Games for . A resource book of grammar games and interactive activities a , Maria Lucia Zaorob oo and Elizabeth ChinPUBLISHED BY THE PRESS SYNDICATE OF THE UNWERSITY OF CAMBRIDGE ‘The Pit Building, Rumpington Stroet, Cambridge, United Kingdom canine untvensiry PRESS The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Steet, New Yank, NY 10011-4211, USA 10 Stamford Road, Oneighs, VIC 3166, Austalla Rutz de Alan 13, 28014 Machi, Spain Dock House, The Waterfont, Cape Town 8001, South Affica hitp/wwocarbaiigeorg © Cambridge University Press 2001 tis normally necessary for writen permission for copying tobe obtained in advance from a publisher. The worksheet, tole play cars tess and tapescripts atthe back of this book ‘axe designed to be copied and distibuted in lass. The nonmal requirements are waived hete and its not necessary to ‘alte to Cambedge Universty Press for permission for an indvlual teacher to make copies for use witin his or her ‘own dlassioom. Only those pages which cary the woedlng “© Cambridge Unversity Press’ may be eopied Pst published 2001 Painted inthe United Kingdom atthe University Press, Cambridge ‘Typeface Fornata Light 9/13.5pt. System QuasXPress™® [GECKO] ‘catalogue for this book is avalabe fom the Bish Library Library of Congress Cataloguing in Publication daca ISBN 0 521 669423[ Introduction Games for Grammar Practice i carefuly designed selection of ‘over forty games and activites for intensive and interactive ‘grammar practice with basic to advanced leamers of English. Because it follows dosely the grammar sflabus of most EFL/ESL courses, tis @ most useful complement to many course and ‘grammar books in use today THE IDEAS BEHIND THE ACTIVITIES ‘Cooperative learning You wil probably noice than mast games, knowing the language isnot the main factor that leads to winning: actualy, luck strategy and creatvity play important roles ‘This has been done on purpose to foster cooperative ether than competitive atmosphere, and to make sure weaker learners ‘can abso particpate and win. Also, in some of the games there is ino winner at al Teaching, not testing The acts nthe book ae meant to sive learners an opportunity to practise and experiment wth language. Fortis reason many of them present a lot of input wile requiring relatively litle 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 tls us that se and peer correction are often more effective than teacher correction in helping students to take responsibility for thei own learning. Thus most ofthe game rules and activity procedures urge the paticpants to monitor their own as wells their peers’ language production Practice The activites have been designed to make sure that leamers get plenty of practice inthe trget structures Personalization There is plenty of room forleamers to ‘establish rapport wth their classmates by sharing ther ‘experiences, values and beliefs. (Oral interaction Al the actites are interactive to encourage leamers to attend to meaning and for as they interpret and produce language. Information gap I exchenge of infomation is one ofthe basic reasons why people communicate in real life, then classroom acthiies should also urge leamets to seek and provide information. Task-orientation As in rel fe, lesmers will be using the information cbtained from others to accomplizh tasks, Variety You will nda lot of variety as to contex, activity type, type of interaction and materials, because novelty helps to sustain interest. Enjoyment Fun and pleasure in learning ee probebly the strongest motivation factors. In our activities, they take the form of challenge, humour and acknowledgement of lamers’ crest, PRACTICAL TIPS Re-using the material its probably best to have the boards ‘and cards laminated, However, as this may tum out to be quite expensive, ou may instead phiotacopy the pages dred onto cardboard or paste the photocopies enta sheets of cardboard. AS for the boards, another inexpensive solution isto keep them inside plastic bags. Sorting out sets of cards This tsk vill be much easier foryou and your students if you distinguish the sets by colour. So, ether photocopy the pages onto coloured sheets or daw staght lines Fight across or down the back of the sheets with coloured fel- tipped pens betere cutting up the cards You may also want to store them away in coloured envelopes o bags. Substituting material In case you do not have enough countets, use ¢aloured paper clips instead. They are easy to find and inexpensive. Preparing for activities Read the instructions carefully and make sure you have the necessery material. Ether explain or demonstrate how the game or actvty works. Use L1 if necessary, especially wth beginners. Note that the vocabulary lists provided in the instucion sheets reflect what we think might be new to students. Always check the boards, cards, or grids for vocabulary items, and pre‘teach them if necessary. JThanks and acknowledgements ‘Our special thanks go to Maria Cristina de Araujo Aspert, who contriouted wit invaluable suggestions endless patience, encouragement and friendship, and to Carlos Barbisan for his interest and support. We also want to thank all cur students who helped to test the material inthis book, and thus contributed 10 its improverent, ‘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: Jana Bartell, UK; Sue Bremner, Singapore; Therese Elict, Fran Turkey. Mlustrations: Kathy Baxendale (pp. 13,91); Belinda Evans (pp. 11, 27, 53, 113}; Martin Fish (pp. 17, 18, 65); Gecko Ltd (pp. 9, 31, 44, 45, 46, 51, 67,95); Melanie Hardy (p. 65); Phil Healey (p. 21); ‘Amanda McPhail (pp. 15,23, 88, 110); lan Mitchell (pp. 64, 107, 108); Rhiannon Powel (p. ‘Nick Schon (pp. 38, 63, 105); Lisa Smith (pp. 28, 23, 76); Shaun Waliams (p. 79). Text design: Gecko lt. Page make up: Gecko ltd Cover illustration: incl Aki> Andrea Paul, Japan; Wayne Trotman,Games for Grammar Practice Map of the book (GB = BEGINNER, E = ELEMENTARY; P= PREINTERMEDIATE; = INTERMEDIATE, U = UPPERINTERMEDIATE, A= ADVANCED ro er ore Toi Level Time Pag (nor) UNIT 1 Present 1.1 Baloon tours resent smpleotbe Information pool 8 Is 8 12 Adayathome Present contmuous Board game Actes done athome E 10-20 10 13 Lookingforafatnste Present ample Inteniew Habtsandroutnes «=f ©2012 1A .Lenda hand imple Problem sohing Age, ccaupations, «=P 20K Sr person singular and hebbles 1S Timeandagan Adverbs of frequency Betting game Aces and 16 UNIT 2 Past 2.1 Gotchal simple past tions and — 1 2 22 Everyday hazards Simple past/past continuous toy teling Funny accidents 2 23Swect memories Usadto Board game Growingupmemeries IU 20-80 24 UNIT 3 Present perfect and past perfect 3.1 Around tow Bosrd game Recentexpenencss 2026 reverts 3.2 Snooping around Tth or dave Life experiences A 30 S3Beoe orate? Past perfect simple cod game causes and u 1520 UNIT 4 Future 4.1 What on earth, 2 Intended actions es) 38 2 Make i'snappy it Unplanned decisions = P10 40 UNIT 5 Mixed tenses 5. sy rider Mixed tenses Board game Traveling P1520 43Map of the book perce ity type UNIT 6 Conditional and wish constructions 6.1 Nothing's pert 6.2 Watch your step! 63 Pick my good deed 6.4 The wish race UNIT = Reported speech 7.1 Who's got my message? UNIT 8 Modais 8.1 Crazy cans 8.2 Let's go together 8.3 Spinning ideas 84 Tough luck! ndtional second conditional Third conditional Wish constructions Reported speed (an for ability Like v, woud ke Models (simple) Models (perfect) UNIT 9 Passive and causative 9.1 Something in 19.2 Grownups! 19.3 Round the dack UNIT 10 Questions and auxiliaries 10.1 Making friends 10.2 What's my answer? 10.3 All about us 10.4 Unique me Simple present and past passive Passive + infinitive Causative with have Wh-questions with present simple Yes/no questions with present simple Wh-questions with mixed tenses Auilries too, either, so, neither Simulation ‘Snakes and ladders Board ga Giid game card game Crazy eights Find someone Scattergories Debate Tivia pursuit oi Roleplay an Jobs Unusual behaviour Justifying actions Regrets and complaints Abslities Invitations Constraints and possibilities Speculations ro (iors) 1 20 1 20 UA 15-20 WW 15-20 15-20 Page s7 a 66 World knowledge Growing-up experiences Errands and services Find someone who Betting game Personal tivia Sharing Personal information Open Open/personal (Open/personal BE 15-20 Any 20-30 EY 1sMap of the book con eco Pomonray Topi Level Time Page (ots) UNIT 11 Articles Wat Board game i BE 15-20 87 UNIT 12 There and it ¥2.1 Pack n’ go There be in present simple Information pool Hotels E 12.2 Rain or si 90 a ftas subject Tictactoe ather conditions 1-15 92 UNIT 13 Verb forms 15.1 Verb tap Tov..ing Grid game Open UNIT 14 Prepositions 14.1 The preposition Prepositions of pl Tietactoe 8 15 96 cont andtime Adjedive+prepastion Shang Verb + preposition Chinese checkers u UNIT 15 Comparisons 15.1 How do they Comparative forms of Dominoes Open 20 104 ‘compare? adjectives 15.2 Theeofaknd Comparative forms of Rummy Common nouns P1015 ‘quantifies UNIT 16 Possessives 16.1 Famity album Subject pronounsand Maze Family 8 15 109 possessive adjectives 16.2. What a mess! Genitive “s Information pool Personal belongings © E10 mm1.1 Language focus Present simple of be in statements and wh-questions Level Beginner Type Information poo! Topic Countries Interaction Pairs Time 10-15 minates Material Worksheets A and B UNIT 1 Present Balloon tours Vocabulary Names ofountiest France, Spain Austra, USA, Belg, Nerico \Wh-questons: where, wat Prepositions from in at Comments This game provides contestualized practice with statemients 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 and providing information, and then making decisions based on the information obtained. Language output A: Where is/are (name) from? B: He/she/Ahey is/are from (county), A: What hotel is/are he/she/they in? B: He/she/Ahey is/are at (hote). Procedures 1 Before class, take copies ofthe worksheet and cut them in haf s indicated. n dass, give out worksheet Ato haif ofthe class, and worksheet B tothe other half, Pir off students with worksheets A and 8 2. Elicit the questions and answers in Language output using the worksheets. f you ke, write a skeleton ofthe dialogue on the board 3 set the situation and the task by tling your students the following: You work for rime Balloon Tours. The company has three balloons for tours over the ty, and three tour quides: one speaks English, one speaks French, and the other speaks Spanish, Your task is to decide firstly which tourists should go in which balioon, and secondly how many hotels each guide needs to stop at to pickup tours. Talk to your partners frst to get the information you need to do the task Doingthe activty: DP Without ooking at each other's worksheet, students ask and answer questions and cormplete their respective charts, When they have finished, they answer questions | and 2 on their worksheets together. D- Check theiranswets or decisions with the whe clas.Balloon tours {sisunoy dn spud 018 dois 01 paou apin8 ypee sa0p sjaioy Auew MoH zo esisun dn yoid 01 e dons 01 paau apin8 upee s90p sjar0y Aue MOH Z -uoojjeq ajeyidosdde ayy sapun sisiinoy -uoo|jeq ayeudoidde ay sapun sisunoy ay Jo SaWeU axp aILIM £08 SIsiINO} aly PINoYs LOO}!eq YIU] T ap jo saweu ayy am 208 s}suNo aif PInoys LOo||eq IY UL umoig pas pue Auey, asnoH a6pug ay, | ellensny umoug pai pue Aureyi sored eu | come e1o1e9 ede pue esor et1e9 adeq pue esor uurrexoy sut | — winibieg uojed evew uojed even, sesapueg one a0eIed aUL. uteds seiepueg olnr quodng sy pue JW, uur 1efoy ays, eoues4 quodng suyy pue 4. BZP|d SUBEND OUL, vsn uyuis uyor ‘yyuig yor JALOH | AYLNNOD SLSRuNOL SLSIUNOL ‘SINO] UOOTEG OW ‘SuNO] UOO|Eg Ould Fiom Games for Grammar Practice © Combridge University ress 2001UNIT 1 Present A day at home Language focus Present continuous in Parts ofthe house: bathroom, becroom, eacyard, ding room, gorden, basement, chen, ati, statements and questions jing oom C Level )) Verbs: referring to activities associated with the various parts of the house Elementary — . Comments ype a ‘Adapted ftom Ach, an African game which resembles tictacdoe but also incorporates movement, this one games designed for intensive practice wth the present continuous in wh questions and statements Topic )) to describe ongoing actvites. Because it provides a unified context, leamers can integrate grammar ‘Rotivities done at home and vocabulary practice, Winning the game requires language accuracy, creativity and strategic ski Interaction Language output ce ‘A: What ore you doing inthe ktchen/backyard? Time ») _B: tim doing the dishes/washing the dog. 10-20 minutes Procedures I Par offstudents, and gv out the materia Note: you dont have enough counters, ct out the black and white squares below the boar, and use ther instoed Material Board (one per pal, counters (four per student) 2 Goowerthe pas ofthe house shown onthe board, and elt actives that might be done in each pat. fyou wish, wrt the vocabulary onthe blacbcar. Model the target nguage shown in Language output, anc demonstrate the game # couple ates. 3 Peynethe game: Objective ofthe game: align one's counters in a horizontal, veteal or diagonal row of the. The game begins wih student B choosing the spot where he or she wants to place a counter ‘Then student Asks an appropriate question, as shown in Language output. student 8 ives an appropriate and correct answer, he or she may place the counter in the chosen spot. Otherwise, no counter goes on the board D Payers take tums doing this until one of them forms a row of three with his or her counters, or untlal the counters have been placed onthe board Dif no one has formed a row of three and all the counters have been placed on the board, players can once mere atterpt to for such a row by moving their counters along the nes into the empty spots, one at time, and interacting as shown above. Nate: They are not allowed to repeat an answer that has already been gen, The game ends when either one manages to form a horizontal, vertical or diagonal row with his ‘orher counters. As this game depends a lot on the players’ strategic skis it may last anything from two to five minutes. Let them play several times for further practice Variations 1 Toppactse vocabulary elated to oer act, replace the pars ofthe house onthe Board wh ther places, eg. bank, school, petra station, post ofc, etc 2 For practice with the vaious persons and subjec-verb agreement, use the spare counters and wert on them: Your mother / You / Your sisters / Your grandpa et. The language output wil hen change to, ¢g, What's your mother doing inthe kitchen? She's feeding the cats.A day at home Hi = ge bathroom Bed room | rE Ly i | living room | from Games for Grammar Practice © Cambridge University Press 20011.3 Language focus Present simple in statements and questions Level Elementary Interaction Pairs Time 20 minutes Material Worksheet (one per student) UNIT 1 Present Looking for a flatmate Verbs: have, cook, get up, take, go, get back, do Nouns: pet, car, hobbies, shower, work, home, dinner, evening, activites, weekend Comments inthis acy, students wall ave intensive controlled practice with the simple present in statements and questions involving the 2nd person singular, pls statements inthe 3rd person singula. This is an ‘excellent opportunty for elementary students to get to know one another and talk about themselves while interacting to accomplish the task proposed. Language output Phase! A: Doyou havea pet? B: Yes, }do. havea turtle, ‘A: What time do you get up? B: r: J usually get up at 7:00. Phase ll Who do you prefer as a flatmate? St: I prefer (name). T Why? St: Because he / she cooks / doesn't havea pet. Procedures Phase! 1. Introduce the topic of sharing rooms or fats. Elicit problems that people might have, ad what tis important to check before choosing a latmat 2 Set the context and the task by tling students: You are ooking fora flatmate. You are going to interview two tends to decide who wil be your totmate. 3 Hand out the worksheets, and elt the questions associated wit the cues given. Emphasize the correct use ofthe auxllary do, Encourage students to come up with other questions that are important to them and alow them to omit any questions they do not consider important 4 Doing the activity D Individually, students complete the fist column ofthe chan with information about thernsehes, D In pits, students ask and answer questions to complete the second colurn. Students switch pairs and repeat this last procedure to fill out the thie column, Give students a few minutes to decide who they prefer as afatmate and wy. Phasell 11 With the whole dass elct some of your students’ choices and reasons. ise this opportunity to introduce the 3rd person singula-s ending in statements. 2 Have students repor thei choices and reasons tothe dassLooking for a flatmate Ee You Student A Student B have any hobbies a cook S. Daily routine oa Student A Student B $3 caw wicastoe ff €2} goto work FS) «23 get back home 8 have dinner evening activities weekend activities From Games for Grammar Practice © Cambridge University Press 2001C Language focus _) Present simple 3rd person singular in statements and questions C Level Pro-intermediate ¢ Type Problem solving Topic Age, occupations and hobbies Interaction Pairs Time 20 minutes Material Worksheots A and B UNIT 1 Present Lend a hand Vocabulary Professions: reporter, cook, farmer, teacher Activities: cook the meals, wash the dishes, clean the bathrooms, take care ofthe litle Kids, entertain the teenagers, give swimming lessons, look afte the horses, take care ofthe garden Hobbies: (go) swimming, (do) gardening, (go) horseback riding, (do) handicraft Comments This contertuaized and task-oriented information gap actty asks leernersto collet information and make decisions while providing them with an opportunity to practise asking and answering questions involving the present simple 3d person singular. can also be used to introduce or review ‘allocations such as go swimming, and some phrasal verbs, eg, look ater, Language output How old is Sharon Miles? ‘She's 28, Wihot does she do? She's a reporter Wihere does she work? She works at/for MTV. Wihat does she do in her free time? ‘She goes swimming. PR ER RARR Procedures Phase 1. Before class, take copies ofthe worksheet and cut them in half as indicated. In class, hand out worksheet Ato halt of the class, and worksheet B to the other half, 2 setthe contest and the task by telling the class: You are organizers ofa summer camp for homeless cin. You have alist of volunteers. Your task sto decide what you are going to do nd what the volunteers are each going to do. 3 Indvidually students ead thelist of chores and wnite ther names nett the two chores they want todo, 4 Paioff students with worksheets A and B to find out what their partners went to do, Wit Wit do ‘you want to do? I wont to... on the board if necessary. In case of conflicting interest, let them sort outwith whatever language they can use Phase 1 Using the woxkshoats, lc the questions and answers in Language output sbove. 2 in pais, students get from their partner the missing information on the volunteers. 3. students then decide, in pats and together, what the best cheres are fr each volunteer. 4 Ifyou wish, regroup students so they can report on and discus their decisions with other peers,EMTTIETETIUIIAL (002 55214 Aysionun aBpuquies @ emery sowie 10) sowioD W014 Tasks cook the meals wash the dishes clean the bathrooms take care of the little kids entertain the teenagers give swimming lessons look after the horses take care of the garden Tasks cook the meals wash the dishes dlean the bathrooms take care of the litte kids entertain the teenagers give swimming lessons look after the horses take care of the garden Lend a hand Help us help our children [> Name: Sharon Miles Lend a hand Hep ushelp ourchikren| SN ‘Name: Phil Lee Lend a hand Help us help our cron PW ‘Name: Sharon Miles Lend a hand Help ushelp ourchidron | ‘Name: Phil Lee Category: Volunteer Category: Volunteer Category: Volunteer Category: Volunteer Age: 28 Age: Age: Age: 29 dob: Reporter dob: Sob: Job: cook Place of Work: MTV Place of Work: {| Place of work: Place of Work: Mr Chow's ‘Hobbies: swimming ‘Hobbies: | | Hobbies: ‘Hobbies: gardening Lend a hand Lend a hand Lend a hand Lend a hand = Helpushelp ou chien Helo ut help ou cin Help us help cue chron Help ushalp ourchidron | St Pea er h PeeESEe. Peeee™=s Hee Name: Maria Fernandez ‘Name: Sergei Seibel Name: Maria Fernandez ‘Name: Sergei Seibel Category: Volunteer Category: Volunteer Category: Volunteer Category: Volunteer Age: Age: 53 Ag Sov: dob: teacher Sob: Place of Work: Place of Work: Sunny Farm Place of Work: Kinnelon High | | Place of Work: Hobbies: Hobbies: horse riding Hobbies: handicraft Hobbies: puey e pueT1.5 Time and again Language focus) Vocabulary Adverbials of frequency _Acities: Any actviy students can think of fora given picture, eg. picture | may generate: go, ive )) swimming, sw inthe sea/a toke/a river, swim across the English Channel, et. Blomentary or Aiverbial of frequency: every cy, mare than once «doy, quite often, cost every cy, about ance pre-intersnadioin «@-week, sometimes, couple of tines a month, once o tice @ year, not very often, hardly ever, C seldom, never (_Type__) Betting game Comments Topic This game eves leamers an opportunity to practise asking questions with how offen, and answering ‘Activities and events them wth adverbials of frequency, while using a lot of vocabuly related to general actives and events. Iti quite challenging and fun in that players must be able to anticipate their opponents! answers in orderto lay down thelr cards and win the game. That means knowing their dessmates well Groups of three or four and being able to use their pcwre prompts crete. (Interaction \ Language output maanal ‘A: How often do you do your homework? a BB: I seldom do my homework ‘Two sets of cards per group: Procedures 1 Before cass, cut out one set of picture cards and one set of frequency cards foreach group. 2. ict and model the language in Language output several times to make sure students are able to formulate the questions and use the adverbils of Fequency. 3 Divide the class into groups and hand out the materia 4 Demonstrate being student A using diferent adverbial. Show them how they can use the picture prompts ceately to generate the adverbialsthey want, eg. How offen do you ga to the beach in the summer? About once a week How often does your grandmother wear a bikini on the Beach? ‘Never. Note that some ofthe adverbial card are quite spectc, eg. once or twice a year, while thers are underspectied, eg. often. Tis wil encourage discussion and help leamers understand that the meaning of somie adverbial of frequency may vary according to the activity they refer to, 2g offen in J often catch a cold (perhaps several times a yeat) and often have @ holiday inthe Bahamas (perhaps once every two yee). 5 Playing the game: Players shuffle the picture cards and place them face down inthe midl. Then, they shufle the frequency cards and deal them out evenly The fst player tums upa picture card from the pile and decides (a) which one ofhis orher frequency cards to use, and (B) who the How often .. question wil be directed to, The {question must involve the picture onthe picture card thatthe player has just picked fom the pil, and the purpose isto get an answer containing the adverbial onthe seleted adverbial card. The playerthen formulates the question. Ifthe respondent uses the adverbial on the selected frequency card or some other adverbial thatthe group accepts as being equvelent, then the first player may discard it. Otherwise, he or she keeps the card without showing itt the group. The fist player to get rid of al of his orher cards wins the game.Time and again 1.5] Picture cards ress 200) EEIIRIAIITT1.5 | Time and again Picture cards From Games for Grammar Practice © Cambridge University Press 2001Time and again Ee Frequency cards more than once a day quite often every day about once sometimes a week almost every day |i acouple of |!| once or twice times a month |: a year hot very often hardly ever never UW From Games for Grammar Practice © Cambridge Unversity Press 2001UNIT 2 Past 2.1 Gotcha! Simplo past of regular and egular vorhs Level Elementary Questions and ansvcers Activities and events interaction Pairs Worksheets A and B, dice {veo por pair) @) this game isto give leamers plenty of whequeshions in the simple past es input, plus 4n eppartumy to practise the simple past of regular and inegulr verbs in statements, Even though itis quite canticled, ths activity urges learners to talk about themselves, and to moniter their on language ac wel as the peers, as they can only score with accurate answers, Language output AA. Where you spend yout lst haliday? Bt spent my test holdoy on my uncle's farm. Procedures 1. Befure class, ake copies of the worksheet and cut them in half as indicated 2 tlicvend model the language output by asking students several wh questions in the simple past ‘and tequiing therr answers to be corect, especialy wih regard to verb form. 3 and out worksheet Ato hal of the css, and wotksheet 8 to the other hall Pair off students vith worksheets A and B, and give mio dice to each pair 4 Ploying the geme: The game begins with student 8 casting the dice and adding the numbers rolled. Then student A ass the question that corresponds to that tol on hs or her own worksheet. Fer ‘cxample, 8 rolls the dice and they total 8, student A asks question 8 on his or her worksheet which is: Whore aid you: spend your fast Neidoy? D Ifstudenc 8 answers contecty, he orshe blasts that question ftom student As worksheet Cherie, that qeston cemaine active and can be ashed again at some other tun, depending ‘on ths cice nother words, because Inconect arsiners are rected ether than comected iimediately, players ore ghven an opportunity fr sel+-conecion at some other poirt in the pane. Flyers tale turns doing this. The frst player to blest al ofthe oppenants' questons wine the game. Variations if you wont students to practise formating the questions rther than just reading them, replace the ‘questions onthe worksheets with aes Note on material if you ae short of die, hand out one to each pir ant have ther sll iwc.| Gotcha! EI iAepsaysox Omi ffOO4DS OY {S@UUYSUYD JO} 2YJOU Gfepiansad atuoy ® Jean4 MOK pip rey sno4 a6 nos pip yey, 06 nok pap aay EAepjoy ysey anok shepuins rset ysepyeuy {ayey snk ysers {Guwiow sy) awoy puads nok pip axayaa JO) 3ney NOK pIp Yer —_—_-1SE} NOX IP UaYRA 2x29} NOM pip DUN YEA Aubiu yser yen Gpuayeam se] jheprarsak yaar sno4 ysnaq {puayaona se] yfed NOK pip ous, pea nok pip ey, nok pip sawn Auew Moy, op nos pip reuy, ‘? ‘e ? # a & & 0 Where did you meet What did you buy When did you first What time did you arrive your best friend? fast week? ‘see the sea? home lest Saturday? Who did you visit How many times did Where did you What did you eat fast weekend? you go 10 the movies celebrate your last last night? fast month? birthday? What did you do What time did you How did you come yesterday? getup this moraiag? here today? From Games for Grammar Practice © Cambridge University Press 2001UNIT 2 Past Everyday hazards Language lacu; Vocabulary Simple pastand past \uts: hong ound, walk nt, oko, ig, ne, fl nto, ran ovr go 00 fast ean over boca ‘Nouns: ngped, pathole, tcf ofc, bike Jogger, ducks, pand, ail evel Intermediate a ET Type In thus actnaty leamers vil be pracising the simple past and past condinuous as well as some phasel setts, as they compose story ines with the bits of formation given. Unie merry other stoyteling Story telling aces, there i no ined story hne inthis case. Learner: ae lee ts Ink the cecurstances ard events fopie 1 any logical way they wish n order 1 ercate meaning. Funny accidents, Language output Frena was hanging around in the molt last Scwueday. Sha suckenty walked ino o huge Chisions toe rightn the middle of «hel knocking down the tee and decorations, becouse she wos lookng ot nwo people fighting and cn? see where she wes going, She quicily picked up the tree, ond pretended tobe the mails decorator, because she felt everyone was tooking at her Procedures cece, Tei ds cnc nc sed ea ey pune ork de : 2. Begin to model the language by teling your dass & funny accident yu Fevchad, simak the one in Language output. drasing attention to tbe simple past and past continuces fers n your stony. Then got couple of students totell thew stories, and explore the dctals wath quests, ‘tile encouraging the use of the correct verb finns Divide the dass into groups and hend out the material 4 Doing the actviy 1 Players shufe the cards and desl them out evenly Players tahe uns laying down ther cards, ove a time, in the centre of the tablet compose {our story fines. The stores belong tothe enti group, tht is, everyone may compose ad change them, D Rules of the game: > Payers may only begin a sory ine if they have @ character card olay down, They may acd cards to any existing sexes on the table pcouded thatthe stores continu to make sense <9 They may change the sequence of cards within any story ine o: move cards form one stony to another in order to accommodate ew cards > The player who wens to lay down 2 So... The end card will have to invents conte, dai, the end ofthe story This may Le done at any time during the gemic, ad other plays may continue inserting other cards in dye middle othe story, but they may not change its ending Ifa player cannot ay down any of his orher cards, he. she says pass. The winner i the fsx player to get rid ofa of his oc her catds. o Groups choose ther avant stony end tl ito the vet ofthe cos. aEveryday hazards pug aut i Jeu ayy puod ayy syanp ayy ooz aya ae uaao Buiuea] ORui 24 ge Sunjoo| “0g i pug sul qsey 009 daBBole |! BuroB wanouea |) PHI Ruin | aed Ba “ag = J Is j > pug ayy JaoYJO 9yJEUd Sulyool-pooh aoa f St 499498 ayy Ul e ae Gupjoo] Hes It “0g pug aul aau3 Bunysy &, - sewysiuyg punowe 2 e ajdoad oma ane | Budiey «|| HEU #6 ge Gurjoo] —— | “pg oqu) payyen < 23 University Press 2007 IEIRCZ0TNg From Games for Grammar Practice © CambridgsLanguage focus Used to Level Intermediate or upper-intermediate Type Board game ti. Topic Growing-up memories Interaction Groups of two to six Time 20-30 minutos Material Board and dice (one per group), counters (one per student) UNIT 2 Past Sweet memories Vocabulary Verbs: row up, fall down, break, fight wit, fa, goon 0 tip, have a dete Nouns: chitahood memory, toy, ree house, pet, (school) subject, complaints, idol, hero, date, curfew, school dance Comments This game provides a lot of input and intensive practice wth a wide range of verbs inthe simple past and habitual past with used to. Because the subject of childhood and teenage memories isso dose to everyone's heat the game promotes a lot of conversation and better student rapport As uch, it should be reserved forthe more communicative end ofthe lesson end used for fuency building Language output AA: Who did you use to ight wth when you were a teenager? B: Jused to ight alot with my sister. A: Why? B: Well because she used to botrow my clothes without asking me fist ‘A: And who used to win? B: She did beccuse my mother was alveys on her side. Procedures 1 Prepare questions related to childhood and teenage experiences. Ask one ata time, elicit answers from ‘te-dass and continue the conversation fom thee, as shown fi Language output. Draw students attention to the meaning and use of used t, and corirast tw the simple past if rievessay 2. Divide the class into groups and hand out the material 3 Plaine thegame D- Payers place ther counters atthe starting point (symbol of bth: the stork) on the board. D- They take tums casting the dice and moving along the board accordingly D Whenevera player lands on a squate with a question ini, someone in the group asks him cher that question, andthe player answers. The group should then explore the topic with further questions, answets, comments lc Encourage the appropriate use ofthe simple past and used to. - Whenevera player lands on one of the squares containing happy or unhappy events of fe, he cr she must flow the instructions in them. D The fist payer to get to (but not beyond) the fnishing point (symbol of graduation: the rmortarboard) wins the game. T you ace teaching teenager, change the question 30 ast suite young age. 2 you wanto let your students decide what to tak about and formulate the questions themselves, replace the questions onthe boerd wih prompts, eg. GROW UP, SCHOOL, TOYS, GAMES, DATING, MOTHER, BROTHERS & SISTERS, et Note on class size fsuadents are paying in pairs or groupe of thre, use coin instead of ice. Thet way they wll move ether one square (heads) ortwo squares (tis) and have more opporunties to takSweet memories ants hejdog ain thoy auinoney (9 nok oq 07 pasn yeupy ‘sarenbs 2 2Peq NOW sue snok yearg pue usapino eaney 0} asn nok pig snow 2pbou e oppo erp wy nA sem OMA uve 3388q anok9q 1 pasn ey inokynoge ‘ney 01 950 J21p0U InOk pip. quseydwo> ey 1 “wan es Zary30 joppanok 29 07 pasn ou @ nok pep no, From Games for Grammar Practice © Cambridge University Press 2001 (GAMAUNIT 3 Present perfect and past perfect 3.1 Around town Vocabulary Present pertect simple Mostly prompted by pictures. ‘words and expressions on situation cards: ur out of, ebsertanded, spilled, ugh ck, gone through 0 red fight, tine Intermediate or vppor-intermedit® = Go nents This game has been designed to relate past events wnth present results, and to provide mech-reededt ‘Bord game practice of the present perfect simple 10 express such relationships. The activity 1s fun in that it stimulotes leamers' enngination and acknowledges thet nvidyal contibxaions, Recent experiences or rei Language output . A: Who's hoppened to Bil? B. He's fat brake /dopressed. Groupsotewoto se i es 8: Bocuse he fas fost olf his money inthe stock musket. 20 minvtes AS Goe, that’s t00 bad. What’ he going to do now? Bon’ know: Never buy stocks again, guess Board, set ofcards,and = Procedures dice fone per group}, aioe conn fare nae site| Before dass, ost one st of ead foreach grou. 2 wie ail is depressed on the beard. Elict possible causes and wate them wo the let ofthe sentence, dawing students’ attention 1o the use of he present perfect simple, eg, He hus last his 06/8 ginfend has let hi: et. Then cit plausible future actions dat Bill mig take. Model the tage language with several students. 3. Divi the dass ito groups and hand out the matenal Playing the game: D Players place their counts at START, shutle the cords and place therm face den on ihe table There ae tao kinds of cards. The picture cards depict present resus which students rust interpret (¢g, Moria is very happy) and think of couse for, using the present perfect simple (eg, She has been promoted to vice-president), The stuaion cards, onthe other hard, provide input on the present perfect simpo, plus the luck element inthe game, for they contain stuations and instructions that may led the player back to the beginning o the board F155 him or her closer the HNISH poi. The ist player casts the dice aid moves his or her counter according it lands ona shop, noting happens, uf ands on a house, she player picks a avd and tus it ace up 80 ‘eveyone can see what is happening inside the house. ¥ 8s a pictue card the peisonto the eft othe player begins ‘erection wih hin ex her as shown in Longuoge eutput. On te other band ifs 2 stvaion card, che ployer simply reads aloud and follows she inctruchons on 8 D Payers ke turns proceeding in this way. The fist player to ga to (bel not beyond) the FINISH. point wins the game, Note nn group size it students are playing in pais or groups of tee, use coins instead of dice. Thal way they wal move ‘one square (heads) ortwo squares (ail), and get maxe pradice. 6 (|Around town EW 27 From Games for Grammar Practice © Cambridge Univesity Press 20013.1 | Around town Jessica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 aver your new jacket. Take it to the dry cleaner’s, Your sister has just had a baby, How about getting her some lowers? 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 vel to make sure everything is OK. From Games for Grammar Practice © Cambridge University Press 2001 [GUITRISUMAO004 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 taday. She must b¢ worried! There is a pay phone just outside the chemist. | 293.2 Present perfect simple ‘with ever Intermediate to advanced . Truth or dare ife experiences Groups of two to six 20-30 minutes Board, set of cards, dice fone per group), counters {one per student) (se UNIT 3 Present perfect and past perfect Snooping around Vocabulary Words and expressions: dongerus spon, oc on ste, taney cress pty, fo contest, afl, * mugged, make 0 sity mistoke, have a crush on, tecr Cut, get lind drunk, snack awry, jump a ques, ‘personotod, mate ¢ hoax col, cheat, search through, belongings, date. naked, fi, force, peep through, keybole, bribe, Fortune tefl. Comments “The purpose here is to promde plenty of put onthe present perfect simple + ever, getleamers to Understand how this tense contrasts with the sienple past, and fo practise a ot with both, Despite the inmal comoled prompt, the activity ivites lewrners to shave life experiences and is cheretore excelent {or generating conversanion and biaksingfhsency Language output A. Have you ever been 10 0 fortune teller? A Yes, | hove. Ab hy did you go there? 8: Welt Fyvanird 0 know when t would tind o giltiend. Procedures This geme includes thee sets of cards, maked | to 3, cootainmg questoce graded fom the kas, (0 the most cors4oversial So, look through thesn and pick the set oF the cards that best suis) your students! age and culture, Then, cut ot one set of 14 of more cards for each group, 22. téodel the language by eskeg your cass Hove you ever...? queslens and developing coewersation from there. The ams to point out the use of the present perfect simple versus the simple past, 3 Divide the class into groups and hand out the material AL Playing the gerne: Players shuffle the cards, place them face don in the centre of he board, and distribute thes counters amnong the four comers D They take tums cstng the dice and moving their counters accordingly es indicated by the anions. Whenever a player lands on & balloon, he or she wins the right to pick & cd end ask anyone in the gioup the ‘nosy’ question on if, plus one other related question to satsty his or hor curity D The winner isthe frst player te get back o fis or her starting comer. Aernatie, you mey let them play for as long as they like or url you think they have hed encugh practice.Snooping around 5 Cy (Of JOlO) [|O O O | 2424 spn anid punoip buidoous | ee Cenenomen,El Snooping around * Cards 4 Have you ever eaten anything usually considered Have You ever acted on stage? Have you ever fallen asleep at a Have you ever written a poem? Have you ever tried any dangerous sports? Have you ever gone to a fancy dress party? Have you ever failed & course or important test? Have you ever done volunteer work? Have you ever lost your documents? Have you ever missed a plane? Have you ever made a major change in your life? Haye you ever written to a newspaper or magazine? Have. you ever won anything in a contest or raffle? Have you ever found anything valuable? Have you ever been robbed or mugged? 82 From Games for Grammar Practice © Cambridge University Press 2001Snooping around {3.2 Cards 2 Have you ever borrowed anybody's clothes without asking? Have you ever made a really silly mistake? Have you ever followed anybody? Have you ever torn out pages of somebody's book or magazine? Have you ever had a crush on a teacher? Have you ever been blind, drunk? Have you ever broken anything and just sneaked away? Have you ever lied. about your age? Have you ever Jumped a queue? Haye you ever Have you ever Have you ever written an os ie a written @ love anonymous Letter? Ps letter to anyone? newspaper ? Have you ever taken anything from a hotel? Have you ever gone to a party without being invited? Have you ever made a hoax call? From Games for Grammar Practice © Cambridge University Press 2001 33Ed Snooping around Cards 3 Have. you ever received too much change and. kept it? Have you ever stolen anything from a shop? Have you ever secretly searched, through somebody's belongings ? Have you ever lied to your parents? Have you ever’ cheated in an exam? Have you ever dated more than one person at the same time? Have you ever gone swimming naked? Have you ever flirted with o friend’s date? Have you ever opened, somebody's mail? Have you ever written on a bathroom wall? Have you ever forged, somebody's signature? Have you ever changed. prices in a shop? Have you ever peeped. through a keyhole? Have you ever tried. to bribe anybody? Have you ever been toa fortune. teller? 34 | F From Games for Grammar Practice © Cambridge University Press 2001Language focus Past pertoct simple Level Intermediate or ‘upper-intermediate Type Cart game topic ‘Causes and consequences Interaction Groups of four or five Time 15-20 minutes Material ‘Two sets of cards por group UNIT 3 Present perfect and past perfect Before or after? Vocabulary . Conjunctions: 0s, since, because, 30 ‘Words and expressions: de fred, fal oc Lroke, know your Way around, foll asleep, overehsep, miss chess, everdionn Comments This game offers plenty of put contrasting the past pesfoct simple and the simple past There are visual dues as tothe relation berween these two tenses end the order of events on a time neta cause-and-effect statements, The activity focuses on both meaning anc ferr, while encouraging learners to monitor their peeis and nogotiate group consensus, Language output As/since/beceuse | hodh't slept oll night, wos very wed ives very tied becouse { hadn't sept olf aight tisos very ted, 50 (fellosieep: Procedures Before class, cut aut one set of station cards and one set cf causes-and consequences cards for each group. 2 adel the language by waiting thd o fight wth mi scte fost month on the board. Et possible causes, €g She hod boiromed my bite and scratched stand ist thern on the left. Cet possible consequences or effects, eg, {dot ttt. to her for dwee doys and hstthese on the night. Have students combine the ideas into comzound sentences withthe ght conjunctions, paying attention to the use of simple pest and past perfect simple 3 Divde the cass into graups and hand ox the mateda 4 Playing the game: 1 Piayess shuttle the situation cards and place therm face down on the table. Then, hey shale the couses-and-consequences caids and deal these out evenly. One player tus up 2 situation card, Whoever s holding @ card expressing a plausible case or consequence fo that situation may place t, accosdngly, to the left or nght of the station cae, and connects the ideas with the sight cenjunclon The gioup then deades whether the connection s plausible oF not Hf its, the card slaced on the table is consiered discarded; if no, the player must take it back 1b For any given situation, all payers may discard as many cards 2s they tke, prowded the connections ae plausible The fist playe to got id of al of his or her cards wins the game. Note on language ‘You may want to point out fo your students that, n spoken language, is more common to ewert the clauses whven the canjuncton because is used, eg f wes vewy tired becouse Fadl slept of ight but the verb fous and meaning remain unchangess13.3] Before or after? situation cards aa { was | was hungry. very tired. John already expected to —~ = 3 wv a oO | ba Gre for school. Al She failed LX, | was ‘\r|__ the test. flat broke. cos Remnemsisinentsillcnllooes ar, Seem LO aa ae i | couldn't ty X denonit Ididn't | didn't know my the cheques. Mg recognize him, | couldn't get a room ina way around. es good hotel.Before or after? ) “spualdy YIM “suolyeAsasad 380] 108 | “B40Jaq 234} Aes O} pey | apew jupey | i usaqg },Upey | J 2 “WIY 0} 4/2} “sued Auewi 10} “UMeIPJ3IAO “pasoja isnf s 2UpIp | f Jow RUpey amy Sem junoare Ajj pey yueg ayy | g Rs 5 . ) aH yayjow Aw “soyo} Mau “3WUI} YXOU . 2 wou AsuOW 3WL0S uo Auejes Aw Japaey Apnis 0} Honuipslpnis g q,upey aus y pamouog | ye quads peu | papioap ays S hn = - = Reams = } a . q 3 “sse|d ISU “pasidins et MoD & 4 "ydajsiaa0 peu | jueyodu| ue Ava pass!Wi | 4 q,usem 3H f 380] PEY 3y “s,pjeuoqo| “youn| pe fe ate “ypu |e ae - 3,upe ? 30 STAR oy qdays 1 upe I wupey ur doaise {fad | wupey| | From Gomes for Grammar Practice © Cambridge Unversity Press 2001Going to evel Pre-intermediate or Intermediate Board game Intended actions Groups of two to six: 20 minutes Board and dice (one per group), counters fone per ‘student] UNIT 4 Future What on earth ...? potatoes, magnifying glos, sutcase, bioom, bucket, nenc, lowors, popcom, envelope, bot, bog of flour, cre care Comments ‘This meractve board game gets leamets to associate the expression of intentions vath the nghi future form: going to. As it requires players to imagine 2 vaiety of actions for exch one of the object: depicted on the board, the game can be very stimulating and humorous, Language output ‘A: Whar an earth are yau gem to do wath thot magnifying glass? Bm going to foak for my contact lenses to cas pictures ofelyecs that are lage enough forthe whole lass to ee. Give one of them fo astudent. step back, and ast: Iho on earth ere you gang to do wath thot. ? El an answer lcm that student and ather pessible or funny answers from the rest ofthe cess. Ory students’ attention to the use and meaning of gaing fo. Repeat this procedure to make sure students can use thes form appropriately and understand the idea of the game. 2. Divide the dass ino groups and hand out the materia 3 Playing the game: D- Players place thet courders at START, D The fist pleyer casts the die and roves hs of her enuner accordingly Hat lands on wsquere with an ject ini the pesson to is he et iniates interacvon with him or he, as shown in Lenguage output if counter lands on a square with ncructions in it, he oe she must follow them. Players ake twins proceeding inthis wa: The frst player to get to (but not beyond) the PNISH point wins the game Variation For intermediate students with good vocabulary and to make the game more challengyng and humorous, have them come up with unusual actions for the objects, .g A: tibaton earth cre you going to do wath that anagntying glass? > fim going ta stort 0 comp fue m the garden7 What on earth ... ca es OQ @ |Q6 y in or {a se a ory LL 7 soaenbs ef Om wi yoeg 09 Q f saaenbds aaauy ypeg 09 a 8 i & £m a) ag eVAS ne . ee? & From Games for Grammar Practice © Cambridge University Press 2001 (GJITURCUQ008Pre-intermediate or intermediate Gard game Unplanned decisions Groups of three or four 10 sninutes Materia ‘Two sets of eards per ‘group UNIT 4 Future Make it snappy Vocabulary Words and expressions: ron hard, fat broke, soley se, spit headache, setup, bred, freeze eoth, soaking vet, sot, bonny, get a focn, clin sik, arte, Fe had it, cherige ito semething worm Comments This activity focuses on the use of wil for unplanned, spontancaus decisions. Athugh il does not ‘ally requve language production, this game does prowde alot of useful npul and the quick pace actualy scinforces this meanng of ml here Language output Av tts your matherinlow's birthday today. 1B: Gosh, I cles forgot 1h send her samc Rowers/F go to wit her then Procedures 1 Before las, cut out one set of situation cards and ane Set of response cards foreach group. 2. in cass, ite on the board a few sinations serie to those on the stuation cards. Ask students how they would respond spontaneously to each one of thera, iit she responses and draw thet attention 1 the meaving and use of vt 3 Divide the cass into groups and hand ot the mater 4 Playing the game: Players shuffle the situation cards and place them face down on the table. Then, dhey shuifle the response cards and deal ther out evenly. The fist pave! fips over the fis stuation casd end reads it aloud, Notes The situation cards have been written the right way up and upside dovin so that everyone can soe. 1 The fist player to call out an approprizte response fo the siualion gets nd ofthe conesponding sesponse caid that he or she holds. Note: There are always two possible responses to each sitation, so players have to be quick. Players proceed in this way until someone has discarded all of his or hey response cards and wins the gameMake it snappy -wnoys aup 40 asneseq 39m Buryeos awioy onste no, “yeydsoy uy 51 ss0q uno, -gofanok agey no, “s2UUIp 10} 1980 Suyui0d s1 soyjow sno, You arrive home soaking wet because of the storm. Your boss is in hospital. You hate your job. Your mother is coming over for dinner. Situation cards “epor epyaig -asnoy ayy : 8 ! 4 SREP OA BUIZOOY OPO, Hs wej-tutafayZOUU AMOK $3} REE PEI us poo ov 51 294) fe “ It’s your mother-in-law’ - ™ There is no food in You're freezing to death. canhilayaeday You've been fired. Weha “po peq Aepyjuiq 4904403 00'S “ssoulsng UM yoons ayp jo appprw aga Ajjeas & 308 an nog, You've gota really bad cold, nok sand sajowpuesd ino, Your grandmother gives you £3,000 for your birthday. ano dn yas 09 quem no, You want to set up your own business. ur umop vartes 3sAl9n,n0, You've just fallen down in the middle of the street. ‘ayepeay Sumyds v ancy nog You have a spi headache. -asu Arges Big e 308 on,noy, You've got a salary rise. “DHONq WeIp B4,NO, You're flat broke. It is raining hard. ar From Games for Grammar Practice © Cambridge University Press 2001 [ZRIIMake it snappy Response cards I'll borrow some money from my father. Great! I'll buy a new car, lll take a taxi. I'll take an aspirin, iy babl {'ll go back home ew ees I think I'll take a sae et eer geta loan from helidey in he Ut call in sick. 8 ‘i the bank. Y : I'l go to thi Botothe HH iru start lookingfor || Ill send hersome Vi take a supermarket this ‘ another job, flowers. hot shower afternoon. hI [ Trehod it Vt change into UHorder a pizza. Iit'set up my I'll go to visit her. es F something worm. own business, a2 F From Games for Grammar Practice © Cambridge University Press 2001Language focus Mixed tensos Level Pre-intermediste __ Tepe Board game Topic ‘Traveling Interaction Groups of thro0 or four Time ‘15-20 minutes: Material Board, set of cards and Give {one per group). counters {ene per student) UNIT 5 Mixed tenses Easy rider Vocabulary ‘Word and expressions fe best about dream hodoy, souvent, go abroad, verseep, tounst guide, roulette Comments “This game ofers learners on opportunity 10 ree and pactse mcd tence (past preset and future, plus some raddats, within a unified content and fluency building oct Language output ‘A: Where did you spend your lst heidoy? B: went to the Greek islonds/ stoyed of home vised my parents in the countyside Procedures . Sat T. Gefore dase, cutout one se of cars for each group, 2 strke up 2 conversation wath the lass on ther last or newt holiday to rncdel the target anguage 3 Dance the elas ino groups and hand out the mater. 4 Phoying the game: 1b Players place thet counters on the hile aeroplane cn the board, Ther they’shullle the cards al pe them face doe on the big suilcase on the bod. Players take tins casing the die and moving ther counters according. 1 whenever 3 play lands on asurtcase, the person tohis or het right picks a cad trom the pile and ests him or hes the question on it oF reads Oust the events and nstrctions onthe card, i is question, the fst player answers, and the group may ask futher questions or share theit experiences on te topic. Iftis an event pls instructions, the player follows them. 1» The fist player lo get back tothe litle aeroplane, that is, © Bo found the woid, wns the game,spend your Where did you Where do you usually spend your holidays? Where are you going on your next holiday? buy on your last trip? ue holiday? | What did you like best about your last holiday? What did you i [nyo to buy E What cana tourist do in your city? = What are good in your country? =| Gh ZB =| Where would you| like to spend a dream holiday? What's your favourite time of year to go on holiday? Did you try any special food lon your last trip?| ! dishes do tourist: What typical usually enjoy in your country? e When did you last take a holiday? stay on your L last trip? Where did you x Where do you usually stay when you travel? 5] How much is t in your city? From Games for Grammar Practice © Cambridge University Press 2001 a good hotel a5El Easy rider ® ey (What kind of When are hat are three you gaing to things you clothes did you take your next always carry ' wear on your a holiday? on your trips? Ly i\\ last holiday? What’s the best place fora tourist to visit in your country? How did you travel on your q last holiday? i f When are you planning to go rent B)) E e a) e You find out you You cadena Grandpa is, and missed i the train. i Miss a turn, “You fall in ive with a tourist guide... Move on 2 squares. still have some sent you some money left. Move on 3 squares. You can’t find your wallet. Go back 2 squares. You've lost your passport and can’t! continue your trip. Miss a turn. You win at the roulette! ied again. 46 From Games for Grammar Practice © Cambridge University Press 2001 A friend gives you a lift. Play again. The airport is closed. Miss a turn.Language focus First conditional Level Intermediate ‘Type ‘Simulation Topic Jobs Interaction Groups of three or six Time 20 minutes Mater Worksheet (ane per group) UNIT 6 Conditional and wish constructions Nothing’s perfect! (I) Generated by vader. Comments This acini focusing on the use ofthe st conditional is unique in hati is eniely generted bythe students. The discussion it stimulates iwwolves students personal belels and preferences, na cormext that they relate to, Language output A: theve reeved these three ob ors Which ene should te? B: Mf you tole job A you wall get on excelent salon C: Yeoh, but you toke that job, you wif have to commute to work every day. Nowe i you take job 8, you will be able t0 ok to work, Procedures Before css, tke one copy of he worksheet or every group ofthc or sc students. Cut each photocopy ini three sti as indicated. 2. Divide the class into groups and gwe out one slsip of the worksheet to each sludent (if wong wth groups of thrce) or pai (i working with groups of si) Just make sure that sahen each group, each sient or pair will have 2 dissna stip 3 Elcom the class what they dink a perfeci/Ok/lousy location, kind of work or pay would ke Tell them to-wte dawn their opinions under each heading either indusdualy on pas, aceonding 19 the kind ef job at the top oftheir trp. Creulate in the dassioom and help thenn vat ara, vocabulary they might need. 4% Wibea they have finished, wach student or pas teavs up ther stps losis, along the broken les. 5 then, he whole group rearranges ther sips by leter so ax to obtain: sux ships meaod A, sb sh iatked 8, and sic other slips marked C 6 Students change the tiles of the jabs to, Band ¢. 7. tach group then chooses one of ts inembers to play the roe ofthe person tyang to decide which {pb totake, The stadent thus choscn begins interaction by explaining the station and askin for “atic, es shown in Longuage output. Students discuss the pros end cons a each ene ofthe yobs _asing ie frst condtionl. ane oy to come toa consensus 351 the best chore Tor hex asst Variation if your class does not relate to the topic, use Nowtng’s perfocti (i), which is besod on holidays Follow the seme proced.wes alNothing’s perfect (I) | i) sugouog pue Aepyor, TIT T=CISCI EAC IIT sanoy Sunpops ae : EEEEEEEEEEE go[ MO uy “go: if payied ¥ : deg tldetdatdead-to-ba SISTE me me Pre uoRe20} t From Games for Grammar Practice © Cambridge University Press 2001i 6 Nothing’s perfect {II} | Rep eeererrerrrrreer Ke SetsESciece PRRILECticaese J amie 8 272 PN = ST uonepownnosse jo ad onepottuosoe jo adAL 2EEEH-EEEEEEEE vontedutos poavat, uowedwso> fare, S RAE RRS RAE TE, cone: Peper rote erry p94 jo utr a seok Jo a0 ele eeb asses wouransag 5 g é n83q] eS SESCUILI-EIT TCI IIL Aeptjox Asnoy y USNR ‘Aeptpoyy 3993194 V 4 From Gomes for Grammar Practice © Cambridge University Press 2001UNIT 6 Conditional and wish constructions 6.2 Watch your step! Socond conditional Intownediato Snakes and ladders ‘Unusual behaviour Groups of two or six 20 minates Board and dice (one per group}, counters (one per student} @) Vocabulary \Words and cxpressions: deliboretcly, ont fil chonty, fost verb), lame post, Bunch of Howes, seseom, teorup Comments Tis boerd gome inte leemers 1 enasine the reasons far very unusual oreven nonsensical behaniour io simulete the use of second conditonas to tak about very enlkey situations provides practice ard sheer fon Language output A; Would you ever shove your hood? 8 Yes, f would (shove my head) il ! were pord a fot of money t0 do that B No Fmawlcn’ (shove my head), because if did/shoved my head, I would/mighi fase my job Procedures 1 Wee 2 skeleton on the board forthe dzlogue in Language output Mode! the language by ployng As part and elictmg severl responses trom your dass. Drevtheir attention tothe verb forms and modal used 2 Divide the class into gioups and hand out the matenal 3. Playing the gerne: 1 Prayers place the counters at STAR, D They take turns roling the dice and moving thet counters accordingly. Whenever player kinds ona square wath a question in some othe player will directa bute yOu ever... question to him or her, snd they interact as shown in Language output. D Hthe answer is comect and considered plausible by the gioup, the player moves forwotd thre squares; othemise, he or she wall move back one square > Whencver a slayer lands on footprint, he or she must folow the oath, moung either wp or down al the way tothe end. The fist player to get 0 (but not beyond) the I INISH point wins the gore, Variation 1 you wart lene tore tp into thelr imaginavon end make the gome even moe Humorous, have them answer allrmtively to all the questionsWatch your step! (a io uo} & jhasanok Ang {U0 SAUIO/D ANA ya, ‘SBurwiwims 03 9% sz ve ‘E980 fees © 10) suohue 40} ysey 0} Sujeeds qnouwM O83 ue 8e 6t w epeay eAsuoWw we “ inoA aneys } ey zw 2X LUDIP qauiuns Apjeas nok au} UI Bue 7209 JIU yan ano 03 e CieM s ¥ ¢ e seis 8.) © YUP ey et tL é exes eOURIs| qssap & amis e reas? uosied se dn ssaip & e@ zz 2 e : é8U1300) asod due} noun oe maa qeans @ si aly Ssoso w 2 be ze ausiue eyearg oe sassefauns Nou Jean AO UE EY 40) weais w ov 2 cAep 2 ul seucueq uazop ° ’ BAL ea © % sl S ¥ cH We Ue Lo zs Aaresaqiiap st 1 ae eRueyo 0) Aauoww a ANOA |! 813. 6 < L eeysely a oy nour a eo siamo Jo young 2 Jf9SINOA pues es ee oe 2 From Games for Grammar Practice © Cambridge University Press 2001 (GIKARaMOMIUT6.3 ‘Thitd conditional Upper-intermediate or advanced Board game Justifying actions Groups of two or six 15-20 minutes Poard, dice, and set of cards one pex group}, counters (one per student) UNIT 6 Conditional and wish constructions Pick my good deed Vocabulary \Wierds and expressions:fag cabin, can aFerd, pretmorie, bol (dance) hove the hear fo, hmewrck essignment, bad mork, make ito (© ploce), be worn out Comments “This game provides plenty ol statins that stimulate the ue of thd condiuonls, Even though thas been devised so as to heep the condition staennentconstet wile cueing leemers to vary only the ‘opression of consequence, ican be easiy adapted los variation in both pts othe conditions struc Language output ‘A. Jean wos so depressed. She nad no ceupcny for the weckend B: Oh, dFildncwn (she hod no company) 4/1 would hove ioited het ut to 0 mowe. Procedures 1 Using some of the situations cn the eas, ect end model the larguaye shown in Language ‘output Make sure you dia: your learners’ atenton to the meaning of this structure as wel as to the verb forms and mods used 2 Dive the cass into groups aid tnd ou the mteriah 3 Setthe context by telling your less: You ore oll very nce people ond love to help others, 'shenever you hear thot samcone hos hod o prabler. you express how soray you ore for nat ‘owing been ablo to help. ond soy whor you would hove done to help cay you'd town! AE laying the gecne: Players place their counters on the four START comets of the boatd. Then, they shutle the Cards and pile them fore doom in the centre of the boar D Players tke turns casting the dice and "owing thet counters accordingly Whenever a ployer lands on a squate with a sai looking face’ int, the person to his or erie gcks @ card ane reads cut the situation. The payer then responds as shown in Longuage output Note: Encourage peer montorng to ensure acauracy If the player lands ina square that has a hand init, he er she must meve forward ex backward 86 indicated The fnst ployer to get to (but not beyend) the FINISH square wins the game. Note on class size Tf students are playing in groups of fu or six, they can shore the START comners on the booed. Variation it you want your studerss 10 prache varying beth pas ofthe conditional struchse, eit sever possibiities when you introduce the activity, eg A Jeon 908 so depressed. She had 110 company for the weekend. 1B: Yeoh. Fhnow. If ¢ hod rained all weekend, fd hove invited her cut foro picnic it rod t hod to work all weekend, Pd hove loken Her Gut to dinner. Wthed hod her phone ournber, d heve colled ond asked her out fo 0 moviePick my good deed S . 5 E fi for Grammar Practice © Cambridge University Press 2007 IRCA -— yn16.3 | Pick my good deed Cards , ( ( ) | Janeis very upset Your cousin Jody How come you let Joe said he went with you. You didnt was in hospito! lost Ann walk home alt to visit you last invite her for the week, ond you didn’t by herself offer your Sunday, but you weekend in your even go fo visit her. portly last night? | weren't at home. log cabin in the L mountains. Your brother stayed Jean wos so Douglas went out at home all weekend depressed, She had for lunch without an: because his car was || nocompanytorthe |) umbrella. Now he is in Poor Bill couldn't go to the concert fast week | because he couldn't afford a ticket inthe garage. weekend |] dedwth pneumonia, lt i J he / ? * ? H I i 1 Ray and Meg didn't i ovegicolt | outocadnae || CEA OtoM® | ry wsven a ony their anniversary. sgWING | None of her friends she couldn't finish becausehedidnt | teen hateus They couldntgeta |} pecan remembered her Wein ele baby-sitler for their panmoney birthday. for the meeting. for the plane ticket four kids. =o — / J kim didn't toke any Poor Gordon hos || Keith invited 10 friends eee ee, [| pictures onherlast || beenwecring the ||_ for dinner ast righ, " - oe o eH . holiday. She didn't same shirt ail week. |] but he'd never cooked eo e Ll ea in havea good camera, {| Hiswashing machine || for so many people. ¥ poor thing! is not working [ He was desperate! i = Betty couldn't go win Because she didn't away tor the weekend, || Just beceuse he didn't Toren have anything nice} becouse she didn't |] do his homework i aA Joweor, Robin couldn't f| have the heart 10 assignment, rion |] Gio nnn how go to the ball last Friday.) leave her five cats got a bad mark, i ey a Il alone forso tong, BENOlyour aise. veornatiewas AY rotteowet? || Horoktmisseanis |] RaYsPentthe whole definitely upset. ‘es ectarsecaad lone becouse || 'Neekend poring his a Hoe a j) tsoeady sheted |) there wos nobody to {eigemette ‘Whole halidoy to go outand buy || foke him to the airport. elon Maks aan ‘another one, ee From Games for Grammar Practice © Cambridge University Press 200) [EIRICZTTTgUNIT 6 Conditional and wish constructions The wish race (ren pita) POR re teat an secs tcearlcent dl Wish constructions Woids and expressions: suf, imhnes, wahcut acrce. gallon, aversleep, nstont nodes, hangover, C Level ety Inermedisiecr Cormmonits upper-inormediate sic The objective hereis is to provide open-« ended, but sti} controlled, practice with various sorts of Wish ype ‘constructions, The game focuses on meaning and form in that it requires leamers to produce forms Grid game (Gimple, pestect and/or continuous) that are appropriate for the situation given. Topic Language ontput Reyects and complaints guess - . a amas Inch my moter were not so n06y! Interaction pl ie Grovps of two to four would feorn to respect my privacy. Time Procedures 18-20 minutes siesiat 1 On the boud wnte down afew stations that are sia to those on the gid, Eh espeses to the stvations with wish constructions, Crew students’ atten to the elation between the verb Grid fone per group focms and the maaring hey express. counters (one per student rmters (one Pex sides) 2 oii th dass oto groups and hand out the mater. 3 Playing the gane: D Players lace tir counters Ato D onthe lt-hand side ofthe gud. Tha objects ww be the fist to each the conespandng endpoints on the epposiesde ofthe grid D Players may mee hoszontady or vericely 2s the gi one dice atime, provded they can came up with avis semience tats bon cnt and appropri the shuston the ge? cecle Note: You may vant to encoutage your lernes 10 elaborate on thei statements eg F wish ony meer oda openec! ny mol. ae hovng to gh wth her Rr my ight @ proccy! D ha player wants to move into cre that has akeady been occupied by another pias, he ot she must produce a aflerent wi senunce The ist player to reach his orher end ore vans the game Variation ifyou want esti the gore toa single category of wish constuction, jastmale sure the stuntons inthe circles wall generate the same kind of construction, 55The wish race ayia Aep-01 ® wos nos Tt JOR seayeunyyueo OL 2 8809 ano wit paagare anf ene Trews 004 st Fae von aq oy Suqurtue “nod 0% pesseIppe ‘Aepangeg ‘UE YOR Ba.NOs eee samat 8 pauado STU 310M. 04 4aou Due uOOWIAIE jou ase nos aauyou ano, aatey 1.00, {UY} mrBas9-207 JO asrreoag got e vy DDE ISDS q Va Vem \ ge au10U 8 SI ere gpa amok seed ——_-wyoaqum nok anq Speedo eee a.upmp nox ‘paey BuTMeS 831 Repeat ww J\ af %s, ef saya 5 Lwwer\ 0 \f ess \f/ nso \ (a pegsta: pue quer yey Leo gno oF oy aqqiadag & quodaye 2u3 0} Mein saamjou anos sng 00} shears 408 2a.n08 mou aus uo Toayed pattseuo no, st pus puv gupu 4er Jo mo wer nox Yee all spusyzfoq sno, syumgp 908 nox, From Games for Grammar Practice © Cambridge University Press 2001 [IIRTCIIAe7T4 56Language facus Reporied speech Level card ganic Telephone messages, Groupe of three to five 15-20 minutes ‘Two sets of cards per group UNIT 7 Reported speech Who’s got my message? Word: end expressions: re to pen). brick doves Comments Ths cad gore prosdes contextualized and everacve practice with the reported specch of satemients, questuns and requests, o6 used in areal ie sition: that of garg messages, Learners axe given the corients of wlephone messages and asked ty transfor then mo full reported speech constructions. Language output A. Hove yougoteny message fr mie ram ery kyce? Bes, Sho said that your documents vese/ane ready, and axkexi/wonts yor £0 corre and sige them rowmorrn, or &: Scrry Maybe someune eke, Procedures 1 betove less, cutout one set of sender cade ard one si of message cad fr each yop 2 Inciass, wate on the booed few messages sivar th thove on the cers. Eick and rodel de language as stinkin Language oufput Nate: Vou may went to sc tothe yer agieemest pnp or shove that hus prple «6, in fers, wetndden by other factors m speach, eg She sort Athct your coeumeris ane recy alhesthan.. were ready 3 Onade the eass into grouos and hand our the matenal, 4 Seitho stusvon by ting your class. The secretaries were cbsent om work todey. So everbody Art te tke rors taking cone messages kar everyune eis, Hower, tke messages got moied Lp. Fed your messages. 5 Phang tho gerne Players shutis andl deal ou both sets ot cards and chee tor any sender and message malches lihere are any, they se them aside D Players ake las injng: to guess wie has the message cards hal malch the Zend catds that they hold. Each player il do that hy chonsing someone tha they thnk has ve Lape message ard, an¢ stveting the corversatiin in Language autput wih that persor Hf he eisw ailmetne, the messages delveied and the player elects the target message rar: othcrense the player only gets 2 negative answer The fst player to collect all of his or her message cards vans the game, Variation Ifyou want to locus n eportag waher statements, Of question or re message cards & cordial Note on class size {When playing in proups of rv, rernvave one of tho sender cards rou the pac’, elong ath the coresponding message catd, so that athe players wl get she same numba of urd n alone dlewse your on sz