|



 



|     
Raymond C. Clark, compiler

   

 
` is is a variation of ´`
enty Questions.µ ` e number of questions is
reduced to ten, and t e field includes nouns t at represent a person, a place,
or a t ing. ` e class is divided into t
o teams, and eac team takes turns
trying to guess t e identity of one of t e opposing players.


:
` is game
ill require t e students to practice yes/no questions. It can also
serve as a vocabulary revie
and a c allenge of general kno
ledge.
 :
Use t e sample sets of cards on t e follo
ing pages, or
rite sets you
create, eac set aving t ree cards and eac card
it t e name of a
person, a place, or a t ing. One t e person card, it may be necessary to
provide some additional information.


:
1. Describe t e cards to t e students. `ell t em t ere are t ree categories:
person, place, or t ing. Wit in eac category in t e sample sets, t ere are
t ree levels: easy, moderate, and difficult. `o play t e basic ten question
game, ave t e students c oose
ic level t ey
ant to try.
2. Divide t e class into t
o teams and give eac player a card. Emp asize t at
t e questions can only be yes/no questions, and t e respondent ans
ers only

it ´yesµ or ´no.µ Explain t at only ten questions may be asked. ` e players
may s o
t eir cards to ot ers on t eir team.
3. A player from one team is quizzed by t e ot er team. ` e questioning begins

it ´Are you a person?µ etc., and continues until a correct identification as
been made or ten questions ave been ans
ered.
4. ` e team
it t e most correct identifications
ins.

   
]ariations:
1. Set a time limit on eac ten-question session. A t ree-minute egg timer is
useful for t is.
2. Give eac student a blank card, tell t em a category (for example, a place or,
more specifically, an island), and ave t em make up an item for t eir card.
C eck t e results. If t
o or more students ave
ritten t e same
ord, you
s ould quietly ask t em to c ange t e duplicates.
3. Reverse t e procedure by putting one student on t e spot. Let every one
else kno

at t e
ord is, and ave t e student ask yes/no questions to
t e ot ers.
4. You can also set t e game up some
at like 
, using t e diagram
belo
and nine cards like t e samples in t is book.

  ! " #|!
10 EASY
30 MODERA`E
50 DIFFICUL`

In t is variation, you select and old nine cards, t ree from eac category.
` e students quiz you, operating as t
o teams. A student from one team
says, for example, ´I·ll take a person for 10 points.µ You take a person card,
and t ey ask you yes/no questions until t ey guess t e person or get a ´no.µ
` en t e ot er team takes over. ` ey can continue trying to identify t e
same person or c oose anot er square.

Dra
t e grid on t e board and, as t e game progresses,
rite t e correct

ans
er in t e grid
it t e team·s name, as belo
:

  ! " #|!
Mu ammad Ali
10 EASY `EAM A
Berlin
30 MODERA`E `EAM B
Ric ard Nixon Blender
50 DIFFICUL` `EAM B `EAM A

` e copyable games ave been set up as sets of nine to allo
for t is variation.

   





 
1. Professions 5. American presidents
2. Social roles (parents, friend,) 6. National leaders
3. Rock stars 7. Famous
riters
4. Movie stars 8. At letes
9. Local personalities*

 

1. Countries 6. Mountains
2. Cities 7. Stores
3. Rivers 8. Land forms
4. Oceans, Seas 9. Local streets, buildings, parks, etc.*
5. Islands

 

1. Classroom items 6. Clot ing

2. House old items 7. Office equipment
3. Kitc en tools 8. Sports equipment
4. Appliances 9. Musical instruments*
5. ]e icles

$ 
   
  


 
  % 

&
 '(  
&

   
  ! " #|!
)* "+ Doctor Russia Desk
,*-  " Judge Poland Eraser
.*|//|0 Accountant Albania Index Card

)* "+ Brot er London Sofa

,*-  " Parent Berlin Curtain
.*|//|0 Nep e
Buenos Aires Carpet

)* "+ Mick Jagger Amazon River Frying Pan

,*-  " Paul McCartney Missouri River Can Opener
.*|//|0 ABBA Nile River Blender

)* "+ Marilyn Monroe Pacific Ocean `]

,*-  " Marlon Brando Mediterranean Sea Dis
as er
.*|//|0 C arlie C aplin Arctic Ocean Coffee Maker

)* "+ Nurse C ina Pen

,*-  " La
yer Ne
Zealand Wastebasket
.*|//|0 Surgeon Zimbab
e Pointer

)* "+ Sister Rome Bed

,*-  " Aunt Cairo Dresser
.*|//|0 Friend Istanbul Bat `ub

   
  ! " #|!
)* "+ Jo n Lennon Mississippi River Knife
,*-  " Madonna ` e ` ames Measuring Cup
.*|//|0 KISS ]olga River Spatula

)* "+ Harrison Ford Atlantic Ocean Refrigerator

,*-  " Jane Fonda Indian Ocean D]D Player
.*|//|0 Ronald Reagan Red Sea ]acuum Cleaner

)* "+ George Was ington Sicily Bus

,*-  " Franklin Roosevelt Madagascar Motorcycle
.*|//|0 Harry `ruman Corsica Jet Ski

)* "+ Winston C ruc ill Mount Everest S irt

,*-  " Mik ail Gorbac ev Kilimanjaro Jacket
.*|//|0 Ataturk ` e Matter orn ]est

)* "+ S akespeare Supermarket Computer

,*-  " Mark `
ain S oe Store Filing Cabinet
.*|//|0 Cervantes P armacy Pencil S arpener

)* "+ Mic ael Jordon Mountain Basketball

,*-  " Mu ammad Ali ]alley Baseball Glove
.*|//|0 Pele Plain Ski Pole
 -


1  

2

 
Similar to t e `] s o
´Concentration,µ t ese games require t e students to
remember t e location of t e cards and make matc ing pairs. ` e game can
be played as a team activity.



:
`o revie
vocabulary. Sometimes ne

ords can be added to t e set, as long
as t e number of ne

ords is small and not disruptive. A second purpose, if
t e game is played as a team activity, is to stimulate conversation among t e
team members: ´I t ink seven matc es t
enty-t ree,µ or, ´Do you remember

ere ___ is?µ Finally, t e game, like all t e card games, is fun and
contributes to t e group building.

 :
From t e samples or your imagination, c oose a category, for example,
antonyms. Write or past a
ord on eac of 12 cards and t e matc ing
antonym on anot er 12 cards. S uffle t e cards
ell, turn t em over and
number t em from 1 to 25 on t e back.

Because t e purpose of t is game is to revie
somet ing t at as been

taug t, rat er t an teac somet ing ne
, go over t e pairs before t e game
begins to be sure everybody kno
s
at t e 12 pairs are. Alternatively, if
you feel t e students s ould kno
t e
ords, just tell t em
at t e general
subject or topic is.



:
1. Lay t e cards out face do
n
it t e numbers s o
ing, as in figure 1.
2. `aking turns, t e students call out t
o numbers, for example, 1 and
t ree.
3. `urn over t e called pair of cards. If t e cards don·t matc (c ances are
t ey
on·t for t e first fe
turns), t e cards are turned back over. In
figure 2, ´bigµ and ´deepµ don·t matc , so t ey s ould be turned face do
n
again.
 -


1  

2

) 3 , 4 . 5
6 7 8 )* )) )3
), )4 ). )5 )6 )7 Figure 1
)8 3* 3) 33 3, 34

$ 3
 4 . 5
6 7 8 )* )) )3
Figure 2 ), )4 ). )5 )6 )7
)8 3* 3) 33 3, 34

$ 3 , 4 . 5
6 7 8 )* )) )3
), )4 ).  )6 )7
Figure 3
)8 3* 3) 33 3, 34

4. W en a student makes a matc (figure 3), t ey remove t e matc ed cards

from t e layout and t ey get anot er turn. ` ey continue until t ey fail to
produce a matc .

5. W en all t e cards ave been matc ed, t e student
it t e most

matc es
ins.
 -


1  

2
9

1. ` e game can be played as a team activity. One person from eac team is
t e spokesperson for t e team·s collective effort to remember locations.
Students can take turns being t e spokesperson.

2. W en a matc is made, t e player can be required to use t e
ords in a

sentence. If t e player fails to do so, t e cards are returned to t e layout,
and t e next player gets t e opportunity to mac and use t e
ords.




:
1. Synonyms*
2. Antonyms*
3. P rasal verbs*
4. Homonyms
5. Same vo
el sounds
6. Same beginning or ending sounds
7. Proverbs*
8. Idioms*
9. Compound
ords (ex. base ² ball)
10. Countries and corresponding languages or capitals
11. Prefixes and bases *(ex. mis ² understanding)
12. ]erb forms: simple and past; past and past participle
13. Pictures of objects and corresponding
ords*

($
  
 

 


 % 
&
 -


1  

2

"
:;  
; 


big large
near close
sick ill
simple easy
little small
quick fast
rig t correct
difficult ard
tall ig
appy glad
angry mad
many a lot of
 -


1  

2

"
:;  
;-


s y timid
afraid scared
uge very large
slender t in

ell-kno
n famous

ealt y ric
lucky fortunate
intelligent smart
amusing funny
enoug sufficient
terrible a
ful
total complete
 -


1  

2

"
:;  
;


skeptical doubtful
eccentric strange
courageous brave
nervous anxious
calm tranquil
candid frank
trut ful onest
jealous envious
careful cautious
precise exact
enormous uge
sincere earnest
 -


1  

2

"
:;"  
; 


old ne

little big
fat t in
cold ot

et dry
ig lo


arm cool
good bad
old young
appy sad
far near

ide narro

 -


1  

2

"
:;"  
;-


polite rude
uge tiny
full empty
lig t eavy
long s ort
clean dirty
dead alive
andsome ugly
strong
eak
s arp dull
single married
smoot roug
 -


1  

2

"
:;"  
;


upset calm
boring fascinating
asty careful
peaceful belligerent
rare common
straig t crooked
plain fancy
scarce plentiful
gorgeous ugly
generous stingy
odd even
liberal conservative
-


1  

2
-


1  

2

  ; 


suit
jacket
vest
belt
sock
s irt
mittens
blouse
skirt
pants
scarf
s
eater
-


1  

2


9$

;-

$

pick out c oose

put on dress
give back return
take off remove
talk over discuss
do over repeat
fill out complete
find out discover
look over examine
leave out omit
call off cancel
put back replace
-


1  

2


9$

;-

|
$

come back return

call on visit
look after take care of
look like resemble
get over recover

ait on serve
pick on bot er
run over it by a car
go over revie

look into investigate
get along
it be friendly
it
run out on consume completely
-


1  

2


9$
"
;



s o
up appear
take up begin to study
make up create
bring up raise c ildren
put out extinguis
pass out faint
figure out solve
put off postpone
turn in go to bed
t ro
a
ay discard
look up to respect
talk back to respond rudely
 -


1  

2

"
:;  

;

#
 <


courteous polite
s y bas ful
beautiful lovely
rude impolite
umorous funny
adolescent juvenile
confident sure
stupid foolis
immature c ildis
diligent ard-
orking
conceited stuck up
up-tig t anxious
 -


1 

2


!  ;-
=

 >


mis pronounce
mis understand
dis agree
dis ability
un pleasant
un fortunate
in dependent
im polite
im possible
anti terrorism
mal practice
non sense
-


1 

2

;-
=
|


>


on purpose intentionally
as a rule usually
on and available
in fact really
never mind don't
orry
by all means certainly
no
onder not surprising
rig t a
ay immediately
for good permanently
by t e
ay incidentally
out of order not
orking
off and on occasionally
 -


1 

2

;-
=
;$

>


Don't cry over spilled milk.

All t at glitters is not gold.
One
o esitates is lost.
W ere t ere's a
ill t ere's a
ay.
Still
aters run deep.
Don't judge a book by it's cover.
`oo many cooks spoil t e brot .
A stitc in time saves nine.
One
o laug s last laug s best.
`ime eals all
ounds.
Better late t an never.
Easier said t an done.
 




 
Eac card as one
ord
ritten on it and one sound underlined, for example,
brief. A set of 36 cards contains from t
o to six different sounds. ` e
cards are s uffled and given to t e students,
o sort t em into separate
piles, one pile for eac different sound.



:
` e students revie
t e pronunciation of selected
ords and sounds and t e
various
ays t e sounds can be spelled.

 :
Select sounds t at t e students need to practice, for example, /iy/, as in
´s eep,µ and /i/, as in ´s ipµ Eit er use t e sample sets on t e follo
ing
pages, or on a blank set of cards,
rite a number of
ords, eac containing
one of t e sounds you ave c osen to
ork on. If you are making t e cards,
underline t e spelling of t e sounds in a question. Select a variety of
troublesome spellings, for example:

green field neat

police people receive

A duplicate set s ould be prepared for eac group of students. In general,

students can do t is game in groups of 3 to 5. `o keep t e sets from being
mixed up, put eac set in an envelope, or
rite a set number on t e back.



:
1. Give t e directions to t e class. For example, ´You ave 36 cards in t is
set. ` ere are t ree different sounds underlined. Read t e
ords,
pronounce t em, and sort t em into t ree piles.µ

2. Let t e students
ork on t e sounds and spellings. Do not give any elp.

3. W en all groups ave finis ed t eir sorting, ave t e groups lay out t eir
cards and look at eac ot er·s solutions.

4. C eck t e solutions and announce t e
inner(s) ² t e team
it t e most

correct cards
ins.
 



9

1. `o make t e game more c allenging, put one or t
o ´
ild cardsµ in eac
set ² sounds t at are completely different from t e ot ers.

2. Establis a time line to t e game. A t ree-minute egg timer is useful for

t is and ot er timed activities.

3. Instead of sounds and spellings,
ork on
ord stress. ` e students sort

t e
ords into piles
it t e primary stress on t e 1st syllable, 2nd syllable
and 3rd syllable. ` ere is one example of t is type of game in t e follo
ing
collection.




:
1. vo
els and dip t ongs*
2. consonants
3. regular past tense endings*
4. regular plural endings*
5. minimal pairs, for example, ´s ip/s eep, lip/leap, bit/beat,µ etc.
6. syllable stress*

(?$ 
 
 

 


  % 
&







 ;  
=

 >-


/i/ /iy/ /ay/

sit green like
miss seat
ide
t ink please my
give t ese type
p ysical ere tiny
typical ero sign
build s eet island
pretty police lie
busy ceiling eig t
Englis field buy
been people size

omen ski rig t







 ;  
=>

 -


/e/ /ey/ /ae/

red place add
fell ate glad
bread ac e cas

eat er tape back
many plain ran
any eig t camp
meant
eig t grass
said neig bor appy
says patient plan
friend great ad
guess café angle
end straig t plaid








;  




/o
/ /o/ /oy/

to
n no joy
cro
d cold boy
vo
el more point
allo
coat voice
dro
n o
e destroy
flo
er t ro
annoy
sound floor toilet
loud t oug voyage
our load avoid
ouse oar Detroit
flour gro
coin
couc coac poison







 ;  
=>

 -


/u/ /u
/ /yu
/

pus do music
look
o usual
s ould c oose Uta
full fool fe

foot you cue
cook fruit menu

oman loose uge
could t roug community
bull glue beauty
brook s oe museum
stood fle
vie


ould cre
pure







 ; -
=>


 


/k/ /c / /s /
keep c ild s ip
neck inc
as
make
atc s o

college catc sure
public reac sugar
break
ic special
ac e c eese C icago
success muc ocean
sc ool c eap motion
rock cello c ef
liquor actual s eep
stomac picture tension








;  




/-s/ /-z/ /-iz/

elps does
atc es
likes goes misses
laug s sees pleases

ants is uses
starts learns pus es
stops t ro
s places
looks needs
is es
keeps pulls freezes
coug s seems catc es
stuffs sings seizes
picks ears confuses

aits saves closes








;  




/-t/ /-d/ /-id/

asked lived needed
elped pleased
aited
liked listened
anted
pus ed learned counted
stopped used started
cooked pulled added

atc ed ans
ered landed
laug ed returned ated
looked seemed traded
placed closed eated
passed saved s outed
coug ed played voted









  ; -
=>
1 $  




2

First Second ` ird

pronoun pronounce understand
dictionary anot er explanation
different agreement occupation
adjective direction absolutely
language successful composition
television translation curiosity
document vocabulary compre end
feedback explosion democratic
frequently imagine disappointed
consonant inspection independent
curious computer entertain
politics political politician
  $ 


 
` e students rearrange jumbled sentences, sequences, and stories, for
example:

t e go t ey do
nto
n in Do afternoon ?

Eac
ord and punctuation mark is
ritten on a separate card. `o make t e

game easier, t e first
ord can be capitalized and t e punctuation mark can
be included
it t e last
ord of t e sentence.



:
` is game is useful for revie

ork and sentence order and t e placement
of punctuation marks.

 
` e game
it sentences is more effective if it concentrates on a single
sentence pattern, for example, questions in present tense. W en using t e
samples of scrambled sentences in t is book, cut out t e sentence strips
from your p otocopy and t en cut out t e individual
ords, pasting t em on
separate cards. W en developing original material,
rite out a sentence
it
eac
ord on a separate card. You can capitalize t e first
ord in t e
sentence as in t e samples. For sequences and stories,
rite eac step or
sentence on a separate card.

Do t ey go do
nto
n in t e afternoon ?

`o keep t e various sentences from becoming mixed up, it is useful to
rite

a number on eac card, eit er on t e face of t e card, or on t e back, for
example:

2 2 2 2 2 2 2 2
Do t ey go do
nto
n in t e afternoon ?

Five to ten sentences
ill be sufficient for an interesting game. For t e

scrambled sentences, eac
ord can be
ritten on a alf card.
Note: I also use Po
erpoint to create
ord cards and t en print eac sentence group in a
different color so t at t e sentences are color coded for easy identification.
  $ 

 
S uffle t e cards in eac sentence and put a rubber band around eac
sentence. Finally, make a list of all t e sentences for your o
n reference
and for use in step #5 belo
.



:
1. Divide t e class into groups of 2 or 3 students.
2. Give eac group a sentence and put t e extra bundled sentences in a
central place.
3. `ell eac group to use all t e cards to form a sentence.
4. W en a group is satisfied
it its sentence, t ey
rite t e number of
t e sentence and t e sentence on a separate s eet of paper. ` en t e group
returns it sentence to t e central pile and c ooses a ne
bundle of cards.
5. W en t e groups ave finis ed, read t e correct sentences and ave t r
groups c eck t eir ans
ers.

9
:
1. Have t e groups read t eir ans
er s eets to eac ot er.
2. ` e first group to finis can
rite t eir ans
ers on t e board.




:
1. verb tenses*
2. question sentences
3. negative sentences
4. modal auxiliaries
5. passive voice
6. tag questions
7. gerunds and infinitives
8. embedded sentences
9. indirect speec
10. conditional sentences*
11. adverbial clauses*
12. comparatives*
13. superlatives
14. conjunctive adverbs*
15. operations (sequences of actions)*
16. anecdotes and stories*

($ 
   
 

 


  % 
&
  $ 

 $ 
  
  
 
 ;  

1. I get an email from im every
eek.
2. He al
ays eats breakfast at 7:30 in t e morning.
3. I prefer orange juice, but e likes coffee.
4. He doesn·t like t e food in t e cafeteria.
5. Do you go to t e movies every Saturday?
6. W at do you usually do on Sunday afternoons?
7. W at time do you get up in t e morning?
8. W ere do t ey go for t eir Englis lessons?
9. Is t is t e best
ay to San Jose?
10. Doesn·t e like is ne
apartment on Main Street?

 $ 
  
  

 ;  

1. Yesterday t ey fle
to C icago
it t eir friends.
2. We sa
t em at t e beac last Saturday afternoon.
3. Several students
ere absent from sc ool yesterday afternoon.
4. I boug t my computer at t e store last
eek.
5. We
ent to Ne
York to see a play.
6. I didn·t go to class, but Joe did.
7. Did you
atc t e movie on `] last nig t?
8. Did you send and email to your brot er yesterday?
9. S e didn·t call er family in ]enezuela last nig t.
10. W ere
ere you
en you eard t e ne
s?

 $ 
  

 
 ; -

1. He asn·t ad time to do is ome
ork yet.
2. Ho
long ave you lived in t is to
n?
3. S e as lived in t is big ouse since 1995.
4. Have you ever met t e man
o lives t ere?
5. S e as just returned from a vacation in Mexico.
6. I ave studied Englis ere for almost five years.
7. My friend as never ad a driver·s license.
8. We ave just finis ed a very difficult lesson.
9. I ave never been in t is place before.
10. We aven·t ever eaten in t at famous restaurant.
  $ 

 $ 
  


 ; 

1. ` ey ad just finis ed dinner
en er friend finally arrived.
2. After e ad been t ere t
o
eeks, e
ent ome.
3. Had you ever studied Englis before you came ere?
4. ` ey
eren·t ungry, but I adn·t eaten anyt ing.
5. I ad lived t ere a year before I could speak fluently.
6. Before you came ere, ad you ever ad a computer?
7. I ad o
ned t ree cars before I boug t t at one.
8. We ad never seen Was ington, D.C. until my uncle took us t ere.
9. My friends ad already left
en
e came to t eir ouse.
10. I ad never flo
n, but I
asn·t nervous at all.

 $   

 
; 

1. I
ould not ave been angry if you ad told t e trut .
2. He
ould not ave ad t at accident if e ad been careful.
3. If t e doctor calls, please take is number for me.
4. If I ad studied arder, I
ould ave passed t e test.
5. S e could ave visited you if s e ad ad more time.
6. If I ad invited you,
ould you ave come?
7. If I
ere president, I
ould live in t e W ite House.
8. Will you ave to travel a lot if you take t at job?
9. If it
ere not so late, I
ould stay longer.
10. We s ould leave
it out im if e doesn·t come soon.

 $ 
  
"
;$  


; -

1, ` ey ad an accident
ile t ey
ere driving to California.
2. W at
ee you doing yesterday
en I called?
3. ` e fire started
ile
e
ere studying in t e library.
4. We ad a flat tire
ile
e
ere crossing t e bridge.
5. I
as feeling better
en t e doctor finally arrived.
6. We got married
ile s e
as studying for er P .D.
7. ` e
ind
as blo
ing ard
en I got up t is morning.
8. We
ere
atc ing `]
en t e dog began to bark.
9. I
as taking a s o
er
en t e doorbell rang.
10. W ile Jim
as mo
ing t e la
n,
e prepared dinner.
  $ 

 $ 
  
 :
;"
;$
; 

1. I
as given a free ticket to t e concert; ot er
ise, I
ould not ave gone.
2. His mot er does not like pets; t erefore, e can·t ave a dog.
3. I used to prefer s opping
it cas ; o
ever, no
I use a credit card.
4. S e ad never skied before; nevert eless, s e didn·t fall once.
5. Nobody kne
t e meaning of t e
ord; furt ermore, it
asn·t in t e dictionary.

 $ 
@
  ;  


"   10
 /
/
;=
2
Drive to t e menu sign. Drive to t e pick-up
indo
.
Open your
indo
. Pay for t e food.
Wait for a voice. `ake your food.
Order your food. Roll up your
indo
and leave.

 $ 
@
 " 
A

 ; -


A med left is ouse at 7:30 t is morning.

He took is car to t e train station and parked it t ere.
` en e got on t e train and rode for one our to t e city.
W en e arrived in t e city, e got off t e train.
Next, e
alked t
o blocks to is office.
He arrived at 8:55.
At 9:00 e sat do
n at is desk and began to
ork.
After
orking for an our or so, e took a coffee break.
After t at, e
ent back to is desk.
For lunc e
ent to t e Corner Café.
After lunc e
ent back to
ork.
At last, it
as 5:00.
W en e left t e office, e
ent to Pedro·s Sports Center.
Finally, e left t e center for t e train station.
Unfortunately, e missed t e 6:00 train and got ome late.
  $ 

 $ 
"

A
B 
C ;  

It
as a very ot day.
A lion and a boar
ere very t irsty.
` ey
ent to a
ater ole for a drink.
` ey sa
eac ot er and began to argue.
´I
as ere first,µ said t e boar.
´I am t e king,µ replied t e lion.
` ey began to fig t.
Just t en t ey looked up into t e sky.
` ey sa
buzzards coming from every direction.
` ey
ere beginning to circle over ead.
´I t ink it is better to s are,µ said t e lion.
´I t ink so, too,µ replied t e boar.

 $ 
!



 #
: ; -

Hodja
as once a judge.
One day a man came to is ouse.
` e man complained about is neig bor.
Hodja listened carefully.
` en e said, ´My good man, your are rig t.µ
` e man
ent a
ay appy.
A second man came to see Hodja.
He complained about t e first man.
Hodja listened carefully to im, too.
` en e said to t e second man, ´My good man, you are rig t.µ
Hodja·s
ife ad been listening.
After t e second man left, s e spoke to Hodja.
´Hodja, you told bot men t ey
ere rig t.
` at·s impossible.
` ey bot can·t be rig t.µ
Hodja listened carefully to is
ife.
` en e said to er, ´My dear, you are rig t.µ
  $ 

 $ 
"
 
 


;  


One day a large truck filled
it one undred penguins broke do
n on t e
ig
ay outside a large city. ` e driver of t e truck
as trying to decide
at
to do
en a man driving a big, empty bus stopped and offered to elp.
` e truck driver said, ´I ave to take t ese penguins to t e zoo rig t no
.

If you
ill take t em in your bus, I·ll give you t
o undred dollars.µ
` e bus driver agreed to take t em.
He put all t e penguins into is bus and drove a
ay. Later t at afternoon,
after e ad repaired is truck, t e truck driver
as driving t roug t e city
W en e sa
t e bus driver
it t e undred penguins.
He
as
alking along t e side
alk follo
ed by t e penguins
alking t
o by t
o
in a line.
` e truck driver stopped immediately.
He got out of is truck and said to t e bus driver, ´I told you to take t e
penguins to t e zoo!µ
´I did,µ replied t e bus driver, ´but I ad some money left over, so no
I·m
taking t em to t e movies.µ
  $ 

 $ 
 ;#

 ; 


One day a clever man named Hiros i
ent to a restaurant and ordered
Japanese noodles. After e ad eaten, e asked for is c eck,
ic
came to sixteen yen.
He decided t at e did not
ant to pay t is amount, so e took out is

allet and counted out t e money into t e
aiter·s and.
´One, t
o, t ree, four, five, six, seven, eig t«,µ e said.
He paused and asked t e
aiter
at time it
as. ´Nine,µ said t e
aiter.
´`en, eleven, t
elve, t irteen, fourteen, fifteen, sixteen,µ continued
Hiros i.
` e
aiter didn·t notice t at e ad been c eated out of one yen.
Anot er man
o
as sitting in t e restaurant observed
at ad
appened. ` e t oug t t is
as a good trick and decided to try it.
` e next afternoon e returned to t e restaurant and ordered Japanese
noodles.
W en it came time to pay, e started counting t e money into t e
aiter·s
and, just as Hiros i ad done. ´One, t
o, t ree, four, five, six, seven,
eig t«,µ e said.
` en e paused, just as Hiros i ad done, and asked t e
aiter
at time
it
as.
´Four,µ t e
aiter replied.
Wit t at, t e man resumed counting, ´Five, six, seven, eig t, nine, ten,
eleven, t
elve, t irteen, fourteen, fifteen, sixteen.µ
 


 
A student is given a card
it several
ords all belonging to one category, for
example, ´` ings ` at Are Red.µ ` e student makes up clues so t at t e
teammates can guess t e
ords on t e card.



:
` is game requires t e students to use Englis quickly and descriptively. It
can also revie
vocabulary. It is a good exercise for stretc ing t e students·
command of t e language as t ey
ork under pressure.

 
Use t e cards given, or make up several original cards. Write a category at
t e top of eac card. ` en
rite on t e cards four to six
ords fitting t e
categories. Easier categories mig t be ´Colorsµ or ´` ings in t e Classroom.µ
More difficult ones are ´P rasal ]erbs
it Putµ or ´` ings a Farmer uses.µ
Easy categories can be made more difficult by putting in one difficult
ord.



:
1. Divide t e class into t
o or more teams.
2. Give one card to a member from one of t e teams. ` is person is t e
clue-giver. Leave t e room
it t e clue-give to be sure t ey understand t e
meanings of t e
ords on t e card.
3. ` e clue-giver announces t e category to t eir o
n team. ` e ot er
team(s)
atc and listen.
4. ` e clue-giver t en makes up clues
ile team members try to guess t e

ords on t e card. For example, t e clue-giver mig t say, ´It is in t e skey
and gives us eat and lig t.µ ` e team ans
ers
it ´t e Sun.µ Gestures
cannot be used.
5. ` e game continues until all t e
ords ave been identified.
6. W en t e first team is finis ed, t e next team gets a c ance to play
it
a different card.
7. Four or five rounds is usually good enoug for a good game.
9



1. ` e clue-giver can be limited to one or t
o clues, for example: ´` is

vegetable is green and round and you cook it.µ ´A pea!µ ´No, it is long and t in
and about as big as a finger.µ ´A green bean!µ ´Rig t.µ ` e team can be given
a point for eac correct ans
er.
2. ` e game can be timed. One minute for easy games and up to t ree
minutes for more difficult ones.
3. ` e teams t at are
atc ing can be s o
n t e card to increase t eir
interest as t ey guessing team tries to get t e
ords.
4. Some of t e games can be played as c arades. ` e clue-giver says t e
category, and t en uses gestures only.




:
1. ` ings t at are (colors) red, green*, blue.
2. ` ings t at are (sizes) large, small,
ide. Long, narro
, long, narro
.
3. ` ings t at are typically (nationality) American*, Mexican, Italian, ` ai.
4. ` ings t at are found in a (place) classroom*, otel, park, university*,
city, state*, je
elry store*, factory, sea*, kitc en*.
5. ` ings t at are (adjectives) funny, easy, round, striped, soft, ot*,
expensive.
6. ` ings t at are (profession) teac er, doctor, carpenter*, farmer, etc.
needs/uses.
7. Parts of speec ² nouns, verbs, adjectives, p rasal verbs*.
8. ` ings you need to travel*, study, use a computer.
9. ` ings
it a ole*, motor, air.
10. ` ings you travel in/on*.
11. Words t at begin/end
it t e letter a, b, c, etc*.
12. ` ings to play*, read*, study,
atc , listen to*, ride.
13. ` ings t at are part of summer, fall,
inter*, spring.
14. ` ings above*, belo
, around you.
15. ` ings used by a man,
oman, c ild*.
16. ` ings t at are eaten, driven, opened*, read,
orn.
17. ` ings to do
it your body, feet*, ands.
18. Names of professions*, countries, languages, cities, clot ing*, body
parts*, food*, fruit, vegetables*, famous people, furniture*, animals*,
appliances*, relatives*, stores*, parts of a car*, sports*.
19. Computer commands*, ard
are, soft
are.
($  
 

 


  % 
 



 
 !  
$
+ 0
grass sky
lettuce ceiling
peppers moon
trees roof
peas stars
dollars sun
 
"/

  "  

 

 deer
c alk goat
students bear
blackboard skunk
desks squirrel
teac er tiger
books
 
+
;  9$ 

car squas
train corn
s ip tomatoes
airplane beans
taxi spinac
bus cucumbers
 



   /

s irt spag etti
pants steak
socks salad
under
ear potato
s oes rice
at pizza


 

arm ard
are
leg grocery
finger drug
s oulder music
knee clot ing
c est s oe
 
+

%+
/ 

alk baseball
kick basketball
jump volleyball
dance golf
run soccer
ski softball
-



/
 
  

+

 
sofa radio
table teac er
bed CD
dresser friend
coffee table advice
armc air jokes
 ;
D  

aunt sno

cousin skiing
nep e
ice
grandmot er boots
niece sno
boards
brot er-in-la
scarf
 
+
/
 E  
"0

$
sink 

toaster toy
napkins tricycle
silver
are mittens
micro
ave kite
blender s orts
blocks
-



 
+
   
+
!
;  
soccer suitcase
guitar p oto ID/passport
games money
piano ticket
cards credit card
volleyball map
D

 %BC  
"#
friend oven
flo
er summer
fly desert
France coffee
fat steam
finger lig t bulb
 
"   
+
/

"  0 ;

amburgers dormitory
baseball cafeteria
ot dogs gym
Coca Cola stadium
apple pie student union
doug nuts ealt center




 
  

!

0

scientist
ammer la
yer
nails accountant
sa
surgeon
toolbox dentist
tape measure psyc iatrist
drill
"  

 9$

iron call up
air dryer ang up
toaster oven look like
can opener run into
freezer do over
coffee maker get along
it
 
"  
 
 % 

letter necklace
can
atc
gift ring
closet bracelet
c ecking account diamond
refrigerator pearls




 
+
/
 / 
  
/

 
oranges reefs
beac es
ales
alligators dolp ins
space s uttles sea
eed
palm trees s rimp
t eme parks squid
 
%# 
 


bagel novel
S
iss c eese poem
golf course s ort story
nose email
bat tub journal
bottle paperback

  
 

battery save
radiator delete
brake open
muffler find
gas tank cut and paste
air bag insert table
  


 
` is is a role-playing exercise in
ic eac participant receives a card
describing a c aracter
ose identity t ey assume. At t e conclusion of t e
exercise t e class identifies and describes t e various people t ey ave met.
` e lives of t e c aracters can be ent
ined or a plot can unfold to make t e
exercise more interesting. (Game S o
 W ose Line Is It Any
ay?)




` e exercise requires t e students to practice social conversation. It also
requires t em to listen carefully and at t e end of t e exercise, remember
and restate
at t ey ave eard.

 
t is a good idea to experiment
it t is tec nique by trying some of t e
sample materials given in t is book. W en developing your o
n scenarios,

rite brief descriptions on t e cards ² one to a card. ` e game is best
played by at least six and not more t an sixteen c aracters. n a game
designed for a lo
er level class, only a minimum of information ² suc as
name, age, profession ² s ould be given.




1. Give t e directions to t e students. First, set t e context of t e scenario
² reunion, party, meeting, bus station, etc«
2. Give eac student a card and ask t em to study it.
3. n a quiet corner or outside t e room, elp t e students
it any
questions t ey mig t ave about t eir c aracter.
4. Let t e students mingle and talk to eac ot er for 15 to 30 minutes.
5. W en it seems t at everyone as met everybody else, conclude t e game.
6. Single out eac c aracter, one by one, and ave t e ot er students tell

at t ey can remember about t e c aracter.
  

9

1. At t e end of t e game, ave t e students
rite out t e cast of
c aracters, and t en read t eir papers to eac ot er and compare results.
2. A position on a contemporary issue can be added to t e information on
eac card. In t is
ay, finding out eac c aracter·s opinion on t e issue
becomes part of t e games objective.
3. In a multilingual class, t e students can
ork in pairs. One student speaks
t eir native language and t eir partner acts as an interpreter.




:
1. Family `ree ² t e students construct a family tree.*
2. Family Gat erings ² relations ips are discovered.*
3. Neig bor ood Party ² local gossip, entanglements, social concerns are
learned.
4. Sc ool Party ²
eekend plans, life goals are discovered.
5. Bus/Airport `rip ² passengers discover o
t eir lives are ent
ined.*
6. Murder Mystery ² a group of people discover a murder and decided
´
odunnit.µ*
7. Reunion ² old classmates rediscover and catc up
it eac ot er.
8. Meeting ² an important decision is discussed and made.

(?$
 

 
 % 
&
  

/   ;  

= -


!`  dat giv ar birthdat. With f
 tha 16 


 h ca
 f h  l  h 

.

G M S B

1970 1908
Hh A M O B
1970 1910
Ah  M A A
1940 1903
I B. M M D 
1946 1905
L  A S O·B
1946 1917
My O·B A My MD

1947 1918
Bj  M A
M
1905 1865
M ] Syk C
 D 
1904 1880
  

/    ; -


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16    h  . `h  h
h  h     . A

h   

  
h .

H
P ² 45  
N P ² 21  

M
, 3 h
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] P ² 42  
Sv P ² 18  

M
 H
P Ë  h  ] P.
Ë hv 
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N P ² 21  
x O
 ² 72  

Fh  H
P ] P    
J P ² 15  
 O
 ² 42  

Ë  h  B P H

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B P ² 38  
Mh P ² 74  

W  Mk P Ë  

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G P ² 70  

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Ë hv 
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h  Ë  H
P· h


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P
Mk P ² 40  
Ph P ² 22  

S  Jh P N     
Jh P ² 75  
G P ² 19  

Ë hv 
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Ë hv 
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Mk.
  

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p   
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k 
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"   ; 



/ 
F. You are a Mexican & 

& You are returning
businessman
o imports flat screen to Mexico after a trip to Ne
York.
televisions from Europe. You are You are Director of Admissions at t e
returning to Mexico after a business University of Guadalajara. You
ent
trip to Ne
York. You
anted to begin to ig sc ool
it Pedro Fernandez.
importing American televisions, but
you
eren·t successful.
-/ 
F. You are t e
ife of 
. You export televisions
Pedro Fernandez. `en years ago, a
young American named Yvonne stayed
in your ouse in Guadalajara, Mexico.
You aven·t seen er since t en.
from Japan. You are going to Mexico
to find an importer. You studied
Englis and Spanis ten years ago at
t e `okyo Language Center. After a

eek in Guadalajara, you
ill take a
vacation in Cancun,
ere you ave
rented a villa.
+; "

. You are married to
Donald Addley. `en years ago,
en
you
ere single, you spent t e summer
in Mexico. You stayed
it t e family
of Pedro Fernandez. You plan to visit
your Mexican family and introduce
t em to your usband.
" E . `en years ago you lived in
Japan and taug t Englis and Spanis
at t e `okyo Language Center. You
recognize `os iriro as one of your
former students. Several years ago
you studied Spanis at t e University
of Guadalajara.
 
"

. You and your
ife are
going to Mexico for a vacation. You
ave just finis ed your P .D, and you
are oping to get a job in t e Englis
department at t e University of
Nort field.
D . You plan to study
medicine in Mexico. You are going to
ave an intervie
at t e University of
Guadalajara. After t at you are going
to ave a vacation in Cancun.
;
E . You and your
ife, Alice,
are going to Mexico for a vacation.
You are planning to end your vacation
in Cancun. You are t e C air of t e
Englis Department at t e University
of Nort field.

D
. You are one of t e
ste
ards on t e flig t to Mexico.
Years ago, you dated Alice King
en
t e t
o of you studied Spanis in
Guadalajara. Maria Fernandez
as
your teac er. Peggy Wallace
as your
girl friend.
  

;

 ; 


- 
37
 ,)&
Single. `ravel agent. Loves beac es,
s opping, flying. `raveling
it a
friend.
! 3.&
Single. Works for Ad agency. Loves
reading, art galleries, t e t eater.
`raveling
it a friend.


Single. Loves t e cinema, playing
scrabble, long
alks in t e morning.
`raveling
it mot er.
"
,*&
Single. Loves c ess, going to t e gym,
and as extensive D]D collection.
`raveling
it fat er.
 37&
Single. O
ns dot.com. Loves islands,
t e Internet, as a pilot·s license.
`raveling
it business partner.
 38&
Single. O
ns dot.com. Loves painting,
does book revie
s, is an amateur actor.
`raveling
it business partner.
..&
Wido
. Wealt y. Has apartment in
Man attan, many investments, loves
fine restaurants. `raveling
it
daug ter.
/  4*&
Divorced. Loves dancing, cruises,
orses. `raveling
it sister.
 ,7&
Single. Loves iking, running, and dogs.
`raveling
it sister.
4.&
Divorced. Loves nig t life, t e race
track, and yac ting. `raveling
it
brot er.
.7& -4*&
Wido
er. Loves city life, gourmet Single. Loves tennis, backpacking, and
dining, investing in t e stock market. cats. `raveling
it brot er.
`raveling
it son.
  


 
One eac card t ere is a question and its ans
er on t e same side of t e
card. A player dra
s a card and asks t e opponent t e question. ` e
opponent tries to ans
er, and t e first player looks at t e ans
er on t e
card and decides if t e opponent·s ans
er is rig t or
rong. ` e quiz can be
carried out in a variety of formats.




` is is a revie
of subject matter t at is eit er general kno
ledge or part
of t e learner·s course
ork. ` e sample cards
ic follo

ere c osen to
illustrate t e great variety of language and content information students can

ork
it in t is game, anyt ing from istory or civics to mat or science.
Also
ile learning t e content, t e players build confidence and skills.

 
Prepare a set of 24 cards
it a question and its ans
er on t e same side of
eac card. `ry to order t e cards from easy to difficult.




1. Place a stack of cards in front of t e t
o opponents (t
o individuals or
t
o teams), and give eac of t em a blank pyramid.
2. Player A takes t e top card and reads t e question to Player B. If Player
B ans
ers correctly, Player B puts an X or
rites t e ans
er in a box in t e
base of t eir pyramid. ` en Player B asks Player A t e next question in t e
stack.
3. Play continues as eac opponent builds a pyramid from t e base to t e top.
` e first player to complete a pyramid
ins.
4. If neit er player builds a pyramid and all t e cards ave been used, t e
player
it t e most correct ans
ers
ins.
5. If one player builds a pyramid and t ere are still some unused cards, t e
losing opponent can be given t e opportunity to catc up by ans
ering t e
remaining cards.
 

  

9

1. ` e game can be played by t
o teams competing against eac ot er.
2. ` e game can be played
it a non-playing quiz master posing t e
questions to bot teams. Any player can say ´Buzzµ for a c ance to ans
er.
` e first player to buzz tries to ans
er t e question. If t e buzzer gives a

rong ans
er, a player from t e opposing team gets a c ance to ans
er. If
no one buzzes, play continues to t e next card. W en all t e cards ave been
used, t e team
it t e most correct ans
ers
ins.
3. ` e teac er can ask t e entire class t e questions, and t e students

rite t eir ans
ers. W en all t e cards ave been used, t e correct ans
ers
are given and a
inner is determined.
4. ` e game can be played
it ot er formats, for example: a simple quiz
game, tic-tac-toe, or angman.

Suggestions:
1. Country facts*
2. World facts*
3. History quiz*
4. ]ocabulary relating to a specific lexical area (money*, clot ing, ve icles,
business, agriculture)
5. ]erb forms ² ´W at is t e past tense of ¶begin·?µ
6. Idioms ² ´`ried and true.µ*
7. Proverbs ² ´` e grass is al
ays greener«µ*
8. Measurements ² ´Ho
many pints in a quart?µ*
9. Famous people, books, songs, films*

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1. Ho
many inc es are 7. Ho
many cups are

t ere in one foot? t ere in one pint?
 ; 
2. Ho
many feet are 8. Ho
many days in a
t ere in one yard? leap year?
 ,55
3. Ho
many ounces 9. Ho
many mont s
are t ere in one pound? ave 31 days?

 ;
4. Ho
many pounds 10. W ic is longer, one
are t ere in one ton? yard or one meter?
3***   
5. Ho
many quarts 11. o
many inc es are
are t ere in one gallon? t ere in a square foot?

 )44
6. Ho
many pints are 12. W ic is longer, one
t ere in a quart? mile or one kilometer?
    
  

-

  
;  


13. One kilogram is about 19. `en years is one:

1.2, 2.2, 3.2 pounds. century, decade, score.
3&3


14. 100 kilometers per 20. Ho
many years in a
our is about 50, 60, 70 millennium?
miles per our. )***
5*
15. Water freezes at 0, 21. W at is t e
32, 65 degrees numerical value of ?
Fa ren eit.   ,&)4
,3
16. 10 degrees Celsius is 22. W at is t e meaning
about 20, 50, 70 of Mac I?
.* 





17. Ho
many feet in one 23. W at is t e speed of
mile. lig t? "  
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18. W at is t e 24. Ho
long is a
abbreviation for pound? marat on?
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1. Ho
many states in t e 7. In
ic state is

United States of Disney
orld?
America? / 

.*
2. W at is t e largest 8. In
ic state is
state? C icago?
" 
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3. W ic state as t e 9. In
ic state is t e
smallest population? Great Salt Lake?
D   0
4. W ic state is t e 10. W ere is Deat ]alley?
fart est east?   
- 
5. In
ic state is 11. W ere is Yello
stone
Boston? National Park?
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6. In
ic city is Wall 12. Name t e Ne
England
Street? states.
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13. W ic state is not on 19. Ho
many lakes are

t e Atlantic Ocean? t ere in t e Great Lakes?
Ne
Jersey, Nort ;
Carolina, Kentucky
E 

14. W at is t e longest 20. W at river separates
river in t e U.S.A.? t e US and Canada?
-

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15. Are t e Appalac ian 21. W ic state borders
Mountains in t e eastern on Mexico? California,
or
estern port of t e Uta , Nevada, Colorado
US? 
   
16. Is C esapeake Bay on 22. Ho
many states ave
t e Atlantic or Pacific a s oreline on t e Pacific
Ocean? "    Ocean? /;
"G GD"G"EG#|
17. W ic state is an 23. W ic mountain is a
island? Ha
aii, Mic igan, volcano? Mt St. Helens, Mt
R ode Island Was ington, Mt Rus more
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18. W ic state is not on 24. W at is t e ig est

t e Gulf of Mexico: Sout mountain in Alaska?
Carolina, Louisiana,   
Alabama