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    CCC QQ&P

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    CCC-QQ&P

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    ferry Peat) Games for é aaa aie one reo yi. 7 cy iS Be ny —i Ai ei G4 aN ie i _ Maria SEW ATE @ and Elizabeth Chin = CAMBRIDGE a eet Also in the Cambridge Copy Collection Skills Advanced Skills by Simon Haines Discussions A-Z Intermediate and Advanced by Adrian Wallwork The Book of Days by Adrian Wallwork Listening Extra by Miles Craven Quizzes, Questionnaires and Puzzles by Miles Craven Reading Extra by tiz Driscoll Speaking Extra by Mick Gammidge Writing Extra by Graham Palmer Grammar, Vocabulary, Pronunciation Games for Vocabulary Practice by Felicity O'Dell and Katie Head ‘Meanings and Metaphors by Gillian Lazar Pronunciation Games by Mark Hancock A Way with Words Resource Packs 1 and 2 by Stuart Redman and Rober Ellis with Brigit Viney and Geraldine Mark Exams Instant IELTS by Guy Brook Hart Business English Business English Frameworks by Paul Emmerson Business Roles and Business Roles 2 by John Crowther-Alwyn Cambridge Business English Activities by Jane Cordell Decisionmaker by David Evans In Business by Marjorie Rosenberg Intercultural Resource Pack by Derek Utley Young Learners Activity Box by Jean Greenwood Imaginative Projects by Matt Wicks The Grammar Activity Book by Bob Obee Primary Activity Box by Caroline Nixon and Michael Tomlinson Primary Communication Box by Caroline Nixon and Michael Tomlinson Primary Grammar Box by Caroline Nixon and Michael Tomlinson Primary Pronunciation Box by Caroline Nixon and Michael Tomlinson Primary Reading Box by Caroline Nixon and Michael Tomlinson Primary Vocabulary Box by Caroline Nixon and Michael Tomlinson Singing Grammar by Mark Hancock Visit the Cambridge Co; www.cambridge.org/elt, THRRPRUD RRR RRR HPP PHORM PRP Games for Grammar sms Practice — ' Maria Lucia Zaorob * ey ee and Elizabeth Chin Boctek Lobasake. CAMBRIOGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Mackid, Cape Town, Singapore, Sto Paulo, Deli, Tokyo, Mesico Cy Cambridge University Press The Edinburgh Building, Cambridge CB2 BRU, UK wwon.cambridgeorg Information on this tile: wwww.cambridge.org/978052 1665427 © Cambridge University Press 2001 Itis normally necessary for written permission for copying to be obtained in advance from a publishes. The worksheets, role play cards, tests and tapescripts at the back of this book are designed to be copied and distributed in dass. The normal requirements are waived here and itis not necessary to ‘write to Cambridge University Press for permission for an individual teacher to make copies for use within his or her ‘own classroom, Only those pages which cary the wording “© Cambridge University Press’ may be copied. First published 2001 12th printing 2011 Printed in the United Kingdom at the University Press, Cambridge A catalogue record for this publication is available from the British Library ISBN 978-0-521-66342-7 Paperback Cambridge University Press has no responsibly forthe persistence or accuracy of URLs for extemal or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, €or will remain, accurate or appropriate Information regarding prices, travel timetables and other factual information given in this work is correct at the time of frst printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. moo6ersomom rh tee fe, CEL OCEL LER TEL MOIR SAIC C UO Games for Grammar Practice isa carefully designed selection of cover forty games and activites for intensive and interactive ‘grammar practice with basic to advanced leamers of English. Because it follows closely the grammar sylabus of most EFL/ESL courses, itis a most useful complement to many course and ‘grammar books in use today, THE IDEAS BEHIND THE ACTIVITIES Cooperative learning You will prabably notice that in most games, knowing the language is not the main factor that leads to winning; actually luck, strategy and creativity play important roles, This has been done on purpose to foster a cooperative rather than competitive etmosphere, and to make sure weaker learners can also participate and win. Als, in some of the games there is no winner at all Teachi if Not testing The activites in the book are meant 10 give leammers an opportunity to practise and experiment with language. For this reason many of them present a lat of input while requiting relatively lite production in the target structure. ‘This encourages leamers to concentrate on processing the meaning of target structures instead of pressuring them to produce such constructions before they are ready to Self and peer correction Our experience tels us that self and peer cor ion are often more effective than teacher conection in helping students to take responsiiliy for their own learning Thus most ofthe game rules and activity procedures urge the Participants to monitor their own as wel as their peers’ language production, Practice The activities have been designed to make sure that leamers get plenty of practice in the target structures, Personalization There's plenty of rom for learners to establish report with ther classmates by sharing theit experiences, values and beliefs (Oral interaction All the activities are interactive to enc: rage leamers to attend to meaning and form as they interpret and produce language. ‘Introduction Information gap if exchange of information is one ofthe basic reasons why people communicate in real fe, then classroom activities should also urge learners to seek and provide information, ‘Task-orientation As in rea life, leamers will be using the information obtained from others to accomplish task. Variety You will find alot of variety as to context, activity type, {ype of interaction and materials, because novelyy helps to sustain interest Enjoyment Fun and pleasure in leaming are probably the strongest motivation factors. In our activites, they take the form of challenge, humour and acknowledgement of learners’ creativity PRACTICAL TIPS Re-using the material tis probably best to have the boarés and cards laminated, However, s this may tur out to be quite expensive, you may instead photocopy the pages direcly onto cardboard or paste the photocopies onto sheets of cardboard As forthe boards, another inexpensive solution isto keep them inside plastic bogs Sorting out sets of cards This tsk willbe much easier for you and your students you ditnguish the sets by colour So, ether photocopy the pages onto coloured sheets or daw staght nes right across or down the back of the sheets with coloured fet tipped pens before cutting up the cards. You may also want 0 store them away in coloured envelopes or bags. Substituting material In cese you do not have enough counters, use coloured paper dips instead. Tey are easy to find and inexpensive. Preparing for activities Read the instructions carefully and make sure you have the necessary material. Ether explain ot demonstrate how the game or activity works. Use L1 if necessary, ‘especially wth beginners. Note thatthe vocabulary lists provided in the instruction sheets reflect what we thnk might be new to students. Always check the boards, cards, or grids for vocabulary items, and pre-teach them i necessary. Thanks and acknowledgements (Our special thanks goto Maria Gistina de Araujo Aspert who contributed with invaluable suggestions, endless patience, encouragement and fiendship, and to Carlos Barisan for his interest and support We also want io thank all our students who helped to test the material inthis book and thus contributed to its improvement ‘The authors and publishers would like to thank the following individuals for their help in ‘commenting on the material, piloting it with their students and for the invaluable feedback which they provided: Jania Barel, UK; Sue Bremner, Singapore; Therese Eliot, France; Andrea Paul, Japan; Wayne Trotman, Turkey. Mlustrations: Kathy Saxendale (pp. 13, 91); Belinda Evans (pp. 11, 27, 53, 113); Martin Fish (pp. 17, 18, 65); Gecko Lid (pp. 9, 31, 44, 45, 46, 51, 67, 95); Melanie Hardy (p. 65); Phil Healey (p.21); Amanda McPhail (pp. 15, 25, 88, 110); lan Mitchell (pp. 64, 107, 108); Rhiannon Powell (p. 25); Nick Schon (pp. 39, 63,105); Lise Smith (pp. 28, 29, 76); Shaun Wiliams (p. 79). Text design: Gecko ltd Page make up: Cover illustration: Jamel Akb nko Ltd UP UAL Em UN) Eh UA) pO) py Uy Uy Uy py Uy Op) UL UH) UHL UH) Uppy OH hy UB), om) Games for ; Grammar Practice r Map of the book KEY: 8 = BEGINNER; E = ELEMENTARY, P= PREINTERMEDIATE | = INTERMEDIATE; U= UPPER INTERMEDIATE: A= ADVANCED ae ity erro or Level Time Page 2 om) =—s UNIT 1 Present = 1.1 Baloon tours Present simple of be Information pool Counties BS 8 A sandysthone —preertconnuns ——Boagime iter doneathone & oan a 3 i 1.3 Looking fora flatmate Present simple Interview Hebisendrouines £2012 SA 1A Lend ahand Present simple Problem sohing Age, occupations Pee Ohana : 3d person singular and hobbies B's Timeandagin Adverbs oftreqeny —Betinggame Actes and 20-5016 = events : UNIT 2 Past SE 2.1 Gotcha! Simple past Questions and Actives and — 0 2 Bn 22cverdayhezarcs Simple past/past continuous Stow telng Funny accidents 120 pa tere tae Board geme Growingup memories IU 20-30 i UNIT 3 Present perfect and past perfect [= Bourdon Present perfectsimple Board game Recentexperiences LY 2026 = orevents 1 3.2 Snooping around _Presentperfectsimple —Tuthordare ife experiences A 20-8030 = 3.3 Before or after? Past perfect simple Card game Causes and Ww 15-20 35 L Sen a —= UNIT 4Future L_ 4.1 What onearth...2 Going to Board game Intended actions P20 38 4.2 Make it snappy wit Card game Unplanned decisions Pt «10-40 = UNIT 5 Mixed tenses ee ied tenses foudgme ——Taveling Pass - [= pe | (. Map of the book 7 esc Sted UNIT 6 Conditional and wish constructions 6.1 Nothing's perfect! 6.2 Watch your step! 6.3 Pick my good deed 6.4 The wish race First conditional econd conditional Third conditional Wish constructions UNIT 7 Reported speech A Who's got my message? UNIT 8 Modals 8.1 Crazy cans 8.2 Lots go together 83 Spinning ideas 8.4 Tough luck! UNIT 9 Passive and causative 9.1 Something in 9.2 Grown-ups! 9.3 Round the dock Reported speech Can for ability Like v, woul tke Models (simple) Modes (perfect) Simple present and past passive Passive + infinitive Causative with hove Simulation Snakes and ladders Board game Grid game Card game Craay eights Find someone who Scattergories Debate “via pursuit Discussion Role-play UNIT 10 Questions and auxiliaries 10.1 Making friends 10.2 What's my answer? 10.3 All about us 10.4 Unique me Wh-questions with present simple Yes/no questions with present simple Wh-questions wit mined tenses Auiliaries too, either, so, neither Find someone who Betting game Personal tivia Sharing oa Jobs Unusual behaviour Sustifying actions Regrets and complaints Telephone messages Abilities Invitations Constraints and possiblities ‘Speculations World knowledge Growing-up experiences Errands and services Personal information Open (Open/personal (Openpersonal Level uA w et bu BE Be Any et on (minutes) a 15-20 20 20 15-20 20-30 1015 rom PR OM rm Pon fe oie re Pe PoP oP PoP RO Map of the book fener UNIT 11 Articles 11.1.Come one, come all a/an v. some UNIT 12 There and it 12.1 Pack’ go 122 Rain or shine There be in present simple has subject UNIT 13 Verb forms 13.1 Verb tap Tov. ing UNIT 14 Prepositions 14.1 The preposition contest 142 You and! Prepositions of place and time Adjective + preposition 14.3 Prepostion checkers Verb + preposition UNIT 15 Comparisons 15.1 How do they compare? 15.2 Three of akind Comparative forms of adjectives, ‘Comparative forms of quantifiers UNIT 16 Possessives 16.1 Family album Subject pronouns and possessive adjectives 16.2 What a mess! ae Board game Information pool tactoe Grid game Sharing Chinese checkers Dominoes Rummy Maze Information pool (minutes) Food 15-20 87 Hotes E 1015 90 Weather conditions =| Wo-15 92 Open 15-20 94 Open B 5 96 Personality and feelings 1530 98 Open Ul e20) 100 Open 20 04 Common nouns Po 115106 Femily Cree 5) 109 Personal belongings 0 2 pi Present simple of be {in statements and ‘wh-questions Level Beginner Type Information poo! Topic Countries Interaction Pairs Time 10-18 minut Material Worksheets A and B UNIT 1 Present Balloon tours Vocabulary Names of countries: France, Spain, Australia, USA, Belgium, Mexico \Wh-questions: where, what Prepositions: from in, at Comments ‘This game provides contextualized practice with statements and wh-questions contrasting 3rd person singular and plural of be. Students are given a task which they can only accomplish by interacting orally with classmates, that i, by requesting end proving information, and then making decisions based on the information obtained Language output A: Where is/are (name) from? 8: He/she/theyis/ore rom (county) As What hotel is/are he/she/they in? B: He/she/they is/are at (hotel). Procedures 1 Before cass take copies ofthe worksheet and cut them in hat as indicated. In dass, give out worksheet Ato half ofthe dss, and worksheet B tothe other half Pair off students with worksheets A and 8. it the questions and answers in Language output using the worksheets you tke, write 2 skeleton ofthe dialogue on the board 3 Set the situation and the task by telling your students the following: You work for Prime Balloon Taurs. The company has three balloons for tours aver the city, and three tour guides: one speaks English, one speaks French, and the other speaks Spanish. Your task is to decide firstly which tourists should go in which bolloon, and secondly haw many hotels each guide needs to stop at to pick up tourists. Talk to your partners fist to get the information you need to do the task Doing the activity D- Without looking at each other's worksheet, students ask and answer questions and complete their respective charts When they have finshed, they answer questions | and 2 on their worksheets, together. Check their answers or decisions with the winole lass. TP PPP PUP OP PPL PP PPT PL Py PLP Pe Pm Pe) ésisunoy dn xpid 0438 dos 0} paau apin8 ypea saop sjaqoy Auew MOH Z Balloon tours uoo}jeq ayeudoidde ayy sapun sysunoy ayy jo saweu ayy aium 208 sisiuno} aup pinoys Uoo|}eq Y>Iym UL ee > (wus) ‘wooyjeq areuidoidde ax sapun sisunoy ayy Jo saWeU at aM £08 ssuNo} ay) Pinoys UOO|Jeq Y>IYyA UL umoug pai pur AUJey) asnoy aBpug ey, pyjeaisny umoig peig pue Ayieyy aorieg aul cone 10189 edag pue esor e1o1e9 adeq pue esor uuu} 1eAoy ay winibjeg uojag aveyy uojeq aye seiepueg one aoe UL uredg seiepueg olin quodng siyy pue sy uu} efoy eu 0uRl4 quodng siyy pue ayy BZPIg SUBAND eUL vsn yuws uyor uwig uyor LOH AMLNNOD SISIHNOL AMLNNOD SLSIUNOL Sino] uoO|eg ow a, SiN] UOO||eg Ould esysunoy dn ypid 0} 32 doys 0} paau apin8 ypea saop sjajoy AUC MOH Z (gp) tice © Cambridge University Press 2001 IEICICOQZETT From Games for Grammar SME yy gy py py yt ga yy yy py py ph yy ppg ye yyy aye ye aye eye ye yl aye UNIT 1 Present +Aday at home Language focus ) Vocabulary Present continuous in Parts of te house: bathvoom, bedroom, backyard, ding room, garden, basement, kitchen, atic, statements and questions jing oom Level Verbs: refering to actiites associated wit the various pars af the house Element __aeneniy ___ Comments Type mo - ‘Adapted from Achi, an Afican game which resembles tictac-toe but also incorporates movement, this _game is designed for itensive practice with the present continuous in wi-questions and statements Topic to describe ongoing activities, Because it provides a unified context, learners can integrate grammar ‘Activities done at home 24 vocabulary practice. Winning the game requires language accuracy, creativity and strategic sil ~ Interaction Language output = ‘A: What are you doing in the kchen backyard? Time B: Im doing the dshes/washing the dog. 10-20 minutes seals Procedures Material 1 Pair off students, and gv out the material Note: fyou don' have enough counters, cut out the Pee black and white squares betow the board, and use them instead counters (four per student) 2. Goover the pars of the house shown on the board, and elicit acttes that might be done in each part f you wish, write the vocabulary on the blackboard. Model the target language shown in Language output, end demonstrate the game a couple of times. 3 Playing the game: Objective ofthe game: align one’s counters in horizontal, vertical or diagonal row of three The game begins with student 8 choosing the spot where he or she wants to place a counter. Then student A asks an appropriate question, as shown in Language output. student B ives an appropriate and correct answer, he or she may place the counter inthe chosen spot. (Otherwise, no counter goes onthe board D Players take tur doing this until one of them forms a row of thee with his or her counters, or uni ail he counters have been placed onthe board D'n0 one has formed a row of tree and all the counters have been placed on the board, players can once more atterpt to frm such 2 row by mouing thelr counters along the nes into the empty spots, one at atime, and interacting as shown above. Note: They are not allowed to repeat an answer that has already been given The game ends when ether one manages to form 3 horizontal, vertical or diagonal row with his ‘or her counters. As this game depends lot on the players’ strategic sil, it may last anything frorn two to five minutes, Let them play several times or further practice. Variations 1 To practise vocabulary related to other activities, replace the pars ofthe house on the board with other places, eg. bank, school, petro! station, post office, etc 2 For practice with the various persons and subjecverb agreement use the spare counters and vite on them: Your mother / You / Your sisters / Your grandpa et. Te language output wl then change to, eg, Whats your mother doing in the kitchen? She’ feding the cas | ML UHL UL Ua, Ua, th Ue UR, ey UU, UU URUK, UTR UB LULU) OR pp UAB) TR) CCU L LS a A day at home Hi y ” E living room From Games for Grammar Practice © Cambridge Univesity Press 2001 UNIT 1 Present Looking for a flatmate Language focus) Vocabulary Present simple in Vetbs: have, cook, ge up, take, go, get back, do statements and questions Nouns: pet, car, hobbies, shower, work, home, dinner, evening, activites, weekend Level Elementary ce eae a inthis acy students wl have intensive controlled practice wit the simple present in statements ‘Type - and questions involving the 2nd person singular, plus statements in the 3rd person singular. This is an Leeheed ‘excellent opportunity for elementary students to get to know one another and talk about themselves Topic ule interacting to accomplish the task proposed. Habits and routines Language output Interaction PaaS iF 5 ase 0 you hove a pat pele B: Yes, Ido. | have a turtle, Time A: Wht tine do you get up? ss | usuall get op at 7:00 ee Phase ll T> Who do you prefer oso flamate? it ‘St: I prefer (name). ‘Worksheet (one per 1 Why? student) Se Becouse he / she cooks / doesnt havea pet Procedures Phase | 1 invoduce the topic of shang rooms ots lt problems that people might have, and wha itis important to check before choosing 2 flatmate. 2 Set the contest andthe task by teling students: You are looking fora flatmate. You are going to interview to friends to decide who wil be your Ratmate 3 Hand out the worksheets, and elt the questions associated with the cues given. Emphasize the comect use ofthe auxiliary do, Encourage students to come up with other questions that are important to them and allow ther to omit any questions they do nat consider important. 4 oing the activity D Indviely, students complete the first column ofthe chan with information about themsetves D Inpairs, students ask and answer questions to complete the second column, D Students switch pairs, and repeat this last procedure to fill out the third column. Dive students afew minutes to decide who they prefer as a ftmate and wry. Phase 1 With the whole class, elicit some of your students’ choices and reasons. Use this opportunity to introduce the 3rd person singular-s ending in statements 22. Have students report their choices and reasons to the dass. TT ya ga aga at at Looking for a flatmate Ee i UC es) —s L L L L_ You Student A Student B “ have a pet L_ SNe = ~~ L_ have a car EB D L ~ have any hobbies 8 = ! a cook Svc a @ et L L, — { Daily routine You Student A Student B + GAS = G2) ectup — FAS sf ED mses ff L PAS ‘ — 2) g0 to work a @) get back home ead FY have dinner evening activities weekend activities WAP AY AD AY From Games for Grammar Practice © Cambridge University Press 2001 13 UNIT 1 Present Lend a hand Language focus) Vocabulary Present simple 3rd person Professions: reporter, cook, former, teacher singular in aoe ‘414 activites: cook the meals, wash the dishes, clean the bathrooms, take care ofthe litle kids, entertain — the teenagers, give swimming lessons, look after the horses, take care ofthe garden Level Hobbies: (go) swimming, (co) gardening, (go) horseback riding, (do) handicraft Pre-intermediate a Comments Problom sotving TAS conteuslued and taskoriented information gp acy ak lamers colectnfomtion and : ‘make decisions while providing them with an opportunity to precise asking and answering questions Topic volving the present simple Srd person singular can also be used toinroduce or review ‘Age, occupations and collcations suchas go swimming, anc some phrasal verbs, lok after hobbies Interaction Language output mas ‘How od Sharon Mes? — 8: Shes 28 — A: What does she do? 20 minutes B: She's a reporter. Material A Where does she work? B: She works at/for MTV ‘A: What does she do in her fe time? B: She goes swimming. Worksheets A and B Procedures Phase | 1. Before cass take copies ofthe worksheet and cut them in half 2s indicated, n lass, hand out worksheet A to half of the dass, and worksheet B to the other half, 2 Set the contest and the task by tling the ass: You are organizers of a summer camp for homeless children. You have alist of volunteers. Your tasks to decide whet you are going to do and what the volunteers are each going to do, 3 Individually, students read the list of chores and write their names next to the two chores they want to do. 4 oir off sudents with worksheets A and 8 to find out what thei partners want to do. Write What do you want fo do? I want to... onthe board if necessary. In case of config interests lt ther sort outwith whatever language they can use Phase I 1. Using the worksheets, lc the questions and answers in Language output above 2 impairs, students get from their partners the missing i mation on the volunteers. 3 Students then decide, in pairs and together, what the best chores are for each volunteer. 4 trou wish, cegroup students so they can report on and discuss their decisions with other peers Ma hath gt yh gt gt gt gh at gh ah gu at gh ae at at gt at at at gt gt at yatta Lend a hand :s9}000H, SONA JO D0Ia ‘or ad aeerumIon shr08e72D Teqreg tBu0g toures aresoTpUeY +9;aQoH UBT UoTeMUTY sOM 30 2ORTA sayoeay ‘or eo 380 aeaqtmton :Ax0078D zepueurag Be Iy ‘Uren, Surpiz 8104 #s9IqGOH ‘uurey Aung sfxoMn JO 201 seaqumjog +0898 Teqieg jeBueg courent seuney gor 8g 28 :897990H sysom 30 9081 ‘gor 28v aeaqunton sAx08072D opueuseg BLEW ‘Uren, Po] OY K@_- s nN +#Hw nN -—™ “s LuBspIKP Ano dou sn oH vvarpiip ano deusn dion | “By ‘arpa sno dou sn ort ‘app ano dioysn dot puny © pus Puy » puey puny 0 puey Puy o pusy Surmepre8 ‘serqaoH sse7aqoH +s97q0H Buyorarms wseraqoxt S.MOuD JW SILOM Jo oom 520M 30 soe trom, 30 20%r ‘ALIN 12084 30 9081 17000 «gop s90r s90P cocodeu sor 63 3990 2¥ ay 8g 108¥ ATaayUNOA sAr0FaqzeD daequTon :h10%042D TaeqUN[OA :Az0f048D qeequTon :h10%072D eo Td eUreN, Ko ~~] Larpiip sno doy sn doe pupy p puey Son voreyg tourenL Uusspiyp sno doy sn dey puny o puey ee] id ouren, KL ~_-_| ono aun co puny p pusy ser Uoreyg tours, Usypiyo sno dey sn dors puny © pusy uuapue8 ayp jo aies aye Sasi0y ayy J9Y2 400] suosso] Buiuusims ani8 siaBeuaay ayy uleyaqua poy apn ay swooped ayy ueap> Saysip aup ysem sieaus ayy 4002 syseL uapse8 ayy jo aze> 942) ‘saS104 au JYE 400] suossa] Suuwuims aniS sraBeuss) ayy uewaqua aysip aip ysem sieow aup 4002 syseL RD "th "OT From Games for Grammar Practice © Cambridge University Press 2001 (IQUIRISUGZITT Tanguage focus Aaverblasof frequency Level Elementary or pre-intermediate Type Betting game Topic Activities and events Interaction Groups of three or four Serine) 20-30 minutes Material Two sets of cards per group | UNIT 1 Present Time and again Vocabulary Activities: Any acy students can think of fora given picture, eg, picture 1 may generate: go swimming, swim inthe sea/a lake/a river, swim across the English Channel et. Advetbials of frequency: every day, more than once a day, quite often, mast every day, about once ‘aweet, sometimes, a couple of times a month, ance or twice a year nat very often, harly ever, seldom, never Comments ‘This game gives leamers an opportunity to practise asking questions with how often, and answering, them with adverbials of frequency, while using a lt of vocabulary related to general activites anc ‘events, tis quite challenging and fun in that players must be able to anticipate their opponents s 0 JeaM NOK PIP UM, a. ‘e {fepijoy 1se| nok puads nof pip araypn 2 Aybqu ye] UM TEL NOK pp OYNA 2 ekepuns yse} ysepyea1q Joy aney NOK pip ey, ‘® {puayaam se] eas nos pip yeyn ‘e & Of Where did you meet What did you buy your best fiend? last week? Who did you visit How many times did last weekend? you go to the movies last month? What did you do What time did you yesterday? get up this morning? {SeWSUY) Joy BY,OU ANOK aai6 Nod pip UM, £ {ley amok ysem 1Se| nok pip uayAA 2 {Aepsaysak yaa snok ysruq Nok pip sawn Auew mo} 2 & When did you first see the sea? & Where did you celebrate your last birthday? & How did you come here today? From Games for Grammar Practice © Cambridge University Press 200 Gotcha! El {Aepraysak awioy 06 nok pip Moy ? Guywiow siyy awoy nea] nog pip awn eum, 2 {puayaam yse] Op MOK pip YN 2 & What time did you arrive home last Saturday? & What did you eat last night? & Language focus ‘Simple past and past continuous Type Story telling Topic Punny accidents Interaction Groups of three or four Time 20 minutes Material Set of cards {one per group) (22 UNIT 2 Past Everyday hazards Vocabulary Verbs: hang around, walk into, ook at, fight, ride, fall into, run over, o too fast, lean over Nouns: moped, pothole, raf officer, bike, jogger, ducks, pond, rail Comments In this activity leamers wil be precisin the simple past and past continuous as well as some phrasal verbs, as they compose story lines with the bits of information given. Unike many other storytelling activities, there is no fixed storyline in this case, Learners are free to link the circumstances and events in any logical way they wish in order to create meaning, Language output Fiona was hanging around in the mall ast Saturday. She suddenly walked into a huge Christmas tree ‘ight in the middle of a hall, knocking down the tree and decorations, because she was looking ot ‘two people fighting and didn't see where she was going. She quickly picked up the tree, and! pretended to be the malls decorator, because she felt everyone was looking at her. Procedures 1 Betore clas, cut out one set of cards for every group of three or four students 2 Begin to mode! the language by teling your as a funny accident you have ad, smiarto the one in Language output, craving tention to the sipe past and past continuous forms in your stoy, Then geta couple of students to tel theirstries, and explore the details with questions, wile encouraging the use o the correct vet forms 3 Divide the class into groups and hand out the materia. Doing the activity: Players shuffle the cards and deal them out evenly Players take tums laying down their cards, one ata time, inthe cente ofthe table to compose four story lines. The stories belong to the entire group, thats, everyone may cempase and change them, D Rules of the game: — Players may only begin a story line if they have a character card to lay down, — They may add cards to any esting stories on the table provided thatthe stories continue to make sense, — They may change the sequence of cards within any story in or move cards from one story to another in order to accornmodate new cards, » The player who wants fo lay down a So ... The end card will have to invent its content, that is, the end ofthe story. This may be done at any time during the game, and other players may Continue inserting other cards in the middle of the story, but they may not change its ending. ~ Ha player cannot lay down any of his or her cards, he or she says J pass, D The winner is the frst player to get rd ofall of his or her cards, Follow-up Groups choose their fevourte story and tell itto the rest ofthe cass, pug ayy n 1 YI puod aya] syonp ayy E Jano Buiueal oui 124 ge Bunjoo} cae N 2] | es e — = — 3 > pug ayy 6 5 | fa qsej 003 uabBGol e Buio6B Jano UBL aid @ Bulpis pied elul “0g pug ay, Jaoyjo OYjeUy Burjooj-pooh | _s1ouaod padow yaauys ayy ul e Buipia . e ye Bupjoo) euch: pug ay BunyBy eeunen ajdoad omy 4sluyd, punouve aBny e BuiBuey ge Bunjoo; f oqu! payjem [ew ay ur euol4y Ahh mann " 7 23 From Games for Grammar Practice © Cambridge University Press 2001 (QUIIRISUMZTTT mM UNIT 2 Past Sweet memories mage focus) Vocabulary Used to Verbs: grow up, fall down, break, fight wit, fail, go on @ trp, have a date Level Nouns: childhood memory, toy tree house, pet, (School) subject, complaint, idol, hero, date, curfew, ee school dance upper-intermediate dat Comments Type o aE ‘This game provides alot of input and intensive practice with a wide range of verbs in the simple past aoa ee ‘and habitual past with used to. Because the subject of childhood and teenage memories is so close to Topic ‘everyone's heart, the game promotes a lot of conversation and better stucent rapport. As such, it Growing-up memories Should be reserved forthe more communicative end af the lesson and used for fluency building, interaction Language output Groups of two to six A.” Who cid you use to fight wth when you were @ teenager? B: sed to fight fot wih my sister 20-30 minutes 4 Why? Kz —\,B: Well because she used o borrow my lathes without asking me fist ataterial A: And who used to win? Board and dice (one per = — 8: She did, because my mother was always on her side. group), counters (one per student) Procedures 1. Prepare questions related io clchood and teenage experiences Ask one ata time, eli answers fom the clas, an continue the conversation fom thee, 2 shown in Language output. Drew students attention tothe meaning and use of used to, and contast twit the simple past if necessary. 2 Divide the cles into groups and hand out the materia 3 Pleying the game: Players place their counter atthe starting point (aymbol of bith; the stork) on the board They take tums casting the dice and moving along the board according Whenever a player lends on a square with a question init someone in the group asks him ‘orher that question, and te player answers. The group shuld then explore the topic with further quesns, answers, comments, etc. Encourage the appropriate use ofthe simple past and used to Dhenever a player ands on one of the squares containing happy or unhappy event of ite, he Cor she must follow the instructions in ther, The frst player to get to (but not beyond) the frishing point (symbol of graduation: the mortarboard) wins the game. Variations 1 you are teaching teenagers, change the questions so as to suit their young age. 2 ityou want to lt your students decide what to talk about and formulate the questions themselves, replace the questions on the board with prompts, eg, GROW UP, SCHOOL, TOS, GAMES, DATING, MOTHER, BROTHERS & SISTERS, etc. Note on class size If students are playing in pais or groups of three, use coins instead of dice. That way they will move either one square (heads) or two squares (tails), and have more opportunities to talk. SUT aT TE EU TUE TE EEUU ee eye ge re ee eye ge at Sweet memories xp Aejd 03 250 ‘ok pip Ou, dawn auay oF bh yau0 quem nok pip 20441 GUM, ed e aney 0} 28n nod pig. cee keg ‘sinoy 299 © nod spuing s2ype 1004 epyoy oowps dok ut op 0 20 0k pp ae thuny Z2nne |e ‘ynones nok 94 03 pasn oyn, st sasenbs 7 pleaoy anow '2ph0Ig @ I pi a3 wiea} no, on pealane aqunoney nok yeni aw puads 0 om nok Pip unyo.moHy 64 enokanoge ney 09 260 saxjour nok pip siurejdwo> yeyny z WOU TA A UR, TAL ca | {081 pip MoH 350884 nok aq exp wy anak sem oun | gus ouoe ung © sy 2qajaced | -aouep yooyos | gmayino e aney sunorgsnokaq| aypsoyarepe \ oy2s n04 pig, expasn yey | anzy,uop no, weoip ys0881q snok9q ex pasn yeu yep 0330 ok Pp aeUn Buop ney Ok pip ey Bwop 001 .98n.n0 PIP AeUNY @ Lille fo ayunoney nok 9q 9 pasn eum “savenbs speq now ‘wie snok yeauq pue Umop 1) AOA du any 09 250 Fok pip anejd 30 PUPA ey WO TR From Games for Grammar Practice © Cambridge University Press 2901 [IIIS " UNIT 3 Present perfect and past perfect Around town Language focus Vocabulary Present perfect simple Mostly prompted by picures Level ‘Words and expressions on situation cards: run out of, absent minded, spiled, tough luck, gone as through a red light, ine ‘upper-intermediate Comments Type ap ‘This game has been designed to relate past events with present result and to provide muchneeded Board game Practice ofthe present perfect imple to expees such elatonshps, The activity ifn in thet Topic sfmlats learners imagination and acknowedges thelr inva contibstons Recent experiences or eae Language output interaction A: What’ happened Bll B: He's ar broke/depressed, GrOURS OFtWO ROSIE A. Why/tow come? Time 8: Because he has ls al his money in the tock market 20 minutes A: Gee, that’s too bad. What's he going to do now? B: I don't know, Never buy stocks again, guess. Material aad Board, set of cards, and Procedures dice (one per group), : counters (one per student) 1 Bevore cls, cut out one sto cats for eth pou 2 write Bis depressed onthe board. lt possible causes and wite them othe left ofthe sentence, draing students attention tothe use ofthe present perfect simple, eg He has lost his {ob/P gitiend has left him, et Then eli plausible future actions that Bil might tke, Model the target language wth several students 3 Divide the clas into groups and hand out the materal 4 Proving the geome: D Pleyers place their counters at START, shuffle the cards and place them face down on the table. There are two kinds of cards The picture cards depict present results which students must interpret (€¢. Marais very happy) and think of causes for, using the present perfect simple (68. She has been promoted to vice-president). The situation cards, onthe other hand, Provide input on the present perfect simple, plus the luck element in the game, fr they Contain situations and instructions that may lead the player back tothe beginning ofthe board Cr toss him or her closer to the FINISH point The fst player casts the dice and moves his or her counter accordingly it ands on a shop, nothing happens, butif i lands on a house, the player picks a card and tus t face up s0 everyone can see what is happening inside the house, its a picture card, the person to the left ofthe player begins interaction with him or her as shawn in Language output. On the other hand, iit a situation card, the player simply reads it aloud and follows the insttuctions on it Players take tums proceeding inthis way. The first player to get to (but nat beyond) the FINISH point wins the game. Note on group size If students are playing in pats or groups of three, use cons instead of dice. That way they will move ‘one square (heads) or two squares (tals), and get more practice. eye a a ag Around town WP 21 From Games for Grammar Practice © Cambridge University Press 2001 (GETIRIZUIZ003 El Around town Bill Jessica Daniel and Bob Sen! r- ast LAT eA | | Ella and Kate el A c \s3 \ 4 28 SNE Ae ae a at at ae ata at at at at at a at ge gt at gta at at at at gt at at gt atta Ma Se a a Mae Ma a a a We Ma Te Met Around town Ei You've run out of petrol. How can you be so absent-minded? Go to the nearest petrol station. You haven't eaten anything all day. Aren’t you hungry? Go to the coffee shop for a sandwich. You have spilled coffee all over your new jacket. Take it to the dry cleaner’s. Your sister has just had a baby. How about getting her some flowers? Go to the florist. Tough luck! You've just missed the bus. Go to the taxi stand in front of the post office. You have just gone through a red light. What a shame! Go to the bank and pay the fine. | ‘Your cat has fallen off the roof again. ‘You'd better take it to the vet to make sure everything is OK. Don’t forget you've invited friends over for dinner. Go to the supermarket and get something for dessert. You haven't talked to your mother today. She must be worried! There is a pay phone just outside the chemist. From Gomes for Grammar Practice © Cambridge Unversity Press 2001 29) nguage focus Present perfect simple with ever Intermediate to advanced ‘Truth or dare Topic Life experiences Interaction Groups of two to six 20-30 minutes Board, set of cards, dice (one per group), counters (one per student) UNIT 3 Present perfect and past perfect Snooping around Vocabulary ‘Words and expressions: dangerous sports, act an stage, fancy dress port, fail, contest, rofl, ‘mugged, make a sily mistake, have a crush on, tear out, get blind drunk, sneak awey, jump a queve, Personal ad, make a hoax call, cheat, search through, belongings, date, naked, fr, forge, peep through, keyhole, bibe, fortune teller. Comments The purpose here isto provide plenty of input on the present perfect simple + ever, to get learners to understand how this tense contrasts withthe simple past, and to practise alot with both. Despite the intial controlled promp, the actity invites learners to share life experiences and is therefove excellent for generating conversation and building fluency, Language output ‘A: Hove you ever been too fortune toler? B: Yes, hove As Why did you go there? 8: Wel, wonted to know when I would od a gitiend, Procedures 1. Tis game includes tree sets of card, marked | to 3, containing questions graded rom the leat to the most contoversial So, look though them ad pick the set othe card that best suit) yout students age and ctu. Then, cutout one set of 14 or more card foreach group. 2 Model the language by asking you Hove you ever... quesions and developing conversation from there, Te ei isto point out the use of the present perfec simple versus the simple pest 3 Divide the css into groups and hand out the mate 4 Paying the ome: D_ Players shuffle the cards, place them face dowm in the centre ofthe board, and distribute their counters among the four comers. They take turns casting the dice and moving their counters accordingly as indicated by the )_Potatoes,masnitng gas, sutcse, broom, bucket pen, owes popcam, envelope, bt, bog of “flour, credit card Pre-intermediate or _intermediate Comments _Type This interactive board game gets lezmers to associate the expression of intentions withthe ight future Board game fox: going to. sit requires players to imagine a varity of actions fr each one ofthe objects Topic ) depicted onthe board the game canbe very stimulating end humorous. {tended actions Language output Interaction ‘A: What on earth are you going to do with that magnifying glass? Groups of two to six 8: I'm going to look for my contact lenses. Time — Procedures 20 minutes ; : = Bring to class pictres of object that are large enough forthe whole dass to ae, ive one of Wai gto dass pct jects that are large enough forte whole das to see Gve them toa student, step backend ask: What on earth are you gong odo wth that... Ean Board and dice (one per answer from that student and other possible or funny answers from the rest af the class, Draw Fear endear) PAT student atertion othe use and meaning of gong to Repeat hs procedure o make sue students can use this form appropriately and understand the idea ofthe game. N Divide the dass ito groups and hand out the mater 3 Paying te game Players place ther counters at START. D The fist player casts the dice and moves his orher counter according itlands ona square wth an objet in it the person to his or er left inates interaction with him or het 35 shown in ‘Language output. the counter ands ona square wth nstuctons init he or she must follow them, D Players take tums proceeding in this way. The fist player to get to (but not beyond) the FINISH point wins the game, Variation For intermediate students with good vocabulary and to make the game more challenging and humorous, have them come up with unusual actions forthe objects, eg ‘A: What on earth are you going to do with that magnitying glass? B: Im going to start a camp fire in the garden. Tn a aap a ues @) s ce arebe s held t ¢ ® g oO 2 gant rm 3 e H s ssiw A iS a H w a a ‘a on a 3 may | a es CS 9 ee 3 fe] § A » L\\f___) saaenbs | a) TY QB ES |e) [|e san Co LY csr | weqgog | = oz a Bo| é |: § & @ nz 9 Z ve aS @ wz @ 3 [#3 saaenbs i LI] ES ayebe A [ancti} }) gaan D

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