy of the page before making multiple copies (Don't cut the labels off - the cards must remain the same slze as rhe aRtlcLE cenos.) If your students are not familiar with the vocabulary, leave the words on the cards and practise them before you play the game Make one copy of the t-nrncp IICTURE for each student in the class E alan or the (1) Type of activity Small group, matching game Grammar point alan and the we can use d or an before singular nouns How to use the game Part Check that your students are familiar with the grammar in the Grarnrnar point and Other structures and with the words listed under Vocabulary, above Divide the class into pairs Give each pair a set of aRrrcLE cARDS and a set of FOOD CARDS They should shuffle the cards together and spread them out face dorvn on the table 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]) Other structures None Vocabulary alan: pencil, plate, tee, flower, man, book, letter, egg, umbrella, orange, apple Other structures the: sun, moon,world, sfu),sea,Effil Tinoer,Queenof England, capital of France, Thj Mahal (These words are provided with pictures on the cards.) Is there a ? Where is (Where\) the ? Place expressions: next to, between,o1>posite, at the end, on the leftlright Vocabulary Materials and preparation Animals: elephant, ostich, alligator, antelope, monkeg, tiger, lion, bear, camel, girafle, kangaroo, zebra (These words are provided with pictures on the cards.) 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 Materials and preparation How to use the game Divide the class into groups of 3-4 students 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 Give each group a set ofARtICLE cARDS and a set of PICTURECARDS Make one copy of both the zoo IICTURES for each student in the class I R U L E SS H E E T Check that your students are familiar with the grammar in the Grarnmar point and with the words listed under Vocabulary for this game 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 Players take it in turns to take a prc-lung cARD from the pile I 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 The player who has taken the card can look to see if it goes with any ARTICLEcano in his hand Give each pair a set of ANIl,Lqt canos and each student the two ZOO PICTURES If it does (e.9 the and moon, or an and apple), he can lay down the two cards, saying the phrase aloud They should spread the ANIr\,r,\LcARDS out to iook at Ifit does not, he can place the PICTUREcaRl face up on the table The first player to pair it with a card in her hand, saying the phrase made by the two cards, can lay the two cards down Then it is the next piayer's turn The player to get rid of her eRrrcr-p cARDS first is the winner E alan or the (2) Type of activity Pairwork, information gap game Grammar point alan and the - we use a the first time we mention something: Look-there'sagiraffe - we use the when we know which one we mean! or when it has already been mentioned: Look - the giraffe has got a baby 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 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? 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 B: A: B: A: E Countable and uncountable nouns Type of activity Pairwork, sorting and information gap game Grammar point alan and sorne with countabie and uncountable nouns - some nouns are countable (e.9 carrot), some are uncountable (e.e milk) - countable nouns can be singular (carrot) or plural (carcots) uncountable nouns not have a plural form: milk - we use alanwith singular countable nouns: a carrot, 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 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 following their partner's description an avocado - we use some with plural countable nouns (sonte carrots) and with uncountable nouns (sornze milk) Other structures There'salanlsome Place prepositions: nexl to, on, in Vocabulary Food: salr, flour, sugar, milk, coffee, tea, rice, bread, butter, cheese,apple, banana, orcntge,carrots, peas, to?natoes,biscuits, potatoes(These words are provided with pictures on the cards.) Kitchen furniture: table, chair, sink, fridge, cooker, light, xase, cupboard Materials and preparation Copy and cut up one set of rooo caRos for each pair of students in the class Cut the words off if your students are familiar with the vocabulary If they are not, leave the words on the cards and practise the vocabulary before you play the game Make one copy of the xrrcuEN PIC'I'URESI and for each student in the class Cut I and apart 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 E Personalpronouns: subject and object (1) Type of activity Small group, ordering game 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: She seeshint - after prepositions(e.9 at, ro) we use object pronouns: She smilesat hhn Other structures Present simple: helshesees,they see Vocabulary Actions: see,smile,waz,e,zurite,read,meet,zuatch,cheer (These words are provided on the cards.) Also'.message, eaeryone,zrrorA(noun) Materials and preparation Copy and cut up one set ofrRuE RoMANCE (wonns) cards and one set of rnuE RoMANCE (lrcrurus) cards for each group of 3-4 students in the class 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 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 PICTURESand the \x'oRDS out on the table E Personal pronouns: subject and object (2) Tell them that the PICTURESand tt'ttRls tell a storl', and that three vronos cards make up one sentence for each picture Type of activity Smallgroup,orderinggame The object ofthe garne is, first, to arrange the IICTURES in sequence to tell the story The students then select three wonp cards and put them in the correct order to rnake a sentence for each picture Thc group that does this first correctl-v wins the game Card game I RulFsrrirEr-_-.l Get the groups to spread the PICTI.'RES 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 If they agree, he takes another three \xroRDScards 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 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: he seesher I she seeshim i he sniles at her I she sntilesat him I he uaz;esat her I she zoaaesat him I he urites a messageto her I she writes back to hint I eL-erionereads the messagesI 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.) Grammar point Personal pronouns: I, you, zDe; t/ae, you, us - I, yott, zrreare 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 Other structures P r c s e n t s i m p l e : I l i k e , o u h a t e , i t n t a k e sn t e ) they nnke us Vocabulary Feelings and opinions' like, hate, lot,e, nnke (It makes nelyou ), belietein @hosts) Also: rcecream, dancirtg, tttusic,br.oks,sad.filttts,football, letters,gltosts,sunsl'tine,holiday5, spiders,.frightened,hoppy, excited, tired, cry (These u'ords are provided on the cards.) Materials and preparation Copy and cut up one sct of r,rp.AND you c'lRos for each pair of students in the class They will need a sheet of paper each, and a pen or pencil How to use the game Check that your students are familiar with the grammar in the Gramrnar point and Other structures and with the words listed under Vocabulary, above D i v i d e t h e c l a s si n t o p a i r s Give out one set of l,tn AND you canos per pair Ask students to spread the cards out face up on the table Ask them to take a sheet of paper and a pen or pencil Teli them they will have three minutes to 'uvritedown as many sentences as possibie that are true for thernselves, using the words on the cards in theqe nqfrerns' I (don't) like llo",te i beliettein I hate or (doesn't\make I ntakesnrc They can use the words on the cards as many times as they like to create different true sentences They should work individualll- and not show their sentences to their partner 10 Elementary Grammar 6am€s Pearson Education Limited O J Hadfield 2001 EEPast simple: yes/no questions CROSSEDPATHS SAM TAMMY Y e s t e r d a ye v e n i n g : o l o u w a l k e d d o w n Ma i n S tre e tto Yester dayevening: o y o u w a l k e dd o w n M a i n 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 rsa fter Street e yoU went to the ballet (Swan Lake) you walked down M ar ket the film r l o U w a l k e d d o w n S o u thS tre e tto Marco'scaf6 r l o u h a d a co ffe e i n Ma rco 's Street o lou went to your fr iend M ar tha' s PartY o l o U c a u g h ta N o b u s h o m e BRAD ANNIE Y e s t e r d a ye v e n i n g : o l o u h a d a p i z z aa t L u i g i ' s Yester dayevening: o loU went to the pub ( The W ild Goose) o loU went to the ballet (Swan Lake) o you went to Chomper s restau rant o l o u w e n t t o th e ci n e mato se e Star Wars o l o u q u e u e dfo r a ta xi i n F o re Street o you went to Martha'spartY o y o U g o t a li ft h o me w i th a ma n c a l l e dT i m restaurant o you walked down For e Street and went to the Atlantis nightclub PAUL MEGAN Ye s t e r d a ye v en i n g : o l o u w a l k e d d o w n Ma rke t Yester dayevening: o lou went for a pizzaat Luigi' s Street o lou went to the pub (The Wild Goose) o y o U w e n t to a fo l k co n ce rt ( b y Bo o t l a cea n d A sh ) o lou walked down SouthStreet restau rant r lou went to a folk concer t ( by Bootlaceand Ash) r yoU had a coffee at Marco's u n t i l a f r i e n d o f yo u rsca l l e dT i m sto p ped a n d o f f e r e d yo u a l i ft h o me caf6 o you got a No 17bus o you went to the Atlantis nightclub Elementary Grammar Games PearsonEducationLimited @ J Hadfield 2001 EZ Pastsimple: wh- questions LOTTO BOARDS (four copies) Cutinto four boards ontvtJr o r o r r o r O ) ) & f n E -r ^ LU U z LU r = LU = tlJ z E LU = I I = = A U IJ.J = a = = z o = I B B I z - - F U I = = I = = I = T U o B o r r = - I a r o r o ) E l J LU E LU = = LU I I kr LU E LU I = = = = z U z LU = = = z a :E = I = - I U = z - F = o T I I = = = I LJ = = o I 115 Elementary Grammar Games Pearson Educalion Limited @ J Hadfield 2001 EZ Pastsimple: wh'questions ANSWERCARDS CJ f c C f -o - (o = > P v (o a) = = ? qJ o = -' OJ E c f U G J OJ c C _c ro OJ qJ ! L - - - - - - - - -lrrllll = -v f P - - - - - - - - -l- c 0) U co o - - - - - - - - -l- = s = - - - - - - - - -l- - - - -J - - tn *i c 'c _c o c P OJ c c f c o o- P f -c l N N v g -o 0,) ,9 c 0) - L-I :t o 0,, c.) E ? c CJ OJ o o IJ o P c (o a -v OJ -c c -c ? ; - : '- o CJ m ; -c P P LJ q -v P P OJ E f : c) f, C \J 0,) - - - - - - -'l 1- - t - OJ C OJ qJ 0) ++ CJ CJ -c (J P c (o P OJ P P OJ c o '= ,G N -c O) f _a -c P = '- qJ P d -c P v c ? o CJ L L L L L r J J J J r 116 P o + C o qJ -c IJ Elementary Grammar Games PearsonEducationLimited @ J Hadfield 2001 EE fime preposition s=in, at, on TIME BOARD Preposition cords fu-lw l" DUuu ._-+. 48rM r@ I'New lYear rw u'winter ffi lH:{ 3*,*i;,,*,1 $ fiWffi l***l B 'offil=tt = "i$i; )'- - 44 I z-n stx o'cfock ssIrc{*ts*' IB| JuIy B{:?"'"JtiWPlh;r*u ?*- t-t oF'l{ilOlbooi iloli 8{'ryl I {: ff', Stort \qolA{t,ffi14lUTq -ir=-.r Elementary Grammar Games Pearson Education Limited @ J Hadfield 2001 EEIrlme prepositions=in, at, on CARDS PREPOSITION IN IN IN IN IN IN IN IN IN IN IN IN I I I I I IN TIT I I I\I Il I I I I I I IN I I I I I AT A'.F I I l t l r\I I AT l I I AT AT ON ON ON ON ON ON ON ON ,at I I i I I I I I I I ioN I I ll lr 118 Elementary Grammar Games PearsonEducationLimited @ J Hadfield 2001 EEpresentcontinuouswith future meaning s k a f in g r i n k PLonkersn i g h t c l u b conc e r t h a l l Boar ( o g.o o oll Swimmind e/ baths 06 a a6 Three ub TheatneRoyaI restauranL footbatlp-rtch - - -l SAM SANJAY Y o u a r e g o i n g f o r a n l t a l i a nm e a lt o n i g h t Y o u a r e h a v i n ga m e e t i n gi n t h e B l u e B o a rc a f et o n i g h t AMY FRAN Y o u a r e g o i n g f o r a n l t a l i a nm e a lt o n i g h t Y o u a r e g o i n g t o t h e c i n e m at o n i g h t SELWYN Y o u a r e g o i ng to a p i a n o re ci ta lto night TIM Y o u a r e g o i n gt o t h e p u b t o n i g h t II I PETE Youare goingto the theatreto see M a c b e t ht o n i g h t 'i SUE Y o u a r e g o i n g t o P l o n k e r sn i g h t c l u b tonight YA S M I N Y o u a r e g o i n g s k a t i n gt o n i g h t LUCY Y o ua r ep l a y i n gb a d m i n t o tno n i g h t i t- ' -1 JO Y o u a r e g o i n g s w i m m i n gt o n i g h t i FRED i You ar e playingin a football match i tonight 119 Elementary Grammar Games PearsonEducationLimit€d O J Hadfield 20oI EEIgoing to ROLECARDS ttl ttl = = z z o t m LU I F o E gRffi m LU I F liT.1!::.?*: Y:_?r3Y_i r./l vl = = m m z z o E o E, LU I F ffigRffi IIJ T F M r s B r o wn Mr B ro w n T i m A l i c e v\ v U \Z \J -J J m IJ-J I F LU ffiffi I F M r s Bl a c k Mr B l a ck S u si e P ete Lr1 Lr1 U U J J v v LU I F ilh lst MrsBlack Mr BlackSusie Pete LU I F Mr s Br own Mr Br own Tim Alice tffire M r sB l a c kM r Black Susie Pete Elementary Grammar Games Pearson Education Limited O J Hadfield 200I t*- EJltgorng to ROLECARDS (continued) l r - a.rl (n Iu LU E IIJ IJ.J z z E (9 I H@ ffi@ rffi ff w@ wff LU LU I F I F r G r e e nM r sG r e e n t/) Toby Anna Mr Gr een M r s Gr een Toby A n n a M r Gr een M r s G r een vr zLU z LU LU E IJ.J E (, (J LU LU I F I F Toby A n n a M r Green Mrs Gr een 121 Elementary Grammar Games PearsonEducationLimited @ J Hadtield 2001 Rules sheets alan or the (1) 12 he: wh- questions Rules There are two setsof cards: plctunp canos and Rules for Part 1 There are two setsof cards: epcINNtNcsand ARTICLE CARDS Put the prcrunn caRos face down in a pile in the centre of the tab1e Deal out the ARTICLEcARDS to all players You can look at your ARTICLE,cARDS Player I begins Thke the top card from the pile If it goes with one in your hand, put them both on the table and say the words, e.g.'The ntoon.' 'An apple.' If not, put the rICTURE caRr down on the table, face up The first player to match it with one in his hand and say the words can lay both cards down The player who gets rid of her en.rtcLE cARDS first is the winner Personal pronouns: subiect and object (1) Rules for the card garne There are two sets of cards: ptc-turu cards and woRos cards Spread the twelve IICTURE cards face up on the table Deal out seven \iloRDS cards to each player Put the rest in a pile, face down on the table Look at your cards Player I begins Can you make a sentence about one of the IICTURES,using the \(/oRDSin your hand? Each prcrunp needs three woRns cards If you can make a sentencer put the three v/oRDS cards down, next to the IICTURE Say the sentence The others can agree or disagree If they agree, you take another three v/oRDS cards from the pile Ifyou can't make a sentence, you can exchange any cards in your hand with ones in the pile 10 Then it is the next player's turn 11 Sfhen each picture has its sentence, arrange them ENDIN(]S One player deals out the tsNDINGScards to all players Put the BEGINNINGScards face down in a piie in the centre of the table You can look at your cards Player begins Take the top card from the BEGINNINGSpile and place it face up on the table so everyone can sce it Look at your ENDINGScards to see if any go with the BEGINNINcs card to make a question To make a question, put do\r'n an gNolxcs card beside the BEGINNINGScard The first person to make a question can ask each of the other players the question, in turn They must ansrver! At the end, look at all dre questions you have made Can you move the cards to make any more questions, or better questions? 14 have got= affirmative and negative Rules for Garne I Deal out seven !(/oRD CARDSto each player Put the rest in a paper bag Look at your words Player begins Try to make a sentence that is true about people in your group) e.g.'He has got brown 'We hair.' haxe bluejumpers.' Put the sentence down on the table If you can't make a sentence) you can put any of your'woRD carus back in the bag and take the same number of new ones Then it is the next player's turn The winner is the player who makes the most sentences to make a storv 123 Elementary Grammar Games PearsonEducationLimited @ J Hadfield 2001 Rules sheets 19 Placeprepositions:in, at, under, etc 21 Presentsimple: affirmative and negative Rules You will have a board a dice, a cat token and a mouse token Decide who is the cat and who is the mouse Place your tokens on START 'cats' a car prcruRr, and Your teacher will give the 'mice' r{ousE pICTLIREand another mouse token a the 'mice' should place their second token The anwvhere they like on their picture (keeping it Rules for Garne 1 You will have a set ofFREAKyracrs ceRts and a set ofVERB cARDS Deal out eight FREAKv FACTScARDS to each player and spread the rest face down on the table Place the vERB caRts face down in a pile on the table The obiect of the garne is to make sentences using a verb from a vERB cARD to ioin two of the rngexv FACTS cARDS You can add other words to rnake the sentence ifnecessary Player begins Pick up a vERB cARD from the pile Thke two FREAKv FACTS cARDS from your hand carefully hidden from the cat)! 'cat' to try The obf ect of the game is for the 'mouse' 'rnouse' to try and the to catch the 'cat' to escape frorn the The mouse begins Shake the dice and move that number of squares round the board, missing out the POUNCE squares (Mice don't pounce!) If you land on a SCURRY square, you can, if you want, move the second mouse token to another 'cat'.) place on your picture (Keep it hidden from ttre 'cat's' turn Roll the dice and move Then it is the that number of squares, missing out the SCURRY squares (Cats don't scurryl) 10 If you land on a POUNCE square, you can ask the 'mouse' a question, e.g 'Are you in the box near the 'Are you on the chair on the right of the table?' etc sink?' 'mouse' 'cat' catches the 11 The game ends when the by finding its hiding place or when the mouse gets 10 to the mousehole r' r -J 20 lmperatives Rules Play this game in a group of 6-8 players Within each group, organise yourselves into pairs Each pair is playing against the other pairs in the group You will have a board and a set of instructions, a counter for each pair, and a dice Put your counters on START Begin playing normally, by shaking the dice and moving the counters round the board When you land on a shape (triangle, circle, square or diamond), you must obey the instruction for that square '!', Each time your pair lands on a square marked you can change one of the four other instructions in any way you want But you cannot make a rule that allows a pair to move more than four squares forward, or straight to FINISH You can change rules to help your team win, or just to have fun! 10 The winners are the pair who get their counter to the end of the board hrst I and make a sentence with them and the verb, 'Tigers e.g haae stripes.' Warning: To make some sentences you will need an extra s or ES card Sometimes you will have the right cards to make 'Cats eat fish.' But sometimes a fact easily, e.g you wiil not have the right cards to make a fact 'invent' (or guess) that you know Then you can 'Tigers eatfish.' a fact, e.g If the others disagree with your fact, try to persuade them that it is true If the group agree, you can throw away your cards and take another two FREAKy FACTS cARDS from those on the table 11 If the group still disagree with your fact, you must keep the cards, but you may change any FREAKv FACTScARDS in your hand with cards on the table The cards that you are putting down on the table must be face down 12 Then it is the next player's turn 13 The winner is the player who gets rid of all her cards first Elementary Grammar €ames Pearson Education Limited @ J Hadfield 2001 Rules sheets 23 Present simple=wh- questions 26 Quantifiers: much, many, a lot of, a few, etc Rules There are two sets of cards: aNnLqL PICTURES and aNrlrar- ANSwERS Spread the aNr 'LqLANS\rERSout face up on the table Put the ANIMAL IICTURES face down in a pile Rules Your group will have a eUESTIoNS BoARD, a dice, a set of uucg oR MANy cams and a counter for each player i i Thke it in turns to turn up a IICTURE from the pile and lay it on the table The obiect of the game is to find a question for the plcruRe that rnatches one of the ANswERs on the table Questions rnust begin with a ush- word Piaceyour counters on START and deal out five I (e.g What or Where) and use or does The frrst player who can this correctly, e.g by matching a picture of a tiger with the answer India 'Where igers live?' may keep both cards and asking The player with most cards at the end is the wrnner cards each Put the rest in a pile face down Player throws the dice and moves forward that number of squares $fhen you land on a square, look at the cards in your hand to see if you can make a question 'books' and you have For example, if you land on 'How many' card you can make a question such a as'How many bookshaaeyou got?' or'How mang books you read every month?' If you can make a question, ask any of the other i Rules q going your group aiso a rfamily, qrrurj, on holiday i| uls( Imaginethat Jvsa Srvqy 'Two _ boohs'' 'How much' cards in his hand, S ff Player only has i i Two playersin each group take the surrcAsE The other two take rhe cHECKus.r i I The players with the SUITCASEtake the twelve i 10 Then it is the next player's turn' i rt rn" player who usesall the cards in his hand first can both see them, but hide them from the other i i i i i i i ! 'I many books.' i The playermust reply, e.g don't hazLe 'Not many!' or'I readtwo booksez'erymonth.' or ot Your teacher wili give you a suITCAse and a cHECKLrsr and twelve 'ACKTNGprcruREs 'ACKTNGprcruREs spread rhem out where you i | I I he cannot make a question with 'books' He should I take a card from the pile and miss a go i | i I I i is the '" L't winner w'urtrr' rl The playerswith the cHECKLISTshould ask the other players if theyhavethethingson thelist,e.g.'we Haxewegotany (sun*eam)?' needsomesuncream i i - - - Zl Ffequency so metimes, i advefbs= i alwayS, i etc The other players should look at the PACKING rICTURESand answer, e.g.'Yes, we'ae gotsome.' _\.o, we haz,en'tgot any.' or If they have the thing, they can put the PACKING i i t prcruRE in the surrcasr urra the rplayers with " _ _ ^ _ the _*J'^" cHECKLrsrcan tick it off i i Put them in two separatepiles,face down on the table I Player begins.Take the top card from each pile i i i and put the two cards face up on the table The object of the garne is to make a true or If they haven,t got the thing, the players with the HECKLT'T shouid underline or circle it g If they have more than one of a thing, they should Dut one in the sutrcasE but keep the other on i I I table il;i the i you going through LruvuSrl the Lrre lhave ravL lhnished lruDrrvu 10 when w rrLrr JUU 5vur5 cHECKLrsr,you should decide what you need to get, e.g 'we haaen't got an)) batteries IYe need.to get some.' - 'Yes,and we need somepldsters too.' 11 your group can then send our two players to visit other groups and ask for things: r-'l 'We need someshampoo.Hare you got ang?, 12 You can glve away any ofthe things not in your surTCASE 13 The group to finish packing firsr are the winners Rules for Garne 1 There are two sets of cards: pgopLp caRts and FREQUENCYCARDS' i! i i * skatingon Friday nights.' sto the sentence' - bossoften shouts.' - Then work with another pair Thke it in turns to i I i rry makeda JsrrLsrrLr sentence such4D !u!ll as:'A tuL uJ lor of ttt)/ my.ltfriends [YtLuJ s rry to LU rlld\E I i 'My i i i i J i i i false sentence with the two cards You can add any other words you need' Then it is the other piayer's turn' I(eep a list of all the sentences' I i i |I i i I read your sentences out' Each pair should guesswhether the other pair's sentences are true or false' 10 If they are right they get a point 11 If they are wrong, the other pair get a point 12 The pair with most points at the end wins the game I I I 125 Elementary Grammar Games PearsonEducationlimited @ J Hadfield 2001 Rules sheets i Zg present continuous: affirmative and negative i i fO Presentcontinuous: wh- questions i I Rules i | ll I i i | | | I -l-' | tyouwillhaveapHoroALBUM(twopages),aset ofpEopLE caRos and a set ofvsns cARDS Put the puoro ALBU\,{face up on the table where ll I - yor.,can all seeit l I i Spread the rvono cARrs face up on the table where i Take the people caRos and spread them out face ,p on the table + fut the veRrl clnos and spread them out face do*rl on the table i i j i )S, Rules for Part I i YorrwillhaveasetofprcruREeuEsTroNSandaset ofv/oRD cARDS you can all seethem Put the pIcruRl, euESTroNS face down in a pile on the table + fft object of this part of the garne is to rnake a question using four woRD cARDS for each ot.r,r*r i | I I one at a time The obiect of the garne is to rnake a caption for each photo, using the r'Eor'LE cRnos and vsne cARDS i I i Player I begins Turn up the first IICTURE eussrloN and put it face up on the table where everyone can see it .fhe o first plaver to find the four rvon.l caRls that I Z Look at the cards on the table Tr1, to find words i make a question for the picture should say the ;t - that go together to describe one of the photos, I i II I * ''D' for Photo 1: lYeare arriaing irt Spain 'uvords point to find a uru a ucaption, 4PLrvlr, say J a _ v the LrrL vvuruD Lv S IIf you o and rru JUU ljuurl the photo it describes ir Ii i I tt the ' ^ ' others agreeit is correct, the piayer can take prcruRs the Lrll rfour uul woRo wuru rlL c.rrus u nruJ and a llq the LrrL r uls r lwi\ veuESTroN uDo Ue puts the picture in front of him with the four I i j !(/oRD cRnos underneath Then it is the next player's turn to turn up a rrcruRE euESTroN i The playerwith most cards at the end is the winner I t" | Then you can put the caption under the photo and claim a point I | 10 The player with the most points at the end is i the winner I i question - - - - - T -I- - - l r:l -J i zg pr.sent continuous: i fO Presentcontinuous: i | y"t/no questions t I - r- l l i I Rules I You will have a set of Lor-t'o BOARDSand a set of r-orro IICTURES i i Take one BO,qnD each ' -3 -Put - -the - - ptcrurus face down in a pile i: i i I ', | Player begins Thke a IICTURE from the pile and, without showing it to the others, tell them three thingsthataren'thappeninginthepicture.e.g 'He isn't dctncing He's not eating He isn't laughing.' The other players ask questions to find if the card i I I ir the sameas one on their eonRDs,e.g.'Is he cooking?''Is he writing?' 'Is he driving?' O 1.ne player who gets the answer'Yes'may take I the IICTL'RE and place it on her BOARD,on the matching square Then it is the next plaver's turn to pick up a Rrcrrtnn S tf any player picks up a IIC-IuRE that matches one on her own BOARDTshe should put it back at the ' I I i ll t ll | | I i i l l i i | I i t i i i S I bottom of the pile and take another .fn" player who finisheshis eo,\RDfirst is the ' l rrrinncr I I I I I I 126 wh- questions i i I i -I Rules for Part f wn.n you have made all the questions correctly, put arvay the woRD cARDS and take a set of pICTURE ANS\(/ERS Put the ptcruRn eUESTIoNS face down in a pile or the table and deal out all the prc-ruRl, ANSI('ERS to the players :llheobfectofthispartofthegameistornatch question and answer Player I takes the first IICTURE euESTroN from the pif and asksthe quesrion,without showingthe others the card .ftre player who thinks she has the right ercrunr S ANS!(/Encan reply, e.g.'He's crying becausehe's watching a sadfilm.' The other players can check that the question and answer cards match; if they i i I i ' do, she can keep the pair of cards Then it is the next player's turn to turn up a IICTURE euESTroN from the pile and ask i i Z I sv, the quesrion .I]n" piayerwith most cards at the end is the winner Elementary Grammar Games PearsonEducationLimited O J Hadfield 2001 Rules sheets 31 Presentsimple or present continuous 34 was and were Rules for Garne Your teacher will give you a set of s.rnq.Ncn eul tnug cards Deal them out equally to all players Now you will get another set of stRqNGE BUT TRUE Rules There are two sets of cards: a set of 1or cARDS and a set ofactiox PICTURES Place the Joes caRns face down in a pile in the cards, with times on Put this set in a pile face down in the middle of Deal out the ACTIoN PICTURESto each player The obiect of the garne is to rnatch JoB cARDS and acrroN PICTUR-ES Player I begins Thke a card from the pile and look at it, without showing the others Give the others three clues about the person's job and any likes, hobbies or habits you can see, 'He wears a unifurm He driaes a bus He likes e.g 'lY.4tar is he doing now?' chocolate.'Then ask player matching ACTIoN PICTURE with the The 'He's doing somegardening.' and you, e.g can tell show the card If she is correct, she can keep both matching cards fos cenn and acrroN rtcrunE) If she is wrong, she must give her ACTIoN IICTURE to Player Then it is the next player's turn to draw a 1on cRRo from the pile the table The obiect of the garne is to rnatch the two sets ofcards Player I begins Thke a card from the pile Look at the card, but don't show it to the others If it matches one in your hand, replace it at the bottom of the pile and take another If it doesn't match one in your hand, ask the rest 'Guess whereI uas at a.m.lp.m of the group: yesterday.I wasn't and I wasn't m (Say the time on the card and name two places not pictured on the card.) 10 The rest of the group have to guess where you were, using the pictures they hold, e.g.'Wereyou in the bath?' 11 The player with the matching picture, who guesses correctly, can take both cards and put them down on 10 The player with most cards at the end is the winner - - - - - - - J I the table 12 Then it is the next player's turn 13 The player who gets rid of her cards first is the winner I 34 was and were Rules for the card garne There are two sets of soAP oPER{ CARDS:$(/oRDS cards and pICt-uRg cards Spread the prc-tuRrs out face up in the centre ofthe table, in any order Deal out seven v/oRDS cards each and put the rest face down in a pile You can look at the voRDS in your hands but not show them to the others The object of the garne is to find three woRDS cards to rnake a sentence that tells what is happening in one of the PICTUR-ES Player I goes first Look at your cards Have you got the right words in your hand to make a sentence about any ofthe pictures? Each picture needs three \(/oRDScards Lay them down underneath the prc-tuR-pand say the sentence The odrers can agree or disagree with your sentence If they agree, Player I can take three new woRDS cards from the pile on the table If Player cannot find the right woms, or if his sentence is wrong, he can exchange as many woRDS cards as he likes from the cards on the table 10 Then it is the next player's turn 11 SThen every IICTURE has its sentence, put them in order to make a storv r 35 Past simple: affirmative and negative Rules for Game I Part2 You will have two sets of cards: vsRB t4,{TcFI cards (pesr) and ACTToNptc.ruRs cards Put the ACTToNpICTUREcards face down in a pile in the centre Deal out the pas.r cards equally to all players You can look at your cards The object of the garne is to rnatch pictures and verbs, and to rnake a sentence describing the picture Player I begins Take a card from the pile and lay it face up on the table so that everyone can see it All players must try to match the correct verb to the picture and say, e.g.'She broke the cup.' The first player to this collects the IICTURE card and puts her pas-t card down on the table The player with most IICTURE cards at the end is the winner When you think you know all the rAST forms on the cards, this game can be played without the pas.t cards Put the IICTURES in a pile face down Turn up a PICTUREfrom the pile The first one to describe it correctlv sets the card 127 Elementary Grammar Garnes PearsonEducationLimited @ J Hadfield 2001 37 Past simple: wh- questions Rules a set of I You will have a set of Lorro BoARDS, ANS!(/ERcARDS, and a paper bag Put the ANSIrER caRrs in the paper bag Take a Lorro noaRo each The object of the garne is to rnake questions that rnatch the answers on the ANSWER CARDS Player I begins Thke an ANSvER caRn from the paper bag and read it out, e.g 'Pizza.' Players try to make a question for that answer, using the past simple with one of the words or phrases on their Lorro BoARD For example, a player could use WHAT on the board, and say 'lY.4tatdid you eat for dinner?' The hrst player to this correctly takes the caRo and puts it on the right space on his ANSN(/ER LOTTO BOARD If two or more players ask a question at the same time, the other players can decide which is the best Then it is the next player's turn to dip in the bag and read out an ANS!(/ERCARD 10 Once you have covered a space on your Lorro BOARD,you cannot use that question word or phrase any more 11 The winner is the player who fills in her r-orro BOARDfiTst 38 Time prepositions: in, at, on Rules Your group will have a TIME BoARD, a dice, a set of pRgposrrioN CARDSand one counter for each player Place your counters on START Deal out four pREposITIoN cARDS to each player Put the rest of the cards in a pile on the board, face down Player I throws the dice and moves forward that number of squares If you land on a'time'square, look at the cards in your hand to see ifyou have a preposition that matches the time, e.g AT Christmas or ON Monday Use the phrase to make a question to ask one of the other players, e.g.'lVhat you eat at Christnns, FranQois?' \X4eenthe other player replies, put your pREPosITIoN CARD at the bottom of the pile and take another from the top If you can't make a question, you must take a card from the pile and miss a go 10 Then it is the next player's turn 11 The player who gets to FINISH first is the wrnner ... class has already met each grammar point, and Language gamcs can be divided into t':o firrther games categories: lirtguisticgames and contrtttnticdtit:c In linguistic games, the goal of the game... games 'reinforcement' Other games, rvhich could be callcd games, ',vork more like substitution drills or pattern practice, getting students to internalise rules b-v repcating patterns These games. .. 35 35 JI r23 l:l ll::i About games About this book A game is an activit-v u'ith rules, a goal and an element of fun There are tu'o kinds of games: contpetitit'i games in which pia-vers or teams