19472180 Intermediate Grammar Games

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lntermediate GRAMMAR Games A collection of grammargames and activities for intermediatestudentsof English Jill Hadfield photocopiable rnate?ial

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Transcript of 19472180 Intermediate Grammar Games

  • 1. lntermediate GRAMMARGames A collectionof grammargamesand activities for intermediatestudentsof English Jill Hadfieldphotocopiablernate?ial

2. Pearson ducation imited E L Edinburgh ateG With grateful thanks to David Lott,Liz Paren Harlowand GenevidveTalon for their skilful and E s s e x M 2 02 J E C England patient editing of the various versionsof a n d A s s o c i a t e d o m p a n i e sh r o u g h o u tt h e w o r l d . C t this book. w w w . l o n 9m an .c o mO J i l lH a d f e l d2 0 0 3i Jill Hadfield T h e r i g h t o f J i l l H a d f i e l dt o b e i d e n t i i i e da s a u t h o r o f t h i s W o r k h a s b e e na s s e r t e d y h e r i n a c c o r d a n cw i t h t h e C o p y r i g h t , e s i g n s n d b eD a Patents ct 1988 APermissioto copy n T h e m a t e r i a li n t h i s b o o k i s c o p y r i g h t .H o w e v e r t h e p u b l i s h e r r a n t s , g p e r m i s s i o no r c o p i e so f t h e p a g e si n t h e s e c t i o n sr o m p a g e 3 8 t o 1 2 8f f t o b e m a d e w i t h o u t f e e s a s f o l l o w s :p r i v a t ep u r c h a s e rm a y m a k e s c o p i e s o r t h e i r o w n u s e o r f o r u s e b y c l a s s eo f w h i c h t h e y a r e i n fs c h a r g e ; c h o o lp u r c h a s e rm a y m a k e c o p i e s o r u s ew i t h i n a n d b y t h e s s f s t a f f a n d s t u d e n t s f t h e s c h o o lo n l y .T h i s p e r m i s s i o no c o p y d o e sn o tot e x t e n dt o a d d i t i o n a ls c h o o l s r b r a n c h e s f a n i n s t i t u t i o n w h o s h o u l d oo. p u r c h a s e s e p a r a t e a s t e rc o p y o f t h e b o o k f o r t h e i r o w n u s e . amF o r c o p y i n gi n a n y o t h e r c i r c u m s t a n c e s i o r p e r m i s s i o nn w r i t i n g m u s tpri b e o b t a i n e df r o m P e a r s o n d u c a t i o n i m i t e d . E LFirst ublished003p2 r s B N0 5 8 24 2 9 6 41P r i n t e di n M a l a y s i aP r o d u c e do r t h e P u b l i s h e r b y G e n e v i d v e a l o n fs T D e s i g n e rT r e v o rS y l v e s t eT,S G D: r In memory of l l l u s t r a t eb y : G a b r i e l l e o r t o n( u n i t s , 9 , 1 8 , 2 1 , 2 2 , 2 4 , 3 4 , 3 6 ) ; dM 3Gillian Porter Ladousse J o h nP l u m b( u n i t s , 8 , 1 0 ,1 2 ,2 0 , 2 3 [ p 8 3 ] ,2 9 , 3 3 , 3 5 , 3 7: 4 T e r r yM c K e n n a u n i t s5 , 6 , 1 1 ,1 9 , 2 3[ p p .8 a - 5 ] .3 1 , 3 2 ) ( inspiring writer, generouscolleague,beloved friend. 3. Introduction 4Teacher's notes.7 IArticles in general statements.7 2Articles in general and particular statements 3Past simple and present simple8 4willI 5zuill and going to l0 6usedto 10 7Past continuous1t 8Presentperfect t2 9Presentperfect and past simple t210Presentperfect continuoust311Pastperfectt412Past perfect continuous1513Future continuous1514Future perfect 1615Present,past and future of must, have to and can 1716 l-ma3,tlmightlcouldlmustlcan'thaztet717Active and passiveinfinitivesl818Comparativesand superlatives 1919 lVh- questions: mixed question forms2020If ... will202lIf ... would 2T22If ... would hazte 2I23If and uhen2224zuish2325Presentpassives2426Presentperfect and past perfect passives 2427Past passives2528Reported speech2629Time prepositions2630-ing and -ed participles 273lVerb + -ing or * to2832Constructions with preposition * -ing2833Relative clauses 2934Relative clauseswith extra information 3035Question tags3I36Verb + preposition 3237Adjective + preposition3338Noun * preposition 3) 39Phrasalverbs I 3440Phrasalverbs 2 35 Garnes rnaterial37 Rules sheets124 4. 1 About games language and anal-vscits components. Other exercises.like gramrnar drills, work by presenting students with grammaticai A game is an activity u'ith rules, a goal and an clemenr patterns to repeat and imitate, to help students absorb of fun. There are two kinds of games: contpetitiucgames, the langr,ragewithout pausing fbr too long to analysc it. in which players or teams race to be the first to reach the Some of the games in this book function more like the goal, and cooperatixegames, in r.vhich plavers or teams first tvpe of,practice exercise, some more like the second. work together torvards a common goal. Languagc games can be divided into twc'rfurther categories: ling uistic games and c ttr.unttuticgames. cttizte 3 About this book In linguistic gamesJ the goal of the game is linguistic The games in this book have been dcsigned to practise accuracy: in the case of these gramrnar games, using thegrammar, not to introduce or explain it. This book assumes correct grammmatical forms. Commun.icative games havc that the class has already met each grammar point, and a goal or aim that is not linguistic: successfulcompletionthat it has been explained in the textbook or course that of the game wili involr'e solving a pwzz.leor completingthev are folloi,ving. The gamcs are to be used as pracrice a picture. However, in order to carry out this task it will exercisesto help students get used to and remember be necessarl, to use language and by careful construction grammatical rules and patterns. Thel' are designed as fun of the task it is possible to restrict the language to certalnactivities to help lighten the load of grammar learning. grammatical structures and to ensurc that these are It is up to .vou, the teacher, to decide when and hor,v to practised intensivel-v. use them, but one suggestion is as light relief at the end In this book, there is a continuurn betu'een gamesof a lesson which has lbcused on grammar or after a session requiring strict linguistic accuracv at one end of the scaledoing more traditional, perhaps rvritten, grammar exerclses. and freer communicatir.c games at the other. In what I have called accurac.) games, there is only one right Types of game answerJe.g. only one possible match tbr a pair of cards Some games in the book are u'hat could be called 'choice' or only one right u'ord to fill a blank. ln production games) games. These tend to be more analytic, based on the the piayers have more lee'uva-v invent and create.to conscious application of a grammar rule. In them the For example, there is more than one possiblc match forplayers have to choose the correct linguistic form, rather pairs of cards, or players may be asked to complete as in traditional grantmar exercise types such as gap-fiIl, sentence frames in any u'ay their cxperience or irnaginationsentence completion, multiple choice, etc. The difference dictates. Contrrttuticatioil games have a freer structure is not onl1, that they are in game format, u'hich means the-v where players mav use a range of language, includingare more fun and lighter-hearted, but also thar in mosr the target language, to reach their goal. casesthere is a context for the game, whereas most Games can be used at any stage of thc lesson once the grammar exercises are a collection of unrelated sentences. target language has been introduced and explained.The context is verv often the students' oi.vn experiences, They serve both as a memory aid and repetition drilltastes and pret-erencessince I believe that a personal and as a chance to use language freely, as a means to element gives emotional colour to an cxercise and this is an end rather than an end in itself. They can also servea valuable memorv aid - if you have invested something as a diagnostic tool for the teacher, who can note areasof yourseif in an cxercise you are less likell, to forget it. of difficulty and take appropriate remedial actlon. (Besides which, it's fun!) These are the types of 'choice' games in the book: 2 About grammar ruatching: e.g. matching t'uvor.vords or phrases, matching half-sentences or matching words and pictures How do students acquire grammatical understanding and 'fithordering: e.g. ordering words to make a sentenceJ or accuracy?difficultl" is a short answer, but it scems ordering pictures and u'ords to make as long a sentence to me that students adopt two main approaches 1r.l'ith, as possible ofcourse, all sorts ofvariants and hybrids in betn'een1. coiltpleting:completing incompiete sentences or questions There are the analysts and thc absorbers those like "vhocontpetitions: e.g. see how many sentencesyou can make, to dissect language into little pieces to understand how how quickly you can unrnuddle sentences it is made, and those r.l'ho sr.vallowit rvhole in enormous card gantesand other.faniliar game 4rpe.r: e.g. bingo, guips without worrying too much about the recipe. Pelmanism, happl' families, consequences, board gamcsJDifferent t.vpes of grammar practice exercises reflect dominoes these two sryles of learning. Some, like gap-fi1ling, multiple tilentor! ganrcs: e.g. seeing hor,v many sentences players choice or word-order exercises, help students understand can remember and practise grammatical forms by getting them to segment4 5. 'reinforcement' way, this nced not deter you: the traditional arrangement Other games, r""hich could be called games, u'ork more like substitution dril1s or patternof front-facing desks can be easily adapted to pairwork, practice, getting students to internalise rules by repctitionwith peopie at adjoining desks u,orking together, while of patterns. These games are designed to provide small groups can be forrned by two people turning their intensivc repetition of a grammatical structure or structures' chairs round to face the people behind them. Whole-class but il,'ithin a meaningful context and, since these areactivities present a little more of a problem, but often games not drills, the repetition has a purpose: students there is a space big enough for the students to move are working towards winning or completing the game.around in at the front of the class, or desks can be pushed 'reinforcement' games in the book: back to clear a space in tht: centre. These are the rypes of inforntation gap ganes'. one player has access to some Sometimes an alternative small-group version of the information not held by thc other player or players, whole-class games in this book has been provided, so that who must acquire this information to complete a task teachers who experience a great deal of difficulty with successfuily. This t-vpe of game may be one-sided, orthe kind of games that require students to move around reciprocal (where both pla-vershave information whichcan play these games in a more static format. the-vmust pool to solve a common problem). The games Games are best set up by demonstration rather than ma-u- pla-ved in pairs, or in small groups (where allbeby lengthy explanation. The teacher should explain briefly members of the group have some information). what the game involves, hand out the photocopied cards, guessinggunrcr. a familiar variant on this principle.make sure students have pen and paper if needed, give The pla-ver with the information deiiberatel-v u'ithholdsthem a little time to study the cards, and then demonstrate ir, u'hilc others gucss rvhat it might be. the game with one of the students in front of the class. searchingg.7/zds:another t'ariant, involving the rvhoie class. It will be found that the idea of thc game is probably In these games everyone in the class has one piece ofcasier for students t() grasp from seeing the cards than information. Players must obtain ail or a large amount from a verbal explanation, and that as they become more of the information available to fi1l in a chart or picture orfamiliar with the idea of the games and the techniques to solvc a problcm. Each student is thus simultaneouslyuscd, any initial problems caused by unfamiliarity will a giver and a collcctor of information.quickly disappear. flhere more complicated card games ntatching garles: these may also involve a transfer of are played in small groups, a Rules sheet is provided and information. They involve matching corresponding pairs it is suggestedthat teachers hand out a photocopy of of cards or picturcs, and mav bc pla-ved as a rvhole-class this to each group of students together n'ith the cards.-Ibacher's activit-', rvhere everyone must circulate until thel'find These games are indicated in thenotes with a partncr with a corresponding card or picture, or a the symbol f RtLEssHEEr l. pairu'ork or small group activity, played as a card gameThe teacher's role in all these acti.ities is that of on the'snap' principle.monitor and resource centre, moving fiom group to group, nlenk)ry garzcs: players compete to remember as much listening, suppl-ving any nccessary language, noting errors, information or as man.v sentences as possible. but not intcrrupting or correcting as this impedes fluency All the above activities may include elements of role- and spoils the atmosphere. It is a good idea to carry paper play c:r of simulation. In role-play games) players areand pen and to note any persistent crrors or areas of given the name and some characteristics of a fictional difficulty. These can then be dealt with in a fecdback character. These are not role-plays in the true sense) session after the game. Various suggestions have been as the role-pla-v element is alwa-vssubordinate to the use given at the end of each game for monitoring accuracy'closed': and giving feedback after the game. Some games are of language. The outcome of a game isonce cards are distributed it develops in a certain predetermined self-checking and have an answer ke-v.In some cases wa1', while role-play proper is open-ended and mav develop students can be asked to give examples of things theit in anv number of u al's. said during the gamc, in others they can be asked towrite down (some of) the sentences the-v produce andrcad them out at the end. In manv cascs the game can 4 Practicalconsiderationsthen be played again with different partners or, if management Classroompossible, rvith different cards. This is a particularly good There are three main t-vpesof activites in this book:idea if there have been persistent errors. pairwork, involving two partnersl small-group u'ork, The average lcngth of time for the games in the book involving groups of thrce or four or more; and whole-is about 15 to 20 minutes. class activities, 'uvhereeveryone moves freely around the room. Al1 these activities require some flexibiiity in the Resource management constitution of groups and organisation of the classroom.The resources required for each game fall into two It is best to have the desks or tables in a U-shape if categories: reusabie and disposable. iflhere a very small possiblc. Students can then u'ork'nvith the person sitting number of photocopies are needed for a whole-class ncxt to them for pairt'ork, and groups of threes and fours game or u'here students may write on their cards, it is can easily be formed b-v alternate pairs moving their chairs best to treat these photocopies as disposable, and there to the inner side of the U, opposite another pair. )ilhole- is no point in collecting up the photocopies in order to class activities, w'hich involve all the students circulatinguse them with another class r.vhen the game is finished. freely can take place in the empty area in the centre of In contrast, some of the games requirc a larger number the U-shape. If it is not possible to arrange desks in thisof copies and an inr,estment of the teacher's time in accurate 5 6. copyrng, cutting up and sorting, so it is worthwhile thinking of these materials as reusable resources and investing some time in making the photocopies into a permanent class set of materials. If you have the time and resources, obviously printing or pasting the materials onto card or laminating them would help preserve their shelflife. However, this isn't absolutely necessary I have sets of games materials printed only onto paper that have done their dury in r.vorkshops all over the world and aren't much the worse for wear after several years.X/hat is more important is providing a system to prevent the materials getting lost and disorganised. If you have a class set of ten packs of cards, for example, it is worth putting each pack into an envelope ciearly labelled with the name of the game and the number of cards. It is then the students' responsibility ro collect up all the cards at the end of the game, check that they are all there, put them back into the envelope and hand them back to you. If two packs of cards are required for a game, keep them in two smaller envelopes inside the big one, and get the students to sort them back into their respecrive envelopes at the end of the game.Finally, if you have no access to copying facilities at all, it is possible, though time-consuming, to make home-made versions of the materials b5r getting the students to work with vou to draw and write the cards. 6 7. and one ofthe anrtclE cARDS from her hand, e.g. E Rrticles in general'Camels haxe humps to store food.','A dog is man's best statements;t'riend.','Children shottld be seenand not heard.', she candiscard both cards. If she makes a grammatically Type of activity incorrect sentence, the other students can query it Smal1 group; matching; production(e.g. 'Rose is a beautiful Jlower.' -'Is that right?Shouldn't it be "A rose is a beauti;t'ulflower"?'). Grammar point Articles in general statements . If she cannot make a general statement, she should - we use a w'ith a singular countable noun:put the NouN cARD back at the bottom of the pile and A spider has eight legs. must miss a go. we use no article with plural nouns:. Then it is the next player's turn. Politi;iatts likc their ou'tt toiccs. - we use no article with uncountable nouns (e.9. ntoney, . The object of the garne is to get rid of all your love, music, intelligence, sorrozN, anger, hdppiness,food, ice): ARTICLE CARDS. Money maleesthe uorld go round.. The first person to do so is the winner. Other structures simple PresentMonitoring and feedbackYou can ask students to write down some of therr Topic areassentences as they produce them or after the game is General truths and well-known factsfinished. At the end of the game you can go round the Challenging vocabulary class asking individual students to read out their sentences, camel,fool (n), desert politician,(n), brain, intelligence, correcting mistakes and giving feedback. If you feel it excitement,spiderwould be useful to reinforce the grammar, you can ask thestudents to play the game again (possibly in new groups). Materials and preparation . Copy and cut up one set of xoux carus and one set of aRrtcr-p c.q.Rts for each group of 3 4 students. 'no Note that on the cards, svmbol O. article' is shown by theE nrticles in general andparticular statementsType of activity How to use the game t RULEssHEErISmallgroup;bingo;accuracy . Check that your students are familiar with the grammarGrammar point in the Grarnrnar point and with the words listed inArticles in general staternents Challenging vocabulary. Pre-teach any other wordswe use no article with plurals or uncountable nouns from the game you think will be unfamiliar to your class.when making general statements: . Divide the class into groups of 3-4 students.It's itnportant to haxe goodfriends.I loxe music. . Give each group a set ofaR-rtcLE cARDS and a set ofwe usually use a with singular countable nouns: NOUN CARDS.A dog is man's bestfriend. . Ask them to deal out all the aRrtcr-n cARDS amongwe sometimes use rfte to give a general statement the players. a scientific tone:The tiger is an endangered species. . They should put the NouN cARDS face down in a pile in the centre. Articles in particularstaternents- we can use .l or the when we talk about particular things . They may look at their ARTICLEcARDS.we use r/re when we can make it clear which particular . The first player turns up a NouN cano from the pile. thing or things we are talking about: If she can make a general statement using this cardI loztedthe music they played last night. 8. - we use a wnen we cannot: Monitoring and feedback I saw a fox itt the garden last night.At the end of the game you can go round the class asking Other structuresindividual students to read out the sentences on the cards, Present simple, present continuous, past simple, past correcting any mismatched cards, and giving feedback. continuous, superlatives, relative clauses (recognition only)Topic areas Various Challengingvocabulary on,4nttoovo,4 choriar Ef Past simple andpresent simple Materials and preparation Type of activity . Copy and cut up one set ofssNrENCE cARDS and oneGame 1: Smaligroup;ordering;accuracy Garne 2: Small group; information gap; communication set ofNouN cARDS for each group of 3 4 students. (For groups of 3 students leave out the fourth card.) You will need a bag for rhe NouN cARDS. You might Grammar point like to make a copy of the uncut pages for each group Past simple and present sirnple we use the present simple for actions repeated every tO ACt ASAN ANSWERKEY. day or sometimes: I go to work at 8 eaery morning. - we use the past simple for an action in the past: How to use the game I RrrLEs3rEEr__-l I utent to the interxiew at 10. . Check that your students are familiar with the grammar Other structures in the Grarnrnar point and with the words listed in None Challenging vocabglary. Pre-teach any other words from the game you think will be unfamiliar to your class. Topic areas Leisure activities. habits. appointments . Divide the class into groups of 3 4 students. Challenging vocabulary . Give each group a set of SENTENCEcARDS, a set of None NouN CARDS,a bag and an ANSv/ERKEy. . Ask the students to take one sENTINCE caRo each.They should put the NouN cARDS in the bag.Materials and preparation Garne 1 They should put the ANSx'BRKEy face down on the . Copy and cut up one set of wono csms for each table for later use. group of 3-4 students. You will also need to cur out The first player draws a card from the bag and readsone blank card for each student.'the it out, e.g.music' or'ntusic'. Garne 2 . The player who can fit the Noux cano into one of the. Copy the scENES oF THE cRrLtE sHEET and copy and blanks on his ssN.lENCE cARD can claim the NouN cut up one set of suspects canos for each group of cano by reading out the completed sentence, e.g.3 4 students. 'If music be the;t'ood love, play on.' or 'I loaed the of music they played last rtight.' He can then lay it on the appropriate sentence. If the other students think that the sentence is not correctJ they can query it, and How to use the games the player can change his sentence (e.g.'If the music beGarne 1'Is. Check that your students are familiar with the grammar the food o;flove . . .' -that right? Shouldn't you say "If music be the;t'ood loae ... "?'- 'Yes.ofyou're right.').If in the Gramrnar point. Pre-teach anv words from the issue is still in doubt, thev can call the teacher to the game you think will be unfamiliar to your class. decide. . Divide the class into groups of 3 4 students. . Then it is the next player's turn to take a card from . Give each group a set of wono cARDS. the bag and read it. . Ask them each to write their name on one of the . The obiect of the garne is to fill up the seNreNce blank cards. CARD. . Ask them to spread all the cards out face up on . The player who does so first is the winner. the table. . lWhen the students have finished they can check their . The obiect of the garne is to rnake as many sentences with the ANSrERKEY. sentences as possible that are true for their group.8 9. . Students may use woRD CARDSmore than once. They should write their sentences down as theyAwill produce them. Type of activity . Give a time limit of say 5 10 minutes.Small group; matching; production. At the end the group with the longest list of sentences Grammar point is the winner.Forrning the future with uiII - we can form one kind of future by using will and the Garne 2 infinitive (rvithout ro) . Divide the class into groups of 3-4. in the affirmative the form is Ilyoulhelshelitlweltheywill . Give each group a copy of the scpNES oF THE czuttE+ infinitive: SHEET.It zt:ill be cloudy tonloruoz!. in the negativethe form is llyoulhelshelitlwelthey won't . Tell them that this shows houses that were burgled on + infinitive: the night of September 27'n. ln each house the burglar It zlon't be cloudy tonlorroLo. left in a hurry, leaving some objects behind. These clues - in questions the form is u:ill Ilyoulhelshelitlwelthey are illustrated on the rooms. + infinitive: . Give each group a set of suspECTS cARDS.Will it be cloudy tontorrou? - the short form of zuillis 'll . Ask them to put the suspECTS cARDS face down in a we can use shall and shan't instead of will and won't pile on the table. with 1 and zrre: . The object of the game is to find out r.vhich suspect I shall seeher tonlorrozr. committed each crime. I shan't see tonnrrou. her . The first player takes the top suspECTS cARD from Other structures the pile. None . She should look at it but should not shorv it to the ottrers. Topic areas She tells them the name(s) of the suspect(s). The future, daily life. science.inventions . The others must ask questions based on the clues in C h a ll e n g i n g v o c a b u l a r y the scENES oF THE cRI,tE SHEETto find out more dis as communice e, ation,populatiort about the suspect and to match the suspect with the 'Does crime, e.g. he smoke?'r'Did he go to a concerton Septentber22"'?' Materials and preparation . The first player may only say 'Yes' or 'No'.. Copy and cut up one set of -rIl.lg c,tRns and one set of . tilfhen the group have matched the suspect to the crime CRYSTALBALL CARDSfor each group of 3 4 students. they should fiIl in the name on the ScENESoF THE CRIME SHEET.. Then it is the next player's turn to take a card from How to use the game t RrrLEslHEEr___lthe pile. . Check that your students are familiar with the grammar in the Grarnrnar point and i,vith the words listed in . The group who are able to filI in all the names of the Challenging vocabulary. Pre-teach any other words suspects on the scENES oF THE CRIME SHEETfirst are from the game you think will be unfamiliar to your class. the winners. . Divide the class into groups of 3 ,l students. Monitoring and feedback . Give each group a set of -rlltp c,rnos and a set of Garne 1 CRYSTALBALL CARDS. At the end of the game you can go round the class asking individual students to read out their sentences, correcting . Ask them to deal out the TIME cARDS. mistakes and giving feedback. If you feel it would be . They should put the cRysrAL BALL cARDS face down useful to reinforce the grammar) you can ask the students to play the game again. in a pile in thc centre. . They may look at their TIr,rE cARDS. Garne 2 Ask each group to report back on one suspect, e.g.. The first player turns up a card from the pile. If she 'W'eburgled hotrseno I becauseknow the Smith sisters theycan make a sensible prediction with tuill using one of smoke and they went to a concert on September22"r.' the TIME cARDSfrom her hand, e.g.'The weather 'People tomorrow will be sunny.' or will lixe on Mars by 2500.', she can discard both cards. . Some cRysrAL BALL cARDS combine more appropriately/ meaningfully with some TII,TEcARDS than others, e.g. 'Theueather tonlorrou will be rainy.' is appropriate but9 10. 'The weather in tzuoyears'tinte will be rainy.'is not. It isMaterials and preparation up to the players to select the most appropriate rrul . Copy and cut up all the IICTURE canps and all the cARD fiom their hands. As the game goes on, and players spEECHBUBBrF cARDS for each group of 3 4 students. have fewer TIME cARDS, this will get harder. In these If you wish you can divide these into tN.rEN.rIoNs and cases the group can decide whether a sentence is apREDrcrroNS. You could use the INTENTIoNS set to play sensible prediction or not. with first, before using the IREDICTIoNS set. Or you . If a player cannot produce a prediction that the othercould mix the two sets up and play with both together. players think is sensible, then he shouid miss a go. You might iike to make an uncut copy of both sets ofcards for each group to serve as an ANSI(1ER KEy. . The obiect of the garne is to get rid of all your cards.. The player who does this first is the winner.Monitoring and feedback How to use the game f- RULass+ErI You can ask students to write down some of their. Check that your students are familiar with the grammar sentences as they produce them or after the game is in the Gramrnar point. Pre-teach any other words finished. At the end you can go round the class askingfrom the game you think will be unfamiliar to your class. individual students to read out their sentences, correcting . Divide the class into groups of 3-4 students mistakes and giving feedback. If you feel it would be useful to reinforce the grammar) you can ask the students . Give each group a set of IICTURE cARDS, a set of to play the game again (possibly in new groups).spEECHBUBBLE can-os and an.NSwER KEy. . Ask the students to deai out all the cards.. They should keep the ANSrER tosed I Lucy and Eliot13 Poppy 2 Punita14 Jason Materials and preparation 3 $fill and Rosie 15 Ben . Copy one MoNDAy MORNING IICTURE, and one (/HosE4 Jasmineand Ben16 Rosie wHo eIiESTIoNNATREfor every student in the class. Copy5 Jasonand Poppy17 Sam and cut up enough IEEKEND cRn-ps for every student 6 Sam and Poppy 18 Ben in the class to have one card. If you have fewer than 7 Lucy and Eliot19 Rosie l0 students some students will have to act two8 Jasonand Poppy20 Jasmine characters. 9 Jasmineand Ben2l Punita10 Rosie 22 LucyII Punita and Sam23 Wrll How to use the game12 Lucy24 Elior . Check that your students are familiar with the grammar in the Grarnrnar point and with the words listed inMonitoring and feedback Challenging vocabulary. Pre-teachany other words Go throughttrewuosBwHo euESnoNNArRE asking full for from the game you think will be unfamiliar to your class.answers, e.g.'Lucyand Eliot had a row during the party.' . Give each student a MoNDAy MORNING pICTURE, a 27 28. . The group as a whole records its answers, e.g.'Svetlana, EE -ing and -edPietro and Ali think English grammar is confusing but participlesAnna isn't confused!'. The object of the garne is to match all the cards. Type of activity Small group; matching; production. $7hen the groups have finished, put groups togetherin pairs (i.e. 6-8 people) to share/compare their Grammar pointinformation. Participles ending in -ing and -ed - these participles can act as adjectives:Monitoringand feedbackHis joke was not aerg annusing. At the end of the game you can go round the class asking I'm fascinate d by archaeology.individual students to read out some of t}re sentences they - there are many pairs of -ing and -ed adjectives, e.g.have written down, correcting mistakes and giving feedback. interested, interesting ; bored, boringIf you feel it would be useful to reinforce the grammar, - -ed paniciples describe a feeling:you can ask the students to piay the game again I'm interested in history. (possibly in new groups). - -ing participles describe someone or something that gives you that feeling: I Jind history interesting.Other structuresfollowing Prepositionsverbs(e.g.interested bored in,by) Topic areasE[ Verb + -ing or + to VariousType of activity Challenging vocabulary Small group; matching; accuracy w or ry in g, di sgusting, confu sing, fa scin atin g, ann oyi ng,Grammar point amusing, disappointing, shocking, embarrassing' depressingVerb + -ing ot * to worried, disgusted, confused,fascinated, annoyed, amused,- we follow some verbs, e.g. decide,with an infinitive: disappointed, shocked, embarrassed, depressedWe decided to go to Thailand. Students will also generate their own vocabulary. Be - we follow some verbs, e.g. keep, with an -ingform: prepared to provide support.He kept talking all through the film. Other structuresNone Materials and preparataon . Copy and cut up one set of -r,l'c caRns and one setTopic areasVarious of -r-l canps for each group of 3-4 students.Challenging vocabularyYerbs: admit, refuse, aaoid, argue,postpone, offer,risk, dare, How to use the gameput off, fail, imagine, miss . Check that your students are familiar with the grammar in the Grammar point and with the words listed in Challenging vocabulary. Pre-teachany other words Materials and preparation from the game you think will be unfamiliar to your class.. Copy and cut up all the BEGINNINGSand gNorNcs carus . Divide the classinto groups of 3 4 students. for each group of 3-4 students. You can make a copy of*re uncut sheets to act as an ANSvER "w 51 52. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003E used to GRANDPA tr--------' Y o u r g r a n d p au s e dt o b e a p o l i t i c i a n . Your gr andpa usedto be a vicar . Now he sleeps ll day long. a N o w h e ' sa B u d d h i s t . Your grandpausedto be a trapezeartist.Your gr andpa usedto be a spy. N o w h e s i t si n a r o c k i n gc h a i ra l l d a y .N o w h e r e a l l yh a sa b e a r d ! Y o u r g r a n d p au se dto b e a p i l o t.Your gr andpausedto be a far m er . N o w h e m a ke smo d e l a e ro p l a n e s.N o w h e l i v e si n t h e m i d d l eo f L o n d o n . Y o u r g r a n d p au se dto b e a sa i l o r. Y o u r g r a n d p au s e dt o b e a p o l i c e m a n . N o w h e l i v e si n S w i tze rl a n d . Now he wr ites cr im e novels. Yourgrandpa used be a journalist.to Your gr andpausedto be a gar dener . Now he writessciencefiction.N o w h e l i v e si n a f l a t . 53. Intermediate Grammar Games Pearson Education timitedO J Hadfield 2003El Past continuous-o; 6H-v O) !tro (o co o 39-o-co ('(('ol -oc^o o o (;;> oPr- -OE ol O- !-OJ r- _c:) P oCr- >Tjo-O'o-c(oo 7l-HY o-L/V)(o P (.r') LA ,tt E oco o(o P _cO')f(o fsoo- LJ P3c_c(o f lrJ : o rF o '- o_ o -( 6g gaq) P P o qi (o.P CE(oc(oc (o -vo o o 'c J -.J=.ts !- o d ttl ooE :)-cEc ((, PE .v o-cctr o_ (I'b t- f xo=t o io = ro s(oo--Z (' t-O-o (o o tJ 54. lntermediate Grammar GamesPearsonEducationLimited O J Hadfield 2003EI Present perfectBOARD QUESTION ,rw$$mrr-t%-ryw t#:''2'x*!0+ rnonihsY*%- la/,L -F ./-a 2ry" t-tt- . -^r -- v.t < in 0n0(Wt9,W::i ,4'l'3r tlte last /' nor? ,icL( cen w "ro'llJ-ta' gears6% / "r.nttU$f, todaYtr tg'"" 54 55. lntermediate Grammar GamesPearsonEducationLimited @ J Hadfield 2003E Presentperfect EVENTCARDS ltl ltlc)ooP o .:3Ec l- .9Eo-ul ro q)ooo o- o (o t- ttl o : (oroo E o o-o o c_o x E ltl(o o l l o_ l l l l l l l l l l l l- -- - - -- - -L - l -- - - - _- - - -- th AJ ttlP c.) o v'l.!-2Po P P -E F(oo-G) (o o o) L.' i----------r -t- - t - - - - - - - - - { I II I II I II I I III I IIII'(n III (oix i (>r QIIII tVl-I ItarvI rul tv vIII o 'i-o rr OIIAr-II iP C') I PIIt!,i(t' rL,o II r^:! tl-t-I EI JrQ /llIre I I I #P cacoc 3 (JEOJ.q-c.9P -cPc oOl3P=.=OlOl CJrFcrh-Y,(UocJPo qra Pc o- P P.s tlI tlI-YP oP o a)LO =Er-:(oPOJ>P.9 P -E> cP Fc.=OJI-Eo f= P= OJC-cP >lJU #CJC(o Pc c) P-cc3PCJ-YCJo oo)50JOJ= OJNoP C>;3c)c BCJ- +L-------------------Lttl ll ttlttl o-cc B>P co dlIvEJo OnEOJE a N >oJ P P 3 !E P6X-c.P57 58. Intermediate Grammar GamesPearsonEducationLimited @ J Hadfield 2003IE Presentperfect continuous ACCUSATIONCARDSThe baby'sgot a scratchiffilYffil&" iW h y i s y o u r r o o m i n s u c haY o u rh a i r ' s e t !w 4* fl: T h e r e ' s m o k ec o m i n of r o m s the kitchen ! T h e r e ' s a i n to n t h e c e i l i n g l p T h e b a b y ' s e e ns i c k !bT h e r e ' s a t e r a l l o v e rt h e f l o o r !wY o u ' r el a t e a g a i n !W h a t ' st h a t t e r r i b l es m e l l ? 59. lntermediate Grammar GamesPearsonEducationLimited @ J Hadfield 2003IE Presentperfect continuous 60. Intermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003III Past perfectLANDING BALLOONIST'S T--------- ----------1 AHHH-HH --/ :-:- ----/ll_[//-/l ,// 1;^ Stf.or ^;'- 0nrs*s:T L-- l'L'rr //-i+-t5QI(-/. F'-l--:{- /F-{,>S, 60 61. 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Intermediate Grammar GamesPearsonEducationLimited O J Hadfield 2003EZ nUjective + preposition ADJECTIVECARDS PREPOSITIONCARDS ADJECTIVECARDSPREPOSITIONCARDS capablefond IIfull oftir ed ofT keenastonished byII a s t o ns h e d ir similarII d i f fe r e n t f ro m crowdedwith I ----i- .-__lIrl I I I I Ii |"disaopointed bydisappointed with I I I I I I I I ia fr a i d of scar ed of I''---'lIrlsurprisedby furious with Iexcitedby wor r ied byI'--t---___--______t_ rl shocked byproudL---------------------l115 116. lntermediate Grammar Games PearsonEducationLimited @ J Hadfield 2003EZ nUjective + preposition PICTUREBOARD$o'.,,.wfi, eomt Nffi rm,ffi Tg