Introduction

Gornes for Grornrnor Prodce is a carefully designed selection of Information gap If exchange of inforrnat~onis one of the bas~c
over f o p games and activities, for intensive and interactive reasons why people communicate in real life, then rlassrwm
grammar practice with basic to advanced learners of English. amities should also urge learners to seek and provide information.
Because it follavs closely the grammar sylabus of most EFWESL Task-orientation As in real life, learners will be using the
courses, it is a most useful complement to many course and information obtained horn others to accomplish tasks.
grammar book in use today.
Variety You will find a lot of variety as to context act~tytype.
type of interaction and materials, because novelty helps to
THE IDEAS BEHIND THE ACTIVITIES
sustain interest.
Cooperative learning You will probably notice that, in most
Enjoyment Fun and pleasure in learning are probably the
games, knowing the language is not the main factor that leads to
strongest molivation factors. In our activities, they take the form of
winning; actually, luck, strategy and creativity play important roles.
challenge, humour and acknowledgement of learners' creativity
This has been done on purpose to foster a cooperat~verather
than competitive atmosphere. and to make sure weaker learners PRACTICAL TIPS
can also partidpate and win. Also, in some of the games there is
Re-using the material It is probably best to have the boards
no winner at all,
and cards laminated. However, as this may turn out to be quite
Teaching, not testing Thc activities in the book are meant to
expensive, you may instead photocopy the pages d~rectyonto
give learners an opportunity to practise and expenment with
cardboard or paste the photocopies onto sheets of cardboard. As
language. For this reason many of them present a lot of Input
for the boards, another inexpensive solution IS to keep them
while requ~ringrelatively linle production in the target structure.
inslde plastic bags.
Th~sencourages learners to concentrate on processing the
Sorting out sets of cards This task will be much easler lor you
meaning of target stludures instead of pressuring them to
and your students if you distinguish the sets by colour. So. elthe:
prcduce such constructions before they are ready to.
photocopy the pages onto coloured sheen or draw stralght lines
Self and peer correction Our experience tells us that self and
right across or down the back of the sheets mth coloured felt^
peer correctlon are often more effective than teacher correction
tipped pens before cutting up the cards. You may also want to
in help~ngstudents to take responsibilityfor thelr own learning.
store them away in coloured envelopes or bags.
Thus most of the game mles and activity procedures urge the
Substituting material In case you do not have enough
participants to monitor their own as well as the~rpeers' language
counters, use coloured paper clips instead. They ,Ire e~rsyto flnd
production.
and inexpensive.
Practice The activities have been designed to make sure that
Preparing for activities Read the instruct~onscarefully and
learners get plenty of practice in the target structures.
make sure you have the necessaty material. E~therexplatn or
Personalization There is plenty of mom for learners to
demonstrate how the game or activity work. Use L1 if nerescav
establish rapport with their classmates by sharing their
especially with beginners. Note that the vocabulary llsfs provlded
experiences, values and beliefs.
in the instruction sheets reflect what we th~nkm~ghrbp new to
Oral interaction All the act~tiesare interactive to encourage students. Always check the boards, cards, or gridc for vocabulny
learners to attend to meaning and form as they interpret and items, and pre-teachthem if necessary
produce language.
G a m e s for
Gre-mar Practice
Map of the book
KEY: 6 = BEGINNER; E = ELEMENTARY; P = ?RE-INTERMEDIATE; I = INTERMEDIATE; U = UPPER-INTERMEDIATE;A = ADVANCED

UNIT 1 Present
I. 1 B
aMmmu6 Present simple of be Information pool Countries B 10-15 8
t 3 A day at home Present continuous Board game Activities b e at home E 10-20 10
1 3 Lcakhgfor a flatmate Rwent simple Interyiview Habits and routines E 20 12
1.4 Lend a hand Present sirnp!e Problem solving Age, occupations P 20 14
3rd person singular and hobbies
1.5 Tme and again Adverblals of frequency Betting game Activities and E-P 20-30 16
events

UNIT 2 Past
2.1 Goldla! Simple past Questionsand Activities and E 10 20
annnrers events
2.2 fveFpday hazards Simple pastlpast conlinuws Story telling Funny accidents I 20 22
23 Sweet mmolies Usedto b r d game Growing-up memories I-U 2G30 24
"...................................................................................................................................................................................
....-..-...-. "."...............................................
UNIT 3 Present perfect and past perfect
Ib
3.1 mudh m Present perfect simple Board game Recent experiences I-U 20 26
or events
3.2 Sslooping around Present perfectsimple Truth or dare Lie experiences I-A 20-30 30
3.3 Bebe w after? Past perfect simple Card game Causes and I-U 15-20 35
consequences

UNIT 4 Fu-
4.1 What on earth...? W n g to Board game lntwlded aaions P-l 20 38
4 1 Make it snappy will Card game Unplanneddecisions P-l 10 40
.
.l "...............................................................................................................................
........................."..... .......................................................................................
UNIT 5 Mixed tenses
5

5 1 Easy rider tenses Board game Travelling

 Map of the book

UNiT 6 Conditional and wish constructions ,

6.1 Nothing's perfect! First conditional Simulation Jobs I 20 47
6.2 Watch your step! Second conditional Snakes and ladders Unusual behiour I 20 50
63 Pick my good deed Third conditional Baard game lustiing actions U-A 15-20 52
6.4 The wish race Wish constructim Grid game Regrets and complaints I-U 15-20 55
..................... ..
............................................................................................................................................................................................................................
UNIT 7 Reported speech
7.1 Who's got my Repwtedm Card game Telephone messages I 15-20 57
message?
.................................................................... .........................................................
.............................................................................................................................
UNIT 8 Modals
8.1 Crazy cans tun for a b i l i Crazy eights Abilities E 10-15 60
8.2 Let's go together Like v. w u M like Find someone who Invitations E 10-20 62
8.3 Spinning ideas Modals (simple) Scattergories Constraints and P 15-20 66
possibilities
8.4 Tough luck! LkXkik (dm) Debate Speculations A - 68
...........................................................................................................................................................................................................................................................
UNIT 9 Passive and causative
9.1 Something in Simple present and Trivia pursuit WorM knowledge E-l 15-20 71
common past passive
%2 Crowrrups! Passive + infinitive Discussion Crowing-up experiences I-A 20 n
93 Rwnd the dock Causative with h e role-@^ Errands and seruick I4 20 75

UNIT 10 Questionsand auxiliaries

10.1 Making fnends Wkquestions with Rnd someone who Personal information B-E 10-20 78
present simple
10.2 What's my answer? Y e s h questions with Bettingg a m open 6-E 15-20 80
present simple
10.3 All about us Whquwtims with Pers~naIb ~ k Open/persom1 Any 20-30 82
m a tenses
10.4 Unique me Amihariestoq eidher, Sharing
w e
 Map of the book

UNIT 11 Articles
11.1 Come one, come all o/on v. some Board game Fwd B-E 15-20 87
. . ........................,................,..,..,..,...,................................................................................................................................ ...............................................................
UNIT 12 There and it
12.1 Pack"' go There be in present simple lnfarmat~onpool Hotels E 10-15 90
12.2 Rain or sh~ne /f as sublcct Tic-I~c-foe Wealher cond~tions I 10-15 92

UNIT 13 Verb forms

13.1 Verb trap To v -!ng Gr~dgame Open I 15-20 91

UNIT 14 Prepositions
14.1 The prepos~t~on Prepos~t~ons
of place T~cldc-toe open H 15 96
con~esl and tlrne
14.2 You and I Adlenlve + preposition Shar~ng Personal~ryand feelings I 15-30 98
14.3 Prepus~loncheckers Verb + prepos~t~on Chinese checkers Open U 20 100

UNIT 15 Comparisons
15.1 How do they Comparative forms 01 Dvmnoes Open I 20 104
~[lrnpar~? adlerllve5
15.2 Three of a k ~ n d Comparative forms of Rummy Common nouns P 10-15 10G
quanr~f~rrs
................................................,.........,,........,,.........,......................................................................................................., ........................, ......, .................. .............
UNIT 16 Possessives
16.1 Family dbum Sublect proriouns and h4i!7e Family H 15 109
poisesslve ad]edlve>
16.2 \lihdt a mess! Cenltive - 5 lnfor~ndt~on
pool Penondl belon~~ngs t 10 I12
 UNIT 1 Present

Balloon tours
Vocabulary
,.,,,,,,,,,,, ,,,,,....,.,,.. .......... ...... ... ......................................................................
,,,,,,,,,.,,,,,,.

Present simple of be Names of counfr~es- France, Spain, Austrol,~,USA. Belgium, Mexrco

in statements and Wh~quest~ons: wl~prpwho1
wh-questions Prepowtions: frorn, !n. 01

Beginner
Comments
This game provtdes context~tal~red praittce %1t11
stdternents and wh-questions contrasting 3rd person
sngular and plural of he Studrrits ?re p e n a task whtch they can only accornplirh by interaatng
Infomation pool
orally w t h classm?tes, that is, by rrqurstinR and prov~d~ng ~nforrnation,and then rnaklng deceons
based on the informdtton obratned
Countries
Language
,. . .
output
.,,... ., . . . ......... ~.~~
.... ..........
~ ~ ~ .......
..... ............................................................................
A: WP
IP
I ~s/'ore(nanie)
Pairs
6: He/she/they ~s/orefront (co~~rrlry)
A Wlror lrotcl !/ore hc/she,/they m?
10-15 minutes H tle/she/they rs/ore 01 (trorei).

Procedures
. ~ . ~ ~. .~...... .~....,. ... ... .. ......................................................................... ....~. .......... .....
.. ...~~...
Warksheets A and B ~ ~ ~

1 Before class, take copies of ttic worksheet and cut them in half as ind~cated.In class, glue out
worksheet A to half 01 tlir r k \ i , ?nd workshect B to the other half. Pair off studmi\ w~th
workstleets A and R
2 Elictt the questons and dnswers tn Language output usng \he ~ [ ~ r k s h e e If
t syuli l~ke,wrtte a
skeleton of the dtalogur on lhc board^
3 Set the situation and the task by telling your studcnts thc follow~ng:You work for Prrm Eollwn
Tours The cornpony hos threc balloons lor tours ovcr thc cifl: ond three tour gurdes: one spwks
Cnglrsh, one speoks frcnch, and the other speoks Spanish. Your task is to devde firstly w h ~ h
tourists shot,ldgo ~nwhrch bolioon. and secondly how rnony hotels eoch gu~deneeds to stop at
to p;ck up tourists. Talk to yaurportr?ersfirst to get the ~nforrnotionyou need to do the task.
4 Doing the aaiviy:
) W~thoutlooking at cach other's ivorksheet, students ask and answer questioris and complete
the11respective cham.
) When they have fin~shed,they answer qursttons 1 and 2 on their worksheets, together
) Check their answers or decisions with the whole clasz.
11 Prime BalloonTours
1OURISTS I COUNTRY HOTEL I
John Smith

Mr and Mrs Dupont France

Julio Banderas Spain The Palace

Marie Delon

IThe Bridge House

1 In which balkton should the tourists go?Write the names of the 1 In which balloon should the tourists go? Write the names of the
tourists under the appropriate balloon. tourists under the appropriate balloon.

2 How many hotels does each guide need to stop at to pick up tourists? 2 How many hotels does each guide need to stop at to pick up tourists?
 UNIT 1 Present

- --
A day at home
.~llqUdUL'1~12115 vocabulary
..............................................................................................................................................................................................
Present continuow in Pam of the house: bothroom. bedroom, bockprd. dining room. garden, basement, kitchen, oltic,
statamenls and questions liking m m
Lf ice1 Verbs: relerring to actiwlies assxiated w~ththe vaious parts of the hwse
Elementary
Comments
Tvpe
Adapted from Ach~,an African game which resembles hc-tac-tw but also incorporates movement th~s
Board game
game is designed for intensive practice with the present continuous in whquestions and statements
TOPIC to dexribe ongoing activities. Because it provides a unified context learners can integrate grammar
AenvitIes done at home and vocabulary practice. Wlnning the game requires language accuraq, creativity and strategic skill.

i:teroctivn Language output

..............................................................................................................................................................................................
Pain A: What are yw dang rn the kitchen/bockyord?
T~me 6: I'm dolng h e dishes/vuoshmng h e dog.
10-20 minutes
Procedwea
..............................................................................................................................................................................................
Materi~,
1 Pair OHstudents. and give out the mateiial. Note: If you don't have enough counters, cut out the
Board (one per pair).
black and white squares below the board, and use them instead.
counters (fourper
student) 2 Go over the parts of the house s h on the board, and elicit activities that mighl be done in each
part. If you wish, write the vocabulary on the blackboard. Model the target language shown in
Languoge output and demonstrate the game a couple of times.
3 Playingthe game:
D Obj&e of the game: align one's counters in a horizontal, vertical or d i i n a l row of three.
D The game begins with student B choosingthe spot where he or she wants m place a counter.
Then student A asks an apprcpriate question. as shown in Mngwgc output. If stnudent B
gives an appropriate and a r e a answer, he w she may place the counter in the chosen spot
Othervise, no counter goes on the board.
) Players take turns doing this until one of them forms a rwv of three with his w her cauntm, or
until all the counters have been placed on &e board.
D If no one has formed a row of three and all the counters have been placed on the board,
players can once more attempt to form w h a row by moving their cwnters along the lines
into the empty spots, one at a time, and interacting as shown above. Notr: They are not
allowed to repeat an answet that has already been given.
D The game ends when dmer one manages to form a horizontal, vertical oc diiond row Hnth his
or her counters. As this game depends a lot on the players' strategic skills, it may last w i n g
from twa to five minutes Let them play sevwal times for further practice.

Variations
1 To praaise ~cabubryrelated mother aclivili~~,
replace the pam d the house on Uw board with
oIher places e g bonk, schod,,pebdstabb,part office, etc
2 Fci paaice wim t h e w b u s p e ~ and
m subject& agreement use the spare m u n b and
donchem:Yoor~/W/hsicters/Wrrgmndpo&h&bnguage~willchen
change to, e.g W s p w m & a h the m? She's feeding ths ma.
& Fmm Comes for Gromna Proaice Q Cambridge Un'iuetsiIy Press 2001 I" ..'
 UNIT 1 Pxeseni

Looking for a flatmate

Vocabulary
.. .. ,..,. .......................................,.......... .....
,., , , , . . . , . , , ,..,, .,. .. ...............................................................
.~~~
~ .......
Present simple in Verbs II~VP,
cook. g ~up,
t toke, go, get bock, do
statements and questions Nouns.pet, car, hobbies. shower, work, h o n i ~dfr~ner,
. evecing, ccrrvrri~s,weekend

Elementary
Comments
... . . . . . ~ . . ~ .............
. .. . . . .....,. .~ ~.~ . . ~
.. . . . . . . ~. . . . . ~ ..~
~ . . . ~ . .~~. . ~.........
. ~ . ..., . ......
..... ..... ~..~...~..
~ ~

In this aavih,, students WIIhave lntenslve cor:tmllr~!pracl~cew ~ t hthe slmple present n statements
the 2nd person s~ngular,plus statements in the 3rd person singular. Thls is an
and questlons ~nvolv~ng
Interview
crccllent opportur,ity for elellientaly s~I><!E.I:~sio gf.1 to kciciw, ore ,mother drrd talk dbout themselves
w h k ~nteract~ng
to accompli5h the task propo5rd
Habits and routines
Language
..... ....
output ....~ ~..~..~.
,..,,. . ... .... ~.~
, ,, , . . ~ .~.
~ .
,,, ~ ~ ~ . . .........
Phase I A. Do you have a pet?
Pairs
8: yes. I do. Ihcve o turlle
A: What ome do you get lip7
20 minutes 8. i usuclly get up at 7-00,
Phase II T Who do you p r r i r r as o iIarrnnrc?
Sr I prefer (name).
Worksheet (one per i Why?
student] 5t: Berouse he/she cooks /doe% Ihave n per

Procedures
Ph?se I
1 lntrod~~rc
the rop~cof shdring rooms or flati. Ellilt problerr~sthat people m~ghthave. and what it 1s
~mponant:a check before rhonsine a flatniatr
2 Set the context and the task by tell~ne5tudents You are lookrng ior o ilatrnote. You ore going ro
inrrrvtew rwo firends to decide who w l l hr your flatmote
3 ~ l qucstlons assoc~atedw~ththe cues glven Emphasize the
Hand out the workSheets, and c l ~ cthe
correct ose ot the aux~l~ar/
do Encourage students to come up w~thother questlons that are
Important to them and allow them to omlt any questions they do not cons~derlrrportant
4 Dong the aawlty
B Indv~dudlly,students complete the f~rstcolumn of the chart wltli infor~nat~on
dbout ttlcrnseive:.
) In palrs, students ask and dnswcr questluris lo complete the second column.
I Students swltch pairs, and repeat th~slast procedure to f~ilout tile th~rdcolumn.
b Live students a few minutes to decldr who they prefer as a flatmate and why.
Phase II
1 W~ththr whole cl~cc,FIICII some of your students' rhn~cesand reasons Use fhis opportunty to
introduce the 3rd person s~ngular-s end~ngin statements.
2 Have students repart thew clnu~cc\drld redmns to the class
 Looking for a flatrnate

Facts Student A Student B

Daily routine You Student A Student B

take a shower

go to work

get back home

evening activities

weekend activities
 UNIT 1 Present

Lend a hand
Language focus Vocabulary
Present simple 31rlp k Professions:rqcnter,COO&,h e r , teacher
singular in statements an8 Activities: cook the m k , wsh the dishes, dean the bothrooms, take m e of the little k&, btwton
questiom
the kermgers,give swimming lessom, look oker the horses. toke core of the gorden
Hobbies: (go) winming. (do) gardening,(go) horsebock riding, ((do) handicuaft

Cammenb
.......
1"
................... ...........................................................................................................................
._ ",,...............................

Problem salving Th6 ccmtextualized and task-orientedinformation gap amity asks learners to collect information and
make decisions while providing them with an opportunity to practise asking and a m r i n g questions
Topic- involvingthe present simple 3rd person singular. It can also be used to introduce or review
Age, oocupations and cdlocations such as go minming, and some phrasal verbs, e.g. kwk a k .
hobbies
I-mwe output
.....................".......................................................................................................................................................................
Pairs A: How oM is Shoron Miles?
3: Vle328.
Time
A: Whot does she do?
8: She'sareporter.
Material A: Mere does she m k ?
Worksheets A and B
B: S h e l l u w k s ~ M n !
A: Whot does she & in her free time?
8: Shegoesswimming.

Procedures
....................... ".............................................................................................................................. ."...."..............................
Pllase I
1 Before cbss, take mpies of the worksheet and cut them in half as indicated.In d m h a d out
worksheet A to half of the class, and marksheet B to the other h+
2 Set the antekt and the task by telling the dass: Rw m orgcmhs d o nnnmer cmp for
homdess children. Ybu haw a Iist of volunteen. b u r tosk is to decfijewhat pu we g a q to do
and what the volunm are each ping to cfo.
3 Individually, students read the list of chores and write their names next to the two chores they
want to do.
4 Pair off studentswith worksheets A and B to find out what their partnerswant to do.Write LMmt do
p ~ ~ ~ l t t o c b l l ~...~ontheboardif
l n t t ~ necessary.lncaseofofinginteWs,kt~
sort it out with whatewr language they can use.
h II
1 Usingthe worksheds d i t the questions and answers in Longuuge ou4wt h.
2 In pairs,students get from their partnersthe missing information on the dunteen
3 Studentsthen M e , in pairs and together, what the best chores are for each volunteer.
4 Ifyou wish, regroupstudents so they can report on and discuss their decisions with other peers.
q -. ..- ;
Ir 8.. I* *. a. ,r .- a-. .-. .-. .-. --. --' --. . - ..
-- .. . -.? 1,. 3,. 9.. I.. I '

v ~ u w u U I U I YW~ ( Y W , && * P I U Y i j y & ~

msb
cook the meals cook the meals
wa& the dishes wash the d i

I
clean the bathrooms clean the bathrooms
take care of the W e kids take care of the little kids
h n the teenagers entertain the teenagers
&e swimming l e m give swimming lessons
iiok after the h e s look after the horses
1 takecareof fhe garden take care of the garden I

EIame: Sharon U e s Mame: Phll Lee Mruu: Sharon Miles Inme: Phil b e
Volunteer Volunteer cate@r& volunteer -c Volunteer
Age: 88 4@ rrrc 20
lob:- Job: Job: Jobc cook
Plaaecifwwlcm ?l8aeofwort: PbcarJa'llor)r: Plmoof W a k Mr Chaw's
P o b Wg
s
c
- Eobldear Hobblear E0wi.r: ges8enlng

IC-
C8-:
-1 53
a fermer
Bergel 8eibel
Volunteer

~oi~kSunnyFarm
Xamm Sergel Selbsl

-:
Voluutesr
IB
PLobbies: horse riding
es
\
- -

...
_Language
--
____ -tocui
..... -
-- - Level
-- -

glemsntary or
Vocabulary
-- - ...............
.-.-
&kdw&hb of frequency

. .
UNIT 1 Present

Time and again

.......................................... .............."..................................................................................................................
I "

Activities: Any activity students can think of for a given picture, e.g. picture 1 may generate: go
wSWrmrnrirg, win in the seda Iake/a rivw, swim across the English UKMnel,etc
Adwrbils of freqwncy: emyckry,mure h . o n c e a day, quite often, dmst e m y day, about once
5

pro-krtennsdiate a d, sometimes,o couple of times a month, once or mke a wr,not vwy &n, ha@ ewr,
- -- - - .. sddom,newr
-''me
Betting game coammts
....................-..................................................................................................................................... -.......................... .....
Topic Thii game g i m learners an opportunity to practise asking questions with how o h ,and answering
mepl and mnts fhem with adveibiils of frequency, while using a kt of vocabulary related to general activities and
. - . ..
events. R is quite chaflengingand fun in that players must be able to anticipate their qpofmts'
Interaction - .
answers in order b lay down their cads and win the game. That means knowingtheir class- well
m g s of three or fwr '
and being able to use their picture prompts aeattvely.
Ti me
20-30 minutea
language output
..............................................................................................................................................................................................
A: How often do you do your homework?
Material B: I s d c k K n & m v h o ~
Two sets of cards per
gron~ Procedures
..............................................................................................................................................................................................
1 Beforeclass, cut out one set of picture cards and one set of frequency cards for each group.
2 Elicit and d e l the language in Language output several times to make sure students are able
to formulate the questions and use the adverbials of tequency.
3 Divide the class into groups and hand out the matenal.
4 Demonstratebeing student /I using different adverb~als.Show them how they can use the picture
prompts creatively to generate the adverbiak they want e.g. How often do p g o to h e beach in
thesumrner?Abovt once a week How often does your granho&er w a r a bikmi rn the k h ?
Note that some of the adverbial cards are quite specific, e.g. once or twice a p r , while
others are underspeufied, e.g. often.This will encourage discussion and help learnas understand
that the m i n g of some adverbials of frequency may vary accwding to the adtvity they refer to,
e.g. often in Ioften catch a cdd (perhaps several times a year) and Ioften have a holEdoyin the
Bahums (perhaps once every two years).
3 Playing the game:
B Players shuffle the picture cards and place them face down in the middle. Then, they shuffle
the frequency cards and deal them out eventy,
) The first player turns up a picture card from the pile and decides (a) which one of his or het
frequency cards to use, and @) who the 'How often...?'question will be directed to. The
qwstion must involve the picture on the picture card that the player has just pickedfrom the
pile, and the purpose is to get an answer containingthe adverbial on the s e k e d adverbial card.
D The player then formulates the question. If the respondent uses the adwrbial on the s e l d
frequency card or m e other advehiial that the group accepts as being equivalent then the
first player may discard it. Othetwise, he or she keeps the card without showing it to the group.
D The first player to get rid of all of his or her cards ins the game.
 Time and again

Picture cards
r \ f \

4 From Games lor Crommar Ractfce Q Cambridge University Press 200 1 11

 Picture cards

f \If \
I
I
*I
I

I
I
I
I
I
I
I
I
I
I
I
I
I
\ J:\ #f

(
El From Games for Grammr Practice O Cambridge University Press 2001
 Time and ag

QP
Frequency cards
\

quite often

\
.................................. #
\

sometimes

J
f f \

*.
a couple of
not very often
times a month

/
3

never

2
-.L

From Comes for Grammar Proctjce O Cambridge University Press 2001

 UNIT 2 Past

-
.

Vocabulary

-
i -, ......................................................................
Language focus
~ p ~ - -
..........".......".-.".................................................. "

81mpl, p u t of regular and W:meet, buy. see. mk.go,d o & , mt, do,get up. mne. M4it, huh,f e d talk. hnp.
m a r spend,hkove,vwshvwshwew.give
-- . .
i - -- - --)
Level
comments ........................................
~ ~~- " --- ) -
The &ectiw of this game is to give learners plemy of whquesbom in the simple past as inpR plus
an opportunity to practisethe simple past d regular and irregular verbs in statemeno. Even though
a d amwm~ it is quite eonadled this act* urges learners talk about &rmek, and to monitor meir &I

<- --
--

.Topic
..
~

.... ) bnguage as well as their peers, as they can only score with accurate answers.

immwandevema output
Language".-...".".... ....-.-."."."."........... ............
: Interaction
~- -. 3 A: bdw sp.whtMidov~
"

Rin 6: ~ s p e n t m y l b s t ~ m r n y w r d e ' s i o m
.- - - --
\
-- Time d
Prowdmra ...... ......................... ............. ..... .... ................ ...........................".....-..........-
10miwtsr
- -
...............................-.-.... " "." " " " "........."
.. ..... 1 Befae dass take copies of h e workheel and cut them in half as i n d i t e d
(. Material ')
-2
2 Elicil and model the bnguageoutputby asking mdenb several whquestkns in the simple pa*
WoJlulaaaA.ndB.dim
and requiringtheir a m to be mrrecf espially wib regardto verb form.
Ih*opaPw
3 Hand wr worksheel A to haH of the &a, and worlrsheet B to the 0th- hall Pair off mdeno

4 PbVingthegame:
) The game beginswith student B casIing the dice and adding die numbers rolledThen
sbldentAarb~qwslionthatcwrespandsto~tdonhisorhermwaksheetFor
e m m e ilB rdls the dike and ihey t-18. s l w h t A asks @ion 8 on his or her
miishe& vvhich is: bM?e~~ddp~~ouspendyowlasr
) l s h r d e n t B a n s w e a ~ , h c o r s h e b b s a t h a t q ~ sIuddlYswlbheet
y
Otherwise, that qu&m e m a h a& and a n be a5ked agam a rnother- dephg
onthedice. h o t h e r d becameirnrrectwemswrejgbsdrstkrthancacrected
immediatdy,~abyers@given~~forseNIonedianatwwne&~inh
w
b Pbyerstalretum~lhs.Thehn~mMmtaIIofthe~~~h
m'=
Variations
.................................... ".".-.......... -.--.-----."."." .. ........ - " ........"...."...."
u studenk to pactkeformubtingthe questions rather than jusl readingthem npba die
lf y ~ want
qlJ&msmmeworloheccsHlahcues
NummnuQr*l
W you am shon ddii hand aut one to each pai and have them rdl it wke.
 ikp!loy ~ s e~l n o h

-
$puns Isel 1sqjeaJq
puads no4 p!p a ~ a q ~ JOJ ahey nod p!p l e y ~
jJ!eq lnoh y s e ~
isel nor( p!p uaqM
~~U!UJOUJ auoy

(- 7 3 L
r

Where did you meet What did you buy When did you first What time did you arrive
your best friend? last week? see the sea? home last Saturday?

Who did you visit How many times did Where did you What did you eat
last weekend? you go to the movies celebrate your last last night?
last month? birthday?

r
What time did you How did you come
What did you do
yesterday? get up this morning? here today?
I

From Games for Grammar Practice O Cambridge University Press 2001

r2.2'~ E - z r j - lhazards
UNIT 2 Past

a~
'h.
~ a n ~ u afocus
-~e . ................
verbs hang m n d , w l k into, look at,fight, rrde, fall into, run m r , go too fast, leun om I

Nwns: moped,pothde, trok oHker,bike,jogger, duck, pond, rail

Level
-- -
L .
Comments "..........................................................................................................................................................
.*................................
In this advity learnerswill be practising the simple past and past continuous as well as m e phrasal
verbs, as they mmpose stow lines with the bits of informationgin. Unlike many other stqeIIing
sto?rt-g activities, there is no f w d story line in this case. Learnersare free to link the circumstances and events
C
I
'-. - - A
Topic
- in any logical way they wish in order to create meaning.

r
Language output
.._."................................................................................................................................................................ -.....................
Interaction
'----
- .-
F~WMw s hanging around in the moW l Iust Saturday She suddenh mlked into a huge Christmas
Groups of three or four r&ht m the middle of o hold M i n g down the tree and h o t r b n q bemuse she w s b k h g 01
,---- --
! Time mpeople Mhting and didn't see where she w s going. She quidlypkkel up the ire, and
p t e n c k i co be the mall's decjwotw,k u s e she feh werywre w a hoking at her.
..

(, Material ..... .! Pmcduma

Set d cards
................................................... "........................-..........-. ^....-.-.........................................-................................ .......___.
f Before class, cut out one set of cards for every group of three or four students.
10- psr
2 Begin to model the language by telling your dass a funny accident you have had, similar to the
one in hngwge output, drawing attention to the simple past and past continuous forms in your
story. Then get a couple of students to tell their stories. and explore the details with questirm,
while encouraging the use of the correct verb forms.
3 Divide the class into groups and hand out the material.

) Players shuffle the ~ards

and deal them out evenly.
D F l a p stake tums laying dcwn ~cads, one at a time, in the centre of the table to m p o s e
e
fwr story lines. The stMies belong to the entire group, that is, everyone may mmpwe and
change them.
) Rules of the game:
+Players may only begin a story I i if they h e a character card to lay d m .
+They rnay add cards to any existing stories on the table providedthat the stories continue to
make sense.
-,They rnay change the sequence of cwds within any story line or move cards fnwn one story
to another in order to accommodate new caw&.
-,The player who wan& to lay down a So ... The end card will have to invent its amtent that
the end of the stiny, This may be done at any time during the game, and other players may
continue insertingother cards in dle rniddk of the story, but they may not chaw its endng.
-,Y a p k m ~o t lay ~ davKl any of his or her cards, he or she says I p m .
) The winner is the first player to get rid of all of his or her cards.

Groups choose their favourite story and tell it to the rest of the class.
4 From Comes lor Crommor Procfice O Cambridge University Press 2001 . , . 1 . .' d 23
 UNIT 2 Past

Sweet memories
Language focus -
........................ ..................................................................................................................... ......................
"

U d to Veb: grow up, fall down,breok. fight with, foil, go 00 a nip,hove o &re
~evel~ Nouns: childhoodmwnory,toy, tree house. pet, (school) subject, comqdoink,idd, hem, dote,curfew,
Intenndate Or xhool &nce
upper-inmediate
Commentn
..............................................................................................................................................................................................
Type
This game provides a lot of input and intensii practicewith a wide range of vwbs in the simple past
-go= and habitual past with d m . Because the subject of childhood and teenage memories is so close to
Topic everyme's heart the game promotes a lot of wnve~tionand bener rmdent rapport As such, it
Omwing-up menlorlea should be r e s d for the more wmmunicath end of the lesson and used for fluency building.

Interaction
language 0-
..................................................................................................................................
" .... ....................................................
"
Groups of two to six k Whoddpusetofghtvvithuvhenywwereo~roger?
Time 8: 1usedto @ht a lot wit/! my sister.
A: my?
8: W4 because she used m borrow my dorhes withoot asking me list
A: And who used to win?
Board and ace lone PI 6: She did bemuse my mther was o h y s on her side.
gmu~l.-ela lone F
h-I Procedures
1 Repare qwstanr dated to childhood and teenage qmiences. Ask one at a time. elid anwrs hwn
the dass, and continue the wnwMtan liom there, as shown in h g u q e q . Drawstudena'
attention to the meaning and use of usedto, and conbaa it wim the simple past t necessary.
2 Divide the class into groups and hand out the material.
3 Playing the game:
) byen pbce their wunten at the starting point (symbol of birth'!& st&) on the board
) They tab turns casting the dice and movingdong the bmrd a c m d i .
) Whenever a player lands on a square with a question in it someone in the gmup ask him
or her that qwshn, and & player amwen. ihe group should then explore the topic with
further qwsbom, answen. comments, etc Enwuragethe appropde used the simpk past
and usedta.
8 'Ah- a pbyer lands on one of the squares containingh a m or unhappy events of Me,he
or she must fdlcm the instruaions in them.
) The fist p k q to ~ to (but not beyond) the finishingpoint (qmbd of graduah the
~ get
mortarboard) wins the game.

"".......................................................................................... ............"............. .--.---.-.................

1 Hyou are teachingteenagers, change the qwstions so as to suit their young + 7
-- ,
ti;
2 U yw want to let your students dedde what m talk about and fornulate h e qwstions them&~,
repbce h e quenions on the boardwith prompts, e.g. CROW UP, SCHOOL. TOYS, W E S . F
a47lffi,MOTHER, 8ROTHERS 8 SISTERS, etc
N* on c b size E
H mdena are playingin pain or groups of the?, use coins instead of dae That way they will move fz
eiher one square (heads) a lvm squares (taik), and have rnnpportunitiesto talk
 , -..,
- .-
.., ,I1
81
m -
::I I=\ ill ,TI ,

i ru a s w s r
-I

i i i i i i i i u u lu u ul u s u a a w A ijl i4

was it like there7

 UNIT 3 Present perfect and past perfect

/ 3.1 Around town

Present perfect simple Mostly prompted by pictures
words and expressions on situation cards: run out of, ohsentmmded, spilled, tough luck, gone
rhrough o red Irghr, fine
Intermediate or
upper-intermediate
Comments
~ ..........................................................................................................................................................
~~

This game has been designed to relate past events ~wthpresent results, and to provide much~needed
Board game pract~ceof the present pedea slmple to express such rclattonshlps. The activily IS fun in that11
stimulates learners' Imagination and acknowledges thetr ndmdual contribut~ons.
Recent experiences or
events Language output
..............................................................................................
A: Whut's hoppened to 81/17
8: H F flat
~ broke/depressed
Groups of two to six
A: Why/How come,
B: Berouse he has lost all his money in the stock morker
2 0 minutes A. Gee, thotl too bod What's he going to do now?
R: I don? know Never buy stock5 agafn, Iguess.

Board. set of cards. and Procedures

dice (one per group).
counters (one per student)
..................................................................................................................................................................
1 Relore class, cut out unr set of cdrds fur each group.
2 Wr~teBrl11sdepressed on the hoard Elicit possible causec and w n f ~them to the left of the
scntmce, drawing students' attention to the use of the present perfect simple, e.g. He has lost h ~ s
job/Hrs grrifriendhas Ieh him, etc Then el~citplaus~blcfuture aalon5 that Bill mlght take. Model
the target language with sevcral students.
3 Divide the class into groups and hand out the rnatenal.
4 Playing the game:
) Playcrs place their counters at START, shuffle the cards and place them face down on the table.
There are two kinds of cards. The picttlre cardc dpp~npresent rr!sults which students must
interpret (e.g. Maria is very happy) and think of causes for, using the present perfect stmple
(eg. She has been promotedm Wce-president) The situation cards, on the other hand,
provide input on the present perfect simplc, plus the luck element in the game, for they
contain situations and instructions that may lead the player back to the beginning of the board
or toss him or her closer to the FINISH pant.
) The first player casts the dice and moves his or her counter accord~ngly.If it lands on a shop,
nothing happens, but if it lands on a house, the player picks a card and turns it face up so
eveyone can see what is happening inside the house. If it 1s a picture card, the person to the left
of the player begins interaction with hlm or her as shown in Language output. On the other
hand, if it is a situation card, the player simply reads it aloud and lollom the instructionson n.
) Players take turns proceeding in thus way. The first player to get to (but not beyond) the FINISH
point wins the game.
Note on group size
If students are playlng m paws or groups of three, use colns instead of dlce That way they vvlll move
one square (heads) or two squares (talk), and get more practlce
1 Rill

Rosie

.28 From Games far Grammar Practice O Cambridge UniversiFy Press 2001
 Around town
v
Nick I Wendy 1 Joel I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
I
1
I
I
1
I
I I I
E--------*----------------------L--------------------------------- ----------*-*---------*-----------

Vicky i ~ i z I Anne

You've run out of petrol. You haven't eaten

You have spilled
How can you be so anything all day.
coffee all over your
absent-minded? Aren't you hungry?
new jacket. Take it
Go to the nearest Go to the coffee shop
to the dry cleaner's.
petrol station. for a sandwich.
.

Your sister has just had You have just gone

a baby. How about
Tough luck! You've through a red light.
just missed the bus.
getting her some What a shame!
Go to the taxi stand in
flowers? Go to Go to the bank
front of the post office.
the florist. and pay the fine.

Your cat has fallen Don't forget you've You haven't talked to
off the roof again. invited friends over for your mother today. She
You'd better take it to dinner. Go to the must be worried! There
the vet to make sure supermarket and get is a pay phone just
everything is OK. something for dessert. outside the chemist.

From Comes for Grammar Proctrce 8 Cambridge Un~versityPress 200 1 28

 UNIT 3 Present perfect and past perfect

Snooping around
-. -

- - vocabulary
~an&e focus ...................................... ......................... ...................."."....".".",".........".....".........-."."."....",-..,. .... ....-.""......
" "" "

Pnnsnt pltsd stmple waQand@om:dongwous~,oaa?~.~k~,fd,conPesC.&,

with ear mugged,mnke a ~y*rnistake.haw a meak uwy,jw a queue,
on,tea fco,get Hind M,
--- -~ ~

Level ~lod.~a~~~,4eorchthrovgh,bdongmgs,~,nokeded~,~,peep
. -
thmgh, ke*, tnibe, fortune tek.
Intamad*to to .hnnosd.
-- . . . . .
Type-
mthmdam The purpose here is to provide plenty of input on the v e n t perfect simple + evw,to get learners to
- understand how thistense contrastswith the simple past, and to praaise a lot with both. Despitethe
- - Topic initial contdled prompt, the a- invites leamm to share life experiences and is therefoce d e n t
a-
- - fm generatingm & o n and buildingfluency
lnteraclioa
- --- --
omupottwob.ir
-- - Jdumwe output
............................................... " .........
Time A: Hove p u wer been to a fortune tdkr?
-- -
8: &, Iflave. ,
a~k30mhndr
. . ~~ A: Wy did you go there?
Material
~ . . B: LWl Iwonted to know when 1 would End a @ H i e d
B w d . nt of cads. dice
lo- PM ~ m n p l-. t a Procadurea
..............................................................................................................................................................................................
pa -1 1 This game indudes three sets of cards,marked I to 3, containing questions graded from the lemt
to the most conbovenial. So, lock thrcugh them and pick the set or the cards that best su&(s) your
students'age and culture. Then, cut out one set of 14 a more cards f a each grwp.
2 Model the language by askingyour dass Hove you e w...? questions and developing
ccmmdion fnxn there. The aim is to point out the use of the pesent perfect simple vems the
simple past
3 Divide the dass into groups and hand cut the material. &
4 Playingthe pame:
) Pbyers shuffle the cards, pbGe them face down in the centre of the board, and dimibuiemeir
counten among thefour comers.
) They take turns casting the dm and movingtheir counters m d n g h l as indicated by the
arrows.Whenever a pbyer bnds on a ballm, he a she wins the right to p i i a card and aJ;
anyone in the group the 'w
question m h plus one other relatedqwstion to satidy his w
her curiosity.
D The winner is the first player to get bad to his or her starting comer. Altematnrely, ~ J Umay 1el
them pby fw as long as thy like w until yw think they have had enough pa&e
From Coirlcs /or (;nir!ii:lor Prortrcr O Cambrtdj:e Un1vet:11) Prrii, i O l l l
 h n e volunteer
a course or

Have you ever won

From Games for Gmmmor Practice Q Cambridge University Press 2001

 Snooping around

From Comes for Cromnior C'mcl~re0Cambridpc I l n ~ v c r ~ . I'rrs5

~ t y 7001 33
 Snooping around

34 - From Comes for Crommor Procbce 0 Cambr~dgeUnlvers~tyPress 2001

 UNIT 3 Present perfect and past perfect

Before or after.3
Language f o c u s V o.~c. a~................
.~~ ~~~
b. ~d a r.............................................................
~ ~ .... ~ ~ . ............
~ , . ~~.....~~~ ~ .~ ~
.,............. . . ~ ~ .....................
......... ~

Past perfect simple Conjunctions: as, sfnce, b ~ o u s eso

,
Level Words and expressions: be fired, fad, Ilor broke, know your way around, fall asleep, oversleep. miss
class, overdrown
Intermediate or
upper-intermediate
Comments
Type ~ ........ . . ...............
..... ....... ~ ~ ~ ........................ ..............~ . ................
~~~~ ~~ ~ ~ . . ~ ...........................................................................
~

This game offers plenty of input contrastingthe past perfect simple and the simple past. There are
Card game visual clues as to the relation between these two tenses and the order of events on a time line in
Topic cause~andeffectstatements. The activity focuses on both mfantng and form, whtle encouraging
Causes and consepuences learners to monitor their peers and nqotidte group consen<us,

Interaction Language output

............. ~ .... .........
...... .~~ ~ ~~ ~ .......................................................... ..............................................................
~ .............
~,~
Groups of four or five
As/s~nce/becouse Ihadn't slept oil night, Iwas very trred.
Time Iwas very !,red because Ihodn'f slept all nrght.
15-20 minutes Iwas very t d , so Ifell n~cIeepP

?*?aterial Procedures
Twosets of car& per . . . . . . ." . .... .."" ""............... ............... ...... ~

1 Refore rlass, cut out one set of situation cards and one srt of causes-and-consequencescards for
F0"P
each group.
2 Model the language by writ~nglhodohqhf wrfh my s!srerlasr month on the board Eltctt posclble
causes, e g Shc had borrowedrny brke nnd scrutchedrt and 1181them on the left Cl~c~t po5sfble
consequences or effects, e g Id!dn't talk 10 her for three d a p and 11<tthese on the r~ghtHave
students combme the ~deastnto compound spntenrec w~ththe nght conlunrt~onspaying
attention to the use of smple past and pdst perfect s~mple
3 Div~dethe class into groups and hand out the materiel.
4 Playng the game:
D Players shuffle the sttuation cards and place them face down on the table Then. they shuffle
the causes-and-consequencescards and deal thesc out evenly.
D One player turns up a sttuation card. Whoever 1s hold~nga card expressing a plaustble cause or
consequence for that situat~onmay place it accordingly, to the left or nght of the s<tuat~on
card.
and connects the ideas with the rlght conlunctlon.
D The group then decldes whether the connection is plaus~bleor not. If it is, the card placed on
the table is constdered discarded: ~fnot, the player must take it back.
D For any given situatton, all players may discard as many cards as they lhke, pruv~dedthe
connecttons are plausible.
D The ffrst player to gct rid of all of his or her cards wlns the game.
Note on language
You may want to point out to your stud~ntcthat. In spokpn language. 11IS more common to invcn the
clauses when the conjunct~onbecause is used, eg. I wos very 11rdbecause Ihodn't slept ailnight
butt the verb forms and meaning reman unrhdnprd.
 Before or after?

36 From Games for Grammar Practrce 8 Cambridge University Press 2001

 Before or after? 1

From Games for Grammar Practice Q Cambridge University Press 2001

 What on earth ....
3
, , Vocabulary
Going to Nouns hot, apple, rocker. cup, money, shopprng bog, books, porcel, osprrrn, blockhoord, mask. prom
,.T:j,,l potoroes, rnogn~fy~nggloss. surtcose, broom, bucket, pencrl, flowrs, popcorn. envelope, bonle, bog of
flour, credrt cord
Pre-intermediate or
intermediate
Comments
.............................................................................................................................................................................................
.,. ,
Thls ~nteractiveboard game gpts learners to associate the expression of ~ntentionswth the right luture
Board game form: gorng ro. A< 11requlres players to imagine a variety ol actlons lor each one of the oblefls
deplcted on the board. the game can be very stimulating and humorous.
Intended anions
Language output
..............................................................................................................................
< , 11
A: Wllot on earth orc you gotng to do wirh rhot magnifyinggloss'
Groups of two to six 8: I'm gomg ro look lor my <orriod lenses.
,,.,
Procedures
20 minutes
.-,+r*-
1 Rring to clas. plctures of objects that are large enough for the whole class to see. Glve one of
them to a studenl, step back, and ask: Wholon eonh ore yougofng to do w~rhthat .. 7Elic1tan
Board and dice (one per answer from that student and other possble or funny answers from the rest of the class. Draw
group), counters (one per
students' aRentlOn to the use and meaning of gang to. Repeat this procedure to make sure
student)
students can use this form appropr~atelyand understand the Idea of the game.
2 Dlv~dethe class Into groups and hand out the material.
3 Playing the game:
D Players place their counters at START
D The first player casts the d~ceand moves h ~ sor her counter accord~ngly.If rt lands on a square
LVlth an object in it, the person to his or her left initiates interactton wth him or her, as shown in
Longuoge output. Ifthc counter lands on a square with mstructions in it, he or she must
follow them.
D Players take turns proceed~ngin this way. The first player to get to (but not beyond) the FINISH
point wins the game.

Variation
..........................................................................................................................................................................................
For intermediate students with gDod vocabulary and to make the game more challenging and
humorous, have them come up w~thunusual actions for the objects, e.g.
A: Wac on eorih ore you gorng ro do WA rhof magnifying gloss?
B: I'm golng to sron o camp hre m the garden.
 From Games for Grammar Practice Q Cambridge University Press 2001

- . -- -
 UNIT 4 Future

Make it snappy
r. + p r , Vocabulary
Will Wards and expresaons rorn hard, flat broke, solory nse, spbrr,ng hrodorhe, 5er up, frred, lreeze to
. 1 death, rooktng wet, srorm, borrow, ger o loon, call m s~ck,orrfer, I'vc hod I[{, change ~ n t o
sornerhmg
worm
Pre-intermediate or
intermediate
Comments
.....>
This aaiviw focuses on the use of w111for ur~planned,spontaneous dec~s~ons. Although it does not
Card game really requlre language prnrl~lrt~nn,
th~sgame dors provde a lot of useful input. and the quick pace
.~. . - actually reinforces this meanlng of wtll here^

Unplanned decisions
Language output
A: if's your rnoiher~mlow'shrrll?doylodoy
Groups of three or four 8: Gosh. Iolmosr lorgor 171send her sornr flowrs/i'll yo lo vrs~fher rhen.

10 minutes
Procedures
1 Before class. cut out one set of situation cards and onc set of response cards for each group.
2 to tho5e on the s~tuatoncards Ask students
In class, wrlte on the board a few sltuatlons s~m~lar
Two sets of cards per
how they would respnnd spontaneoucly to edch one of them t l c ~the
t lesponses and draw the~r
STOUP
attention to tile rnednlng and use of wrN
3 D~v~de
the <la%Into groups and hand out the rndtcr~al
4 Plnylng the game
8 rdrds and place thcm fare down on the table. Thm, they shuffle
Players shuffle the s~tudl~r~n
the response cards and dcal them out evenly
8 The first player flips over the first situation card and reads 11aloud. Note: The situation cards
have been wrlnen the r~ghtway up and ups~ded o m so ttiat everyone can see
8 I h e hrst player to call out an appropriate respunse to the situation gets nd of the corresponding
response card that he or she holds. Note: There are always two possible responses to each
situation, so players have to be quick.
8 Players proceed in thts way until someone has d~scardedall of his or her response cards and
wns the Rame~
 I
*UJJOJSaq3 )o
asne3aq ~ a f i I

.lej!dsoc( u! s! ssoq no^

3uqeos auoq ayue noA j
!

You arrive home soaking Your mother is coming

: Your boss is in hospital. You hate your job.
over for dinner.
wet because of the storm. I
I

o masnoq ayq
-pa~!juaaq aA,noA
u! pooj ou s! a a y l

*cp
u
You're freezing to death.
I
I
: It's
i
tI
your mother-in-law's
birthday today.
You've been fired.
There is no food in
the house.

*ssau!snq ufio 3aar)s ay-$40 a(pp!UJ ac(J

~noAdn )as 03 ~ u e mno^ u! umop uallej ~ r n . f a ~ ~ n o ~

You want to set up your You've just fallen down

E3,000for your birthday. own business. in the middle of the street.

I
I
*ac(>epeay I heles
Bu,~!ldse aneq no^ i
I
8!q e 30% an,no~
I
I
I
I
I

You have a splitting j You've got a big

headache.
I
I
I
I
I
salary rise.
I You're flat broke.
II It is raining hard.

~ ~ ~ ~ ~ w ~ m m m m m m n m n r n m m
 Make it snappy

42 From Gomes for Grornmor Proctice O Cambridge University Press 2001 F

 UNIT 5 Mixed tenses

Easy rider
Miredte- words a d -:like besf obour,a 0hc&y, swvenirs, go o b r d , medeep, bin

C -1 ---7 guide.^

Conments
Rdammd&
"....".--.- -,.."."."...--...........................".".......".."..................."..........".............................
............ "."......................
(Typesihsi game offers lea- an opporrunity to review and practise mixed nnses (pastpresent and

,-
i
Bcafl
Tonic _!
- wge future), plus mme mqdak, within a unified mntext and a tluerwy-bui~ng

O
-,,
activity.

............................................... "...."......"...................................... ....................................................................................

mnOflle
,- A. ~ d i d y w & y w r l a s t ~ ?
( L!t&!B!!2~A 6: I m t to he Greek E s l o n d z n 5 ~ aht d kiskdrnyporenls in the cwnbpde.
Qotlprdtheortour
\ Rocedurea
...................
\ _ ~ Tie
1 Betoredass,anoutmsetofcardsfore&group.

-
1s-20 InbNtas
2 Siike up a conversationwith the dass on their k t a next holiday to model the target language.
Material
) 3W e the dass into grcqs and hand wt h e mateial
BorrQ~0fcudl.nd
-1 P= wowl. 4 Playingthe game:
copntenlow per ahdent] D Players place thur counters on the little aeroplane on the board. Then they shufflethe cards
and pile them face down on the lng suitcase on the board.
B Players take tums casting the dice and moving their munten accadmnly.
B whenevec a player lands on a suitcase, the p e m n to his cf her right pKk,a card from the pile
and asks him or her the question or\ it or reads wt the events and instructions on the card. Ifit
is a quesbon, the first player answers, and the grwp may ask further quesbons or share their
experiences on the topic Ifit is an evem plw instmctions, the pbyer fdlwvs them.
B The fint pbyer to get badr to the little aeroplane, that is,& go round the world, wins the game.
From Games for Grammar Practice @ Cambridge University Press ZOO1
 Easy rider

: i~ Cards

What did you like What can a

best about your tourist do in

4 Where did you Where do you How much is

stay on your usually stay a good hotel
3 in your city?
last trip? when you travel?
*
3
x
i! From (;om?? for 0c ~ , : ? ! ~ r , d gL ~J ~ I ~ ~ P IP~ W
G ~ O V I ~A?c<!~cc,
G ~ >C\ SI ~ I
 Easy rider

Cards

hat are three

hat's the best

tourist to visit in

still have some sent you some

*-------------------------------- .---------------------------------

with a tourist passpoH and can't

continue your trip.

**-------*----------------------

the roulette!

db
@cl From Comes for Grammar Pructice Q Cambridge University Press 2001
 -..-."
I Ilothing's perfect! (I)
...,rru,.*"l.~ U A A U 1
.1
.u
. ~ u U L UL;IlOILS
I

Vocabulary
............................................................................................................................................. ..........................
" _._ _._

Cenefatedby-ts.

Coaurrents
..................................................*.............
...
..........1
...*a" ""."................................... 11.1.11.11 ................................................
This activity W n g on the use of the first m n d i n a l is unique in that it is entirely generated by the
students. The discussion it stimulates involvesstudents' p m n a l beliefs and preferences, in a c o n m
dwttheyrehteto.
3,;
( Topic Language output
.....-....................................-..................................................................."....................................................................
A: I haw receiwd these &mjob OMMid,une shauM I take?
3: I f p t o k e p b 4 y a u ~ g @ t m & t m ~
C: Yeoh but if you take dmtpb, dlhove to commute to m
k cvwy day Now if you take job 13,
Time ) yww~beaWetodto~
--
20 dmtsr Procedures .
..........................................................................................
" ......................-.........................................................................
1 More class, take one copy ofthe worksheet forevery group of three or six i x d e n a Cut each
photocopy into three as indicated.
2 Divide the dass into groups and give out one stripof the vrwkshea to each student (iwohng
with groups of three) or pair (if workingwith groups of six). Just make sure that within each group,
each student oc pair will have a distinct strip.
3 Elicit from the class what they think a p e ~ O K / b u n location,
/ kind of vuork or pay would be. Tell
them to write down their opinions under each heading, either indiwdwlly or in pairs, according to
the kind of p b at the mp of their strip. Circulate in the classroom and help them with any
~ocabubrythey might need.
4 When they have finished, each student or pair tears up their strips into slips, aloog the broken lines.
5 Then, the whole group manges their slips by IeUer s4 as to obtain: sir slips marked A six dips
marlred 0, and sac other slips marked t
6 Students dwnge the titles of the jobs to A, B and C. 4
1 Each group then chooses one of its members to play the & of the p e m trLing to decide which
job to take. lhe studentthus dxKen begrns interaction by exglaining the situaaionand aslong for
advice, as shown in mguage -. Students dixluss the pros and cons of each one d the lobs
using h e first conditional,and try to come to a consensus as to the best chcice fortheir classmate.

Variation
If your dass does not date to the topic, use Nathing'spehxt! @I),which is based on holidays. Follow
the same procedures.
Nothing's perfect (I)

From Comes for Grammar Practice 8 Cambridge University Press 2001 F

 Nothing's perfect (Iq ,

From Games for Crmmw Protrice O Cambridge University Press 2001

49
 UNIT 6 Conditional and wish constructions

Watch your step!

Vocabulary
..............................................................................................................................................................
Second conditional Words and expressions: dehberarely, an! hrll, chanty, fosr (verb), lamp post, bunch o/ilowrs,scream,
teor up

Intermediate
Comments
l h s board gdme lnvltes learners to lmagtnc the reasons lor very unusual or even nonsens~cal
Snakes and ladders behav~ourto st~muldtethe use of second cond~t~onals
to talk about v e y unl~kelysltuatlons It prov~des
prartlce and sheer fun

Unusual hehaviour
Language output
.......................................................................................................................................................
A: Would you cvcr shove your hrod?
Groups of two or six R: Yes. I would (shave my heod) r i I .were pard a lot of mon(>yto do rho!.
or
20 minutes 8: No, Iwouldn'f (shave m y heod), because rf Id!d,'shovcdmy head Iwould/mrqht lose mylob,

Procedures
Board and dice (one p e r
groupl. counters (one per 1 Wr~tea skeleton on the board for the d~aloeuein Language output Model the language by
student) playlng A's part and e l ~ c ~ t ~several
n g responses from ycur class Oraw the11 attention to the verb
forms and modals usrd
2 D~vldethe class Into group5 dnd hdnd out thr rnatrr~al
3 Play~ngthe game.
B Players place the~rcounters at START.
D They tdke turns rc~ll~rlg
tile d ~ c eand rnovlng them counters accordingly.
B W e n w e r a player lands on a square w t h a qlrestlon in 17, some other player w l l d~recta Would
you ever . ?qurction to him or her, and thry Interact as shown in Language output.
B I1 the answer 18 correct and cons~deredplaus~bleby the group, the player moves forward three
squares; o t h e ~ ~ l shc
e , or she wtll move back one square
) Whenever a pldyer lands on a footpnnt, he or she must follow the path, movlng e~therup or
down all the way to the cnd.
B The first player to get to (but not beyond) the FINISH point wlns the game.

Variation
........................................................................................................................................................................
If you want learners to really tap into thew imag~nat~on
and make the game even more humorous,
have them answer affirmatively to all the queaions.
P q

3 Watch your step!

-3

3 fw Grammar
From G ~ m e s 49 Cambridge University Press 2QO 1 51
 UNIT 6 Conditional and wish constructions

Pick my good deed

Vocabulary
....................................................................................................................................................................................
Third conditional Words and expressions-log cobm, con offord, pneumon~o,boll (dance), hove the h e m to, hqrnework
oss;gnment, bod mork, rnoke rf to (o ploce), be worn our

Upper-intermediate or
advanced
Comments
...................................................................................................................................................................................
This game prov~desplenty of sltuallons that slimulate the use of third conditionals. Even though it has
been devised so as to kcep the ~ o n d ~ t ~ 5tatement
on constarlt while cueing Irarners to vdry only thc
Board game expression of consequence, it ran be caslly adapted f o ~varidtion in borh parts of the condit!onal
structure.
Justifying actions
Language output
......................................................................................................................................................
A lean wo\ so depressed She hod no cornpvny for rhe w e ~ k ~ n d
Groups of two or SIX R Oh, rf I'd known (she hod no rwnpuny), I'd// would hove ~nvrtedhcr our to u movre

15-20 minutes
Procedures
..............................................................................................................................................................................................
.. 1 using some of the s~tuationson the cards, elicit and model the language shown in Language
output. Make sure you draw your learners' anentlon to the meanlng of th~sstructure as well as to
Board, dice, and set of
the verb forms and modal5 usrd
cards lone per group).
counters lone per student1 2 Divide the class into groups and hand out the material.
3 Set the context by tell~ngyour class: You ore 011 vey nlce people ondlove lo hrlp of hers^
Whenever you hear fl>otsornconc hos hodo problem, you express how sorry you ore lor not
hovfng heen able to help andsay what you m u l d have done lo help d only you'dknown!
4 Playing the game:
) Players place their counters on the four START corners of the board. Then, they shuffle the
cards and pile them fare down in the centre of the board.
) Players take turns casting the dice and moving their counters accordingly. Wenwera player
land?on a square w~thd 'sdmtlylooking lare' in it, the person to his or her lrft picks a card and
reads out the sltuatlon. The player then responds as shown in Longuage output
Note: Encourage peer mon~toringto ensure accuracy If the player lands in a square that has a
hand in it, he or she must mavc forward or backward as ind~catcd.
) The first player to get to (but not beyond) the FINISH square vins the game.

Note on class size

If students are play in^ in groups of frve or SIX, they can share the START corners on the board.

Variation
.............................................................................................................................................................................................
If you want your students to practlse varylng both parts of the conditional structure, elicit several
possibilitieswhen you introduce the activity, eeg.
A: Jean was so depressed She hod no compuny for the weekend
8: Ywh, Iknow I f d hodn'f ro~ned011 weekend I'd hove InvItedher our for o prcnk
If Ihodn? had ro work 011weekend. I'd have taken her out to dnner
If 1hod had her phone number. I'd have called and asked her out to a mowe
 Pick my good deed

?=
%' Cd

5 5;

@ @ @: :@ <@ ;@
@:
u @; 0 <@

1 .=l~i Finish
i~Blai 1
@; :@ fl

@: @; ;@ :pJ)
@: @; :@ <@ <@
a bJ B I

Frnm Gurrlrxs for Crcirnrnnr Prc~rtrcrO Carnbr~dp,~.

unlvcrslty Prpr,> 2001
53
 Pick my good deed

Cards
---8-
invite her for the
weekend in your
log cabin in the
mountains.

afford a ticket. in the garage. bed with pneumonia.

Greg didn't go home

Amy was very upset,
None of her friends
she couldn't finish because he didn't
remembered her
birthday.
for the plane ticket.
four kids.

: Kim didn't take any Poor Gordon has .. Keith invited 10 friends
Kathy her ! pictures on her last been wearing the for dinner last night,
leg and couldn't drive. : holiday. She same shill all week. but he'd never cooked

1 1 1 I
Tharsmy she didn't have a good camera, His washing machine for so many people.
come to class today. : poor thing! is not working. He was desperate!

Charles didn't make

Because she didn't i away for the weekend. Just because he didn't
it to your
haveanything nice z z t , : night
; becauseheI ~
to wear, Robin couldn't : have the heart to assignment, Brian
didn't know how to
go to the ball last Friday. ! leave her h e cats get to your house.
: . alone for so long.

new apartment. No

whole holiday.
another one.
 UNIT 6 Conditional and wish constructions

1The wish race

(
--
Language focus
-.

) vocabulary
....................................................................................""."........"..."*............................ "..."..*"........... .............................
"

words and w n s : slue ih-hna,n.ilhmr notice,gdm, o ~instmt modes,

, hangow,
nmwtd

The objective here is to provide openended, but still controlled, practicewith various sorts of wish
constnrcbkm. The game focuses on meaningand t m in that it requires learnersto pro& forms
-IPms (simple, perfect and/or continuous) that are appropriate for the situation given.
.'
C Topic - Language output
I wkh my mother nee not so nosy!
hodh'rqpenedmymd
u v o u M torespectmyphwy
~

Procedures
....................".-................"....................."..........................................".........................................""...........
........-..... .... " "

1 On the board, write down a few situations that are similar to those on the grid. Elicit responses to
( -- Material-
. - -.-/
-\
the situations with mish constructionr Draw students' attention to the relation lxtween the verb
Orid (mP S WUP)*
~ forms and the meaninghey Wress.
-(one per student)
2 Divide the c k into groups and hand out the material.
3 Flayingthe game:
b Players place their counters at A to D on the left-hand side of the grid. Their objective is to be
the fistto reach the correspondingend points on the opposite side of the grid.
B Pbyws may move horizontally or vatically aaoss the grid, one cirde at a time, p r d e d they can
come up with a wish sentence hat is both c o r n and appropriate for the situation in the target
cirde. A:
You may want to encourageyour learners to daborate on theii statements. eg.I
~ n i d , m ~ m o ~ h a d n k ~ m ~ m o i l . l ~ h o t eherfo~m~ri~httopiacy!
~~&~htwi~
D If a player wants to mwe into a arde that has already been ampied by another player, he or
she must produce a different 'wish' sentence.
) The first player to reach his or her end drde wins the game.

Variation
...............".............................................................................................................................................................................
If you want to restrict the game to a single category of wish construction, just make sure the situations
in the cirdes will generate the same kind of construction.
You got drunk Your boyfriend/
last night and girlfriend is
now you've got always too busy your mother's ww t o the airport

You overslept
f \ f\
,'LUtu
and arrived late It's raining hard, You live on
for a very instant noodles
but your umbrella, pass your last because you
important is at home.

\
You can't find
a job because
you are not
r['i mol
You had a gallon
of ice-cream this
afternoon and now
you've got an
upset stomach.
\E",y
to work this opened a letter
sed t o o \

f \f \
Your apartment
is too small
Your in-laws
have just arrived

uu
with your boss
and he fired you. for all vour for a 10-day visit

L'
taller. without notice.
 UNIT 7 Reported speech

Who's got my message?

- -.

-
Language focus.- Vocabulary
.............................................................."................".............."......".............."........
- - - -.
R e p d . p d Words and expressions: insumme cwnpony,pperwwmel, physmhmp~t,ooverdmwn, mchedule,
-. - - .. -- - make it lo (0 place), bred dorm
Level -

Type Ths card game p r d e s contextudized and interaaive practicewith the reported speech d
-gaw natemenk queskms Md quests, as used in a red life situah: that of g ~ n messages.
g Learners
Topic are given the contents of telephone messagesand asked to transform them into full reportedspeech
constructions.
Tslephansm a w -
I n t e r a-c-t i.
on Language output
.......................................................................
.~~ .. ............................... ...........................................................
Ornaps od threeto Iive A: Hove you got any mesage fw me horn my lawyer?
Time 8: Mr She soid &at your clbcumenh d a r e re*, arni asked/wna p u to come ond s@n them
torwrrow.
15-20 minub
a
M .-
aterial
8: Sony. Ma)& mmam else.
TwosstsOfFardspr
PUP Procedures
1 M o r e class, cut Mlt one sel of sender cards and one set of message cards for each group.
2 Inclass, wite on the board a few messages similar to those on h e cards. Elicit and model the
language as shown in hnguoge output. Notc You may want to stick to the verb agreement
principle or show that ths principle is, in fad. m i d d e n by other factors in speech, e.g. She sag
(hat ywr documenu om ready ... rather than ... were reocfy ... .

3 Divide the dass into groups and hand cutthe material.

4 Set lhe situation by tellingywr class: The seaehvies were obsent from work e,
so evebody
had lo take NmS taking down mewges Iw everyone e/d.'timever, the mesags go, mixed
up. Findywrmessoges -
5 Pbyngthegame:
B Pbyers shuffle and deal out both sets dcards and check fa any sender and message matches.
If there are any, they set them aside.
D Players take tums tlying to gwss who has the message cards that match the sender cards that
tky hold. Each player will do that by choosing someone that tky think has the target message
card, and initiatingthe conveMtion in Langwge output vvlth that person. If the answer is
affirmative. the message is delivered and the player cdects the target message card; otherwise.
the playe~only gets a m e ansm
D fie first player to collect all of his or her message cards wins the game.

Variation
If yw want to focus on repMbngeithw memen& ar ques60N or quests alone, devlse your c w
message cards xordingfy.
Note on class size
When pbylng on grwps of he,remove one of the sender cards horn the pack. along mth the
conespanding message card. so that all the players will get the same number d cards.
 Who's got my message?

y Sender cuds

~Ql'@=J
I ~!,I L--,

I I:,
I!,
11
1;
from your : from your from t h e bank from your
I ;:I 1I denbst
I s~stexs ,\I ~ Y U I

+om Jenn6-ex i horn your from your li

I
from yolnr
I
I
English teacher se,u-etmy parents
I
I I

i: I
I from Ule I frorn t h e Library I from the
Lnslnrmce I
( repair shop
i ampmy i

1
I

from personnd
:I
from your frorn your from your ktds
: physiotherapist grandmd
I
I.- _ 1 ( 1 -
 :!
-
' l q Who's got my message?
!
-
5
-
'I
-
Message w d s
1
-p

.J

MESSAGE: MESSAGE:
Call as soon 65 Account is Appointment
o v w d r m n . Make a can&. CalL this
Aunt ~gbthds. afternoon to
reschedule it. I
I

3
) FROM:
1 Jennofef !
parents
3 ~
!

MESSAGE: MESSAGE: MESSAGE:

d ' Going to make
s p d lasagna
3
tomorrow. Bring up dt the airport dt
9 some wine. 6 a.m.
3 i \,

r I
., ,
\

FROM: I :' FROM: , i FROM:

I
' FROM:
Paul
I!

: insurance
:I
company / library repair shop
'
MESSAGE: MESSAGE:
o r to pay p o n e o m e n s e book
b U . CdLl b a s k b e b r e : authorizing t h e I you want&. W U
6:30. WllL be at the ij repairs are reddy. keep Lt for two CdU when Lt is
I:
o f h . ; Can We car to any
: gar'J-ge. i

\
,I

-
- --
.-
--
i ,-\ .~ \ I - ~ -

FR,,,:.,,,,,~ ,.OM:
Ii FROM:
personnel physwthera&st grandmother
i

1 kds

MESSAGE: :
MESSAGE: MESSAGE. MESSAGE:
N e e d a recent :
Can schedule extra I Needs help wLth Want to spend t h e
photo Brmg Lt w by sessmn t h e 4 new N Please stop n ~ g h tdt D a v d ' s

I
t h e end of the I; after tomorrow CdLL by tomorrow mornLng Call to say Lt's OK
I wwk / and confwm wLth
jl swetary .
8,
:' \- -- I
 UNIT 8 Motials

Crazy cans
Vocabulary
....................
Can lor ability ifi~ordsand exprcisions nothrr, lorhrr, besr lr~end,reocher, Mrxfcon. Smioi\ii, nron, woman. pcoplc.
o , monkey, sqlnrrrl, pmgllm, duck, ror, owl, dllid, pprirrol, o?mplonr, iiprrrnoir,
brrdr, k o r i y ~ n ~/i?o,
<l~,n.knflr, coriipiirrr. rokuloror. rurtlr, If- Ponchr. chreroli
Elementary
Comments
Crazy eighls
r ~~tctrls
f r!ri !he cads have 111 rornrnoii in terms of skilli or abilit~es(set Possible onswers on page
1 lo), 2nd exprrs5 that i ~ s ~ ((in
l i g They nlust hlso iedrr~10 CIS? striitrgy 10 tvn, bt!t t t : ~tvtld card5 m13y
Abilities
r:m ll,r w l ~ e ~thfng
l r arouili?l

Groups of three to four

Language...output.....................................
A !?'hot roi o hrrd o n r i u p r r m o n do)
R liorh con fly
10-15 minutes
Procedures ............................................................
One set of cards per group 1 Iicfnre <la%, rut out on? srt ol rdrd5 lor each group
2 15, cl;!~,. \vrl!e a lem, paus of items s~rnllarto thosr em t t i r r,?id5. irnd miidel !lie tareet l.mg,i,,i;cs ~ $ 5

,,lroivri in Language output.

3 ! : ~ v l dthe
r rli:<%trite grot1p5and lh,ind out the m~!rr\;>l

in thc ernup chooses one o l Iris or her cards, lays it on the tablp, ,trrd d~rrct.,a
) Ihe yoiln~f3st
qucstnnn to the player on tins ur hei r~giit.a5 ihcnvri in Language output
) li thr rrsprlndtvt ~ ~ \ , e
ans rlnswer that acccptrd by the group. thrn he or rhr wm5 thr r>ptlt
IS

to pick nnc cf h.i, or her cards. lay it down and dlrccf a quesf~onto thr r v r t player If tile aniwcm
ISnot acreptcd. then he or shc IS not allowed to lay dowrl any @I s lher rdrdi. hut the i>t,xt
h ~ or
pbycv is. and the game procerds from there.
B l h e RCVFRSF, SKIP. BUY ONE, BUY TWO, d r ~CHOOSE
l PLAYER rrlrd5 (1111 b r osed by any
plr~yf~r
who holds thcrn to drldy opponent5 at any potnt dunng thc lhr player jusl sap
out loud SKIP!, RFVt'tKSt! rtc and the group must follow the order (see below).
D The first player to get rid of all of his or her cads wtns thc gdmr~
Note on game ~ l e s
Cxpl,an fo your students the meaning5 of the w ~ l dcards, whic h arr the tollow~ng
) RCVFRSE = the game changer d~rect~on
) SKIP = the player to the right of the one holdung tills card mlsse5 a turn
b UUY ONE and BOY TWO - the nea player must buy onc or two cards from the p ~ l c
) Ct IOOSE PLAYER = the player hold~r~g
ih,s card rrmy rhoose llle rltxl pldyrr l o tiavc the nght to lay
drwn a cdnl and ask a question
: -3 Crazy cans
' 3
 UNIT 8 Modals

Let's go together
Vocabulary
Like v. would like Knds of food and erilertd~nmentSome of the vnrzbld;:q, In the nirller!al may be nrn to elrmc,ntnnj
learners, but 11 15 not intrnded for proclufl~onJi15: rnak? Fure !hey can ertmci I r o r the ads the
they will need to carry o ~ ittt i r ~ rtask
~nfarrnat~on
Elementary

Comments
F i n d someone w h o liere, Icc,inersare gvcn a tdsk - to t n ~ ' ~someone
te out - ir;d go drniind the classroon~tnterztt~ng
with peer5 iri order ti] arrornpl~shi t ltlc m,!trr~.!l r'ffcrs plcrlr) o! trlput ; ~ r ~vc2riety
d phrs ll~r
cnrltcwt lor
thti lhlghly lnterarfive actlwf) ~nvolv~nfi
t l i r m e cf /,kc v i;nll,ir'hlr,
Invitations

Language output
.............................
Mixer/mingle activity inn&
A Do you hie M~ddie~iasren;
Lc lili~~!l.
not rcnlly

10-20 minutes
A. Oh OK moybe someonr eirr

A. r i o you hkc A.l,dd!c~fosrerr, iood?

Cards (one per student)
H Oh, yes, !do.
A Crror! Il'oilld you !,kr to go lo Ahs R<?ruiirar,t v.,,!l, 7
i:!-

H Sure I'dinve to IWhen?

A tir~v.flot~or,t1nnnhr.q. of 8 )
R Soonds hhnr See yoii then

Procedures.......................... . . . . . . . . .................................
1 Rclorr class, ~ 1 1 1out the cards, one lcr rvcry stodet:~
2 In class. nod el rile irteractlon abavc CirirR r l ~ cndm?:, c'l rcnl pl,:r.c5 or events in town \vh~lc
rnnrirll~rig,encourage st~~dei,t!,l o l p r d ~ t ~declti!lnr,
w as WPII
c'!: II~\.II~IIO~,

3 li,!n<l riut thc rards

4 Set the cor>textby tell~nf:yoor cia% You r,onr to co l o r!'e pbn. on your icrd, h,rr you c!so wc:nf
cornpony lrilnre your ~lossnmtrsto g l wrt~yori r v r r y frn7r: 5orneone ocrFpb write hf.5 or hrr
nnrric on the cord. plus rtie dcte and t m r
5 Doing thc ~ C I I V ~ ~ :
b Studcnts move arourld tall..!ng lo thetr clav,rn,ltr; Tlicy ,:lay arccpt a i many inwt,~t~nni
ar thry
W I S ~ , proi,,ded they are not lor thc wrne d.!te and t ~ v i r i
b you lee1 they have had enough pr~lctlce.rind out frtlrn the class w l ~ ~ h
Stop the actlv!ty ~ l l i e n
wcre lhc rrlosl popl~larplaces or ouf~ngs.
Note o n class size
If your class hds more than 18 studenn, split 11Inlo hvc 01thrre groups and have 5tuderits ~ntcract
withln tl~elrgroups

Variation
You may choose to concentratr on a %nj:le type of o u t l n ~r g cdting out, In whch case you sl,otkl
d ~ w ~ the
d r class Into groups of six so that earh student may have a d~ffercntcard Students wrll then
~ n t ? r xwl ~ t h ~thcir
n groups.
 Gerta's All Natural
Vegetarian food
An Authentic French Bistro that tastes good

Call for reservations

275-3992 Lunch and Dinner Mon - Sun
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Reservations ; Reservations

special double burger. €1.50 Best Middle-Eastern

Cheeseburger: M.99
Fmr~chMes: 5011

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Reservations Reservations
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All you can

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Frozen Dreams
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eat for £5 !!! I

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I Don't miss our fantastic spring rolls I[

From Gan?es for Grommar Procttce O Cambridge University Press 2001

 Let's go together

Museum of
The spookiest horror film ever made.
I Modern Art
The great arl~stsof the 90s

Hours Mon-Sat 10 om to 5 pm

' I

Tickets : Tickets
4
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M i s s Saigon I
The Most Acclaimed i
3 Musical of the Year
I k o y i ~rstivalHouse II Playing in the semi-finals
Shows: Mon -Sat at 8 pm
3 Sun at 2 and 7 pm. Friday at Chicago Arena 8 3 0 pm
3
Tickets i Tickets
,.

.-..-......-......-------------------------------- L--------------------------------------------------

The Grand National Theatre

Tickets : Tickets

From Games for Grammar Plocbce Q Cdmbrldge Unlverslty Press 2001

1 A c o ~ i c ~for
r t class~calrnuslc overs
1i: I Jazz
@$
k- Viva ldi i~: I Feel like you are in the heart
\ Four Seosons
Tllc : of fantast~cNew Orleans
1 Tlrr k r rr rrc~loriChn~nbrrOrrl~cstr(~
[ Shows: 9 and
ir~dayr8 p m Sunday 6 p m 1 Tuesdayto
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COUNTRY NIGHT
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I:ive L)il.l+~-cnrBands
Tlamenc8 Qance
It's fun
111swibd .- I<OIII,IIIC~ J I I (1111
~ all 11igl11 I C ) I I ~
I1
Iivc~t.)~
Fri(l:~y:rlltl S;~rurtl;~y;I[ T11e hlill Slio\r\: 'tile to Sun 10 p ~ n

' I

1 Erik Clark Ii Ted Mort allti the super moll I .

and his romantic piano

The best rock of a\/ times

'
i
in a recital to remember
Holywell Music Room This week only
Friday, Saturday and Sunday
I Thursday, Fr~dayand Saturday at 7:30 pm at 9: 30 pm

'l'ickcts : 'I'ickcts

64 Froni [;ornes for Crornrnor Practice 8 Cambr~d~e

Unlvcrslty f'rccs 2 0 0 1
 UNIT 8 Modals

Spinning ideas
--- -- -

-Language focus -~ -
vocabulary
....................
Madab I.LnPl4 Mcdals:con, con?,shouM, shoukinY, hove to,don? habe to
......
Level
~- - Comments ....... .....................................................................................
Re-lntsrmediate " "

Based on a game ccmmercially known as Scaltergcriehthis game is meant for intensive piedice with
modals to wpcess possibility, necessity, o b l i o n and advice. The game requires the4 learners focus
on the meaning of the modak and situationsdram on the dice, and produce sentences that are
Topic con m meaningful and appropriate. but at the same time original, in order to win the game.

Conakainta and language output

possibilities ................ .........................................-........
When you ore on hdnloy you don? two& have to wony about the time.
~youoreinolore~counny. ~shwMhymiwm~~vvwdsondphroses~n~hed
~ o i ~ hnw,
t 0 ~
. ~ ~ - ~~

Time
IS-20 minuter
~ ~
Procedures
..............................................................................................................................................................................................
. . ~

1 List the mods and write the idloving on the board:

Material
Wenyouoreatwcfk ....

lone
hmrytwO
Board and dice
"-' Then dich fmm the class various endings for this sentence wing the mcdals listed. h a w their
attemn to meaning, form and appropMteness
2 W e the dass into teams, pair off teams, and hand ovl lhe material.
3 Flaringthe game:
b Evely iwo teams should appoint one player to keep the xore and another player lo time the
teams' wock
b Team A cam the dice: once lo set the Saumion accordmgto the cirde on the leh side of the
board, and once to set the modal in accordancenith the a* on the nght.
b h e n both teams have, let's say, one or two minutes to mite dorm as many sentences
containing the modal as they can, foc the situation drawn.
) when the time is up, the teams take turns reading out the sentences produced. Thq xore one
point for wry meaningful and appropriate sentence, and two po~ntsf a even/ such sentence
that is ako ori'gimal. i.e. not thought up by their opponents.
) The two teams take twns proceeding in t h i way until the end of h e game, which is
determined by the teachec.They add up their scores, and the team with the highest xore wins
the game.

..Variation "....................................................................................
may want to replace the situations on the board with the fdlovrink which are mwe spwfic:
YOU

b You are hying to save money

D You are unempbyed
b You are movingto a foreignanmby
D You are som to be married
b Yw are visiting your iwlaws for the firsl time
b Yw bady want to lose some weight
From Games for Grammar Prochce 0 Cambr~dgeUnwerriw Press 2001
 E
UNIT 8 Modals F

Tough luck! c.
*
C;_
Language focus
C
Modah lW-4 Modals: may, m g k could, must. con%cwMn't
Level Words and expressions:be turneddown, 1011.gifted, no moner nhac, show up,broken-hearted,
Advanced house-mingpw,calldl.be born wirh a silver spoon h one's mwth
k
Type
Debate
E
.- This game g m s each palr of learners two en& of a wtuabon ~ l ~ l l v i 1M,
n g characters, John and Mary,
Topic j and ddle?gesthem to work wt what may have happened in the middle, to ptactise the perlecl and E
Speculations perfecl conthous form of may. might, cDUM.mat, can't and muMn%The fast-mwingpace
requires that learners exercise quick and imginarive thinking to c m e up with arguments to justify F
lnteraciion - their own hypdheses and counter their opponent's.
Pafn F
T~me
Language output c;.
Unlimited Siuation: John invited Mary over for dinner last nlght. Mary went w r , but no one answered the door.
A. John might hove l a h asleep while wa~tinglor Maryto hm up. E
Material
8: No, he m M n Y hove fallen d e e p while waiting lor her. He's mo4.m/ap wich her a d w s w
sel of cards (one per pair) aNnavs M see her! He must have gone Wren on emergency cat.He3 a doclw remember?
E'
A: No, lhoi couldn't have been the case. He w d a h Y hove acceptedbeingan call ifhe hod been E
phming m spwrd rhe evening w~thher. The inremm must hove been broken. ...
E
................................................,.........................................................................................................................,.,......,..........
1 Beforeclass, cut out one set d cards faevery pair of students and place the sets in bags a
k
envelopes. k-
2 On the board. vvrite down a situation whose wtcome is totally urwpxkd, prefer* with the
same format as that shown on the cards. Then, list the modals gn the bwrd. E l i t from ilw dms E
what might have happened Fot every hypothesis the dass pc&nts, d out a muntetargumenf
justify 6 and present a new hypothesisalong with a juMication for the class to argue against Do
k
this several times until the dass has grasped the chain: hypothesis counterargument and - L?
-
justification new hypomais and justification, and so on. Also,make sure students undetstand
the meaningof the mo&k and are able to use them mmedy. !!l
3 Pair offstudents and hand out the bags w emelopes
4 Pbyingthe game:
E
D The first pbyer draws a card from the bag or envdope, reads out the shtion, and presentsthe l%
fim hypothesis. Hi or her opponent must then come up with a rounterargument, justanation
and a new hypomesis. They go on likeathisuntil one d them is left with no mae atguments E
and gives up. The opponent then wins the situation card Nobr:Players may make up any facts
about John and Mary to justily their arguments.
ts
8 When you think the students have pbyed enough stop the game and have players c a m their k
cards. ibl-mwhas the largest number of cards wim the game.
Note on c*ss size and nntuial E
Mlhen wn;ing with a large dass, hand out sets of the cards on the first page to half of the pain in
dass, and sets of the cards on the secmd page to h e dhec haw of pairs. Wen pairs & dilfetent
E
sets have used up all their cards, haw them swap their sets This W s a . you ~ lime and nuk E
E
E
E
-

3 Tough luck!
3
n....................................................................................................
00

f l ;
3 John was the
3
3 i
most experienced
candidate.
3 He was turned
down for the job. i

9
x::,.....................................................................................................................................................................................................-:.
3 :
9 i
:
r l :
3
Mary studied like
i crazy for the exam.
j
?0
She failed the exam.

i.........................................................................................................................................................................................................;
3 :
rJ i John invited Marywentover,
3 i
::
Mary over for
dinner last night.
3 but no one
answered the door. i
3 1.................................................................................................... !
......................................................................................................

Mary was away from

i home on holiday. 3 C)
She got a n incredibly /
high telephone bill. i

......................................................................................................
.....................................................................................................-

John was a gifted

piano player. 3 o
He becamean
engineer.
\

.....................................................................................................
.....................................................................................................

i Mary said she would

i come to the party
i no matter what.
3 C)
She didn't show
up a t all.
i

......................................................................................................
 Tough luck!

'K.
I
*.....................
..--...-.....-..--------- *----------------------------- ------------------
I
I
I

[ Mary was planning I

3
I

Now she i s 1
I
I

to get married
I
I next month. (b
broken-hearted. i
I

1 -----------+--------------------

-----------------------------*----*-------------------------------------*-----------*------
J
-----------------------------

Mary planned The party was

a great house-
warming party.
3 8
called off a t the
last minute.

i John left home

i four hours before his H e ended up
i plane was supposed missing the flight.
0

,
I
I to take off.

j John was born with

j a silver spoon in
I
I

,
I
I
his mouth.
P R
Now he can't
pay for his beer.
I

i
I
I
I
I I
I I
I. _ _ _ _ - - - - _ _ - - - - - - * * - - - - - - - + - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

*_________+---___-*---------------
I
r----**--'-"----"-----*-----*--
I

j
I Marywasvery She has decided [
I
1
I excited a bout to stay a t home i
I I

i her trip to Greece.

I
instead. ,
I
I
I

r - - ~ - - - - - - _ - - - - - - - - - - - - - - - - - - - - -1- -
1

1 - 1 1 1 - - - - - - - - - - - - - - - - - - - - - - - - - - -

.--__------*-----**-*--**-*--*----F-----------------*----**--------

i john moved t o his

i own apartment less
I

i than a month ago.

3 8
He i s back in his
mother's home.
i
i
I
I
I
I

70 Frnm Comes for Crnmmar Proctrce 0 Carnhr~dgeUnlv~r51ty

P r m s 7001
 UNIT 9 Passive and causative

Something in common
Language focus Vocabulary
Simple present and past Nouns: forks, co~nr,polar beors, pengums, bonle opener, corkscrew, shower cop, crpdrr cord. rennr$,
passive squosh, shoes. sacks.pornrs, brushes, newspapers, rnogazmes, coffee, cotton, presents, greerrng
Levcl cords, glass. cernenr, stamps, orrleners

Elementary and
Comments
intermediate
Th~sgame prov~desprartlre with the s~mplc.prelent passlvc wh~lcchallcnglng lmrners to thmk of
TyyP
what the pars of terns have in common (see Possible answers on page 11.1).It focuze5 an
Trivia pursuit accurecjof form. enmurages cooperatton withln teams, and is sheer fun to play.
Topic
World knowledge
Language output
!;.,,:,. >,I!<,!, T~omA: Wlor do gloss ond rrrnwr h o w m common?
T e r n 0: Gloss and cernrnr/ Rorh ore mad? i r r m sand
Teams of two or three
,7,'. ,
5 1.7,
p Procedures
15-20 minutes 1 Reforc clas\, cut out on? 5et of cards for evrry two teams and plare the sen in bags or cnvrdopc5
'-::.,>r,;,{ 2 Or?thr boani, tvrtte douvr?a few pars of Items s~milatto those on the card.,. <?nilelirit bvlnt ils,
lterns have 111 r<!rnrnorl Wltti each palr of items, model and rnonltor the targrt ldrlguagr
Set of cards
(one per group) 3 D~v~de
the rl,~>s~ ~ ltcarns
t o of two or tlrrer. pnlr uff teams, and hand out thc bags or cnvelrqxi

B tvery two tPr?mimust appolrif one pl,iyer ro t~methe game and keep the score
B Team A dram a card from the bag or cnvelope and challenges Team 5 wtth Whor do and
have m rornrnon?Tram R hds some (pre~establ~sl~ed) tlme to d~srussamong themselvr5 and
produce an dn5wrr using rhe target language. If it a accepted by everyone in fcrms of mednlnE
and form. Team I? collects the card Othe~nse.Team A gets the chance to f ~ n a
d good nrisvwr
and collect the card themselves.
b Teams take turns proceedln~in th~sway unt~lall the cards have been used The team w~ththe
largest number of cards wins the game.

Variations

suggested below Just make sure you tallor the ltcms to your students' age and i ~ ~ l t uby
re
~ncludlngfacts about popular muslc, entertalnmcnt, local h~story,and so on Kemcmber our alrn 1s
to get learners to pradlse rhe target langudgc: the challenge is there ro mdke th? game more
Interesting, nor to tr5t rhmr world knowledge!

bu~ltby the Ancent Egyptrans

Iurossrc Pork arid E T
Yellow Subrnorrne and yesrefday recorded by the Beatlei.

B You may also want to encourdge the usr of Both ond/Nerrher nor in thr anrwrr5 In both
version5 of the game
From Games far Grammar Practice 0 Cambridae Universih, Press 2001 a
I
- 5
 UNIT 9 Passive and causative

Grown-ups!
L a n g u a g t : focus Vocabulary
.. ...... ........... . ....... ..,.,...............,........,..,,., .. .................. . ......,...........,.............,.................................... .............
, , , ,, , , , , ......
Passive + infinitive Verbs: asked, told, tough!, odvrsed, brought up, encouraged, expected, warned, ollow~d,fnrbic!cIecien,
supposed, forced
Level
Intermediate to advanced Comments
Type Th~sfluency-building aniv~fyInvites learners to share and dlscuis thcir i.ro\v~ng-upexperierices \%,Iile
Discussion practlslng passlves followed by lnfin~t~ves,
as in Iwosnl a1lowt.d !o cnokc. 11s des~gnguarantcec tllat
everyone will have an equal vpportuntty to prepare for and ln~tlatedtscuss~nnIn add~tnntu expoilng
Topic
lrarners to a variety of verbs used in th~scunstrurt~onand focusing or, its me.lning. ~t15 grc,:t for
Growing-up experiences
promntlng class rapp~rt
Interaction
Groups of three or four
Language. .output
. ...........
~~ ~~ .... .......... ..... ~.~.........., .... .... .. . . ~~ . .. . . . .
~~ ~ . . . .. . ..

Tirnc A: Mlhrn Iwor c tci,nriqr.! 1 was crkrd ri] pry forporl of our ilor,rcholi rxpenscr.
H: Irwnn't o < k ~ impoy
! for orly rrppnrpi. hu: 1 WOS ~ x p ~ r ! ? k>
r l rlorr ii!:IIP
t,oorrhoidchrrr~.
20 minutes

Material Procedures ~ ..
Worksheets (one per 1 B ~ f r ~class,
r e tf5ke c
shldent), set of slips [one hottc>mof rt)c i;cvkil,ctts, and re:ewe one lor every group. Ftnolly. cul !l:e grds ir\to i!lps snd put
per group1 them ir,lc> bar, cjr e n ~ * e l o p ai;alrl
i ~ ~ , rmr bag or erlv<:lopc for evcr!; grt:up Surl, s l p a r r 11t1,,!1.! 10
cnsurc l l i i t till ;toilcnts rr3n pamc~pd!~
eqllally iri the advrty
2 On tbr hnzri:, write cl~\\;na fcw ol the verhc from l h r work!,hrrt dnd ticdr.l tile trrgcTtb ~ ~ g u a y e
CIic11frof!i t l i c i rIc:cs ~ l c t c r n e r ~.ahr,ut
ti t h r ~ pr~rinn,il
r !:rowin!: [up r.wperleocfr. ,:nd b%'r,!r, :irr'm r?n
the board ,I: \yell Dr,\v., thc~rancrton to the targr.1 structurr: TI1r.n. ftrl,iIi7c a t h d Lirlef d~;,,~iilrn
,>stc \,ow thcy f t ! ~, ~ n divt:~~tt~er
tllvy th~nktlw~rp.ircnts/tc,lrlrrrs i.,rrct rl$t
3 Cl~vldettie cld;i rr~tugr(>upsand hand out the rnzrrr!al
4 Uv~ngthr ;.nlvlty
D lnd~v~doally. fill out the rhan nn the worksheet by wrltlni: one qertcnre nbout
5t~ldi~r'ts
themielvcs i i t t l i earh one of the verbc 8w:n
D In each gruup. wdents wtll dec~dewho will be A, B. C ?nd 11, and tvr~trt h r ~ rname5 ncxt :'I thr
correspnnd~ni:lerrrs lust below the rhan
8 The grnilp p~rksa 5l1pfrom thc bag or envelope. If, for exaniple, thc ;lip nrtid<62,rlwr~\ r ~ ~ t ! r i ~ t
b to lhf: rrll~cis
B reads cut h t i or her sentencc number 2 , which must contain the v ~ r told
then cor>tl~bote ~%,~tli
thelr own cxperlencrs. tistng the salnr vfr3 F~lr,:lly,tiley (licr-l;rr r \ l ~ e ~ h r r
they th~nkthmr parents/teachcrs, etc. were r~ght,and whether thry would do rtlp samr ,.v~lt,
their ch~ldrm/rtt!dents.elc.
 Grown-ups !

.~- . ~ - ~~ - ~~ - -v
When 1 was . .. I was(nft) . .. (not) to ... -
L

/ 1 asked
.-
2 told
-
i

/ 3 taught

1 4 advised

1 5 brought up

6 encouraged
I
-
-

7 expected -
-

r
8 warned
I
m
9 allowed
E

10 forbidden
.-
9

1 1 1 supposed

............................. @............................... @...............................

............................. 0..
0..
(name) (name) (name) (name)

14 From Gornes lor Gfornnior Proctfce B Cambridge Urrlvrrsty Press 2001 r

 UNIT 9 Passive and causative

Round the clock

( - --Language focus -' V O-v
..............................................................................................................................................................................................
Causative with nave Places: h n w ' s ,garage, shoe repair shop, photo shop, hair Mist, p h m p y shop, translation

-3
bureau (cerncernfied
translotionss),demaker/to~Tor(akemtions), opaiu'an ( e care),
~ locksmith,
...
Level
-. . -.,
eleehvnks rep& shop,chemist
Intermediate to advanced
. - , . -- . Words and expressions: dd-fashioned, sole, polrjhing, spill, ink stain, sleee, hay fever, prescn;obon,
we ) faebncer, Pght, inskt on,schod tronscn'pt

-
Role play
Topic
,......................................................................................................................
Comments
.-......................................................................
- -

In this task-oriented activity. learners receive errands to run. They go to various places and engage in
Errands and services
-- - - . full conversations to accomplish their tasks, using the causative form with hove. The target structure is
-- Interaction
- thus contextualizedand practised mmmun~wtively.
Groups of two to four
--- A
, Language output '
..............................................................................................................................................................................................
-Time
- . . .- --
20 minutes A: Coodrnorning.
-. - -, 8: Good momtirg. Can I hdp you?
Material
.- _ .. .- - - A: Yes I'd like to how these shoes repiired and 1 m n t to h e them polished hm.
Board. set of cards,and 8: Ye$. sir. They should be ready on Monday.
coins (onePer PUP^^ A: Monday! Con 't I have them r e before that? Y w see, they'remy fornurite
Funtmlone
permdent] 6: bW4 let's see ... Would this Thursdoybe OK?
A: Sure, much better. ShwM 1 pay you now?
6: Oh, no. Only h e n pau come m pick them up on Thursday
A: fine, then. Thanks a lot See you on Thursday
6: See you. H a w a nice day

Procedures
1 Dvidie the dass Into groups and hand out the material. ,.
2 Explain to your students that they will be getting things done at each one of the places on the
board. E l i the kind of conversation that usually takes place in such situations and demonstrate
the game a couple of times by playing the role of student A, and then of student B.
3 Pla)ringthe game:
D Players shuffle the cards, deal them out evenly, and place their counters at START on the board.
D The first player tosses the can and moves hi or her counter clockwise, one square for heads,
and two squares for tails. tf it lands on a place where he or she can run one of the errands on
hi or her cards, the player begins interactionwith the person to his oc her right. When they
have finished, the first player discards the errand he or she has lust run. Otherwise, no
interaction takes place.
B Players take turns proceeding in this way until everyone has moved round the clock once.
B Players count the cards they are still holding. Whoever has the smallest number of cards, i.e.
has run the largest number of errands. wins the game.
 Round the clock

76 From Games for Gron?niur Proctrce Q Carnbr~dgeUn~vers~ty

Press 7001
- 1
$ Round the clock
-

-- - x
- ,-,
Cards
!I You and your best
friend have just got
You need 100 copies j Your hair is definitely
back from a holiday in
of the new price list - : too long and old-
Thailand, where you
both sides. Note: your : fashioned. You want
took dozens of
boss wants them on i something more
pictures. You want two
his desk by the end of
copies of each picture:
the afternoon.
one for you and one
for your fr~end.

Your nephew has

There is a big hole in / Your car is making a spilled ice-cream all
the sole of your li strange noise, and it over your overcoat.
~i: j jis not as economical
favourite and most
Better have a
comfortable shoes. , as it once was. Nick
professional take care
They also need : I is supposed to be a
of it. Maybe they can
polishing. Why not try
that new shoe repair
!i fantastic mechanic
and his prices are
do something about
j that old ink stain on
shop down the street? j not too bad.
the sleeve, too.

Spring has finally Your answering Your two cousins are

come, and so has your 1; machine is not coming t o spend a
hay fever. Your doctor : recording the week at your place.
wants you to try a messages. Because You'll be busy working
stronger prescription. j you are a freelancer, most of the time, so
You need it before you j you really depend on they need t o have a
go away on business i it for contacts and copy of the front door
tomorrow evening. / new clients. key.

1 You have been having The trousers your

I problems driving in the
evening. You think you
might need new
glasses. Some friends
have told you about
, translation of your
Best Vision. They are
said to be very
competent.
I
You are applying for a
sister gave you for
university course in
Christmas are a bit
Australia. They insist
tight and way too long.
on having a certified
They do a good job a t
Perfect Fit, even
school transcripts and
though you have to
diplomas.
insist on fast service.
-i UNIT 10 Questions and auxiliaries

110.11 Making friends

Language focus Vocabulary
............................................ "
Wh- quedons wltb Wh- wads h o t , when, how many, where, how, how old
pressnt simple
verbs:be. h. I*, mme
Level and adpchves:phone number, kt mme. birthday, law&, kind(noun). 1 4 &,
Wsntary m h b r ~ s hnvmber,
, brothers. sisters. doss,porws
-.
w e I
Commenta
........... ..................................................................... .................................. -. ......................... ............
Find someone who
You may use this activhy to &ew hquestions with be and other whs in the present simple, and/a o
Topic . help your learnersto b m e belteraquaimedwith one mother. It gives bxic learners an oppomritym
Penonal i n f o n n a ~ interact ard &lip wilh a kge number ol peers in Engltsh despne their limited scope af mmnunica(ion
~. ~ .. --
Interaction
.....
language output " .
A: When is your brr(hday?
Time
8: My biithdoy is on June 5th.
10-20 minutes A: M y ? My krthdoy is in June too!/Oh, my bnrhdoy is in April
Material
Wmbh& tone per
Procedures .......
rtndentl 1 Hand out the worksheets and -bin he c&jeclive of the act* by samg: bumusf h d
dosmates who hove things in m m m wih yoll that is who do or h& something the same
0s yw.
2 Go over e a h one of the h e s and elicit the questions students would have to ad to find wt
who they have things in commn hth, e.g. Wwn'syour birthday?/ Whol dour is ywr
twthbmsh?/ Whot's yw loyourite f d / H o w dd ore purporents?/ Whwe do pm k?/
How many bmhn andsate6 hove yoo @?/Whor's ywr lost nome?/ How do you come ro
dm?/Whor's p r phone number?
3 Demonstate the dialogue in Langwge artpvl to show the kiM.of bnguage I J q may use^
Repeat this d h some of lhe other cues in the squares, pbylngthe rdes of student A and B
alternately. Let the dass viak out the language they will need to respond to one another.
4 Doing lhe ad+:
) Students fill an chan with infcmmim abour themselves
) Studem rove around the dasvaom taking to ddterentdaSsmate5to gel lhe infcmabnneeded
) Menever they find someone who has wmething in common vdh them, they mtst write that
person's name inthe mespondng square. Note: One different name pec square.
) The f ip e m to RI aU the squares wih difterent names says Bingo!, and wins lltlmawtj,n
nop
the xbdy afwa certain p e a of time and checkwho has filledthe brgen number of squarer
Variation
................................................... ....................................................................................................
" " " .....".-...
you may want to use thi activi*/to review any m e r i a l befme a ten or as you t q n a new level. The
n s mbe dated to one specific topic or cover any spec it^ grammar point.
9 ~ ~ t i oneed
Note on dass size
 Making friends
3
Y
i /

You:

And:
birthday
(month) ;
j You:
colourof
toothbrush

And:
1;
i You:

i And:
favourite food

age of parents j place of residence j number of brothers

(age of one of them) (neighbourhood) and sisters
You: \ You: ; You:
And: i And: i And:

I last name come to class phone number

(number of letters) (means of transport) (the last digit)
I You: ; You: \ You:

And: i And: And:

-
5
Find people who have things in common with you:
r!
8 write your own answers
5
b talk to your classmates
How much do you have in common with the other students?
?
I r o m Lames /or ( ; r a n r : r : r P i r ; i t a r O (.?,mhrldgr C I I I V P ~ S ! ~l ~' r ~ ~7000
i
7UNIT 10 Questions and auxiliaries
( 1 ~ .What's my answer?
focus
i.:l~?~inp? Vocabularv
Yeslno questions with Verb b e and other vocabulary !terns gencratrd by studenti.
present simple
I,rvcl Comments
Beginner or elementary Th~sKame IS excellent for learners to understand and master yrs/no questlons w t h be and other
verbs, plus shon answers with auxl~ar~es with partrular attentton on the be and do contrast This
Typc
means they may dsk and answer yeilno questlons in (lie present s ~ m p lpresent
~, rnrltinuous and/ni
Betling game future w ~ l bgorny to It a also a lot of fun In play because 11tnvolves ben~ng
and test5 how well
.,
1 op!c acqua~ntedlearners arc with one anothcr
Open
Language
. .. .......
output
. . ~ ~... .. ... .. .~..... ..~.~..
l::tr~rn~:tioii
A - Are yori on Enylrsh t~ocher?
Groups of two to six 6: No, I'm nor.
-.ilml.
.
A: Do you go l o the rnovres cvery tweek)
15-20 minutes R Yes. 1 do.

Sl;itcrin! Procedures
Set of cards lone per 1 Before clas5. cut out onc sct of card5 lor cvcry group
group)
2 Recap yeslno questlons by wrlllng a few short anstweis w ~ t hbe and do on the board, and ellr~ting
correct and appropr~alrqueston\ fcir 1ht.m
3 a card ( e g. Ye* we do) and asklri~the class a que5tlon tll.it wtll
D~monstratethc game by t<lk~ng
y~eldthe answcr on your card (r g Do wr h u ~ rr,i o s ~
011 (doy of the wcek when you ocrl~oiiyhow!,

clo5s)?). When they tiave giver1 you the answer, show them the cdrd ~ n tell
d lh~m yo11con d ~ s c ~ r d
11.Then. p~ckanother card (c g. Yes, we or?) and a>k the cbsr a qucstlon that w ~ lnot
l y d d the
dcslred answer (r.g Are you Erighh fcuchersr). As thry a n w e i No, we oicn't, sllrw thcm thc
card and tell them you canrlol dlbcard 11.
4 D ~ v ~ the
d e class Into groups and hand out the rnater~al
5 Playing the game:
) Players shrtffle and deal nut t h cards
~ e v ~ n l ydlsregarding any cards left over^
D The first player p~cksone of h ~ or
s her cards. and th~nksof a question that will yteld the answer
on that card. He or she then tries to guess who in the group will give h ~ m
or her the answer on
thc card, and dtrccts thc qucstlon to that pcrson.
D If the respondent produces a short answer tliat equals the one on the card, the player may
discard it; d not, he or she keeps the card^
D Players take turns proceeding in th~sway. l l i e f~rstplayer to get rid of all of h a or hcr cards w ~ n s
the game.

Variation
.. . .. . ..... .. ........................................................................
.................................................................. ,........... . ,...~.
You may use thisgame to practlsc other contrasts, such as slmple past v. present perfect simple. All you
have to do a produce a new XIof cards contarnlng the appropriateshon answers mth dd,h o w and hos
Note on class size
The Ideal group sire for play~ngthls game 15 four If your class 1s very small, you may have students play it
In paln but 11mll not be as much hm For a very large class, use groups of SIX and have them play it m c e
* 3 What's my answer?
:3
I
1
I
I

Yes, I am.
I

=;*-----------****---------------
I
I

t
I
I
I
I
I
I

Yes, it is. j
I
Yes, we are. Yes, they are.
I
1
I
I
I
I
I'
I
I
I
I
I
I

Yes, I do. Yes, he does.

I
1
I
I
I
I

1
I
1
I
I
I
I

Yes, it does. i Yes, they do.

I

I
NO,I'm not.
I
I
I
I

I
I
I
I
I
I
NO,we
No, he isn't. i No, she isn't.
I
I aren't.
I
I
I

. P
I
I
I
I
I

No, they I
1
No, he
No, I don't.
aren't. a
I
doesn't.
I
I
I
1

@
I
1
I
I
@
*
No, she I
1
No, they
doesn't. j No, it doesn't. don't.
I
I
I
1

-1
9
-- --

, a From Comes br Grommar Practice Q Cambridge Untversity Re55 2000 81

 UNIT 10 Questions and auxiliaries

110.3 AH about us
. . , . Vocabulary
... ...................................................................................................................
m-questions w i t h \a-
words whol, w11otk ~ n whot
d hnre, when, wfrvre, who, why, h o w hoillnnq, how ohm. how
mixed tenses mriny, ltow much

Comments
.....................................................................................................................................................
T l r personalbrd
~ lrlvla pursutt tan he usrd at nny level lor ntensli'e practlcc w ~ t hw h que>llort
format~on,as the qucst1on5are totally generated by thr ctudents The w l , tt'orcls can be combined
Personal trivia with any vocabulary and verb forms they have learned It i5 therefore also excellent for rcvlcwlng
purposes I inally. 11 helps learners to become better acquainted w ~ t hone wether,

Openlpersonal
Language output
.... ....................................................................................................
A nhor kmd o l movres does (name) Bke?
Groups of three o r four R Iiehhe Irkes wesrerns oricl thnllrrr
A 1low kmy hos (name) been morrr~d?
20-30 minutes U Iie/she has heen niorried lor five yeors

Procedures
Set of slips (one per
1 Refore class. rut out one set of sl~psfor every group
group1
2 Go over quc',llon lormatlon and modcl the language sevrrnl tln,t?s ivl:l~!lic v\,l,olc class
3 Play~ngthe p m e -
) Fdch aroilp wrltes questtons about thr rnrmber5 of one othpr group, plus the ~ a n w r r i n
, tlir
approprlatr ipacPs on the sl~ps.Then, they fold the bottom of c,ach sllp so ds tu conceal the
aisiverr and p a s t h ~ m
around l o l l r n z ~ ntiir
~ i:~a~ram
hclr)i\#.
Prrparing the quertlons Pars~ngthe que;t~i,ni dround
A

their
) Now pldym compete w ~ t hone another w ~ t h ~ n groups They tak? turns drzw~ny,a sl~panrl
read~ngthe quc5tlon on il Whoever knows the answer puts tlletr hanrl up anrl ,?nsinirrs The
answer 1s chptked agalnst the one wrlnpn at the bonnm of t l ~ eslip. If It 1s correct. the
responderit gets the slrp; if not. someone elze may try In casr no one knows, the pldyer who
[pads out the question d~wloscsth? answpr and sets the slip aedi:
) When all the questions have been asked, players count their sl~psWhoever has the largest
number of 4 p s wns the game.

Variation
Ifyour st~identsare not very well acquaintrd w ~ t honr another, set another contea. e.g famous people,
wnrld knowledge, etc.
: 3. All about us
-
: rl
3 I

What ........................ .
......................... ? Where .................................................... ?
3 I
I
I
I
I

9 I

I
I

3 ~iwer: fold here : Answer:

r
I
fold here
I

21 1
L
I
-----,-,,-,,-,-------------------------------------k--------------------------------------------------
3 % I

When ...................................................... ? : Who ..................................................... ?

3 II
I
I

3 I
I
I
I

3 ~nswer: : Answer:
fold here :
I
fold here
I

4 I
I
I
I
I

3 I

why ....................................................... ? i
I
HOW long .................................................. ?
34 I
I
I
I

3 I

I
I

!# Answer: foldhere : Answer: fold here

I
1
I

3 I
I

I
I

3 I

How often ................................................ ? : How much .............................................. ?

I
3 I
I
I
I

4 I
I
I

Answer: Answer:
3 fold here
:
1
fold here
I
I

3 I

3 HOW many ................................................ i

I
HOW .......................................................... ?
-4 I
I
I
I
I

-3 I
I

Answer: fold here j ,4mwer: fold here

3 I
I
I
I

3 0
I
I
&

3 What kind ................................................. ? i

L
What time ............................. .
.., ........... ?
3 I
I
I
I

3 I
I
Answer:
fold here : Answer: fold llere
¶ I
I
I
I
.3
. From Games for Crammer Pfactfce8 C d r n b r ~ dllnbversrty
~~ Press 7000
 UNIT 10 Questions and auxiliaries

Unique me
Vocabulary
.....................
Auxiliaries: loo, either, br, do. con
Auxil~ar~rs:
so, neither
Comments
Elementaxy to Express~ngagrecment and diiagrccmmt 17an important functlon in mmnrunlcat,nn, but by no mt-am
intermediate easy in Lngllsh as 11nvolves good control of a rarnplcx at~xll~ary
system. plus contra5tlng elements
such as 100. edllrr, SO. r)e,fIici. Th13studrrit~rcntteda~tlv~h/
h3s been des~gnedtc provkde practice
with t h r w pulnts while glvlne lrarner5 plenty of room to ~alk,,bout rhem$elves.
Sharing
Language output
..............................................................
A. l ~ u slovr
t M~choeliockson
8. I do roo. /So do I. / Miell. Idon?
P , 1 really can't sfng o l all
Groups of two to four
H Iro117other. /Nrrther con I/ W d Icon

10-15 minutes Procedures

...............................................................................
1 Rclore rlas5, rut rlttt one 5ct of cards for r v q groop

Set of cards (one per 2 On the board, wr~tcdown .ifew staternrnts sirn~larto ttiose on thc card3 t l ~ r l po5iiblc
t endlnp
fr~m half of the rlass. t nlm the other half, rl~cttagrrcmmt and djsagrrement, drawng thmr
group)
attmtion to the correct osr of the trllRP1 langt~<~.gr
3 Playing the game.
D Players shulflr the cards and deal them out evenly
D Whoevrr gel5 Ihu card l / ~ s lorr!
r brg~r~ lhc.
s glurlt. by romplr,t~ngthe smtrnre w~thsornp
rnntcnt about hbtn or hrrseif that h r or he br!~cvp'.no one rise \%,)I1bc ahlc to ?rho w t h
roojso or rirher/noriiri
D All the other playrrs ltleri rcspor~dw ~ l hdgrcernirlt or d~sdgr?f.nirnt.If no too,4o or e,rkcr,
ncirher rcspons?, arr produrrd, t h r r ~the I r 5 t pi,ijer 'mns' rhe c<irdlo, his ol her 'r~nqr~rn<.>s',
i ~hcrself Olhrnfi,i5r, lllc c~irr:goes to tlic ci'ntrr, of the tal)lc
by lay~ng11 nrxt tu t i ~ ror
D Pldyers take turns proceeding III tli~stvay Kc~trItla1 the group rnay challenge anyone's
statement I lhry thlnk 11 IS unlrue. Yau w ~ lwarit
l 1111\ 111 happen as 11 generates ronvrrsat~on
D l h e game ends when all the cards htrvr bern ~ ~ s bVhocvr!
rd har thr larp,est number of cards
la~dnen to him ar herscll \wvliis the Frne.
Note on language output
Yor~may want to leave out inverqlon w ~ t h.so/ne;rher when work~ngm,itli elcmenlaty learners

Variation
or morr advanced groups, use Unique me I1 It has been des1gnt.d to prov~depraclfce
For ~ntenned~ate
with a wider range of auxil~ar~es,
invers~onw t h so/netrl~er,and possessives, e.g.AMy rno!t!r,r r<w o r d
olsnokes. B: So is mine, as we have ohrn observed lenrnrrs anlp~lingm l h thi5 klnd of construn~on
 Tomorrow I am...

db
From G ~ m efor
s Grammar Practrce @ Carnblldge Un~ven~ty
Press 2001 W z f q
 I h a v e dlwajs... I h a v e never...

..................................................................................................

~dthw... I w o l ~ l dnever. ..

.................................................. 1 ................................................
3
I u s e d to... w h en... I couldn't ...

.................................................. ,................................................
1; 1
N e x t gem I wd... I don't h a v e to...

................................................................................................. ..

I h d t e it wh en... I w't s h d...

.................................................................................................
7
My favourite subj
My mother...
dt school...

A
86 From Gornes for Grornrnor Procf~ceO Cambr~dgeLln~vcrs~ty
Pre% 2000
r . UNIT 11 Articles

I - -.I Come one, come all

Lanq~inqt:focu. V0cab'"arY
. . . . ..........................................................................................................................
d a n v. some Nonrrs: prrzo, bread, coffee/tm, cheese. snusagc roK grapes, rcerreom, apple, ilrowberr~e~,
Icmonade, crassant. brsc~ah.cake, hot-dog, wrne, harnbl~rgr.~,pie, beer, soup
i ,.;.,.\
P ~ ~ r t i f i(npt~onal):
~t!~ op~rce
of, a shce 01. a glass of, a cup of
Beginner or elementary
. . ,!,,
, Comments
.. ........................................................................................................................................
Board game v w r 1,e~rnneror elementary students w ~ lcend~nly
l rnloy ths contextualr~rdboard game wlrere they
l able to practise the ust: of a/an v, somc wrth countable and imcountablc nouns. It 1s tntcrdoivc
w ~ lbe
tl~rouglioul,and the luck factor will pldy down an conipetltlori, thus ericouragtng we<?kerle<~rncrs
to
Food
p,~rt~[!patewlthout fear.

Groups of two to six lanwage

. . ~.. Output
.........................................................................
A Ill~milrlyoii like a /rot-dog/~onicmw,,e/snnrc j~r~~~.vbrrr,cs
N Yrs. plcore. /No, thanks,
15-20 minutes

Procedures
...............................................................................................................
and dice (One per 1 Dclorc class We have prtwided you \nltl\ two idcrttcnl col)!es of the same work5hert on 3 s ~ n ~ l e
group),worksheet and
page to save you photocoplc5 So. get only hall a< rriariy I ~ ~ I O ~ O C O ~of
I P thr
S pdg? a5 yot~t i a v ~
counters (one per student)
5tlldcmts In t h cla~s.
~ and cut the page in half dr indrated
2 In ilmi. hand out one hall of the workslieel to I : , ~ Istu!ler~t,
~~I and el~cltthe art~c1esfpart111w:s
lor thc
nouns pven Alternattvely par oil studenti, let them p ~int the drt1cle5/p~irt1!1ves. dnd check i w i t t i
the m*tialeclass
3 ir Language output above Moilel tile
On the board, wrtte the skelt,ron for t h dcllrlg~ir
~
language a rouple of tlrne5.
4 Set the context by telling your rlass: You crc qolrlg l o on endol~rermpi!q R r b r c gorrlq, d e n d ~
~whrr!you wont to hove t h ~ r efick thr h v !tcnls
~ fhot yo[, wont.
5 Have students indv~dudllyselpct thr! five d~iferer~t
tli~njisthry would lhkr t t l hdvc zt the party
6 l'layrng the game.
Players place the11counters at START
b The f~rstplayer casts th? (lice and rnovrs h~c,nr t!r,r r i ~ ~ r n tarcord~n~ly.
er l l i e person to ills or
tier right then offen h ~ m
or her thc i1t.11: In the siloart. where the r o u n t ~ has
r landed. If the
Item IS among those preworrdy s e l c r t ~ dhy thr player he or she arcepti 11and tick., i t off tltc nr
hrr list If not, he or ~ h51rnply
r drillr~es.
b Players take toms proccedinp. irr this wily ~)1?1!1r v ~ r y o r ha5
r moved round the board oncc,
Thrn, [ilaycn courit thr i t r r n 5 Ihcy hme racl: trckecl oH llirr lhsts The playcr who hdd the
ldrpest number of itenis hc or stie wanreti wln5 tilt. gane

Variation
Repldce the plctores on the board w ~ t hl:~ther\d e p l n l n ~the most popular foods and beverages serv~il
at partlei In your country
Note on material
If stuclent5 arc play~ngn groups of two or thn>e Fpr thvn, colni nstcdd nl d ~ r r,and
. hcmcthcrn icli.c!
e l ~ h!terns
t ~nsteadof lvt. Uy mo\rlng one \qu<irc (licc~d,,)or two squares (t~1li)arid iwork~npw!tl ,I

Iargcr non7bcr of ttelns, they v~rtIIgct morr pr.>rt~rc

Come one, come all

From Games for Grammar Practice 8 Cambridge University Press 2000

 UNIT 12 There and i t

Pack 'n' go
Vocabulary
There be in present hornbtirgcr bcr, oncmo, dsco, thcntre, pii1.l~,>on(
Places ,~,perrr~rirk<,i.roi,vc3rlrr sl~op,reslcl~lrrronl,
simple trnnrr cot~ri,n ~ m s t o n t lnrl
, gollrry, m t i s ~ ~ ~ n i grit
llar, , shop. clothes shop. plihlrr iihrory, bunk.
~ n r ~h u stop.
hiiokrtrop. hrness renrrP. /~nirdre.sserk.c o n ~ ~ e n r rtarr, ~ rnxr stond, undrrgrotind rrormr:.
i o t i n h n r . photo shop, orntisrmrnt pork, lcr~creomshop, post office. cashporn!

Comments........................................................................................................................
.....
Information pool Thls gamc offcrs lrarrieri cantextual~zcdand intcnsn~cpract~cc~ v ~ycs/no
th questions and short
nl-\swersinvulv#l?gl h r orr of rhcie rs/ore l4hat 1s so dppeai~og~ ~ U 11~s
U I ~ C ~ I 15V Illat
I ~ it 1s IIW
learners whc dec~dewhat ~vtllgn on the wo:ksheet. n,hat questions to a5k, and when they have
Hotels
oht;~~ncd
mou~:tiinlormat~nnto a r c t ~ m p l ~l l~~t e
i task
~r

Pairs Language
......
output .....................................................................................................
A ii rt,eie a stiprrrnnrAc.r iicor fhc l ~ o t r l ?
8 Yrs, ilierr is./N:i rllrre rsnl (but there rs o vrrf good ronvenlence storep,sr ocioss irorn rtlr
10-15 minutes
tlotri)
A Are thcrc or:y re~~touiunls
nnror rile hotel'
Worksheets A and B R Yes. r h m ) orr ./ri'o ltierr oirn't
(one per student)
Procedures
.............................................................................................................
1 Belure class, p'lflti!ropy tlle workstieel and cut tho copies In half a$ ~r~d!cated
2 C,o ovrr the ilr,rof :l:rrc !$/ore l ~ <lskvng
y t l r r rl.iss dbout pli~rcsncdr yoi~rsrh<!ol hlodrl thc
I,%nyudpesevi!ral Ilrnc',
3 1 I,?r;<l out rvi?ri\hvi:t A tr: hall 01 t1,e class, and worksheet O to !he other tidl Par off sludcrtr A
and H.
4 yoti ore h o l ~ l o w n r r sm yoor tnwii itur!f,nrr P
Srt the s!laa:lon by trlllnp, you1 r h c 5 iiti~!i~iitsA,
yo!, or? 1rovt;ihnr; 10 A's roiwn~
5 n o q tile acli\'ty
D Ind~v~duall}~.
;!udcr~ls A wilt? tlielr names on tile hole roof, ,~r!d d v r ~ d what
r klnd (!I p i ~ i r r s
thcrr are ,iri~urldttic~rhotel by sclect~ngc~ghtt e r n i lrom the lhst and plutt~ngthem on thc. map
Items rndy be rpprated. e g %vtihntels, three restaurants. r t c ~
D lnd~v~du;llly,
,,todents R der~dewhy they arc. trzvrill~ngand who with (clanly vocabulary fcr tllc5c
nvo parts 01 the wnrk5tieet 11 nctrssary). t lnvlng such spcc~lliclrrumstances in mlnd, they
dcrldc mti;!l t\,111 bc importan1 for thcrn to have near the hotel by rheck~nge~ghtof the itrms
I~sit:dor) their wrlrksllcct.
) 5rudents mork in palrs, ask~nglor and jilv!ng ~nforrnatonacrnrrl~ngto Itie d e c ~ w o nIhey
~ mdde
In the prevuu5 steps
D If sludent R think student A's h o t r 15 not suitable, he or shr should t?lk to other hotel owner5
unt~lan approprrate one is found
A HOTEL OWNER B TRAVELLER
I\
,_
You are going to spend about two or three weeks in A's town. Consider 1

1
1
the following aspects of your trip.

1
1 You're travelling:
r j on business
r on holiday
i;to do a course
C to attend a series of conferences
~~-
2 You're travelling:
alone
r- . 1
'~ithcolleagues
with classmates
-- with family
I
I

-
[7 to visit relatives - with friends

C1i a-
to visit friends
to do research tor school/work
- -.- - .-
--
- --
. with husbandfwife
L.

''
L- others .-

You would like the hotel to be near (tick eight items):

-
-
- -- --
A
1 supermarket 1 ._ public libraly
-
I .J souvenir shops
1-1 -- -. bank
1 [ ? restaurants L- bookshops
-
1 hamburger bars ' fitness centre
I rcinemas ri
- . hairdresser's
(, - . discos
i r-l
8 -.
convenience store
( -J theatres 7 T!
7bus stop
I -. 1 public pool I taxi stand
,-
7 r
tennis court "-
,underground station
. newsstand i,
, - laundrette
,
-

1;
art galleries
, -8
photo shop
-.
r 'museums amusement park
-- - - - -
What is there near your hotel?Select eight items and place them on your map. ,
rrbars
-
I-
'
.. - ice-cream shop
-I- - gift shop . .- post office
1-1
1 supermarket 1 1 art galleries 2 1 convenience store 1 cashpoint
I- clothes shops
2 souvenir shops 12 museums 22 busstop --- - - - - - - -~ -- I
3 restaurants 13 bars 23 taxi stand -- -- -~- -----
4 hamburger bars 14 gift shop 24 underground station Talk to your partner and find out if there are the eight items
5 cinemas 15 clothes shops 25 laundrette ' selected near his/her hotel.
6 discos
7 theatres
16 public library
17 bank
26 photoshop
27 amusement park I ,
Is A's hotel right for you?
-~ ---
R public pool 18 bookshops 2 8 ice-cream shop
9 tennls court 19 fitness centre 29 post office
I0 newsstand 20 hairdresser's 30 cashpoint
- -
-p UNIT 12 There and it

112.2 Rain ow shine

Vocabulary
It as subject W ~ a t h r conditions:
r c<,ld. Irvt. wmly, rburfy, f~ngyy.,unrng, srlrlwing. hcrzmg. wnny
, ,., : Adlertlves: difl~cult,easy, hard, rmpossrhl~.dangerous, sofe. c,.zp.xnsive, r h ~ n prnt~restmg,
, exriD,lg,
sens;ble, srlly, ,mportonr, nrce, snip!d, crazy
Intermediate
. ,. Comments
............ .. .. ........ ......................... ..............
~ . . ~ ~. ~ .......... .........................................................................................
~... ......
Tic-tac-toe lhrs game provides praaice with the dummy s1151ectri lor verbs and adjcnives related lo lhc weather,
8 . ...,.
~
as well as adjectives that may take an lnf~nlt~ve
clause as a rnmplement. These structures often p o w
Weather conditions ddftcult~eslor learners whosc natlve langunge c!llows for zero sublecss. The game lotuses on lorrn and
arcuraly, hut alro requlrps rrratlvliy. slratpgy and ronp?ratlon w ~ t l teams
~~n
".C1 :., I~

Teams of t w o or three Language output

~ ~~ ~~~.. , .. . . ..... .
........... .~......... ................ ... ~
~ ~~ .... ..
~ ~~~~ ~ ~~ ~ ~ ~~ ~~

When it's f o g g ~r r i dangerous to o'rfve on rhc rrlororwoy

10-15 minutes / t i silly to spend the cloy rndoors whpn !r IS sopny oufsrde

Procedures
Grid and set of cards (one 1 Before class, wparate one g r ~ d(lop half) lor every two teams Then, rut out the adjeit~vecardi
l o r every two teams)
(bonorn half) and put them ~ n s ~ad bag
r or cnwlope. one s i lor
~ every two tcalns
2 In class. take one verb or adlect~vefrom tlie gr~dand onr adlrct~vefrom the cards Wr~tethem cn
the board wjth an example of your own, as shown in Language output. i l ~ ca~few t more
examples from the class, draw~n):ttii-11ancriilon tu the target struaorcs~
3 D~vldethc class Inlo tearrls. par OH tear1:s. and hand out ltic rnatrr~al
4 Play~ngthe game.
B Objrnlve of the game: to form 2 vcn~cal,horizonlal or d~agonalrow of corren answers on the
gr!d (lir~tac-roc)
D Teams apponnt one player to tlme lhc responses and kccp the score. L
) Team A p~ck,a card from the bag or cnvelnpc, and chooses one slat in the gild. Bcforc thew
tlme I up (let's say, one or hvo minutes). they must produce a scntencc using thc word in thc
slot and the adleit~veun the czrd, as shown tn Lanquogge output.
) If their sentence is accepted by everyone in terms of nleanlng and form, they mark the chosen I I

slot as thrir own.

) Teams take turns proceed~ngIn th~sway unt~lone of them does t~c~tac~toe,
in wh~chcase they .
- ,
score one polnt, o r until all slot5 have bern taken w~thoutclthrr of lhcm doing t ~ ctac~toc ..
ill
I-lave them play the game several trmcs Mi1.n you th~nkthey have had enough practice, havt
them add up their ponnts. The team w ~ t hthe h~ghestsrortr wins the game. - ,

..
. t i

Note on material
.
I '
As students w ~ lbe
l playing the game \evrral time\, they may cltlier use d~fferentsymbols to mark
~ whlrh 1s Pmy and qu~rkto do
the~rslots in each round. nr copy t h grid, .
I l l
.

. . '.
.
I

;;I
,.:
. a -

; ;i
., ..C --
ii*
 Rain or shine

.
#
A 1: 1 cold
hot p w i n c l y

& c ~ o u c i ~@foggy 22 clbb

b bh
raining

Fr),
4
o o a
0

0
0

0
0
snowing freezing @ sunny

.......................................................................
3%

. . . . . . . . . . . . . . .Se. . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . .Cards I__.._.........__._......

difficult \ easy hard impossible

>...----.--...--.--------L....-----------.....----&-----------------------*A------------------------
++
i dangerous i safe i expensive [ cheap
:...~~......~~~.~~-~-~~~-~...~---~----~

j interesting exciting i sensible silly

L------.-.-..~.-~~...~."~LLLLLLLLLLLLLLL~.....----l------------------------2------------------------A

i important i nice stupid crazy

----------------.-....~..J~.........~-~.~~........ >..~~~~....-.....-.....---L----........------.......

krr,r7 C<r:w\ for [;rc!nii,:o, p,,:, (,i. 0 (rll,l~ill,!~:i. /:I+~<,., )(()I

93
 UNIT 13 Verb forms

Verb trap
Vocabulary
............................................................ ...........................................................................................................................
Veib + gerund: enjoy, proct~se,miss. sfm, love, can? stond, remember, regref, con? help, admit (to).
Level pospne, try, mid,stop, keep, imagine, mind, mnder, hate
Wrb + infinitive: deode,manage, sfor?, promise. rhrmten, love, onempt, remember, y,fend, s m ,
slop, leom, lorget, refuse, hale
TYpe
Grid game Comments
..............................................................................................................................................................................................
Topic This fun and challenging game focuses on the accurate use of verb + gerund or infinitwe, important
panems that learners must anend to. However. winning the game is also a result ol strategy and
Open
~
cunning. In addition, learners take full responsibility for peer correction.
Interaction
Group ofUlree or four Language output
..............................................................................................................................................................................................
T1mc Please slop mok~ogall tho1
15-20 minutes I napped fo hove o mock on my vvoy fo class.

Material Procedures
....................................................................................................
Grid [one per gmup). 1 Take md the verbs followed by the gerund and others by the ~nfmlt~ve f r m the grid. Ask ywr
coloured pencils (one per
class to make sentences with them, requiring lhal they be followed by another &. Draw their
-dent)
attention to the use of geiunds and infinitives. Don't forget to go cve~those m b s that may take
either a gerund oc an infinitive as a complement but with a difference in meanlng.
2 Divide the class into groups and hand out the material. Pbyers in each group should use different
cdoured pencils.
3 Playmg the game:
B Objeclive of the game: to occupy as many hexagom as possible while, at the same time, trylng
to pr~lentthe advance of opponents. ,.
D To nan the game, each player chooses one hexagon and makes a sentence with the verb in it.
H the sentence is judged coned by the rest of the grwp. the player may claim the hexagon as
his or her orin by marking it with the cdwred pencil. Note: To malntain a reaso~blepace, set
a tlme llmit for the players to come up with their sentences.
D From then c q a playefs taget hexagon must be contia~wswith any hexagon already
occupied by him or her. Note: Because of this rule, players may use the I M n g strategy: they
may mare into t k hexagons that are coniiguws with their opponents: thus isdatingthem and
pwenting them from occupying new heuagons.
) The game proceeds until dl the hexagons have been taken. Each playe~ counts the hexagons
he or she occupies. VVhoever has the largest number wins the @me.
Note an class size
Even if your cbss is small, do not let students play in pairs. This d l cancd wt the strategic factor,
resulting in a vev dull game!
From Games for Grammar Praarce 8 Cambridge Un~versltyPrers 2001 mf'~~'m 95
7UNIT 14 Prepositions

114.1 The preposition contest 1 "

.. Vocabulary
I
Repositions of place Adverbtal<cf place and l~me-of work, hurrlr, rn,rldr,y. 8 o'iiork, srhixji, nrqhl, lire Gty Fcuik, Honiuh. t h r
and time ti:? i>?ocll,llle s m n d
rile wall, nry i~rr!l!dcv,5ri: Ai,(v?l~e,
/>e(lch:on Orcrnlher 25rh. Sundoy, hol~dr~y, -M
., . floor, lhe rodfrr:irl my ajxlrhneril, rlo~sc,Rook 1. New Ynrk,Joi)), I/:? n?(irilmg,l / k ~ t , m r n n .thjs
i,iiqhbouri>wc'
Beginner
Comments -"
Tic-tac-toe -..
Iiwrnpri lo partclp,~triv~ttiiiutIra Thp
lurk play5 down \lie krlowled~efactor. nmhlrh mot~vate>\zfi%.,k~r
-
g a n c ~ l i criloolaer',
o cooprratlon within learns and p r w iorrcrt\oi, ,lrro$s IPams P
Open
Language
. .
output
.... ... . . .... . .. ..... ................
, ,

Teams of two to tour Myporenrr are at horn? now

My 11,rthc'oy i 5 on May 5lli

IS minutes
Procedures
1 Bciore ~1~1,s.scparate orie grtd (lop l\clO for rvcry hvo l i c : m i I h m , rut out thc cards (bottom
Grid and set of cards t,<,lf) c!nc! ~ I It Il w r ~IKIIC
~ b<!>;s or er~~~c~lc>pe\,
q y r c,r~<,
~ ~ V 1~11
I ?vc,:y PC;: t~an13.
[one per group)
2 1,) rI,s>, rruew the UTF 01 pr('poiltlon< to form a ~ l v f ~ tI$) t1111v
~ , ~an11
~ [II~CCCIS \\'ell n~ some f ~ x r d
ex,,,es3,0n5
3 t k rla5$ Inlo teams, p<!lr OHrwrnr,, afidt ~ + r cwt
L>I\'I~C ~ d 151,V,.,I!~?~I,?I

4 1'1.1yii.g ill?Rnrne.
D O l ~ ~ ~01 lll?r v t ~ to makr ~rdmm,!rlc.!lly rorren \r.rlrilcpr in order to torn: r' venral.
~ @,me,
I!urlrcrlrlJI or dldgonlll row of X's or 0's fr~c~l,!cloe)
D lram ii (X) p~cksn card from the bzg or cnvtl(>pc.on i \ h \ c t t t r y ~vlllf\,,rl n pIhr.i\e Ncxt, tl>e)t
rhuosr <I slnl I I I l l ~ grid
r rontdtnlrip the prepos~lorlti~,!t rllry : l v ~ kw l i l o r ~ na corrpri adverbld
the phrase on thc rzrd They tllrn i r a l . ~a scr-tcnr r
~v111.8 i6.1tIl the i l d i r r b ~ ~ i l .
B If lllr: ScrlIePcc is j u d ~ e dcorlcrl by Fvcr!,cnc. lc;!m A r r ~ ~ i lllc
rii ,,lot \?Ih ,I" X: ot11?1\~!15r,
th~y
ti0 1lClf 5COrr

D Team G (0) prucceds In thc sdrne i ~ d y .

D l'i.~i, tealr!s take li!rris ~ l l d ~ w ntlie
?L@L~O g c<irds~ ' r ' c !::~dkt!'g s(i:lrntciihe g?mc ik.?Il end ellher
\>/1~11 on? of ttip t~,irnsd o r i ttr-tac-top, or w h m ill !hi. 4otr Itauc l x s r ni,akcll hut nclther team
l,;.~ , whttt~<a\<?11 15 ~1 drztv Note: lrr iasr a
rinne br t a i t o ~iri rmn: p d s a c,,rd lor which nll
thr, r i.~rr?cfprPpos!tmrtS (slots) havr heell 1aki.n. tliry put 1 b.+rk ir~,,dethe bag or envclope
and draw another on?
B l l l r y rnay play this game ievrml timr!i. In ttint case. errli led111scores CIrI? polnr evcy !)me
When thp aTll~wty15 over. thry counl tiic~rpr,nt\. and tbr team w t h the
they do l~c~ldc~tne.
lilghr\t $core wins

Variation
Whcsn makl-8 your own vcrsnuti, you m3y war11 10 li>avr rlnr >lot bl.,nk i ke Insf, n e q
101 w n r ~ llh

h no preposition
her?, there, etc., w h ~ take
d[~wntown,
Note on material
As studenR w ~ lprobably
l be playing several tlrnrs, e~therhavr thrrn mark thar slots wlth dlflerenr
symbols cverytlrne they play, or have them copy the grid
 The preposition contest

.................................................................................................... 3.
CARDS
....................7...................7....................r...................,....................

work home midday j 8 o'clock j school

* ..........
............ .................L ..........................................................4.

: December 25th I Sunday i

L. .................S........................................I...................>...................

/ my apartment : class
holiday

Book 1
j

j
the wall

New York
,:

i
my birthday

July
.
j

L.. ..................................................................................................

! the morning i
.....................................................................................L
the summer i this neighbourhood\ night : the City Bank

.
:----
.
Harrods

..................................
j 5th Avenue

.
i the beach

..................._IL..............
/ the second floor j the radio ;

....................... ...
 UNIT 14 Prepositions

You and I
?u;lg I. !.

Adjective + preposilbn Adjedlves + pepowtans: smredd, gmdat,pwdof, mlwestedm, fed up bnlh, onnoyedaban,
pobus 01,respm-hk for, d k r from, hpekss at. wed to, riredof
,,.YPI
~ntsnnae Comments
Typ" This game makes learners attend to and practise adjedie + preposition wmbinadons, as w d as the
Sharing posilion of pceposilions in qwshons and relative clauses. a point that most leameis find it ditficulto
#asp. Because it invites parlicipm to find out more aban their dassmates and talk about
.r,plr'
3
.

themselves, it is ako excellent for dass bonding.

PenoMlitV fee-
Language output ..................................................................................................................................
......................................................... "

A: Whot k something you ore re@ scored of?

B: r m ~ & s ~ o c e d o f + e c s w m t ~ b a r l ~ ?
A: rm scoredof makes.
B: W h y 7 ~ y o u e v e r b e e n b i n m ~ o m k e ? / H 0 ~ d o y o u r e ~ w h e n y o u s e e m ?
.U;~trr~al
worhsba lone par
Procedures
student) 1 W e the adjectives fmm the wrksheet on the board and elicit the preposifions they go with and
the kinds of complementsthe pcepositions may take, 1.e. notins and gerunds. Aft- that model the
language in Language wlput by formulating some qwstim, eliciting responses and engaging
in conversation. Draw studenb'attention to the position of the prepositions.
2 Hand oul the worksheets
3 ooiithem~ry:
b Haw mdents fill out the worksheea individualbwith informationabout them*
) E ' h pair off nudents, especially the ones you think are not vt very well acquaintedwith one
another, or let them choose their partners. <.
D Participants choose six to eight of the quenions on the wMkJleet to ask their pa- and
devebp a convemlbn

Variation
D Ifyou~mtumthb~i~oagame.hauemdemaskadal-swerallofthel2quesbansand
&the balloons where they have somethingin canrrun d h heir p m m Then. with the whde
class, fnd out vhkh pair has the bgest number of things in c o m m Nets:This wi&m will,
hwevec turn a fluency buildngacbwly into a race, m mdents dl be focusing on findingout what
t k y hwe in c o m m with heir partners radw than bemnringbener acquaintedL%& meamher.
B To hdlenge studenk a bit further, leave the preposihonsin the balbons and have shdents
supphlthem in the preparation phase. Thk has the added plus d lacusingon the positim of

b Ywmayakok~repontheirCndingswithBoPh... ondl ... /Neirnerl nw... /Bodrafus

... /Neitherdus ... etc
Note on time
This achity may take arrythingfrom 15 Io 30 minuteS depending on your rmdems' levdof interest
and how mwh t h q engage in mmreMtion to knanr one anather benu.
 You and I

What's something
you are really
scared of?
n What's something
you are good at?

Who's someone you

\ are very proud of?

n What's something
you are deeply
interested in?
you can easily get
annoyed about?
What's something
you are now fed up
with!

n Who's someone
you are particularly
jealous of?
What are you
responsible for at

Who in your family

are you very
different from?

What are you

hopeless at? What can't you get

What are you

absolutely tired of?

I I 1 P C 1 : : 0I ,I . ! I , :rill ' v -'r&ml 99

-
/
14.3Preposition checkers
UNIT 14 ~'~epositions

Vocabulary
Verb + preposition
dtscus\. rnrri,itke, rrrarch, dare (8 -- NO PRtPOSITION); belrrve. s p r i a l v r ~sra<~<.eri
. rriisf. ~ n f r r l t ~ c
IN, coll~dr,cope, piovrde, s~~pply, riisoqree WITH; dreon~,die, opprovr, orcu\e, r(,nirnd O f , c o n i ~ ~ l ~ ~ r n .
Upper-intermediate
opokiqre, yve, objrcr. subrnrf, reply, respor;d, coritr,burr TO, hew. sufles Dorro~v,
expbrri, drscrrl)~,
pro6r1, prevrrf. rc>roifer,reliri., i r i e o e , rescur, re5rsri FQOM, insist, ro(inr. depend, I>@,
perid.
Chinese checkers congrotulctr. tornrneril. concentrule. rely. lean ON; rnbcrre, hlome, vote, ask, apply, prepor?, charge.
.~ . , hope. beg, smrch FOR
Note: Some of 1l1everbs abovr may take othcr prcposltons
Open
Comments
... ..
.... . . ... ~~~ ...... ~ ~ ~ ........... ~ .......... .~
........ ~~ ~ ...... ~~ ~~ .. ~~ ~~ ...~~
......
~~ ~ . ........
~ ~ ~~ .....,... ~ .. . , ~... .. .. . ,. .
Groups of two Or three Th~sgame urges learners to anend lo and practlsf! verb + prcpa51t1oncornb~nat~ilni
It locuics on
form, with lel?rners In rhargf (11 peQ1corrrcllon. Strdlrgy and l h ~ arr
k ttie htfo othrr tlcrrwnti that
come into play in determlnmg the tvonner
20 minutes
Language output
Board and set of cards Idorr'r like rr when wmeonc ,hours or m e
lone Per group). counters hny uncle cro<hedinro rhe front qore brrausr he !s o very hod d r i v ~ r
(one per student) A4y brotlrcr i s ol)p/)f,nq /or >rvrraljob\ or rile some nrnc

Procedures
.~ ~ ~ ~ ~ ~ .....
. ~ ......
~ . . . ......
~ ~ .......~ . ~. . ~ . ~ ....... ..,.,.., , , ... .. . . ...
. .,..,.....
~ ~ ~ .,, ,,

1 iiclorr class. CLII out thc cards ?nd put t h r m lntn bags or envclope5, one sct lur each group
2 'lake some of thc ierbc, horn tlie (drds arid write them on tlii, bonrd El!c~tthr prepoittfons they ~o
w ~ t harid some rrlean1r1gf~1
srntences contalnlrlg t t i e v r r l ~ + p r e p n ~ ~combmatons.
t~on
3 U ~ u d ethe ilasi irto grot~psand hand out the materal
4 P l a y n ~the game
B Plnycri plilcc tlie~rroon:ers at I , 2 or 3 on the board
) Oblertm('ol thf! game To lnnve the countcrs arrocs the board into ttlr rqoarp v;tt!i the
corresl~nn<lltig
r~ornbcrMove\ car1 be rnaclc into trlnnfile5 dl,tr~ng a sldr nr ur~rtrxw~ththe
trarlglc whrrr one's rountrr is or by lumping over ;In opporlt:nis counter
b t'ldycrs tlkc turns p~cklng
a cdrd froni the bag or envelope I1 the verb on tt goes wlth the
prepusltlon In any one of the pmslblc tdrKet trlanple, (%ecabove), the player rniikcs a
5enlenrc wtth the verb+prepus!t~unco~r~lrinatroti. If the sentence a accepted a=. correct by the
proup. lhc 1,ldyct adv,inces t l ~ ecoi~ntrrinto the target tr~angle.If on the other hand. the
sentenn. IS judged tncorrrd by the group, the player remmns m pl,ice. in netth~rrase wll the
card go back Into the bag or envf,lope.
b In case there s no match. the pldyer may put the card b ~ into
k the bag or envelope and plrk
one more. If tliere 18agam no match or tile playcr produces an Incorrect answer. lie or shc w ~ l l
ptit tlie cart1 hack and rcmatn in p l a r ~ .
b The fira playcr ro brng hrs or her rountcr Into the home posltion acrosq the board wns the game.
 Preposition checkers

From lor Crammer Pm~rtctaO Cdrlrbrldge Un~vers~ty

Press 200 I
 CARDS

,
,
I

4
I
shout i stare ,I smile II

I
aim I

I
throw i

break i crash drive i bump i turn

I

i
1
discuss
I
enter
I
I
I
I
I
j match i dare [
I I
I
I
I I
I I
I I
I
L-------------------r-----r-----------------
I
r -

believe specialize succeed trust interfere

[ collide i
I cope i
I provide disagree [
1

I ,

insist count depend spend

I I I I
I I I I I I

i
I I I

complain i
I
explain I
describe i apologize i
I I
give II

From Camps for C r n r n ~ r ~ Prc~cbcc

or 8 Carnbr~dgeUn~vers~ty
IJrcss 7007 w l . l ; l f d i i
 CARDS
,__________________~7~~~.~~~.-.------.--7.-...-...-...~......r...................7....~~..--~-~~..~~~

i object i submit reply respond contribute

L--.--.----------.--.----.---.---..--.--...--...-..--.---.--*.---------------.-->
,..........-..-.----

hear suffer ! borrow i protect i prevent

L_____________.____-~--..--..--..---.---,---.--------~-----..-.......-...--.. 3

: recover ; retire i release i rescue : resign i

L......__..________-p-------------------,-------------------,------------------->---------.-------.->

dream i die : approve : accuse i remind i

L~~-..--...--..-..--;.--..--..--...A..-.r :-~.---.---~---
r . . ~ ~ . ~ ~ . ~ _ _ _ _ ~ _ _ _ _ . , _ _ _ ~ ~ _ - ~ ~ - - ~ - ~ . ~ ~ .

j congratulate i comment i concentrate i rely lean

'---.-------*-------;-------------------+-------------------;-------------------<-----------------.-,

i criticize ; blame i vote ask i apply i

*--------------.----;----...-....-.
:-..--.-..--.-.-.-..;-...-..----..--..--;.--

i prepare i charge i hope : beg i: search i

.--.---.........-... :.--...-..-...-:
-----......-.----.- ..-.. L---.-.---.--..-....: ------------- ------:
 I How do they compare?

From Games lorGr~mmor

Prachce Q C a m b r ~ d ~Unjversity
c Press ZOO1 105
 UNIT IS Comparisons

Three of a kind
1 ..nguaga locus Vocabulary
.................................................................................................. -.........................................................".............................
Comparative forms Countable nouns: people, fook,m n , sciswx, g b s , mice
of quantifiers
Uncountablenouns: pie, m m ~f u~r n
, k, mod, wter
Level
Plb-IS .......".....................................................-.............-.................. "...................
This game is an adaptatwn of Rummy designed to provide practice r,ith the mparative forms of
Type quanlifiers:more. kls. lewr, as much os and m m n y as. The pictures on the cards cover countak
Rllmmy and mountable noum so as to help learners decide which quanMer forms to me.
Topic
Conmonno~s
Interaction
GnmpsdUneetonix
Time Procedures
10-1s rrrmU1cu 1 Beface dass, cut out the cards. one set f a cad\ group.
ater rial 2 Usingvisual a& elic~tcomparisons wch as those st~ownin hnguagc output. mci model ihe
Satofcardr language several times, making sure your learners understand how the countable/uncountable
lone per growl featues of nouns determ~nethe choice d quantifier form.
3 Dividethe class into groups and hand out the material.
4 Pbylng thegame:
) &yen huflle the cards and deal them out as f d k f a three to four players, fwr cards
each: and for five to sin players, three cards each. The remainingcards are placedface down in
the centred the table.
) The fim player picks a card hom the table and hies to form sets of two or three of a kind. He or
Jw then lays them on the table and makes one or more s e n p canpaing the items on
them in terms of quantifl, ddependingon how many cards he a she vuahe to lay dovvn
) The nexf player pick a card fimthe pile. He or she may form new* or complete whatevec
sets have already been laid on the fahe by other playws provided he or she produces
sentences comparing the items on them. Note: Ifhnn cards depictingdifferent quantities are
laid down first the pbyer adding the third card to complete the set may either m p a r e it
unequalk wim one of the cards, a equally wilh the mher.
) The first player to get rid of all of his or her cards wim the game.
Note on game ~ l e s
mu will note that there is no wle preventingpbyers frad i i r d n g cards when they produce
inconecr sentences YOU may &her remind ywr students to do peer carmion a make such a rule
as a condition for discard@ cards aid, therefote, %
ngni the game.
 Three of a kind

108
I
' From Games for Grammar practice O Cambr~dneUn~versityPress 2001
5 Three of a kind
5 QP

Q') !-;I
L
V V 6 1
- .-
 UNIT Possessives 16
7
I*-.- Family album
Vocabulary
Subject pronouns and 1. yrw, iyr, \ l ~ r , , rl. wr, t l ~ r y
S u b ) ~pnx~ntn'b.
t
possessive adjectives my,your, /as. l w r , our. thni
Posrcss~vcarl!~rt~ves:

Beginner
Verbs. bc, hmvc~,tvork, do,pioy, hvr, mr!le, vm!, kwc, no, Irk?. 40 nu1

Maze Advcrblals vrry tmrd oii ihr p h o n ~'1bloy5,

. r r , ~r o moiiri,. /ii$!iicros, rhr sticei, lilqiithrr, i;vrry
Satur~%y.uu!o!:y

Family Comments
. . . . . ......................
rhls ronlefi!lr!ll?~~~cl
r n ~ l i e[>r!v~:lr,,~.lu,lrl,,rs with srl r:i~ri.:!lni: l!in v,.!y 10 inr!:r;.rl pr,?cllc+
Groups of three or four sul~~ecl
pronn!lns arid [ x > \ i r w w<I~I~,::I,!~s Ih add~I~c,ri,
11 I S r1~1i
I r 3rput IP !he torrn~of <t?:?rr.,~!;Y;
~ l;w~ f:l>:dcq
c j ~ ~ c,I->,\ ~ ~ n i~L,, k r~;xJ.
s!rs:t,,~~, V I , ~ 8 c ! n c \ ~ cf!rc,~(dcy
C C > ~ I > ~ ~ I$.~.tt? ?~v !oc l ~ ~ t , ~ r t1>1 ~b 8~ w
r , ,r' ~
~r

IS minutes Language output

. . ... ......................
Adyporri~P,orr vi,n; / x : \ y pir!p/,, !!~,y in:ork vivylrorr!
Board and set of cards M y hrorl,~:r, <)remy bt,s! 'rrt,rd> :hc.ir :;rrves crrr, Ccrl c:m! CliV
lone per group), counters
(one per student] Procedures ............. ....
.....
1 rJcfc>re~l<?,,,,
c,:1 OUI ~ dl>#I
1 1 1 c<,,<!,. l>l<!,.<:tl,:l.! lK%l<I<?
C! :>,I!; C! C~IVC~<.'[>'~,
Pnc ,:?I ;I,:, (,<,,,I>
2 U ~ v d ethe clas? !ii:a /;raLipl, :irld lidnd oul t l ~ cinr,iteraI

4 Pliy~n,q!lie E m . : .
) 0blr::ve r i f It:<. g,xrJc :I- I r :I>,,llr31 :u iriove frorn the lop of :he niare tr, !he !'iltcr
) l t l c first pl,lyrr drdcv, ~3 rnrd i:rnc of the f o l l o i z n ~+Ntu,itii>nrW I then occur.
a thc pbycr f;lli onc of thr sir,!; in :he four top sq~larescorrectly ~ w t hthe ;tcm cNn the c,,rd, Ir;
<d<c lie or she: tni,iy
wl~~cki C-III~?I tlie r n d ~ ?lby n:ob,(riR <I counter anto tl!? t<!rf:rl ,qu,!rc,,
h Illc play~rkric~~%,s
lha! ll~i, nfl tllr lrlrd ~ O P I not f ~ irilr~
~l:':?i t dry rf !he !up 5 n ! i r; ivh~rll
rc&elie or i h r rndy pot I! tvr'<n t o the hag or cnvelopc and give it lpl5f urie n o r ? IT.
pld);rr dt:crnplr, to Ill ows nf thr iloli, but proilucrc.
c !I>? r,rorli; sen!cnrr. (11t . h r h r,.w h~
C!

2uts thc rdri! tiicli I,r:<l r<-r:ialrli in place

o r sllc
) PIdyvn !dkt, I L U I ~ 1 . 8 :i185 \vay Ahen t I ~ , yt ~ a v cc~~l<:rvcl
[,rcx~C,VC!IO>; ll,t: rn,~,?, 1It:y (II~!); <:rly
muvc inlo :how square; that ~,r,: ~wlrli.ct~:dby a paiwgrway to the: sqrlzrc w h r r i !ha,
counter itarldi, proi.dm2 ti,,!! !llv ldrgct iq11dre t i 110: occuped hy J ~ ~ ~ L ~
I I 1I E5 ~ '
b Ihp ! r i t p l ~ y r lo
r corni. crlt c f :t:e P:.IIP ivns the p,r'nie
 have a
name
big family, t w o This is my father.
is Chuck. I am Are a
brothers and one IS a
a student at student too?
sister, a dog and police officer.
Orange High.
my cat Bernard.

M y brother Cliff
M y parents are Does your mother My brothers are
plays in the school
very busy people. work hard? my best friends.
football team.
work What does names
is the
very hard. do? are Carl and Cliff.
goalkeeper.

We live in
Do you havc a This is my sister. M y sister is always Orange Garden.
brother? What's name on the phone w i t h IS
name? is Janet. boyfriend. a small town
but very nice.

house is My grandparents M y grandmother is

Do you and
very nice and don't live i n Orange
family a fantastic cook.
comfortable. We Garden, but
live i n a house or an chocolate
have a garden with come to -
apartment? cake is famous.
beautiful flowers. visit once a month.

M y family and I School is OK. This one is my I have a girlfriend,

love the sea. favourite English teacher. Alice. is
-- - often subject is Maths. And name is very intelligent and
go t o the beach. I like Biology too. David Palmer. pretty too.

M y friends and I go
These are David and David and I play Today is a special
out every Saturday.
Tim, my neighbours. tennis together a t day for me.
usually
live just the club. IS_' -- is m y
go t o parties or t o
across the street. a very good player. birthday.
a disco.

110 Frnm Gome5 for Grammar Proclrcc Q Carnhr~dgrIJnlverslty Prms 7001

 -

ZYI Family album

-
=3

z !!I
MY YOU I HE
:3

!?I THEY SHE THEIR HE

:3
I; n
i3 i
.3
13 HIS HER HER IT
!9

:3
! 4
i 3
14 OUR i YOUR THEY HER
i 3
19

HIS HER ~
THEY HE WE
116.2 What a mess!
Vocabulary , . , , .. .. .., .. . ........, ., ., ., .. ...... .. ., . ., .., ... . .
, , , .. . . . . ...
-'s for genitive case Nmirv, (l:c\~.h:lljholi. c-rtlyons, lr<:ii.!, ljra-kpock,swrofrr, d n t r s . ruriyio*<rs.L I P ~ ~ J ~ I ~!;l.i,~,.
~ ! , ( . . ((1,

Comments
Elementary
z-,d taikor~cntodinfnrmatton gap r'Cf~vtty1s meant lor praGlstng
This contert~~al~zed '5 .I: r n adlrrtlvc
i l r d pronrlutl. l l u i qkrollons wllh m,llose The woikshect comcs w ~ t h~llu\trdt~ori~ 30 tll,,l lr,,micr< ,nay
Information pool pillnl *t t t v r>i,pr tr. wii~lr'k ~ r n i u l a t ~ ~ n i who lliey helong l o 111s.\VP tidvp liltlid, lrelps
q nl ~ ~ t \ czhout
earn?ri lclrui
1~1 on t!,e rncanng ol llielr qorst8ons

Personal belongings Language output

, , ..,,...
A I?Twir, i > i r < k ~ o!
r kiliis,
i
Pairs H lk:,r:s ,V,rt~'s(1~~1ci:pock)
A A.~r'm~l~,cO 6 Alter iri?
i;:o!,~
R S/,c,'\ 0: 1 ,m'?'\ (q:oop),
10 minutes
Procedures
~ ~

Worksheets A and B
(one per student) 11.crl,-,,c, ,:x!lIic3!h;tlnr,i tr<)ll( \ ~ ~ . ~ ~ k sB)I i rlor
r t [h(! (~:ii~!rl~i!lfof !l~,
<la\\

5 I!' ,I,!; :I,. ,,:~11,,:'j

 What a mess!

student Group
Meggie
Eugene Olivia
Ollvia
lvana
Kevin Nancy

Student Croup
Al~ce L~nda
Cindy Nancy
Frank
Hector Linda
Jane L~nda
Answers
Possible answers:~~.page
. .. . . .. . .......... .
59
........ .. ,,... ...... . ,

people h~rds
a kangdroo a flcri
a monkey a squlrrcSl
a pcnguln a duck
130th a rat and an owl can see I- the lark
a ch~ld a parrot r p ~ a k/ tmtate volcps.
an dertlplanr Supcrm~n fly
a gun aknk k~ll
a lunle a tree l ~ v cvely long.
a Porsche a cheetah run/p,o very fact.

Possible answers:
..... . .~
page... .10
...
rcrk', ,~ndco~ns mad? oi metal
Tennis 2nd squash l ~ l l h 1171 kt.1
[)!?.ylYj
Cr!ffer, dnd rntlrin growti (11t r ~ p r ~rtyons.
il
l'iilzr h e m and prmpuln5 found in thc t'oler.
\liar% .lnd x ~ k 5 worn on our ~ P P I
i'rc,,rnti znd p,rcrtlny cnrds arc g ~ i c r21
, CI!r~>lrn~as
i t t~otllropener and a rixrki~rriv \lied lo open hott!~5
Pain15and brushes ~!setlf o r p;!,nl!ni.
CI2ss ? i d cement 117dcie(:om S~II~<!

A showrr rap and a rredtt card m i ' t i ~ni [>1;1511c

r~!:2~%5pap~rs ,?ntl maprlncs f ~ i ~ t d / L ~ ~ o $ ~ i <!I t / itile
o l (ii~ r i \ s s l d n d
S l i m p i and alrlmers h t tllr:
l o \ ~ r ~ ~ l i b , ~ , ~ ~ j : ,>I l,l o t l ~ r ~
/ ~ o pnst