, ELEMENTARY COMMUNICATION GAMES — Acollection of games and activities for elementary students of English Madde idea i midELEMENTARY COMMUNICATION GAMES Acollection of games and activities for elementary students of English Jill Hadfield Caste Canpaite Jaga ad = = = = = = = =a =a = = =a = =3 = = = = = = =a = = =a = = = = a = ra‘Thomas Nelson and Sons Ltd Nelson Ffouse Mayfield Road Walton-on-Thames Surrey KTI25PL_ UK 51 York Place Edinburgh EHI3JD UK ‘Thomas Nelson (Hong Kong) Lid Toppan Building 10/F 2A Westlands Road Quarry Bay Hong Kong, © jill Hadfield 1984 First published by George G. Harrap and Co, Lid 1984 {under ISBN 0.245.53902-6) Second impression published by ‘Thomas Nelson and Sons Ltd 1985 SBN 0-17.535695-4 NPN987654 Permission to copy ‘The materi inthis book is copyright. However, the publisher grants permission for copies of the pages in the sections entitled ‘Games material and ‘Rules sheets to be made without fee as follows Private purchasers may make copes for their own use or for ‘use by classes of which they are in charge: schoo! purchasers may make copies for use within and by the staf and students of school only. Ths permission to copy does not extend to additional schools or branches of an institution. ‘who should purchase a separate master copy of the book for theic own use For copying in any other cteumstances prior permission in writing must be obtained from Thomas Nelson and Sons Limited. Ilustrations by David Mostyn and Peter Bailey Winds Rogers Associates) Set in Photina and Univers Printed and Bound in Great Britain by Bell and Bain Ltd., Glasgow ‘Acknowledgements ‘The author is very grateful to the staff and students of the EFL Department of South Devon Technical College for their inspiration, encouragement and advice. For CharlieContents 27 Socializing ‘making arrangements ~ Inviting, accepting and refusing 28 Sunday afternoon —_making suggestions and stating preferences 29 Looking for a job asking and talking about abilities st ofgames 3 30 Dome a favour requesting, agreeing and ae 21 wheream 1 tinged emlaing what ; here am asking and explaining what eee o is possible and permitted Games material 21 32 Landladies asking or and giving amend 33 Feelings ‘eseribing ek ings lescribing feelings Seveneal ioe] 36 34 How doesit feel? describing sensual experience Lexicalindex 96 35 Opinion poll asking and stating opinions 36 Nosy neighbours describing ongoing activities 37 Putittogether describing a scene 38 Holiday quiz asking about past events ist of 39 Robert's busy day asking and talking about Suture arrangements or past st of games iw Function 40 Casanova's diary asking and talking about 1 Looking for Mr X asking for and giving future arrangements or past personal information events 2Chit-chat asking fr and giving personal information | 3 The seven families talking about famlies game 4 How many? counting 5 Timezones ‘asking and telling the time 6Where are my glasses? asking and replying where things are 7 Crossroads asking and replying where places are 8 Therecipes game asking for things 9 Shopping lists asking for things in shops 10Shopping around —_—_asking and saying how much things cost 11 Homesweethome describing houses and flats 12.My home town describing places 13 Lost umbrellas describing objects 14 Family portraits describing people - faces 15 Wallflowers describing people ~ clothes 16Lookingfora hotel reserving hotel ‘accommodation 17 Getting there on time asking for travel information 18The us stop game asking fr travel information about buses 19 Visiting friends asking the way and giving directions 20Planninga day out asking about opening and closing times 21 Wandering tourists asking fr tourist Information 22 Computer dating asking and talking about likes and dislikes 23 Commuters asking and talking about travelling to work 24 Flatmates asking and talking about habits 25 Habits and hobbies talking about hobbies 26 Finding a date ‘making arrangements ~ inviting, accepting ana refusing eee ddd ddd deniesIntroduction 1 About games ‘A game isan activity with rules, a goal and an element offun, ‘There are two kinds of games: competitive games, in which players or teams race to be the first to reach the ‘goal, and co-operative games, in which players or teams work together towards a common goal. The activities in this book are mainly of the latter kind, as he ‘competitive element or the need for speed often distorts the language used. Suggestions have, however, been given for introducing a competitive element into certain ‘games, asthe teacher may find this useful on occasions. ‘The activities in this book are communicative games, as distinct from linguistic games; that is, they are activ with a non-linguistic goal or alm. Successful completion of the game will involve the carrying out of a task such as drawing in a route on a map filling in a chart, or finding two matching pictures, rather than the correct production ofa structure. However, in order to carry out this task it will be necessary to use language, ‘and by careful construction ofthe task it will be possible | to specify in advance exactly what language will be required, ‘The emphasis in the games is on successful communication rather than on correctness of Tanguage. Games, therefore, are to be found at the fluency end of the fluency-accuracy spectrum. This raises the question of how and where they should be used in class. Games should be regarded as an integral Part ofthe language syllabus, not as an amusing. activity for Friday afternoon or for the end of term. They Provide, in many cases, as much concentrated practice asa traditional drill and, more importantly, they Provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between the classroom and the real world. ‘This suggests that the most useft piace for these ‘ames sat the free stage ofthe traditional progression {roms presentation through practice to free ‘communication; to be used as a culmination of the lesson, as a chance for students to use the language they have learnt freely and asa means to an end rather than an end in itself. They can also serve as a diagnostic tool for the teacher, who can note areas of difficulty and take appropriate remedial action. 2 About this book ‘The games in this book have been specially written for beginners and elementary students ~ the tasks have been designed in such a way that only a very limited knowledge ofthe language is necessary to complete them. Each game is written within a specific functional area and limited to one or two structures and a clearly defined lexical field. They can be used with beginners right from the very first lesson. The games are arranged in approximate order of diffculty, following a traditional structural progression, although teachers 4 may, ofcourse, use the games in any order, following their own syllabuses. The games are listed on page 3 ‘under functional headings, but there is a structural index for cross-reference at the back of the book. There isalso an index to the main lexical areas covered in the games. Essential exponents and lexis for each game are listed in the teacher's notes, and the teacher should check that students are familiar with these before playing the game ‘The games make use of a variety of techniques. Variety is important in language teaching. anda succession of games based on the same principles, though exciting and novel at fist. would soon pall Techniques used include information gap, guessing, search, matching, exchanging and collecting, ‘combining, and card games, problems and puzaes, role play and simulation techniques. ‘The simplest activities are based on the information ‘gap principle. In these activities Student A has access to some information which is not held by Student B. Student B must acquire this information to complete a task successfully. This type of game may be one-sided. as in the above example, or reciprocal, where both players have information which they must pool to solve a common problem. The games may be played in pairs or in small groups, where all the members ofthe group have some information. Guessing games are a familiar variant on this principle. The player with the information deliberately withholds it, while others guess what it might be. Search games are another variazt. involving the whole class. In these games everyone in the class has ‘one piece of information. Players must obtain al or a large amount of the information available to fillin a questionnaire ot to solve a problem. Each student is thus simultaneously a giver and a collector of information. ‘Matching games are based on a different principle, but also involve a transfer of information, These games Involve matching identical pairs of cards or pictures, and may be played as a whole class activity, where ‘everyone must circulate until they find a partner with the same card ot picture: or as pait work or small group activity, where players must choose pictures or cards from a selection to match those chosen by their partner from the same selection; or as a card game on the ‘snap’ principe. ‘Matching-up games are based on a jigsaw principle. Bach player ina group has alist of opinions, preferences ‘or possibilities. Only one of these s shared by everyone in the group. Through discussion the group must decide on @ common preference, in order to agree on something such asa dinner date or choice of afternoon activity. Exchanging and collecting games are based on the ‘barter’ principle. Players have certain articles or cards which they are willing to exchange for others in order tocompletea set. This may be played as a whole class activity, where players circulate freely, exchanging cards oF articles at random; ras an inter-group activity, where players agree to collect a certain set of articles as a group and then exchange articles between ‘groups: or as a card game on the ‘rummy’ principle. ‘Combining activities are those in which the players must act on certain information in order to arrange= = = = “2 = 4 = = = a - 2 4 = 4 4 4 “4 3 a “3 = 3 4 = a = i a = = = = themselves in groups such as families or people living in the same fat. ‘All the above activities may include elements of uzze-solving, role-play. or simulation Puzzle-solving activities occur when participantsin the | game share or pool information in order tosolvea | problem or a mystery - what happened on Friday at ‘Tom’s party?, who lives in House No 5? etc. Many games include an element of role-play. Players are given the name and some characteristics ofa fictive character. However. these are not role-piays in the true sense, asthe role-play element is always subordinate to the game for the purposes of language use. The role- cardsin these games do not require the imaginative projection into character that is necessary in a role-play proper. The outcome of a game is ‘closed’; once cards are distributed it develops in a certain predetermined way, while role-play proper is open-ended and may develop in any number of ways. The concern in this book was to restrict the language necessary for playing the games, so although itis impossible to make use of the full potentialities of role-play at this level, itis still an indispensable element in those games requiring an ‘exchange of personal information, or social interaction. ‘Simulations the imitation in the classroom ofa total | situation, where the classroom becomesa street, a | hotel, ora supermarket —are also used a good deal in the book, particulary in those games which practise interaction between the individual and services such as shops, banks, tourist offices, staionsand airports. However, for reasons discussed above, these activities, ‘are simulation-games rather than true simulations since the outcome is again ‘closed’: students have @ specific task or series of tasks to complete within the context ofthe simulation 3 Some practical considerations ‘There are three main types of activity inthis book: pair work, involving two partners: small group work, involving groups of tree or four: and whole class activities, where everyone moves freely around the room. All these activities require some flexibility in the Constitution of groups and organization ofthe classroom. Itisbest to have the desks in a U-shape if possible. Students can then work with the person sitting next to them for pair work, and groups of threes and fours can easily be constituted by alternate pairs ‘moving their chairs tothe inner side of the U, opposite ‘another pai. Whole class activities, which involve all the students circulating freely, can take place in the empty area in the centre ofthe U-shape. Simulation ‘activities may involve special arrangement of furniture and suggestions are made inthe teachers’ notes for these activities, iftis not possible to arrange the desks inthis way, this need not deter you! The traditional arrangement of front-facing desks can easily be adapted topair work, with people at adjoining desks working together, while small groups can be formed by two people turning their chairs round to face the two people behind them. Whole class activities present a litle more ‘ofa problera. but often there is a space big enough for students to move around in at the front of the elas, or desks can be pushed back to clear a space in the centre. ‘Games are best setup, especially at this evel by demonstration rather than by lengthy explanation. The teacher should explain briefly what the game involves, hand out the photocopied cards, giving the students a litle while to study them. and then demonstrate the game with one of the students in front of the class. It will be found that the idea of the game is probably easier for students to grasp from seeing the cards than from a verbal explanation, and that as they become more familiar with the idea.of games and the techniques used, any initial problems caused by unfamiliarity will uickly disappear. Where more complicated games are played in small groups, itis suggested that teachers. hand out a photocopied rules sheet to each group of students together with the card(s). There isa reference in he teacher's notes for each gami¢ to indicate where rules sheets. are provided. These are to be found at the back of the book, after the games material section. ‘The teacher's role in these activities is that of monitor and resource centre, moving from group to group. listening, supplying any necessary language, noting errors, but not interrupting or correcting as this, impedes fluency and spoils the atmosphere. Its a good idea to carry paper and pen and to note any persistent errors or areas of difficulty. These can then be dealt with ina feedback session after the game. In many cases, the ‘game could then be played again with different partners ‘or with diferent role-cards. In other cases, mostly in those activities involving puzae-solving, this will not be possible. However, a similar game with diflerent information could easily be constructed to practise the same exponents, and suggestions have been made for this where appropriate. 4 The role of gamesin the language programme The inclusion of games as an integral part of any language sylabus provides an opportunity for intensive language practice, oflers a context in which language is ‘used meaningfully and asa means to an end, and acts as a diagnostic tool for the teacher. highlighting areas, of dificulty. Last, but certainly not least, although the above discussion has tended to focus on methodological considerations, one of the most important reasons for using gamesis simply that they are immensely ‘enjoyable for both teacher and student.Teacher's notes 1 Looking for Mr X {information search Function practised asking for and giving personal information Exponent What is his name/address/telephone numer? What does he do? Ishemarried? What nationality is he2/ Where doe he come from? Lexical areas ‘ccupations, nationalities, numbers Essential vocabulary name, address, nationality, telephone number, occupation, ‘marital status, bus driver, married, ustratian, park road numbers ap to 20 How to use the game Photocopy the forms so that there i one for each student, Give out one form to each student. ‘The object ofthe game is to complete the form. To do this, students must move around the class asking questions about Mr X until they have obtained enough information to complete the form. Students may only ask each other one question at a time before moving on. They may pass on information that they have obtained from other students, as well as the information that was originally on their form, 2 Chit-chat ‘Type of activity whole class| Information search Function practised asking for and giving personat information Exponent What's your name? Where do you ive? How old are you? ‘Are you married? How many chien have you got? What do you do? What are your hobbies? Doyou like...-ing? Lexical areas ‘occupations, hobbies Essential vocabulary cage, married, single divorced, childchilden, job, technician retired, electrician, nurse, policewoman, student, housewife accountant, teacher, librarian, secretary, bank ‘manager, acres doctor, tennis, fotbal, gardening, ‘swimming, salling guitar, kt, cooking drinking, talking. jude, woalwork, painting, crosswords, piano, reading art, pottery ‘numbers 110 100 How to.use the game ‘The game may be played with any number (with a suggested minimum of seven or eight). If there are more than 16 students inthe class, the game may be played in two groups. If there are fewer than 16 students ina. group, questions should be deleted from the ‘uestionnaize and the corresponding role-cards removed. Copy one role-card and one questionnaire for each student in the class, Distribute one rolecard to each student and allow alte time for them to hecome familiar with the information. ‘Then give each student a questionnaire. The object ofthe game sto find all the people described on the questionnaire. To do this, students must move around the room, asking each other questions uni they have found al the people described on the questionnaire Asimilar game could be constructed by the teacher based on the students’ own characters, provided that you know altle about thet lives, occupations, interests and 50 on. 3 The seven famities game ‘Type of activity whole class ‘matching and combining ‘Function practised talking about families Exponent What is your your wife's/husband’sjdaughter's/son's ame? Where do you lve? How of are you) your children? How olds your husband wife? How many chldren/brothers and sisters have you got? Lexical area family relationships Eesential vocabulary mother. father, sister, brother, children, wif, husband, parents ‘numbers 1t0 50, How to use the game ‘The game may be played with 4 to 25 students. Irthere are over 25 students in the class, the game may be played in two groups. ‘There are seven families described on the cards: 1 John. Mary, Peter and Jill Bristol) 2 John, Mary, Peter and jill (Newcastle)hb ohh hold ook skoda aa and anda al 3 Steve and Mary (aged 23) 4 Steve and Mary (aged 25) 5 Steve, Anne, Tom, Pat and Robert (Newcastle) 6 Steve, Anne, Tom, Pat and Robert (Bristol) 7 John, Anne and Peter Copy one card for every student in the class, but make ‘sure that the total adds up to a number of complete faralies. Give oxt the cards to the students and allow a little time for them to famiharize themselves with the details on the cards. ‘The object of the game is for everyone to find the other ‘members oftheir family. To do this they must move around the room, asking questions to identify the other members of the family. ‘Emphasize that students should try to find out all the information about the people they think may belong to their family. 4 How many? ‘Type of activity pal work {Information gop ‘Punetion practised counting Exponent How many... are there? There are... (+ numbers up to 20) Lexical areas ‘numbers up to 20, kitchen objects Essential vocabulary ‘teapot, pan, fork, kn. spoon, cup, saucer, glas, plate, bowl, spider ‘numbers 1t0 20 How to use the game Divide the class into pairs and copy enough pictures for each pair. Give out the pictures 0 that one student in each pair thas picture A and the other has picture B. ‘The object ofthe game is to find out who has the most things in the kitchen. To do this, A and B will have to ask each other how many teapots, pans, forks, knives, spoons, cups, saucers, glasses, bowls and plates there are in thet kitchens and add up the total When they have done this, they can find out who has the most spiders! 5 Time zones ‘Type obactvity| small group information gap Function practised asking and telling the time Exponent What's the time2/What time is tin ..? Ws... (+ des) Lexical areas spumbers, times ‘sential vocabulary times, eg I's ten to nine, I's half past one. How to use the game ‘The game may be played in groups of three or four. Copy one set of information cards (1-4), one set of time cards and one rules sheet for each group. ‘The groups should sit around a table. Each player in the group should have one information card. The 12 time cards should be placed face down in the middle ofthe table. For groups of three, the spare information card should be placed face up in the middle ofthe table and players should take turns in answering using that information. Each player should take tin turns to pick up atime card from the middle ofthe table. The card will show ‘what time it isin one of the four countries. The object ofthe gasne i to fill in the time on the blank clock faces on each time card. To do this the player ‘must find out from the other members of the group what the time is in each of the other four countries, asking, for example. t's four o‘lock in Sydney. What's the time in Landon? 6 Where are my glasses? Type ofactvity small groups information gap Function practised asking and replying where things are Exponent Where's/Where are my ...? 1'They'reinfon/underion top offnear/next ton front off behind the Lexical areas furniture, common household objects and persons possessions Essential vocabulary radio, pipe lasses, cushion. paper, umbrella record, book, alas, socks. fothal, comb, handbag, pn, cigareties. gloves, hairbrush, hat teapot, kiting, cup, shopping basket, slippers, purse: TV. carpet. fireplace, mantepece, sofa, ‘armchair, table, chair, waste-paper basket. wall bookcase, lamp; in. on, under. ontop of near, next, in front of, behind, tothe right left of How to use the game This game can be played in groups of three or four. For ‘groups of three, leave out Jenny. Copy one set of cards for each group. Divide the students into groups of three or four and give out the cards. ‘Tell the students that they belong toa very untidyfamily and are always losing things. ‘The large picture on their card shows their family fiving room. The small pictures show things they have lost, The object ofthe game is for each player tofind out from the others where these things are, and to draw them in on his/her picture. One player should begin the game by asking, Where ‘s/are my ...? and naming one ofthe lost objects. ‘The first player to answer gets the next turn, 7 Crossroads ‘Type of activity small groups Information gap Funetion practised ashing ad replying where places are Exponent Where's/Where are ...? ‘The... s next to/opposite/behindin front f/Betweenjon ‘the right offon the kof the Lexical areas shops and public facilities Essential vocabulary ‘ronmonger. baker, hott caf, yreengrocer, newsagent, car park, post office, chemist, petrol station, cinema, shoe shop, hainiresser restaurant, sweet shop, cathedral, dress shop. ‘grocer, station, bus station, florist, butcher, bank tobacconist; next to, oposite, behind. tn front of, between How to use the game This game may be played in groups of three or four. For groups of three, leave out plan 4. Copy one set of plans and one rules sheet for each group. Divide the students into groups of three or four and give out the plans and rules sheets. ‘The object ofthe game iso fill in the names ofall the places on the plan. To do this, students must pool the information they have on their individual plans. They should take itin turns to offer information about their plans to the rest of the group: each player should in turn make a statement about the plan, for example, The post office is next to the bank. ‘The other players should then filn the tafarmation on their plans, ‘Sometimes players will not be able to use the {information immediately -\fthey do not yet know where the bankis, for example. They may thea make a note ofthe information for future use. ‘The game is finished when al the players have completed their plans. 8 The recipes game ‘Type of activity ‘whole class (in Your groups) exchanging and collecting unction practised asking for things Exponent Have you got any... ? Vd ike some. How much/How many would you like? Lexical areas: food, weights and measures sential vocabulary ‘gs, buter sal, pepper. milk, flour, cheese, sugar ‘chocolate, vanila, water ‘numbers and amounts flow to use the game ‘The game may be played with any number of students. Copy one set of recipes and one set of ingredients cards. Divide the class ino four groups. Bach group should have a clearly-defined home base—a table and chairs in a corner of the room. Give each group one recipe and five randomly’ seiected ingredients cards. The object of the game is for each group to obtain the ingredients necessary to make its recipe. Each group should first read its recipe and underline the five ingredients necessary for making it ‘They may obtain these ingredients by exchanging cards with other groups. They must obtain exact amounts. ‘One person should leave each group with a card they wish to exchange and go to another group in order to try and exchange that card for a necessary ingredient card. ‘No group may send out or receive more than one Person. ‘The first group to obtain all the ingredients necessary forts recipe isthe winner. Note: I'students are unfamiliar with imperial weights. the teacher should alter the weights to appropriate metric weights on the master before copying, 9 Shopping lists Type of activiey whole cass ‘exchanging and collecting Punction practised asking for things.in shops Exponent Have you got any/a...? How much/many do you want? Lexical areas ‘ood, chemists items, amounts containers Essential vocabulary butter, pears, eggs. cof, salt, milk, biscuits, lettuce, ric, apples, peas, bananas, chocolates, carots, chicken oranges, ess, jam, strawberry raspberry, sugar, bef Jour, lemon, cheese, onlons, potatoes, steak, bread, tea, ‘shampoo, aothpast, yoghurt, cabbage, soup, mushrooms, tomatoes, sardines, spaghetti; jar. packet, carton, ber, piece, tin, box, joint, bot aa ae numbers and weightsCe ee ee ee ee ee ee How touse the game ‘The game may be played with any number of students. Copy enough shopping lists one for every student in the lass ‘Then copy the picture cards. Make sure that there isa Picture card for every tem on the lists. Give each student a shopping list and four randomly selected picture cards. ‘The object ofthe game is for each student to acquire the items on the lst, Todo this, they must move around the class asking other students forthe things they need. ‘They should specify the quantities they need: for ‘example, Have you got any raspberry jam? Yes, how much do you want? Two jars. Note: students are unfamiliar with imperial weights, the teacher should alter the weights to appropriate metric weights on the master before copying. 10 Shopping around "Type ofactivity small groups information gap Punction practised ‘asking and saying how much things cost Exponent How much is/are ...? Lexical areas. food, chemists items, prices sential vocabulary beans, potatoes. cucumber, apples, graperult, peaches, bacon, chicken, lve, mince, vegetable soup aprict jam. eas, margarine, cheese, es, Soap, soap powder, razor blades. aspirin; kilo, jar, packet, tn, dozen, bottle, bar prices, weights and numbers How to use the game ‘This game may be played in small groups of three or four students, Copy one set of shopping lists, one set of supermarket, prices and a rules sheet for each group. Divide the class into groups and give each student a shopping list and a price list. ‘The object of the game is for the students to decide ‘where to buy each item on their lists. To do this, they ‘must ask the price of each item in turn from the other supermarkets, compare it with their own price list and decide which is the cheapest. ‘They should then calculate the amount spent and write it beside the item on their lst. At the end of the game they should add up the totals and find out who spent the most (or the least!) on shopping. ‘The game may be done as a race between the different ‘groups in the class, to improve fluency in dealing with ‘numbers in English. Note: If students are unfamiliar with imperial weights, the teacher should alter the weights to appropriate ‘metric weights on the master before copying. {11 Home sweet home ‘Type of activity whole class ‘matching ‘Function practised describing houses and fats Exponent What's your house ike? Has it gota...? How many... has it got? Is Tes gota Lexical areas names ofrooms, adjectives for describing houses Essential vocabulary bedroom, kitchen, livingroom, dining room, bathroom, study, atic; terrace, bungalow, detached, semi-detached. flat cottage, garden —— ‘The game may be played with any number of students. er uiearseleosd ieee aa | ioess picture of their new house (make sure the two are not ses ‘The object of the game is for everyone to find the person this, they must move around the class, asking people to | | 12 My home town “Type ofactivity whole cass ‘matching Function practised describing places Exponent Where do you come from? Where is? 1's im the north/south/east/ west of England What's it ke? Isa... town, Isgota Lexical areas features of owns, adjectives for describing towns, compass points Essential vocabulary north, south east, west, north-east, northavest, et. university, cathedral castle, walls, art gallery, palace, church, shop, theatre, concert hall, shopping centre, ‘museum, station, factory, pub, school beach, streets; histor, industrial port, country, capHow to use the game ‘The game may be played with any number of students. Copy one map and one place description for each student inthe class and give them out. The students should read the place description and look at the map to decide which town it describes. ‘They should write the name ofthe town inthe right place on the map and draw a line toconnect the town with the appropriate plan, When the students have finished, collect in the place description cards. Tell them that they must now find out the names of the other towns on the map, and decide which plan belongs to which town. ‘The object ofthe game is to identify the towns from the ‘maps and place descriptions. To do this they must ask students where they come from, where thelr town is and what itisike. Asimilar game could be played using information about the students’ own home towns. Ask the students to write a short passage describing, their home town. Collect these in and use the information to prepare a questionnaire with questions such as: Who comes from a small mountain village in southern Switzerland? Who comes from an industrial town? ‘Students should then interview each other to find the 13 Lost umbrellas “Type of activity whole class collecting and exchanging Function practised describing objects Expouent What's ke? Ws... (4+ adjective) Its made of. Wesgot Lexical area adjectives describing shape, size. pattern, material Essential vocabulary round, square, long, short big. small, ova, rectangular, tall wide, narrow; plain. striped, spotted, flowery, checked; ‘made of paper string/leather/straw|woolloth; with round handles(afeather|flowersja ribbon iow to use the game ‘The game may be played with any number of students. Copy the large pictures so that there is one for each student. ‘Then copy the small pictures of umbrellas, hats, bags and glasses. Select the objects inthe small pictures to correspond with those that you have chosen in the large pictures. Place the cards in five piles (large pictures, hats, ‘umbrellas, bags and glasses) atthe front of the room, and arrange the chairs in pairs around the room. 10 ‘The students should take one picture from each pile and ‘0 and sit in pairs. ‘Tell the students that they all went to a party last night. ‘When they arrived at the party they possessed the objects shown in the large picture. Unfortunately they ended up taking the wrong things home with them. Itisnow the morning after and they are trying to reclaim their lost possessions. ‘The object ofthe game is to find the four missing possessions. To do this they will have to ‘telephone’ ‘everyone who was at the party to see they have taken their things, ‘They should start by ringing the student next to them and describing their possessions. Ifthe student has a small picture which corresponds to the one in the description. it should be handed over. When both students have finished their descriptions, they should move on and find other partners anid continue in this way until they have found the four small pictures which match the bag, umbrella. hat and lasses in their large picture, 14 Family portraits "Type of activity small group {information gap Fonction practised describing people's faces Eponent What's your mother father sister brother ‘te? He's he's He's/She's got. Ishejshe...? Has he/she got..2 Lexical areas facial features, adjectives describing size and shape Essential vocabulary tal, short. fa, thin, straight/curly/long/short/blonde dark hair, plats, gasses, moustache Beard, bun How to use the game ‘The game may be played in groups of three or four. For groups of three, leave out one of the cards and tell the groups that four of the faces on their cards will not belong to any of their families. Copy one set of pictures for each group in the class. Divide the class into groups and give out the pictures. ‘Tell the students that the picture of the family group on their card represents their own family and the pictures with silhouettes represent the families of the other players. ‘The object of the game isto find out which family group belongs to each player, and which face belongs to each sithouette, To de this, students will have to describe their families to each other. For groups of three, students may each describe thelr families in turn; for groups of four itis best if students describe one person each in turn.ee Oe ee ee ee A similar game could be played using the students’ own family photos. Ask the students to bring in one photo ofeach member of their families, ‘They should sitin groups of three or four and put all the pphotos face down in a pile in the middle of the group. ‘They should then shuffle the pile thoroughly and lay the’photos out face up in a row. Fach student should then describe their family, and the others should decide which photos belong to that family. 15 Wallflowers ‘Type of activity pal work information gap Function practised describing people's clothes Exponent Who is the. giriman? Who is the girl/man with the ..? Which one? The... one The one with Lexical areas clothes, adjectives describing physical appearance Essential vocabulary ‘moustache glasses, beard, blond, dark, straight, curly. long, short hair: dress jeans, Blouse, skirt, shirt, trousers, shes, suit, boots, jacket, T-shirt, pullover How to use the game Copy enough pictures for all the students in the class, Divide the class into pairs and give out copies of the pictures A and B to each pair. ‘They should not look at each other's pictures. ‘Tell the students that they are at a party with a friend, ‘They know the names of some of the people at the party, but not others. ‘The object of the game Isto find the names ofall the people at the party. To do this, they must describe the people they don’t know to their partner, and ask who they are, 16 Looking for a hotel ‘Type of activity whole lass simulation Function practised reserving hotel accommodation Exponent Have you got/Can Ihave asingle/double om with shower ‘bath for one/two/three nights? How much is a single/double room? Lexical area hotel accommodation Essential vocabulary single, double, twin-bedded room, shower, bath ‘numbers, prices How to use the game ‘The game may be played with any number of students. Four students willbe hotel receptionists and the rest will be tourists looking for hotel rooms, although you have a large class - 20 or over —it would be better to have two receptionists at each desk to deal with queues. Copy one hotel list for each receptionist and one tourist card for each Courst Clear the desks and chairs from the middle ofthe room and situate four hotel reception desks in different comers of the room. The receptionists should sit behind these. Give each receptionist different hotel room list and give out the tourist card tothe remaining students. ‘The object ofthe game is to find the cheapest possible hotel room for the night. Todo tis, students wll have to visit each hotel in turn to enquire about availability and prices of rooms. They should then return tothe hotel of their choice to make a firm booking There's always the possibilty that the room oftheir choice may have been taken while they were making ‘up their minds. They will then have to make a second choice. you want to increase the element of competition in the game with a small class, cross out some of the rooms on the hotel lists asf they were already taken. 7 Getting there on time “Type of activity whole class simulation Function practised asking for travel information Exponent Is there @tainfbus/planetafrom ‘fternoonevening? What tme/When does i leavejarrive? Lexical areas times, 24-hour clock, places Essential vocabulary ‘airport, 200, bus tation, town centre, hospul football ‘match, theatre, meeting. sports centre. bus stop, meet, vist. catch arrive, lave ee take go, fnsh, ly, start swim, walk; must, need days ofthe week, times (24-hour clock) in the morning) How touse the game Clear desks and chairs from the centre of the class. Divide the class into two groups. Divide one half nto three groups and the other into groups of three and four. Set up three desks in different areas of the room to represent bus station, rallway station and airport. uThe three groups should act as information officers in these three places. Giveeach information oficer an appropriate timetable. Give exch ofthe other groups a set of task cards, a blank answer sheet with numbers on it rom 1 to 20 and a rales sheet. ‘The object ofthe games for each group to answer all the task cards correctly. Todo this the groups of students should work through the task cards in turn, going tothe appeopriate enquiries desk to ask about bus, train or plane times. When they have completed a task they should write the time on the answer sheet, The teacher can then go through the answers atthe end of the game. ‘When all groups have finished, the two halves ofthe class could change places and repeat the game. 18 The bus stop game Type of acuity whole class simulation Punetion practised asking for travel information about buses Exponent Where daes the 45 go from? Does the 45 stp at Church Street? Which bus goes to Church Street? When| What time isthe next bus? How often does the bus ga? ‘exical areas transport, numbers Essential vocabulary bus station, church, castle, museum, harbour. university, hospital station numbers times How to use the game ‘The game may be played with any number of players {rom a minimum of six. Cards 1 to 8 are queuer cards ~role-cards giving {information about times and numbers of buses. Students with these cards should stand at the appropriate bus stop. Cards 9 to 24 are searcher cards ~ role-cards with questions about times and numbers of buses. The object ofthe game is for students with searcher cards to find a particular bus step. Select and copy the cards you are going to use. ‘There should he twice as many students looking for bus stopsas students queuing at the stops. Ensure that the information desired by the searchers is available on the queuer cards you have selected! Clear the desks and chairs and arrange faur bus stops at suitable intervals, Label these A,B, Cand D. Give out the cards and allow a litle time for the students to read the cards and absorb the information. ‘Ask the queuers to go and stand at the right bus stops, and then tll the searchers to find their buses. During the course ofthe game searchers wil, ofcourse, 2 become queners anid may then pass on any information they have acquired while looking for their bus stops. ‘Teachers may prefer to construct their own set of cards, based on authentic bus numbers and destinations from the town where they are teaching. Note: It is good idea to place the bus stops along an Imaginary road or at ajunction. Students can then give directions such as round the corner ot across the road. 19 Visiting friends Type of actviey small group Information gap Punetion practised asking the way and giving directions Exponent How do get to...2 Turn letright Go straight on Take the first/second/third turning on the right let. Lexical areas directions trae systems Essential vocabulary left right, first, second third, turning, road, talon. corer, side How to use the game “This game may be played in groups of any size from, three to eight, although obviously the larger the group the more language will be practised. Divide the class into groups with about the same number of students in each group and copy one set of ‘maps or each group. For groups of three, use only maps A. B and C: for groups of four use only maps A. B. Cand D, and soon.) Give out the maps and tell the students a mutual friend of theirs is arriving at the station and visiting each of their houses in turn, ‘Their job isto give directions for each stage of the journey. Student A should start and, following the instructions on the map, should give directions from the station to the house on the map. ‘The object ofthe game is for students to listen to the instructions and draw in the route on thelr maps. ‘Then Student B should give directions from A's howse to B's house and so on unti! he students have the complete route marked in on their maps. Finally, ask the students to write down the directions from the last house back to the station, 20 Planning a day out ‘Type ofacivity Par work Information gap Function practised asking about opening and closing times ToT ALT eea i al Exponent What's on at... tonight? What time does it open|close/start/finish? Lexical areas times, public bulldings and facilities Essential vocabulary ‘museurn, market, art gallery, cathedral, theatre, shopping centre; arrive, leave, open, close, start finish months, days, mes How touse the game Copy arole-cardand amapforevery studentinthe | class. ‘The students should stn pais facing each other across atable. Give each student an appropriate role-card and # map. Student 4 has alist of things todo and see on a visit to ‘York. Student Bhas a guide to entertainments and facilites in York. | The object ofthe game's for student A tofind out what | the possibile are and to plan the day. To do this. student A must ask student B for information about opening closing/starting/finishing times of the shops, ‘museums, plays in York, in order to decide what can and cannot be done in the time available. Student A must draw in a route of the day's wanderings on the map. 21 ‘The simulation may be done with a minimum of eight students. Four students will at as tourist information officer, railway booking clerk, hotel receptionist and bank clerk. Copy an appropriate information card for each of these students. ‘The remaining students are wandering toutrists. Copy a task sheet and map for each of these students. If there are more than 15 or 16 students in your class it may be as well to have two students in the hotel, bank, tourist office and station to deal with the queues. Clear the room of desks and chairs and set up four desks in different corners of the room to represent the bank, tourist office, station and hotel, and put students in these places with epproptiate information cards. Give each ofthe lost tourists a task sheet with appropriate map, ‘The object of the game is for students to carry out the Instructions in the order in which they appear on the sheet. ‘Students should find out from someone in the street ‘where the hotel, bank, tourist office and station are on the map and mark them in on the map, betore going to these places. 22 Wandering tourists Computer dating ‘Type of activity Type of activity nels volo Siuloton tacking Facto practised Pune racine tsk ork nfermaton taking abut es and dikes Exponent ‘Exponent Heo Tetto..2 Tike ae Twn hea, Tike Te ng When/ What tin does he... opencoeariveve? Sodot ether iTaon't Mop cesses a Dowulte hhewmach a shebrein tke io..? Devout ing? Conf change. ae pease? Ye 1da/Na ide Gan have ae yogi dole ro for. are mints plese? spore ond nobbes Lexical areas Essential vocabulary directions, public buildings transport, banks (currency), hotels esential vocabulary bank, station, tourist office, museum, hotel, atgallery, shopping cenre, bank, 20. abbey, caste, aquarium. single, | return single double room, shower, bath times, prices, directions How to.use the game ‘This is an elementary simulation, designed to provide further practice in language already practised in Visiting friends (directions), Planning ¢ day out (asking ‘when places open and close), Getting there on time (asking for travel information), Shopping around (asking. ‘about prices) and Finding a hotel (reserving a hotel room). ving, gardening, swimming, tennis, sking, golf, cycling, cooking, reading, fotball iow to use the game ‘The game may be played with any number of students, with a suggested minimum of sx. Copy enough cards forall the students in the class. Make sure each role-card appears at least twice. Give out the cards to the students and tell them that the ‘abject of the game is to find the perfect partner. They should try to ind someone whose likes and dislikes are exactly the same as their own. ‘To do this they should move around the class interviewing people about their likes and dislikes until they find someone whose tastes match theirs. 1B23 24 Commuters Flatmates Type facvy Typ fac peor ess Taormetion snp alder Function pected Function pected {Shing a ang about traveling co work {Shang au talking about habits and daly outins ponent Bsponent Where do you!des hehe work? ee Tivefworkin-- Wend you..2 Heelies orks n. crate veiled. Hove ous he eto work? toe {ae alee boy bse dn Hse aries Hei res ental vocabulary _ ae SCinlotrtnpel) ke cite pe oo eee wah ised (ime) ook. iro, gos pate, work sleep, belong to, type, write; tidy, untidy, busy, active, Lexical areas ‘heavy (smoker), social life, alone, diet; places of work. means of transport, compass points, ‘numbers Essential vocabulary north, south east, west, north-east, north-west, south-east. south-west: bleyce, trai, bus, tai, motor cele car, ‘factory. restcurant, garage, bank, library office, hospital, shoe shop, chemist café, schoo, hotel, pst ofce, ‘supermarket, hairdresser’, travel agent numbers How to use the game Copy one picture sheet and one reading cand for everyone in the class, and give them out. ‘The students should frst ofall read the information on the reading card and decide which pictures on the picture sheet are referred to, ‘They should then draw lines connecting one house with the people who live in it and the people with their places of work. ‘They should then write in along these lines the distance and the travelling time front the house to each place of| work. When they have finished, collect in the reading cards and group the students in pairs— A and B should work together, Cand D should work together. ‘The object ofthe game isto find out all the available information about all he people inthe picture sheet ‘and complete it by drawing lines from each person to thelr place of work and writing in the distance and travel times. ‘They should ask each other questions about the people in their families - where they live and work, how they ‘get to work, how long it takes and how far tis, filling in the picture sheet in the same way as they did from the reading card. When they have finished, regroup the pairs so that A and Cwork together and B and D work together. They should then share all the information they have collected and so complete the sheet. ‘The teacher can make the game into a race between ‘kroups by asking Who has the longest journey? Who has the shortest journey? The first group to find out s the winner. 4 qualifying words: often, never alt arly, tate, not much, ete How to use the game ‘The game may be played with any number of students, with a suggested minimum of six. Copy the cards so that there is one for each student. ‘Make sure that each role-card appears atleast ewice. Give the cards to the students and tell them that they are al Joaking for someone to share a flat with them. ‘The object ofthe game is to find someone with whom you.can live in peace! Students should interview each other about their habits ‘nd daily routines until they find someone whose lifestyle is the same as their own, Ifyou have an odd number in your class, either one Person will be let without 2 atmate or you can specify that more than two people can share a lat together. 25 Habits and hobbies ‘Type of activity whole class fnformation search Punction practised talking about hobbies Exponent Dovyou...? How often dogou...? Whendoyou...2 1... oncetwice a day/ week/month year. 1.2 every day’morningfterncon|eveing. at weekends ‘on Sundays/ Wednesday evenings Inthe aternoons/mornings/evenings inthe summer{winter Lexical areas hobbies. sports and pastimes UUi ee ee ee ee ee ee ee eee | Pesential vocabulary exercise, cyeling. go riding. tennis, swimming, walking climbing, skin, fying, divin, painting, drawing, poter sculpture, photography, parachuting, dancing, cooking. ‘sewing knitting, woodwork, plano, violin, listening to ‘records/the radio, reading, watching TV, writing lters, {ishing yoga. gardening; like, go play, practise. listen. want, cook, Se it try, read. watch, How to use the game ‘The game may be used with any numberof students from eight upwards. Copy enough cards and questionnaires for everyone in the class. ‘The relevant information ison cards 1 to 8, so ensure that these are included inthe cards you copy. Give out one card and one questionnaire to every student in the lass ‘The object of the game iso fillin the questionnaire. To 4o this, students will have to move round the lass, asking questions such as, Do you play the piano? How often do you watch TV? When do you play gol? Note: A similar game could be constructed using information about the students’ hobbies and interests. ‘Ask the students to write a short plece about thelr hobbies and interests, saying how often they do each of| the activities they mention, Collect these in and use the information to prepare a short questionnaire similar to the one in this game. Itis also possible to use the cards for a matching game. Copy one card for every student in the class but make sure that you include a counterpart from cards 9 to 16 for every one of the cards 1 to 8 that you use. Give one card out to each of the students, and tell them to interview people about their hobbies and interests ‘until they find someone with the same interests as they have. ‘They should then try to find the differences in their habits. ‘The first part of the game will involve the questions, Do you ...? and Do you like ...?; the second part will involve the questions, How often do you. ..? and When doyou...? 26 Finding a date ‘Type of activity pair work Information gap Funetion practised ‘making arrangements ~ inviting, acoepting and refusing Exponent Can you Would you like to come to dinner on ...? How /Whatabowt..? Tm sorry m...-ing. Talove to. Lexical areas entertainment and social activities Essential vocabulary dinner, party, cofe evening, cinema, drink, dance, go, have, ‘come, meet days ofthe week, times How to use the game Copy enough diaries forall the students in the class. ‘Ask the students to sit in pairs facing one another and give out the diaties. Tell the students that these are their engagement diaries for the coming week. Student A wants to invite student B for dinner one evening. ‘The object of the game is for the two to find a mutually convenient date, To do this, they should enact a telephone conversation where A rings B up to suggest having dinner. They should take it in turns to suggest possible dates. ‘The game is finished when the arrangements are complete. 27 Socializing ‘Type of activity whole class ‘matching'up Function practised ‘making arrangements inviting. accepting and refusing Exponent Can youyWould you lke to come to...0n-..? How/What about ...? Td over. Tm sorry Ym... ng Lexical areas ‘entertainment and soctal activites asential vocabulary cinema, theatre, pub, concert, restaurant, disco, bowling alley, ete. days of the week, times How to use the game Copy enough diaries forall che students in the class. Give each student a blank diary and write a list of seven, different places on the board, for example, cinema, theatre, restaurant, pub, concert, disco, bowling alley. ‘Tei the students that they want to go out every night to a different place, They must go out with a different person every night, and they may not go to more than. ‘one place or out with more than one person on any night. ‘The object ofthe game is for each student to make arrangements and write them in their diaries. When they have filed up their diaries and returned to their places, they should discuss their social programme with the person sitting next to them, 4528 Sunday afternoon {in memoriam T Hancock Type of activity small group ‘matching up role-play Function practised ‘making suggestions and stating preferences Exponent Shall we...? Lets... How/What about. -ing? Vad ratheriprefer to... don't wane 29 ‘That's a good idea! Lexical areas sport and pastimes Essential vocabulary nal, picnic, cycling. riding, teins, PV, chess, musi, ‘ands, bowing, skating cinema, 200 seaside, sailing radio, museum, art galley, go, play, watch, vst listen How to use the game Divide the class into groups of three or four and copy one set ofrole-cards, one set of situation cards and a rules sheet for each group. For groups ofthree leave out role-card D. ‘The players should sit round a table with the situation cards face down in a pile in the middle of the table. The cards should be in order from 1 to 6. ach player should have a role-card, A, B, Cor D. ‘Tell the students that it's Sunday afternoon and they are sitting at home feeling rather bored, ‘They should turn up the first situation card and, acting on the instructions on that card, make suggestions of things to do, based on the list of preferences on their role-cards. ‘The object of the game is to continue making suggestions of things to do until they find something, that they all agree on. When they have reached agreement, they should ture: up the next situation card and continue as before. ‘The game is finished when they have successfully decided on something to do, 29 Looking for a job Type of activity whole class matching Funetion pracused asking and talking about abilities Exponent Cangou...2 Yes, ean/No,Tean' ean. 16 Lexical area abilities Essential Vocabulary ‘swim, speak, type draw, pain, play (2h plano violin) play tennis, sng. ride, Sk, sew, cook, dive, read music, take shorthand: teacher, secretary, journalist How to use the game ‘The game may be played with any number of students. Copy enough cards for everyone inthe class, but make sure that for every employee's card there Isa corresponding employer's card Give out one card to everyone in the class. ‘The object ofthe game is for every employee to ind 2 Jab, and for every employer to find a suitable person for the job. To do this, employers will have to move around the class, interviewing candidates for the jobs. They should only take candidates who fulfl all the requirements listed on the advertisement. The game is finished when everyone has 2 job. Ifyou have an odd number of students in the class, either one student will be left without a job, or. if you think thisis too cruel, you should alter one of the advertisements to read, Wanted - two... 30 Do me a favour ‘Type of activity small group Function practised requesting, agreeing and refusing Exponent Can/Could you... Yes. ofcourse ‘Sorry, Tm busy/t can't atthe moment. Lexical area household tasks Essential vocabulary lean (the wiadow;floor oat carpet), sweep (the floor) ‘mend (the vase| window). post (the leter), empty (the bin) ashtray). clear (the table), put away (the records). tdy. ‘make the bed, do the washing-up/the shopping, make the cafe, open (the door). lose the window). wash (the clothes), mow the lawn, paint (the room). answer (che telephone) How to use the game Divide the class into groups of three or four and copy one set of cards and a rules sheet for each group. "The cards are divided into request cards, showing an action that needs doing, and reply cards, showing the completed action. ‘Request cards have a question mar hand corner; reply cards have a tick (7) ‘The object ofthe game is for players collect matching Pairs ofrequest and reply cards. ‘The players should sit in their groups around a table ‘and deal out ten cards to each player. The remaining cards should be placed face down ina pile In the middle of the table. in the top right- heh TE OTL TET Ch TE TEAL TEAL ILL LLL TLL TLL OT OT OTX age eaangaaaeananrtannannanwaneeeseee eae ee a | ‘The players should look at their cards and sort out any ‘matching request and reply cards. These should be discarded, ‘The players then take itin turns to make requests based (on the cards in their hand. The request may be addressed to anyone in the group. ‘When players have a reply card that corresponds to the request, they should give it to the player making the ‘request with an appropriate response. Ifthey do not have such a card they should refuse the request with an appropriate response. When a request is complied with, both cards should be discarded, When a request is refused, the person requesting should take another card from the pile in the middle. ‘The winner s the player who gets ri of ll his/her cards irs. 31 Where am |? ‘Type of activity small group guessing game Function practised asking what is possble/pefmitted Exponent Can you...? Yes, you an/No, you can’ You must/mustn't... Lexical area ‘everyday activities ‘Essential vocabulary ext, wat, drink, tak, sleep, play tennis. change money, ‘swim, read, buy, smoke, getup. gout, leave, se, dance, vwatch TV, et. How to use the game Divide the class into groups of three or four and copy fone set of cards for each group. ‘Students should sit in groups around tables with the cards placed face down in the middle of the group. ‘They should take it in turns to pick up cards from the pile. The player who picks up the card should look at the picture and make a statement about what is. possible or permissible in that place, for example, You mustn’t speak there, You can read there, et. ‘The object ofthe game is for the others to guess where the place is. ‘They may ask further questions about what is possible ‘or permitted inthe place, for example, Can you eat there? Can you swim there? ‘When they have guessed correctly the next player should pick up another card. ‘Note: This game is best set up by demonstration, Give ‘one of the cards to a student and ask the questions yourself, Then take one of the cards yourself and get the lass to ask you similar questions until they guess correctly, * As this is a guessing game itis dificult to predict in advance exactly what vocabulary will be required. The verbs suggested ‘rea basie minimum, 32 Landladies “Type ofactivity whole class matching Function practised asking for and giving permission Exponent Cant...? Yes, youcan/No, you can't Lexical area household activities Essential vocabulary play (reeds), use, smoke, drink, invite, bri How to use the game ‘The game may be played with any number of students. Ifthere are more than 20 students in the class. copy extra tenant cards and specify that landladies may have ‘more than one tenant. Give out one card to each student, Make it clear who isa landlady and who isa tenant. ‘The object ofthe game Is for all the tenants tofind a suitable landlady. To do this, they must move around the class asking what is and is not permitted by the various landladies until they find one who will let them do everything they want. ‘The game is finished when everyone has found the ideal place to live. 33 Feelings ‘Type of activity pale work {information gap Function practised describing feelings Exponent He/She looks eis... Lexical area adjectives for describing feelings ential vocabulary ‘ad, happy, tired angry, worried, surprised, il, bred. puzled frightened, hot, cold How to use the game This game uses the same numbered frame as game 34 How does it feel? Copy one frame, one set of pictures and a rules sheet for, each player. ‘The students should st in pairs facing one another across atable with a book or folder between them so that neither can see what the other is doing. Give out the pictures and the frames to the students and ask one student (A) in each pair to arrange the 12 pictures in any order on the frame. 7The other student should not be able to see what is happening. ‘The object ofthe gante is for student B to arrange the pictures in the same otder as student A. To do this, student A must describe the pictures to student B in terms of how the people in the pictures look or fel. Student B may ask questions. ‘When student B has arranged the pictures correctly, the two players may reverse roles - student B arranging the pictures and describing thera to student A. 34 How does it feel? Type of activity pale work Information gap Punetion practised describing sensual experience Exponent What does it fel/taste/smellook lke? Iefeels/tastes/smellslooks... (+ adjective) Lexical area adjectives for description of sensation Essential vocabulary rougi. smooth, sweet sour, hot, cold, wet dry, light, heavy, sharp, soft, hard, bright, shiny, fury, prickly, halry, slippery How to use the game Copy one set of pictures, one frame and a rules sheet for each student in the clas. ‘The students should sit in palrs, facing one another across a table with a book or folder between them so that neither can see what the other is doing. Give out the pictures and the frames to the students and ask one student (A) in each pair to choose any 12 of the pictures and arrange them in any order on the frame. ‘The other student should not be able to see what is happening, ‘The object ofthe game Is for student B to arrange the Pictures in the same order as student A. To do this, student A must describe the pictures to student B ir terms of how the objects taste, fel, look, smell. Student B may ask questions. ‘When student B has arranged the pictures correctly, the two players may reverse roles student B choosing ‘and arranging the pictures and describing them to student A. It isnot essential in the game for students to know the names ofthe objects in the pictures, although they may like to know them out of interest. 35 Opinion poll ‘Type of activity ‘whole class matching 18 Punetion practised asking and stating opinions Exponent ‘What do you think about...? I think ithe/she's.. (+ adjective) {don’t do lNelther do I. Lexical area adjectives for opinions Essential vocabulary beautiful, ugly, frightening, boring, interesting, delicous, attractive, handsome, exiting. enjoyable, horrible, dificult, ‘sexy, le, silly, rubbish, fantatc, wonderful ‘awful pretty, aad habit « wesc of time/money ngerous, How to use the game ‘The game may be used with any number of students. Copy enough cards forall the students in the class. Make sure that each card appears twice, Give out the cards to the students. The object of the game is for each student to find ‘someone whose opinions are exactly the same as theirs. Todo this, students must move around the class asking for and giving opinions on the subjects listed on their cards until they find someone who agrees with them about everything. 36 Nosy neighbours ‘Type ofactivity whole class Information gap ‘Function practised describing ongoing activites Exponent ‘What s happening in...? What's... doing? What are...and ...doing? He's/She's Ig. Theyre... -ng Lexical area everyday activities Essential vocabulary have (a bath/a shower /tea/a party). answer (the phone), dry (the dishes) clean (teeth), cook, ery. play (the guitar). ‘watch (TV), write (leters), sleep, make (tea/bed). et, drink. do the wasking-up. ight. pain (the howsefa picture). "ead dane ey. eh do (homeo) study How to.use the game ‘The game may be played with any number of students, from a mninimum of eight. Copy one lerge picture and one description for each. student in the class. Give out the cards to the students and tell them that they live in the street shown in the picture. ‘They live opposite the houses shown in the pleture and they each have some information about what is going ‘on in the houses, It is now 6 o'clock in the evening. ‘The object of the game is to find out what is happening in House number 5. PURER MUEN LN NATTA NMMM MTOMeeee ede eee eed a a In order to do this, they will first have to read their descriptions and decide which pictures are referred to in that description. They should draw a line connecting. the people described with the house they live in. ‘They will then have to move around the class asking their ‘nosy neighbours’ what is happening in the other houses in the row, and connect people with houses in the same way. ‘Nobody has a description for House number 5,50 they will have to find out what is going on in all the other houses in the row in order to eliminate all the possibilities. ‘They will then be let with one picture which shows ‘what is going on in House number 5. 37 Put it together Type of activity whole class, then small groups matching Function practised eseribing a scene Exponent present continuous tense for ongoing activities Lexical area everyday activities Esentlal vocabulary picnic, sunbathe, walk, sleep, talk, catch, throw, run, fl iv, drown, swim, shout, look at, kit play, cary, wave, Took write light, chase, blow, eat, drink, take a photo, st, take How to use the game ‘The game may be played with up to 20 students. For larger classes, divide the class into two groups. ‘Make one copy of each of the pictures and cut them up along the lines shown, into as many pieces as there are students in the class. When there are fewer students, the pictures can be cut up into fewer pieces: three or four, for example, instead of five. Give out one piece toeach student. ‘Tell them that the pieces together make up four large pictures, ‘The object ofthe game isto find the other people who hhave pleces from the same picture. To do this, students will have to move around the class describing their pictures to the people they meet. ‘When they have found the other people with pieces of the same picture, they should sit down somewhere in a group and try to work out in which order the pieces. ‘come from left to right. To do this, they will have to describe their pictures to each other in greater detail. 38 Holiday quiz “Type of activity small group guessing game Function practised asking about past events Exponents Did you. ..2 Yes, IdidjNo, tdidn't. Lexical area everyday activities “asential vocabulary at, se, visit oto, have ele, as required by students How to use the game Divide the students into groups of three or four and copy one set of pictures for each group. The students should st round a table with the cards placed face down in a pile in the middle ofthe group. They should take tin turns to pick up cards from the pile. ‘The object ofthe game is forthe other players to try and guess where the player holding the card went for his last holiday. They do this by asking questions such as Did you eat spagheti? Did you see a kangaroo? Did you go toabulfight? When they have guessed correctly the next player should pick up a card and the others should question hhim in the same way. Note: This game is best set up by demonstration. Give one of the cards toa student and ask questions, Then take one ofthe cards yourself and get the class to ask you similar questions until they guess correctly. * As his isa guessing game It dificult to predict in advance exscly what vocabulary willbe required fhe vers suggested fre a basic minimum. 39 Robert's busy day "Type ofactivity whole class information gop ‘Function practised asking and talking about future arrangements or past events Exponent What she ding at... o'clock? He's... Ing. ‘or What did he do at... o'clock? He... ed. Lexical area social activites Essential voca ‘catch, have (cofe/a drink/ lunch) tea), met, goto How to use the game ‘The game may be played with any number of students. Copy the diaries so that there is one for each student. Give out one diary to each student and tell them they each have a page of Robert's diary. ‘The object ofthe game isto fil in all the diary entries. ‘Todo this, students must move around the class asking 19 etyquestions such as What is he doing/did he do at... o'clock? Students may only ask one question at a time before moving on. ‘They may pass on information that they have obtained {from other students, as well as the information that was originally on their page. ‘Asimilar game may be played using information about the students’ own activities of the previous day or their arrangements for the next day. Ask the students to write a short account oftheir activities on the previous day or their arrangements for the next day. Collect these in and use the information to prepare a short questionnaire with questions such as Fi someone who went/is going to the dentist at 11 o'clock yesterday tomorrow. ‘Students then interview each other to find the answers tothe questions. 40 Casanova’s diary Function practised asking and talking about future arrangements or past events Exponent What are you ding on ...? Areyou...-ing? When are you...-ing? (r What did you do on ...? Did you. ..2 When did you...? Lexical area social activities Essential vocabulary guitar, dinner, class, oyer party, tennis, club, folk musi, dentist, doctor. drink, station, coach station art class, len, disco, pottery, college How to use the game ‘The game may be played with 8 to 16 students. Ifthere are more than 16 students, form two or more groups. Copy one diary and one questionnaire for every student inthe class. The essential daries are numbers 1 tq 8; the others are ‘floaters’. Numbers 1 to 7 should be given to women, ifpossible: ‘number 8 should be glven to a man. Give out the diaries and the questionnaires to the students and tell them that the diary shows all their ‘engagements for the coming/past week. Some ofthese activities involve a man called John. The object ofthe game isto find out as much as possible about John’s activities during the coming/past week, and thus to complete the questionnaire. To dothis, 20 students will have to move about the class, asking questions to find out who is seeing John, when and where, Note: The game may be used to practise either the present continuous tense (for fixed arrangements) or ‘te simple past tense. Two versions of the questionnaire are therefore included and the teacher should select whichever is appropriate. + TUGAMES MATERIAL PPP PPMP OP eeeee aD name .. John. Fisher Address Telephone number Occupation Marital status Nationality Address Telephone number 6453210 Occupation Marital status Nationality Name Address Telephone number Occupation Maritalstatus. Married. Nationality 1 I ! I 1 ! 1 1 ! I 1 I ! 1 I ) 1 I I I! It ! I 4. ! I I 1 I 1 I 1 ! ' 1 1 I 1 ! ! I 1 I Il I It | I Name address _./5._ Park Road, éxeter Telephone number Occupation Marital status Nationality ThOTL OT TRAE TL TL TL The Name Address Wo OT oy Telephone number Occupation Bus driver TL TL TL Mari status Tf Nationality OTL TL TL SL TL Th Name Address Telephone number Occupation Marital status Nationality... Australian2 CHIT-CHAT (Questionnaire) Cuddesdon Find: technician with two children a grandmother who lives in Hull 8.24-year-old nurse an electrician who plays the guitar 2 policewoman who lives in Oxford alazy student 2 54-year-old housewife an accountant who likes fishing 2 fireman who likes judo ‘a married teacher a teacher who lives in Liverpool a librarian who likes crosswords a secretary who is also a pianist a hard-working bank manager an actress who lives in Plymouth 37-year-old doctor with two children Find: a technician with two children ‘grandmother who lives in Hull 24-year-old nurse an electrician who plays the guitar ‘@ policewoman who lives in Oxford alazy student 54-year-old housewife an accountant who Tikes fishing a fireman who likes judo amarried teacher a teacher who lives in Liverpoo! a librarian who likes crosswords a secretary who is also a pianist a hard-working bank manager an actress who lives in Plymouth 37-year-old doctor with two children oe Find: a technician with two children a grandmother who lives in Hull 24-year-old nurse ‘an electrician who plays the guitar policewoman who lives in Oxford alazy student 64-year-old housewife {an accountant who likes fishing 2 fireman who likes judo a married teacher ateacher who lives in Liverpool librarian who likes crosswords secretary who is also a pianist a hard-working bank manager an actress who lives in Plymouth 37-year-old doctor with two children Find technician with two children ‘a grandmother who lives in Hull 24-year-old nurse an electrician who plays the quitar 8 policewoman who lives in Oxford alazy student a 84-year-old housewife ‘an accountant who likes fishing 2 fireman who likes judo ‘a married teacher ‘a teacher who lives in Liverpoo! a librarian who likes crosswords a secretary who is also a pianist a hard-working bank manager an actress who lives in Plymouth 37-year-old doctor with two children }2 CHIT-CHAT (Role-cards} John Peters ‘Age: 26 Lives in London Married Two childs Job: techni Hobbies: tennis, football Alice Summers ‘Age: 24 Lives in Exeter Married ‘Three children: Sally, Tom and Sue Job: nurse Hobbies: swimming, sailing Susie Parker Age: 35 Lives in Oxford Not married Job: policewoman Hobbies: knitting, cooking Barbara Holbrook Age: 54 Lives in Bristol Married Two children: Tessa and John Job: housewife Hobbies: theatre, reading ! ! | 1 1 ! 1 1 t i 1 ! I I 1 1 Sam Stevens ‘Age: 43 Lives in York Married ‘Three children: Anne, Jane and Linda Job: fireman Hobbies: judo, football David Oldham ‘Age: 27 Lives in Liverpoot Not married Job: teacher Hobbies: woodwork, painting Sally Jones Age: 46 Lives in York Not mar Job: secretary Hobt 8: playing the piano Sarah Thomas Age: 32 Lives in Plymouth Not married Job: actress Hobbies: reading, art 1 ! 1 I ! I ! 4. 1 I 1 1 ! 1 1 aly ! 1 I 1 I t I - i 1 ! ! 1 1 | ! ! Elsie Lewis ‘Age: 65 Lives in Hull Married Four children and six grandchildren Retired Hobbies: gardening Tim Fowler Age: 36 Lives in Brixham Married Two children: Robert and Oliver Job: electrician Hobbies: guitar Tony Owen ‘Age: 24 Lives in Brighton Not married Job: student Hobbies: drinking and talking Jim si ‘Age: 28 Lives in Southampton M One child: Simon Job: accountant Hobbies: fishing Chris Piatt Age: 31 Lives in Maidstone Married No children Job: teacher Hobbies: gardening Steve Jenkins Age: 24 Lives in Glasgow Divorced No children Job: librarian Hobbies: crosswords Harry Myers ‘Age: 62 Lives in Birmingham Married ‘Three children: Josephine, Rebecca and Edward Job: bank manager Hobbies: work Celia Parsons Age: 37 Lives in London Married ‘Two children: Patricia and Caroline Job: doctor Hobbies: potteryJohn You are 29 years old. ‘Your wife's name is Mary. She is 23 years old. You have two children, Peter and vill You live in Bristol, Peter Your father's name is John. You have one sister called Jill. You live in Bristol. wud woe I a 1 i i John ‘You are 29 years old. ‘Your wife’s name is Mary. She is 23 years old. You have two children, Peter and Jill You live in Newcastle. Peter Your father's name is John, You live in Newcastle. ‘You have one sister called Jill. ee ee Steve You are 26 years old, Your wife's name is Mary. She is 23 years old. You have no children. You live in Newcastle. www a r Steve You are 26 years old, Your wife's name is Mary. She is 25 years old. You have no children. You live in Newcastle. ww 1 I 1 I ! ! ! 1 ! 1 1 ' 1 I 1 I I 1 aa 1 1 1 1 1 1 ! 1 1 i | ! 1 ! 1 ! 1 I 4. i I 1 ! 1 ! ! 1 1 1. i I I ! 7 ' ' ! Mary You are 23 years ol. | Your husband's name is John, : Hes 29 years old i You have two children, Peter and Jil You lve in Bristol Jill Your father's name is John. You have one brother called Peter. You live in Bristol. Mary You are 23 years old. Your husband's name is John. He is 29 years old You have two children, Peter and Jill You live in Newcastle. aint Your father's name is John. You live in Newcastle, You have one brother velied Peter. : Mary You are 23 years old. Your husband's name is Steve. He is 26 years old You have no children. You live in Newcastle. Mary a You are 25 years old. - Your husband's name is Steve. He is 26 years old. 7 You live in Newcastle. You have no children. You are 26 years old. ‘Your wife's name is Anne. She is 27 years old. You have three children, Tom, Pat and Robert. You live in Newcastle, 3 3 3 =3 Steve 3 3 3 Anne You are 27 years old. Your husband’s name is Steve. . He is 26 years old. ‘You have three children, Tom, Pat and Robert. You live in Newcastle.Tom Your mother's name is Anne. You live in Newcastle. You have a sister called Pat and a brother called Robert. Pat Your mother's name is Anne. You live in Newcastle. ‘You have two brothers called Tom and Robert. Robert ‘Your mother's name is Anne. You have a sister called Pat and a brother called Tom. You live in Newcastle, You are 26 years old. Your wife's name is Anne. She is 27 years old. You have three children, Tom, Pat and Robert. You live in Bristol Anne You are 27 years old, ‘Your husband's name is Steve. He is 26 years old. ‘You have three children, Tom, Pat and Robert. You live in Bristol ‘Your mother’s name is Anne. You have a sister called Pat and a brother called Robert. You live in B Pat Your mother's name is Anne. ‘You have two brothers called Tom and Robert. You live in Bristol Robert Your mother's name is Anne. You have a sister called Pat and a brother called Tom. You live in Bristol John You are 29 years old. Your wife's name is Anne She is 27 years old. You have one child called Peter. You live in Newcastle. Anne You are 27 years old. Your husband's name is John. He is 29 years old. ‘You have one child caifed Peter. You live in Newcastle. Peter ‘Your parents’ names are John and Anne, You live in Newcastle. You have no brothers or sisters.Bard Co ee ee Te) 1. Sydney is one hour ahead of Tokyo. 1 Sydney is one hour ahead of Tokyo. 3 New York is five hours behind London. 3 New York is five hours behind London. 4 Rio is one hour ahead of New York. 4 Rio is one hour ahead of New York. 2 London is ten hours behind Sydney. 3 New York is five hours behind London. 3 New York is five hours behind London. 4 Rio is one hour ahead of New York. 4 Rio is one hour ahead of New York.Ce eee eee nT)Tokyo ‘Sydney London New York RioJ Ze" a JiR Pe 7 WK - SS ! SS |iCU a ae ay v 7 ! E i So = 1 | I I . | | | ! |PKROUSRUUTRe Ny 3----------~------------~----~------------~------~- joece eee --- == -- === b+ == CDae ge Oe = Coz FO Nee LESOSG joceg & Ge-c & See & Cees: POP QE (pe DeTe Or iss Regent Room Room number Price number Price 2 1 single £10.00 1 single £12000 2 single £10.00 2 single £1200 3. single with shower £13.50 3. single with shower £1500 4 single with bath £15.00 4 single with bath £16.00 5 double £17.00 5 double £16.00 6 double with shower £18.00 & double with shower e780 5 7 double with bath £20.00 7 double with bath £19.50 8 twin-bedded £18.00 8 twin-bedded £17.00 9 twin-bedded with shower £19.60 9 twin-bedded with shower £22.00 10 twin-bedded with bath £20.00 10 twin-bedded with bath £23.00 = BELLEVUE Room Room - number Price > number Price 1 single £11.60 1 single £14.00 2 singie £11.50 2. single £14.00 3. single with shower £13.00 3. single with shower £16.00 4 single with bath £13.60 4 single with bath £17.00 5 double £1.00 5 double joa Cia00) 6 double with shower £13.00 6 double with shower £20.00 7 double with bath £21.00 7 double with bath £22000 = 8 twin-bedded £19.00 8 twin-bedded £20.00 9 twin-bedded withshower £21.00 9 twin-badded withshower £23.00 10 twin-bedded with bath £22.00 10 twin-bedded with bath «£25.00SOUP Es ht) et ee You want a double room for three nights. You want a single room for two nights, You want a single room for one night. You want a twin-bedded room with bath for one night. You want a single room with shower for two nights. You want a room with twin beds for one night. You want a double room with shower for two nights. You want a single room with bath for three nights. You want a twin-bedded room with shower for three nights. You want a double room with bath for two nights.SVR Aat Maat te BUS STATION ee ee Bus Fromtowncentre Times Fumber to: a Station Leave every half hour from 06.25 to 22.25 Arrive 15 minutes later 29 Airport Leave every hour from 07.16 10.23.15, Arrive one hour later 50B Hospital Leave every hour from 08.18 10 21.15, Arrive 18 minutes later AIA Zoo. Leave __every hour from 09.00 t0 17.00 Arrive 20 minutes later 56 Football Leave every half hour from 09.30 to 22.00 ground Arrive 18 minutes later : 28 Sports Leave _ every half hour from 09.15 1022.15, centre Arrive 15 minutes later STATION Liverpool Depart 10.45 13.45 17.45 20.45 Arive 1445 1745 21.45 00.45 London Depart 06.60 10.00 14,25 16.45 20.30 Arrive 08.50 12.00 16.25 1845 2230 Bristol Depart 07.45 08.45 09.30 11.30 1430 1730 Arrive 08.45 09.45 10.30 1230 15.30 18.30 Oxford Depart 09,00 12.40 18.35 19.20 Arrive 11.30 15.10 21.00 21.50 AIRPORT Departures Arrivals 11.20 Paris 10.50 15.40 19.30 09.15 Rome 10.05 20.45 17.35 10.30 New York 11.40 1245 Madrid 11.15 18.25 19.05 Oslo 09.15 Osto 09.05 18.55 20.201 1 I | 1 14 e 3 Ju are meeting some 12 | Yogmegringse New, | Youaemeaing se 1 | Jouare taking some | YononSatrday What | trends for unc Youare meting our | children to the Zoo. You 1 {itodoce yourstene (glenn vous Poison Tuesday. | manttosee the | leave? | Which tain must you Paris on Tuesday | Sopher bath te ; | Whi Meche cuneeeee) | Thisis at (dam, Which | | cat oes the plane artve acest yauoetth | Hl | tromtnetown center . : \ i ! 1 | i ! + -

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