Elementary Grammar Games.pdf

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Pearson

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Introduction

Teacher's notes

I ao ran

2 alan or rhe

l)

3 alan or the

(2 )

4 Countable and uncountable nouns

5

Personal

ronouns:

subjectand object

(1)

6

Personal

pronouns:

subject and object

(2 )

7 Possessive djectives:my,

your)

his, etc.

8

Possessive

9 Possessive

ronouns:

ntine,

)ours,

is, etc.

10 be: afftrmative and negative

1l 6e:

yes/noquestions

12 be:wh-

questions

13 this, that, these, hose

14 hazte

ot:

affirmative and negative

15 have

got: yes/noquestions

L6 have

got:

zllz-

questions

17

There

zi and

There

are: affirmative and negative

18

Is

there. . .? nd

Are

there . .?

19 Placeprepositions: n, at, under,etc.

20

Imperatives

2l

Present

simple: affirmative and

negative

22 Presentsimple:

yes/noquestions

23

Present

simple: a;/z-

uestions

24 someand an1,t

25 How much. . .2 nd How mary t . .?

26

Quantifiers:

much, many, a lot of, a

few,

etc.

27 Frequency adverbs: always,sometimes,

tc.

28 Presentcontinuous: affirmative and negative

29

Present

continuous:

yes/no

questions

30

Present

continuous wh-

questions

3l

Presentsimple or

present

continuous

32 can and can't

33

rnust)mustn't and needn't

34 was

and were

35

Past

simple: affirmative and

negative

36

Past simple:

yes/no

questions

37

Past simple: wh-

questions

38

Time

prepositions:

n, eL ort

39

Presentcontinuous with future meaning

40 going to

Garnes

rnaterial

Rules

sheets

4

I

'7

8

9

9

10

l l

l l

t 2

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

3 l

33

) J

34

35

35

J I

r23


4/128

l :l

l l ::i

1 About

games

A

game

is

an

activit-v u'ith

rules, a

goal

and

an element

of

fun.

There are tu'o kinds

of

games:

contpetitit ' i

games.

in which

pia-vers

or teams

race to be the

first to reach

the

goal,

and

cooperatizrd

amesi

in rvhich

plavers

or

teams

work

together towards

a common

goal.

Language

gamcs

can

be divided into t\'\:o

irrther

categories:

ir tguist ic

ames

and contrtttnticdtit :c

ames.

In l inguist ic

games,

the

goal

of the

game

is l inguist ic

accuracJr:

n the c ase of these

grammar games,

using thr-

correct

grammmatical

forms. Con]muntcatir,e

gatnes

havc a goal or aim that is not l inguist ic: succcssfu l

completion

of the

gan-re

nvolves 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

ou t

this

task it

w,ill be neccssar\r

to use language and,

b1"

careful

construction

of the task,

i t is

possib le

to

specif l

in advance

what

language ll' ill be

required.

Games

can be

used at an-v- tage 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 an d as a means to an

end

rather than an end in i tself . Thev can aiso serve as a

diagnostic

tool

for the teacher,

n'ho can

note areas of

difficulty

and take

appropriate remedial

action.

2

About

grammar

How do

students

acquire

grammatical

understanding

and

accurac-v?

\ilith

difficult-v'

is a short

answer, but

it

seems

to me

that students

adopt tu'o

main approaches

(u'ith,

ofcourse,

al l

sorts ofvariants

and hybrids

in

between).

There

are the

anal-vstsand the absorbers

-'those

who

like

to

dissect

anguage

nto lit t le

pieces

o understand

ho w

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-xcrcises

eflect

these

two sq'les

of learning. Some,

like

gap-fi1ling,

multiple

choice

or u'ord-order

exercises,

elp students

understand

and

practise grammatical

fbrms

b-v

geming

them

to segment

language and anal.vse

ts

components.

Other

exercises,

ike

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

t. Some of the

games

in this book

function

more

like thc first t.vpe of

practice

exerctse,

some

more

like the second.

3 About this

book

The

games

in this book have been designed to

practise

grammar,

not to introduce or explain

it. This

book assumes

that

the class has already

met each

grammar point,

and

that it

has

been

explained in the textbook or course that

they are

following. The

games

are to

be used as

practice

exercises

to help students

get

used

to and remember

grammatical

rules

and

patterns.

They arc designcd as fun

activities to help lighten the

load of

grammar

learning.

It

is

up

to

you,

the teacher, to decide

when and ho'uv

to use them, but one

suggestion

is

as

light relief

at the

end of a lesson n'hich has fcrcused on grammar, or after

a session doing

more traditional,

perhaps

written,

gramrrlar

exercises.

Types of

game

Some

games

in the book are what

could be

called

'choice'

games.

These tend to be more anal.vt ic,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

gap-

filling, 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 here 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

are the types of

'choice'

game

in

the book:

matching: e.g.

matching two

'"vords

or

phrases,

matching

half-sentences or matching

r','ords and

pictures

Jinding: e.g. finding missing words or finding other words

to make a sentence

sorting: e.g. sorting

"vords

or

phrases

into categories

ordering: e.g. ordcring

r.vords o make a sentence

collcctittg:e.g. collecting

words of a kind, collecting words

that

col locate, col lect ing words to

make a

sentence

contpleting:completing

incomplete sentences or

questions

contpetitions:

e.g. se e how

manSr

sentences

you

can make,

how

quickly

you

can

unmuddle sentences

card

gantes

and other

amiliar

game

types: e.g. lotto, bingo,

Pelmanism, happy families, consequences,

board

games

4


5/128

Other

games,

rvhich could

be callcd

'reinforcement'

games,

',vork

more like substitution

drills or

pattern

practice,

getting

students to

internalise

rules b-v

epcating

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

dril ls, the

repetit ion

has a

purpose:

studcnts

are

working

towards u'inning

or completing

the

game.

These

are the

qpes

of

'reinforcement'

game

in the book:

informatktn

gap

gdntes:

Player t has access

o some

information

not held b1,

Pla.ver 2.

P1a-ver must

acqulrc

this

information

to complete

a task successfully.

This typc

of

game

may be one-sided,

or

reciprocal

(where

both

plaSrers ave

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).

gttessing

anrcs:

a familiar

variant on

this

principle.

The

player

r,r,ith

he

information deliberately

u'ithholds

it ,

while

others

guess

r"'hat

it might

be .

searchgantes:another variant, involving the "vhole class.

In these

games

e\reryone

n the class

has one

piece

of

information.

Players must obtain

a1l or

a large amount

of

the

information

available to

fi11 n a chart

or

picture

or

to

solve

a

problem.

Each student

is thus

simultaneously

a

giver

and

a collector

of information.

matching

gdnus:

hese

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

ind a

partner rvidr a corresponding

card

or

picture,

or a

pairu'ork

or small-group

activit-v,

played

as a

card

game

on the

. ^ . ^ ^ ^ ,

- - : - ^ ; ^ l -

s I r d P

P r

r r r r P r L .

exchangitg

gdtnes:

based

on the

'barter'

principle. Players

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 collecting

ganes:

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-class

ctivity,

u'here

players

circulate

freel1,,

exchanging

articles

or cards

at randoml

or

as a card

game

on the

'rumm-v'

principle.

Al1 the

above

activities

may include

elements

of role-

pla1,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

of

language.

The outcome

of a

game

is

'closed':

once

cards

are distributed

it develops

n a certain

predetermined

way,

while

role-pla-v

proper is

open-ended

and may develop

in any

number

of rval 's.

4 Practical

considerations

Classroom

management

There

are three main

types of activity

in

this book:

pairwork,

invcll"' ing two

partners;

sma11-group

work,

involving

groups

of three

or four or morc; and whole-

class 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 n a U-shape if

possible.

Students

can then

u'ork u' ith the

person

sit t ing

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.

Whole-

class

activitics, u,hich

involve all the

students circulating

freely, can take

place

in the empty

area in the centre of

the

U-shape. If

i t is not

possib le

to

arrange desks n 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 'uvo

people

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 cl car a space

n 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 n

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

in it ia i

problems

caused by unfamiliarity

l t ' i l l

quickly

disappear.

Where

more complicated

card

games

are

pla-ved n small

groups,

a Rules sheet is

provided

at

the back

of the book

and it i s suggested

hat teachers

hand out a

photocop-v of this to each

group

of students,

together u'ith

the cards.

Thesc

games

are

indicated in the

Teacher's notes

r'r,ith the s-vmbol

Fr-LEasHrr-r-ir_

'l.

The teacher's

olc in a l l

these activit ies

s that of

monitor and

resource centre,

moving trom

group

to

group,

listening, suppllting

any

necessary anguage,

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-nt

rrors

or

areas of

difficulty.

These

can thcn be

dealt rvith

in

a

feedback

session

after thc

game.

In manv

cases he

game

could

then

be

played

again

r.vith different

partners

or

with

difterent cards.

-fhe

llerage icngth of t ime for the games n the book

is about

15 to 20 minu tes.

5


6/128

Resource

anagement

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 o copying

facilities at

all, it is possible, though time-cons uming, to make

home-made

versions of the

materials by

getting

the

students

to work

with

you

to draw and write the cards.

6


7/128

Ea or an

Type of activity

Pairwork.

matching

and

guessing games

Grammar

point

a

and an

-

we can use d or arzbefore singular nouns

we use

a before

a

singular noun beginning with a

consonant: a banana

-

we

use az before a noun beginning with a vowel:

an apple

Other structures

Is there.. ?

Vocabulary

Food:

an:

egg) ice hlly, apple, onion, axocado, orange,

artichoke,

o ster

a:

lemon,

yoghurt,

tontato, lettuce, carcot,

pear,

chicken,

cucuntber,

bdnana, sausage

(These

words are

provided

with

pictures

on the cards.)

Materials and preparation

.

Copy and cut up one set of

,lRTtcI-E

cARDS

or each

pair

of students

in the class.

.

Copy

and cut up one set of t oon caRls for each

pair

of students

in

the class. f

your

students are

familiar

with

the vocabulary, white out the labels on a

master

copy

of the

page

before making multiple copies.

(Don't

cu t

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.

How to use the

game

Part

1

.

Check

that

your

students are familiar with the

grammar

in the Grarnrnar

point

and Other

structures

and

with the words listed under Vocabulary, above.

.

Divide the class nto

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.

.

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 l emon, or an

and oran ge) they

may

collect and

keep

the cards. If the two

cards do not

go

together, they should leave them lying

face

up.

.

If any cards are turned up later that

go

with those

already

face

up, the

first

player

to say

the correct

article

and noun together,

e.g.

'A

pear '

or

'An

apple ',

can collect the two cards and keep them.

.

The

obiect of this

part

of the

garne

is

to match all

articles and food narnes correctly.

.

The

player

with most cards at the end is

the winner.

Part 2

.

Ask each

air

o discardhe

anrtcLs

carus

and

spread he FooD cARDS ut on the table.

.

Give each student a copy of the rRrocE

prcruRE.

.

Studentsshould select ive foods from

the

FooD

caRus and draw them in the fridge. They

should not

tell their

partner

which they have chosen.

.

Studentsshould hen try to

guess

what is

in their

parmer's

fridge, e.g.

/s

rhere lan in the ridge?'

.

The object of this

part

of the

game

is to

guess

the

foods in their

partner's

fridge.

E

alan or the

(1)

Type

of activity

Small

group,

matching

game

Grammar point

alan and the

we can use d or an before singular nouns

we use a before a singular noun beginning

with a

consonant: a banana

\\.'euse an

before a

singular noun

beginning

with a

vowel: an apple

we use the wheo there is only one

(the

moon,

the sun),

or when we know which of many we

are

referring

to

(the

Queen lof

Englanfl, the capital

[of

France])

Otherstructures

None

Vocabulary

alan:

pencil, plate,

tee,

flower,

man,

book, letter, egg,

umbrella, orange, apple


8/128

the: sun,

moon,world, sfu),

sea,Effil Tinoer,

Queen

of

England,

capital

of France,

Thj

Mahal

(These

words are

provided

with

pictures

on the

cards.)

Materials

and

preparation

.

Copy and

cut up one set ofRRrrcr-E

ceRos and one set

of

ptcruns

cARDS or each

group

of 3-4 students

in

the class.

How

to use

the

game

I RULES HEET I

.

Check

that

your

students

are familiar with the

grammar

in

the

Grarnmar

point

and with the

words listed

under

Vocabulary

for this

game.

.

Divide

the class

into

groups

of 3-4 students.

.

Give

each

group

a set ofARtICLE

cARDS and a set of

PICTURE

CARDS.

.

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

and

pictures

correctly.

.

Players

take

it in turns to take a

prc-lung

cARD

from

the

pile.

.

The

player

who has taken the card

can look to see

if

it

goes

with

any ARTICLE

cano in his hand.

.

If

it does

(e.9.

the and moon, or

an and apple),

he

can

lay down

the two cards,

saying the

phrase

aloud.

.

Ifit does

not, he can

place

the PICTURE aRl

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

irst 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 'sag i ra f fe .

-

we

use the

when we know which one

we mean or

when

it has already

been mentioned:

Look - the giraffe has got a baby.

Other structures

Is

there a ...

? Where s

(Where\)

the ... ?

Place expressions: next to, between,o1>posite,t the end, on the

leftlright

Vocabulary

Animals: elephant, ostich, alligator, antelope, monkeg, tiger,

lion, bear, camel,

girafle,

kangaroo, zebra

(These

words

are

provided

with

pictures

on the cards.)

Materials and

preparation

.

Copy and cut

up one set of aNIl,LqL cARDS for each

pair

of students in the class. If

your

students are familiar

with the vocabulary, white

out the labels

on a

master

copy of the

page

before

making multiple copies. If

they

are not, leave the

labels on the cards and

practise

the

vocabulary before

you play

the

game.

.

Make one copy of both the zoo

IICTURES

or each

student

in

the class.

How to use the

game

.

Check that

your

students


grammar

in the Grarnrnar

point

and Other structures

and

with the words listed under Vocabulary, above.

.


pairs.

.

Give each

pair

a set of ANIl,Lqt

canos

and each student

the two ZOO

PICTURES.

.

They should spread the

ANIr\,r,\L

ARDS out to iook at.

.

Each student should decide which six animals from

the cards they want

in

their

zoo,

without telling their

partner.

They should draw them

in their My zoo

picture,

without showing the

picture

to their

partner.

.

Players

should then

try to

guess

what animals are in

each other's zoo, by asking

questions,

e.g.

'1s

there alan

in

your

zoo?'

.

The obiect of this

part

of the

game

is to find out

which six anirnals

are in each other's zoo. and make

a list of them.

.

When they

know which anirnals are in their

partner's zoo, the object of the next part is to

find out exactly

where each animal is, in order to

complete

the layout diagrarn

in

their

tttv

panrNER's

zoo

picture.

.

In order to do this they

imagine they are

standing at

the entrance to the

zoo. They

ask each other

questions,

e .g .

Where 's

the . . . . . . . . .? ' ,

and comple te he

p ic tu re

according to their

partner's

answers. This

wiil

involve

working

out the layout like a

puzzle,

as

pieces

of information are

revealed, e.g:

A'. Where's the zebra?

B: Between the lion and the

giraffe.

A: Oh. Vltere's the lion

then?

B:

-Alexr o the elephant.

A: And where's he elephant?

B:

At

the end, on the

left.

8


9/128

E Countable

and

uncountable

nouns

Type of

activity

Pairwork,

sorting and information

gap game

Grammar

point

alan

and sorne with coun tabie

and uncountable

nouns

- some nouns are countable (e.9. carrot), some are

uncountable

(e.e.

milk)

-

countable

nouns can be singular

(carrot)

or

plural

(carcots)

uncountable

nouns do not

have a

plural

form:

milk

-

we use

alanwith singular

countable

nouns: a carrot,

an avocado

-

we use some

with

plural

countable

nouns

(sonte

carrots)

and

with uncountable

nouns

(sornze

milk)

Other

structures

There's lanlsome

..

Place

preposit ions:

nexl to, on, in

Vocabulary

Food:

salr,

flour,

sugar, milk, coffee,

tea, rice, bread, butter,

cheese,

pple, banana,

orcntge,carrots,

peas,

to?natoes, iscuits,

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'URES

and 2 for

each

student

in

the

class. Cut I and

2 apart.

How to

use the

game

.

Check

that

your

students

are familiar

with the

grammar

in the Grarnmar

point

and

Other structures

and

with

the words

listed under Vocabulary,

above.

. Divide the class nto pairs.

.

Give

each

pair

a set of FooD cARDS.

.

Get

them to

spread these out

face up on the table.

.

Tell them that

when

you give

the

signal they should

sort

the cards

into two

piles

countable

and uncountable.

.

S a y ' G o '

.

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 PICTURE .

.

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.

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

p laces

as they l ike.

Then

give

out

KlrcHEN IICTURE 2 to each

player.

Each

player

should

then describe their

picture

to their

partner,

e.g.'There's

a banana in the

lower

aase. There's

some

lour

on the

loor.'

The

object

of the

garne

is for each

player

to try

to draw the

food items in on KITCHEN

plcruRn

2.

following their

partner's

description.

E

Personal

pronouns:

subject

and object

(1)

Type of activity

Small

group,

ordering

game

Grammar

point

Personal

pronouns:

he, she, they; hirn, her, thent

-

he,she, hegare subject

pronouns

-

him, her, hemare 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

sees int.

-

after

prepositions

e.9.

at, ro) we use object

pronouns:

She smilesat hhn.

Other structures

Present

simple: helshesees, hey see

Vocabulary

Actions: see, mile,waz,e, urite,

ead,meet,

uatch, heer

(These

words are

provided

on the cards.)

Also'.message,aeryone,

rrorA

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.

How to use the

game

.

Check that

your


grammar

in the Grammar

point


and

with the words listed under Vocabulary,

above.

.

Divide the class

nto

groups

of 3-4.

.

Give each

group

a set of TRUERortrA.Ncr

wonos)

cardsand a set oflnus RoTIANCElrcrunEs) cards.

.

You can

play

this as a competitive

eam

game

or as a

small-group card

game.


10/128

Team

game

.

Ask

each

group

to spread the

PICTURES nd the

\x'oRDS

out

on the table.

.

Tell them

that the

PICTURES nd tt'ttRls

tell a storl',

and

that three

vronos cards make up

one sentence

for each

picture.

.

The object

ofthe

garne

is, first, to arrange

the

IICTURES

in sequence

to tell the story.

The students

then

select

three wonp cards

and

put

them in the

correct

order

to

rnake a sentence

for each

picture.

.

Thc

group

that does

this first correctl-v

wins the

game.

Card

game

I

RulFsrrirEr-_-.l

.

Get the

groups to spread the

PICTI.'RES ut

face up in

the

centre of the

table.

.

They should

deal

out seven

\'oRDScards each

and

put

the

rest tace down

ln a

pl lc

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

n his hand

to

make a sentence

about

an-vof the

prcru-Rl,s,

he can

lay

them

dor'"'n

underneath

the

picture

and

sa-v he sentence.

.

The

others can

comment agree

or disagree.

.

If they agree,

he takes another

three

\xroRDS ards from

the

pile

on the

table.

. If he cannot hnd the right lr,ords, he can exchange some

or all

of his

cards from the

\IoRDS cards on

the table.

He

places his orm cards

under the

pile

and

takes the same

number

of cards

from thc

top of the

pile.

He can onl-v

do

this once

at each turn.

.

Then

it is the

next

player's

turn.

.

rX4ren

the

players

have made

sentences

for all the

pictures,

they

can

put

them

in the correct sequence

to make the

story.

.

The

story sequence

s:

he sees

er I she

sees im i he sniles at

her I she sntiles

at him I

he uaz;es

at

her I she zoaaes t

him I he urites

a messageo

her I

she writes

back to hint I

eL-erione eads

he messages

they

meet after

wor*

I

eteryone

watches

then

I

thev all cheer

(Variations

are

possible

Also note that

no

punctuation

is used

in the woRos cards

so that the

players

are

not

given

too

many clues.)

E Personal

pronouns:

subject

and object

(2)

Type of activity

Small

group,

ordering

ame

Grammar

point

Personal

pronouns:

I,

you,

zDe; /ae,

you,

us

- I, yott, zrre re subject pronouns

nrc,

)ou,

rr.iare object

pronouns

we

use

subject

pronouns

for the subject of an action or

feeling:

I like dancing.

-

we use

object

pronouns

for the obj ect of an action or

feeling:

It nrckes nte sadlcry.

Other structures

Prcsent s imp le :

l ike . . . ,1ou

hate . . , i t n takes te . . )

they nnke us

.. .

Vocabulary

Feelings and opinions'.

like, hate, lot,e,

nnke

(It

makes

nelyou

...), beli ete n

@hosts)

Also: rcecream,dancirtg,

ttusic, r.oks, ad.f i lt t ts,

ootball,

letters,

gltosts,

sunsl'tine,

oliday5, 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 penci l .

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 iv ide the

c lass n to

pa i rs .

.

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 penci l .

.

Teli

them

they will

have three minutes to

'uvrite

down

as

many sentences as

possibie

that are true

for

thernselves,

using the

words on the cards in

t h e q e n q f r e r n s '

I

(don't)

like llo",te

beliette n 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


11/128

Then ask them, n'orking

individuaily for three minutes,

to use

the cards to make as many sentences

as

possible

that

they believe to be true about their

partner,

e.g:

You

(dott't\

like

I

hate I lo:ne ..

o r

...

(doesrt ' t 'y

ake I ntdkes

ou

.. .

Ask them to compare their sentences.

Then ask each pair to use r,l'hat hey have found out

about cach

other to u'rite as man-v sentences as

possible

that are true

for

both

of them:

We

(don't\

. ..

. . .

(doesn't)

mdke I makes r s ..

Set a t ime

l imit .

The object

of the

garne

is to rnake as

rnany

true

sentences

as

possible

in the tirne

lirnit, individually

and as a

pair.

At the end

of the time limit, ask for the totals.

The pair with the largest number wins the game.

Ask each

pair

to read out some of their

sentences.

E

Possessiveadjectives:

ffiY,

your,

his,

etG.

Type of

activity

Small

group,

arranging

game

Grammar

point

Possessive

djectives:

u))

your)

his, her, its, our, their

we use

possessive

adjectives before

nouns: nty sister,

his

mother

Other

structures

She is

intelligent I a

good

cook I

good

ar

dancing.

He hds

(eo t )

. .

She

uears

(g/asses).

He

likes reading

I

foorball.

Vocabulary

Family members:

ntother,

ather,

brother, sister,

unt, ttncle

Appearance:

tall, snull, broun

hair, beard,

glasses

Interests:

reading,

football

Possessions:

bike, car, dog, cat

Characteristics:

zlor*s ltard, intelligerft, attactiae,

good

cook,

good

at dancing

Also:

group,

ice. reant

(These

words are

provided

on the cards.)

Materials

and

preparation

.

Copy and cut up two

sets of sENTENCEFRA.cMENTS

for each

group

of 3-4 students.

How

to use the

game

.

Check that

your

students are familiar with

the

grammar

in the Grarnrnar

point


and

with the words listed under Vocabulary for this

game.

.

Divide the class into

groups

of 3-4 students.

.

Give each

group

two sets of

spxrsxcr

FIL{cI.IENTS.

.

Ask them to spread them out face up on the table.

.

The obiect ofthe

garne

is for

each

group

to arrange

the SENTENCEFRAGMENTs

nto

as many sentences

as

possible

that are true for their

group.

.

Give them a time

limit, say five minutes.

.

\7hen

you

say

'Go '

they

may

begin.

.

When the time is up, find out n'hich

group

has made

the

most

correct

sentences and ask them to read

theirs out.

E Possessive

s

Type of activity

Pairwork,

information

gap game

Grammar

point

Possessive

s

-

Mary's husband

-

with more than one

name, the

possessive

s

generally

comes only after the last name: Sus anrta and

I{ate's

father

Otherstructures

That 'sHe\ I She\

. .

Vocabulary

Family relationships; ntother,

ather,

aunt, uncle, cousin,

children, daughter, son,

grandfather, grandmother,

gredt grandfather

ntother,

great

aunt uncle, zuife,husband,

brother,

sister

Materials and

preparation

.


pelatlv

rRtsESA and B for

each

pair of students in the class. Cut A and B apart.

.


pnoro

ALBUM for each

pair

of

students in the class.

How

to

use the

game

.

Check

that

your


grammar

in the Grarnmar

point

and

Other structures and

with the words

listed

under Vocabulary, above.

.


pairs.

. Give each pair the pa*lrrr-vrRsns A and B. Each student

should

take one FArtILy t-Rgg and not show it

to

their oartner.

1 1


12/128

Give

each

pair

one

PHoro ALBUM.

Tell them

they are

cousins, looking

at some family

photos. They

each know something

about the

people

in their

family

but not everything.

They each

know who

some of the

people

in the

photos are.

The

object

of the

garne

is to work

out who

all the

people in the photos are.

To

do this,

drey will have to

match up the

names on their

FAMILY

nae

(A

or B) with the

photos

in the

puoro

ALBUT.{

nd tell

each other, e.g.'That's

Mary\

daughter.'

'John

is Mary's

husband.' etc.

They

must not

show each other their

ralttLv

rRse and

they

should

use

's

in their

sentences.

As they

work

out who is in the

photos,

they should

write

the

missins names

in on their FAMILY

TREE,.

E

Possessive

ronouns:

mine,

yours,

his, etc.

Type

of activity

Game

1:

Small

group.

guessinggame

Garne

2: Pairwork.

guessing

game

Grammar

point

Possessiveronouns: tine,yours, ours, his, hers,

its, theirs

-

we

can

use these

pronouns

in the

place

of a

possessive

adiective

(my)

and a

noun

(shoe),

e.g:

It's nqyshoe.

> h\ mb@.

It\

your

bike. ) h\

yotns.

It 's onr

house.

It 's ours.

It 's her hat.

) I t 's hers.

Other

structures

Game

1:

1r t . . .

Game

2: Past simple

of be: was,were

Whose

...

?'.Whose was

his?Whose

uere hese?

ThislThese:

This was his.

These werehis.

I think

...i I th;nk these

werehers.

Vocabulary

Personal

ossessions:

Game

L: unicyle,

oodle,

utu,

elc.

Game

2: doll,

kite, ribbon,etc.

(Students

do

not

need

o

know the words

or these

objects

to

play

he

games.)

Materials

and

preparation

GAME

1

.

Copy

one

page

ofcoupr-s

cRRos nd one

setof

POSSESSIONS

ARDS

or each

group

of 3, 4, 6 or

8

srudents.

(Groups

of 6 and 8

play

in

pairs.)

.

Cut the coupi-E carus

along he broken ines only, not

along

he solid ines

(givingyou

four cards).Cut up the

POSSESSIONSARDS.

Each

group

will

need

paper

and

a

pen

or

penci l ,

to

keep score.

GAME

2

.

Copy one

vrcroRIAN

pHoro

and one set of oelrcts

cAFtDS

or

each

pair

of students

in

the c1ass.Cut up

the OBTECTS

ARDS.

How to use the

games

Note: Game

I

practises

ntitte,

ours.

ours;

Game 2

practises

his, hers, theirs.

GAME 1

.

Check that

your

students are

familiar with the

grammar

in the Grammar

point

and

Other

structures

for Game

1.

.


groups

of 3, 4,6 or 8. Give out

the couplr, cARDS as follows:

For

groups

of 3,

leave out one couPLE ceno and

it s

corresponding

possESSIoNS

ARDS;

give

the

players

one

couPLE cano

each.

-

For

groups

of

4,

give

the

players

one cot'PLE c'cRD each.

For

groups

of 6, divide

the

players

into

pairs;

leave

out

one coupI-E caRl and

its corresponding

possESSIoNS

cARDS, and

give

the

players

one coupt-E

CARD

per pa1r.

For

groups

of 8, divide

the

players

into

pairs

and

give each pair one couPLE cARD.

.

Ask them

to fold their coupr-E

cARD over at the solid

line and

place

them

in front of them, so that the others

can

see heir names.

.

Give each

group

a set

of

possESSIoNS

ARDS.

Ask

each

group

to

put

the

possESSIoNS

ARDS ace down in a

pile

in the

middle

of

the table.

.

Students

take it in turns

to take a

possEssloNs

cARD

from the

pile

and

put

it on the table

for

everyone

to see.

.

The obiect ofthe

garne

is to be the

first

to say correctly

who owns each

possession.

.

If they know

(or

think they can

guess)

who

the

possession

belongs

to, they should

call out, e.g. ' I t 's

yours '

'It's

mine '

'It's

ours ' etc.

They can cail out

whether the

possession

s theirs or someone

else 's.

.

If

they are

the first to

identif]' the owner correctiy, they

get

a

point.

.

The individual or

pair

with most

points

at the end wins

the

game.

GAME 2

.

Check that

your

students are

familiar with the

grammar

in the Grarnrnar

point

and Other structures for

Game 2.

1 2


13/128

Divide the

students into

pairs.

Give

them the

vICTozuAN

pHoro

and

ask them to

put

it

on the table where

they can both

see it.

Ask

them to

imagine they found this

photo,

with some

objects,

in the attic of their

house.

Give

them the

set of osTgcrs cARDS.

They should

put

d1e oBIECTScARDS

n

a

pile,

face down.

The airn

of the

garne

is to decide what

oBJECT

belonged

to each

rnernber of the

farnily.

As they

turn up each

card they should

discuss who

it

beionged

to, e.g.

'Whose

was rhis?'

- ' I

think

it was his. '

-

'A'o,

/ think

it uas hers.'

\*rhen

they agree,

they should

put

the card

next to the

family

member

(or

members) they think

it belonged to.

lO be:

affirmative

and

negative

Type

of activity

Game

1:

\fhole class/large

group,

information

gap game

Garne

2:

Pairwork, arranging

and

guessing

game

Grammar

point

ertr.,

q.?Tt

ot; is, isn't;

are, aren't

-

in

affirmative

sentences we say:

I am

(or

I'm),you are

(or you're),

helshelit

s

(or

he's, she's,

t's), we

are

(or

we're),

they are

(or

they're)

-

in the

negative) we add

not

(I

am not,

he is not, etc.),

or we

use short

forms: I'nt not,

you

aren't,

helshelit sn't,

zae

aren't, they

aren't

Other

structures

None

Vocabulary

Game

l: single,

married, widower;

sntdent, doctor,

secretary,

postnlan,

housezaife, entist,

nurse, teacher,

accountant'

lawSler;

at nurserj,

at school,

not working

Garne

2: Adjectives/phrases

for

physical

description,

personal information and feelings: tall, small, rich,

English,

busy,

friendly,

shy, married,

single'

famous,

bored,

angry,

hungry,

thirsty,

sad, happy, in

loz:e' tired

Materials

and

preparation

GAME

1

.

Copy

one sTREET

,tA.p or every student

in the class.

.

Follow

the

instructions below according

to

the number

of

students

you

have

in

your

class:

-

8 students:

copy and

cut up one set

ofNEtcneouRs

carus

and

highlight one name

on each card, e.g.

on

card

t highlight either

Jane

or Mary.

-

9 16 students: copy

and cut up two sets of x'sIcueouRs

canos

(for

16 students

you

will need a third copy

of Number 8).

Highlight a different name on each

card and discard

any spare cards.

-

Fewer than 8

students: co py and cut up one set of

NEIGHBOURS

ARDS.Cut

houses offthe STREETMAP

so that there is one

house

per

student. Discard the

NEIGHBOURS ARDS

hat

go

u'ith the houses

you

have cut off. Highlight one name on each card.

-

More than

16 students: divide

the

class

into two or

three equal-sized

groups.

Follow the above

instructions for each

group.

GAME 2

.

Copy and

cut up one set

ofwoRo cARDS or each

pair

of students.

Each

pair

will need two sheets sr

noner

and a

pen

or

penci l .

How to use the games

Note: Garne

1

practises

affirmative

forms; Game 2

practises

negative forms.

GAME 1

.

Check that

your

students


grammar

in the Gramrnar

point

and with the words listed under

Vocabulary

for Game l.

.

Divide the

class nto

groups

of 8-16. A class of l6 or

fewer can

play

as one

group.

.

Give out the cards

to each

group

in turn. Give each

student a STREET

.tA.pand one NEIGHBOURs ano.

In

groups

of

8-16,

check that

each student has a different

highlighted

name from everyone

else in the

group.

.

Tell them

to imagine they

are the highlighted

person

on

their card.

.

They should

write

in

their

details on the house where

they

live.

.

The object of the

game

is to find out who

lives in

the other

houses in the street

and write all the

details

into their

STREET MAP.

.

To do this they will

have to talk to the other

people

in

their group, exchanging information.

.

At

first they will only be

able to

give

their own

information,

e.g.'I'm

Jane.

I'm at l,{umber I with my

friend

Mary. I'm single.

We'restudents.'\When they

know more, they

can

pass

on

information about

anyone in the street,

e.g.'Peter

and Stredre at Number

2. They are

married... ' etc.

GAME

2

.

Check

that

your

students


grammar

in the Grarnrnar

point

and

with the words iisted

under Vocabulary

for

Game

2.

.

Dir-ide the class

nto

pairs.

.

Give each

pair

a

set of woRo cARDS, and

a sheet

of

paper.

13


14/128

.

Ask them to spread the cards out on

the table and

look

at them.

.

The obiect

of the

garne

is to use the cards to

rnake as

rnany sentences as

possible

that are

true

for thern.

.

To do this,

they will have to arrange the cards into

sentences,

e.g.

I'n not thirs4). We tren't in loae.

They should

keep a note of their sentences on their

sheet

of

paper.

.

Set a time

limit

(e.g.

five minutes) for this

part

of the

game.

Check

totals at the end.

.

Then

give

each

pair

another s heet of

paper.

.

Ask them to

choose from their cards:

I

a

sentence beginning

'1

drat

applies to one of the

pair

2 a sentence

beginning

'.1"

that applies to the

other

3

a sentence

begrnning

'lY/e'

that

is true for both of them.

.

They should

indicate who wrote the sentences, e.g:

I{eiko: I'm not shy.

Philippe:

I'm not in loxe.

I{eiko

and Philippe: We aren't manied.

.

Collect

up these second sheetsof

paper.

.

Read

one out without saying he

names, e.g. 'Listen.

Can

you guess

which

pair

this is? She

isn't shy. He isn't

in lotte.

They aren't married.'

.

Get

the class o

guess.

.

Then

redistribute the

papers you've

collected

and ask each

pair

to tell the

class about the

pair

whose

paper

they

hold.

. The class should suess the authors.

I[ be:

yes/no

questions

Type

of activity

Small

group,

combining

game

Grammar

point

Am I . . . ?Are you.. . ? s helshel i t . . ?Are ute . . . ?

Are they

... ?

-

word

order

is reversed n

questions,

e.g:

She

is an artist.

) Is

she an artist?

Other

structures

Short

answers:

Yes, ant. Yes,

)oLt

are. Yes, he s. etc.

l'{o,

'm not.

No,

you

aren't. Nq ir isz'r. etc.

Vocabulary

Personal

nformation

(vocabular-v

ill be determined by

the students

but may include the follow-ingareas):

marital

status

(single,

married,etc.), age

(twenty

ears

old,

etc.),

amily

(brother,

,ster,

tc.),

eelings

hoppy,

ad,etc.),

appearance

tall,

short,

blue

eyes, tc.), favouritecolours/

sports/foods,

alents

good

t tennis, rc.)

Materials

and

preparation

.

Copy

and

cut up three or

four

sets of

eUESTIoN

sr-lps

for each

group

of 6 8 students.

.

Have a bag ready for the completed

eUESTION

sups.

How to use the

game

. Check that

1'our

students are familiar with the grammar

in

the Grarnrnar

point


and

with the vocabulary topics shown under Vocabulary.

.

Divide the class into

groups

of 6-8. Groups

should sit

around a table.

.

Give each

group

three or four

sets of

quEs-ticrr.-

r-rls.

.

Ask the students to take one slip each and

put

the rest

in

a

pile

in

the middle of the table.

.

Ask them to think of a

question

beginning with

the word

on the slip. This should be a

question

about

personal

information. They should write down the next word

in the

question

on

the slip.

.

\ffhen

they have

written

the word,

they

pass

the slip

on to the

person

on

their right, who

writes the next

word and

passes

t

on .

.

The slip continues round the table until

the

question

is complete.

.

The

person

who writes the last word adds

a

question

mark,

puts

the slip in the bag and takes another

slip.

.

Do one example

with

the whole class

to show them ho'uv

to do

it.

For example, the slip has Are written on it.

Student I writes

your.

Student 2 writes eyes.Student

3

wrrtes blue, adds a

question

mark,

puts

the

completed

slip into

the bag and takes a

new

slip.

.

The object of the

garne

is to cornplete all

the slips

with

questions.

.

The students continue until all the slips are

completed

and have been

placed

in the bag.

.

They

then take turns to draw a

question

out of the

bag, read it out and answer rt, e.g.'Are

your

eyes

blue?'

-

'Yes,

they are. I No, they aren't.'

Variations

I The

person

who completes the

question

passes

he slip

on to the next

personr

who u'rites

an answer underneath

and

puts

it in the bag. When students take

quesrions

and answers from the bag, they try to

guess

who

answered the

question.

2 This

game

can also be

played

with a

'general

knowledge'

theme instead of a

'personal

information'

theme.

Questions

would be, e.g.

'1s

Paris

the cdpital of France?'

'Are

the Andes in Chile?' The vocabularv level

required

would be higher.

3

The

bag of

questions,

when completed,

can be used

as

forfeits in another

game.

For example, students

count

in a circle, each student saying a number. Any

numbers

1 4


15/128

containing 3 or a multiple of 3 must be replaced

b1 '

'buzz'

and any numbers containing

5

or a multiple

of

5 must be rep lacedb i r

J i : : '

(so

fo r '12 ' the s tudent

should say

buzz'

and for

'15'

they sa5'

y' ::&i;:: ' ).

Students who make a mistake have

to dip

into

the

bag, take a

question

and answer t.

E he=

wh-

questions

Type of activity

Small

group,

matching

ame

Grammar

point

-

word order

is reversed n

questions,

e.g:

It is white.

)

Wdt colour s it?

-

question

words come at the beginning of a

question

Other structures

None

Vocabulary

Personal

information about age, famil-v, domicile,

p re le rences.

avour i te co lours

spor ts . e tc .

(The

u'ords

for

these vocabularl' topics are

provided

on

the

cards.)

Materials

and

preparation

.

Copy and cut up on e set of HaLI, sENTIINCE S nd one

set of

poR-rR,c.trs

or each

group

of 3 4 students. Each

student

needs a

sheet

of

paper

and a

pen

or

penci l .

How to use the

game

Part 1

RULES HEET I

.

Check that

your


grammar

in the Grarnrnar

point

and

with

the

.n'ocabulary

topics

shown

under Vocabulary, above.

.

Divide the

class into

groups

of 3

4.

.

Give each

group

a set of HALF sF,NTENCl,s

n

twcr

separatepacks

'beginnings'

and

'endings'.

.

One student in each

group

deals out the

'endings'

to

all

players,

rvhich they hold in their hand, and

places

the

'beginnings'

face down in a

pile

in the middle.

'

Player I begins b1' turning up a

'beginning'

and

placing

it on the table so everyone can see t.

.

The object of this

part

of the

game

is to complete

each

question

using one ofthe

'ending'

cards.

.

The first

person

to do this, by

producing

the appropriate

'ending'

card and

placing

it next to

the

'beginning'

to

form

a

question,

asks all the other

players

the

question

1n turn.

.

They must answer.

.

Completed

questions

should be left on the table.

.

At the enC, the

group

should consider

whether

any of

the

'beginnings'

and

'endings'

can

be re-combined

to

make better

questions.

Part

2

.

When the

players

have

used all their cards,

give

each

group

a set of

pcrxt'ruur-s.

.

Each student takes a

poRTR{rf

and, using

the

questions

on the table as a

guide,

r.vrites

six

questions

about the

character on

a sheet of

paper

(beginning

What, IYhat

colour, Were, Hoza, Why si4

IY.ho).Wrtte

these words

on the board for the students

to refer to.

.

W'hen thev have finished

the

questions

they should

pass

their sheet of

questions

and the

poR-rR{IT

to the

student on their right.

.

'fhat

student invents answers to

the

questions,

as if

they were the

person

in

the

IoRTR{IT,

and writes

them

on the same sheet.

.

When they havc finishcd, they should

swap

quesrion-

and-answer sheets with another

group.

They should iay

the

ponrnqrrs

on the table

so that they

can all see them.

.

They each take out one

of the new

question-and-

answer sheets and read

out the

questions

and answers.

.

The obiect of this

part

of the

game

is to

guess

which

PORTRAIT

he

questions

and answers

refer to.

lE this, that, these, those

Type

of activity

'Whole

class, collecting

game

Grammar

po in t

this, that, these and those

-

this and that arc

singular, theseand tltose are

plural:

this shoe, heseshoes

this and theseare used for nearby

objects

that and thoseare used for objects that

are further

awav

Other structures

Haae

you got

... ?

It's this one here. It's that one oxer there.

Are they

these ones?

Are

they those

ones oz:er here?

Vocabulary

Clothes

and

personal possessions:

shoes,boots,

gloxes,

te,

urnbrella, bracelet, coat, rucksack,

brieft:ase,sLtitcase,

urse,

scarf, hat, zoallet,

glasses,

ardigan,

hartdbag,

umper,

iacket,

uatch

Materials and

preparation

.

Play

this

game

with a

minimum

of 8 students,

as follows:

For a classof 8 14 students, copy and cut up one set

of the four Losr

pRopERTy

oFFrcE

cARDS or four

of

the

students

(one

card

pcr

student). For

the remaining

students,

copy

and

cut up one set ofthe Los'r

ARTICLES

cARDS. (eep one row ofthese

cards for each

student.

1 5


16/128

-

For

15 24 students,

copy and cut up two

sets ofthe

LOST PROPERTY

FFICE

CARDS

one

each

for eight

students).

Copy and cut

up a row of the

Losr ARTTcLES

cARDS

or each of the

remaining students.

For

25-36 students,

copy and cut up

three s ets of the

LOST

PROPERTY

FFICECARDS

one

each for

12

students).

Copy and cut up

a row ofthe

Losr

ARTICLES

CARDS

or

each

of the remaining

students.

-

If

you

have a larger class

than this,

it would be best

to

play

in two

separate

groups.

How

to

use the

game

.

Check

that

your

students are

familiar with the

grammar

in the Grammar

point


and

with

the words

listed under Vocabulary

for this

game.

.

Give

out the

Losr PRoPERTY

FFICE cARDS

irst.

.

Ask

students

with these cards

to sit behind

desks in

different areas of the room. These are the

'Lost

Property

offices'.

.

They

should

keep the card so that

they can see

it but

it is

not visible

to the other

students.

.

Give

out the

Losr ARTICLESCARDS

o the

rest of the

students.

Each

student

receives the four cards

1n a row.

.

The

obiect of the

garne

is for the

students to

find

the things

on

their Losr ARTICLES

CARDS.

.

To do

this they will

have to visit each

'Lost

Property

offrce'

in turn,

asking

'Have

you got

my shoes?'

r

'Haae

you got

my

umper2',

etc.,

until they

find one

with

their art ic le(s).

.

\Vhen

they have

found the office

with their article(s),

the

Lost Property

officer

may show them the

picture

of

the

lost articles and

ask them which

article

is

theirs,

e.g. 'This

one

here?'ot 'These ones

here?'

for

things that

are

at the

front of the office)

or'That one oaer

there?'

or'Those

ones

oaer there?'

(for

things that

are at the

back

ofthe off,rce).

.

Each

Lost Property

offrce has more

than one of

each

article

so they

will

have to identifu the article(s)

they

have

lost by telling the Lost Property offrcer 'It's rhis one.'

ot 'Those

ones

oaer here, ook.'

.

The

Lost Property

officer can

then mime

giving

them

the

article

and

they may tick

it off on their card.

.

The

Lost Property

officer should cross

out the

item on

his drawing.

.

Ask

students

to sit down

when they

have found all the

art ic les

they

have

lost .

l4l have

got=

affirmative

and

negative

Type of activity

Game

1:

Small

group.

f inding

game

Garne

2: Pairwork.

information

gap game

Grammar

point

haae, haae got, haoen't got; has, has got, hasn't go t

-

after I,

you,

we, they

we use'. haxe, haue

got

ot

've

got

-

after he, sherir

we

use:

has, has

got

or

's

go t

in the negative, we say:

Ilyoulwelthey hazte not

(haaen't) got

and helshelit has

not

(hasn't)

go t

-

to

talk about

possession,

he short forms of haae

('s,

'ue,

haaen't and

hasn't) are not normally

used

without

gor:

He's

got

a car.

(Not

He's a cat.)

Other

structures

None

Vocabulary

Physical appearance:

Garne l: long,

short, curly, staight,

brown, red, blonde,

black,

green,

uhite, blue,

yellow,

hair, eyes, skirt, dress,

jumper,

ffousers, shoes

Garne

2: wings,

webbed

eet,

arnts, heads, horns,

eyes

on stalks

Materials and

preparation

.

For Game

1,

copy

and cut up two sets of srrono

canos

for each

group

of

3-4 students.

You will also need

a

paper

bag

per group.

.

For

Garne

2, copy and cut

out one set of RttgN FA"MILIES

rICTURES or each pair of students in your class.

How to use the

games

Note: Garne

1

practises

the affrrmative; Game

2

practises

both the affirmative and

nesative.

GAME 1

I

RULE5 HEET

.

Check that

your

students are

familiar with

the

grammar

in

the

Grammar

point

and with the words listed

under Vocabulary

for Game

1, above.

. Divide the class into groups of 3-4 students.

.

Give each

group

two sets of

woRo cARDS.

.

Ask them

to deal out seven cards

to each

Derson

in

the

group.

.

They should

put

the

rest in a bag.

.

Player I should

look at her cards.

If

she can

make

a

sentence that

is at least

four words long and true for

someone or some

peopie

in her

group,

she can lay

down

the words to

make the sentence, e.g. 'He has

ga t

broun hair.' or

'We

hatte blue

umpers.'

(The

student

may

make a word

plural.)

.

If she cannot

make a sentence

she may exchange as

many

\iloRD cARDS as she

likes with cards from the

bae. She

can then use them

on her next turn.

1 6


17/128

El

have

got: yes/no

lEl have

got=

wh-

questions

.

Then the

turn

passes

o

the

next

person.

.

The obf ect of the

garne

is to rnake as rnany true

sentences as

possible.

.

The

player

with

the

most

sentences on

the table

at

the

end is the winner.

GAME

2

.

Divide the students into

pairs.

Check that they are

familiar

with the words and

phrases

listed under

Vocabulary

for Game 2.

.

Give

each

pair

a set of eLleN FAMILIES

prcrunps

and

ask them

to take

one each

(Family

A or Family B).

They should not show their

picture

to their

partner.

.

The obiect of the

garne

is

to

find as rnany

differences

as

possible

between the

pictures.

.

To do this they

have

to

imagine

that they

are the

'me'

in their

picture

and describe their

pictures

to each other,

e.g.

'We'te

all

got

four

arms and tzuoheads.'or

'M1

mother

has wings but my sisterhasn't got wings.' erc.

.

There are

six differences between the

pictures.

questions

Type of activity

Pairwork, matching game

Grammar

point

hante

got:

yes/no questions

and answers

-

questions:

Haae

youlwell got

...

? Has helshelit

ot

... ?

-

short answers:

Yes, lyoulwelthey hazse. Yes,helshelit has.

-

negative

short answers: No, Illtoulwelthey haaen't.

l{o,

helshe hasn't.

Other

structures

None

Vocabulary

Family

members:

parents,

grandparents,

aunt, uncle,

brother, sister

Pets:

(shaggy)

dog,

poodle,

cat, hantster,

rabbit, ntouse, rat,

horse,

tortoise,

goldfish,

parrot,

canary,

guinea

pig,

spider

Materials

and

preparation

.

Copy and cut

up one set of rar'ULIES cARDS

(A

and

B)

and

one set of

pgt:

ceRns for each

pair

of students in

your

ciass.

How to use the

game

.

Check

that

your


grammar

in the Grarnrnar

point

and with the words listed

under Vocabulary,

above.

Divide the class

into

parrs.

For each

pair give

one student FAMILIES

ano A and

the other FAMILIES aru B. They should not

show the

picture

to their

partner.

Tell them that the ieft

picture

on their

card is their family

and the right

picture

is their

partner's

family.

Give

each

pair

a set of

pEr

canos.

Ask them to

spread

these on the table

so that they can

both see hem.

The object of the

game

is to

guess

which

pet

each

rnernber of

your partner's

farnily

owns.

To do this they will have to ask

questions,

e.g.

'Has

your

aunt

got

a

parcot?'

or

'Haz,e

yosr grandparentsgot

a

cat?'

Their

partner

may

only

give yes/no

answers, e.g.'Yes

(she

has). '

or'No

(they

haaen't). '

As

they match each

pet

with

its

owner, they may

take

the PET cnRp from the table.

The

game

is

finished when each

player

has matched

al l

the Dets with their owners.

Type of activity

Small

group,

arranging

game

Grammar

point

hazse

got

in'2r,ft-

questions

-

we use haxe

got

in zuft-

questions

like

this:

What colour eyeshaue

youlwell

got?

What colour eyeshas

helshelit

got?

-

note that

word

order

is reversed in

ouestions

Other structures

zllz*

question phrases:

IX4tar olour ... ?

Iilhat kind of ...

How many ... ?

Vocabulary

Physical ppearance:air,eyes

Possessions:house, books, rooms, car, camera,

telez;ision,

bicycle,

radio,

pets

Family members:

parents,

grandparents,

mother,

ather,

aunt, uncle, brother, sister,children

(These

words are

provided

on the cards.)

Materials

and

preparation

.

Copy and cut up a set

of se,Nrsxcns

cARDS or each

group

of 3-4

stude

Date post:	07-Aug-2018
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Elementary Grammar Games.pdf

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