Professional Documents
Culture Documents
COMMUNICATION
GAMES
A collection off games and actlvifies
for elementary students of English
f
Jill Hadfield
ELEMENTARY
COMMUNICATION
GAMES
A collection of games and activities
for elementary students of English
JillHadfield
Nelson
Thomas Nelson and Sons Ltd For Charlie
Nelson House Mayfield Road
Walton-on-Thames Surrey
KT12 5PL UK
51 York Place
Edinburgh
EHl 3JD UK
ISBN 0-17-555695-4
NPN9 8 7 6 5 4
Permission to copy
The material in this book is copyright. However, the
publisher grants permission for copies of the pages in the
sections entitled Games material' and 'Rules sheets' to be
'
Private purchasers may make copies for their own use or for
use by classes of which they are in charge; school purchasers
may make copies for use within and by the staff and
students of school only. This 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
their own use.
2
Contents 27 Soc'al'z'ng mak'ng arrangements -
,nv,t,ng, accept,ng and
refusing
28 Sunday afternoon making suggestions and
stating preferences
29 Looking for a job asking and talking about
abilities
List of games 3 30 Do me a favour requesting, agreeing and
Introduction 4 refusing
31 Where am I? asking and explaining what
Teacher's notes 6
is possible and permitted
Games material 21 32 Landladies asking for and giving
Rules sheets 94
permission
33 Feelings describing feelings
Structural index 96 34 How does it feel ? describing sensual experience
Lexical index 96 35 Opinion poll asking and stating opinions
36 Nosy neighbours describing ongoing activities
37 Put it together describing a scene
38 Holiday quiz asking about past events
39 Robert's busy day asking and talking about
List of games future arrangements or past
events
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
2 Chit-chat asking for and giving
personal information
3 The seven families talking about families
game
4 How many? counting
5 Time zones asking and telling the time
6 Where are my glasses? asking and replying where
things are
7 Crossroads asking and replying where
places are
8 The recipes game asking for things
9 Shopping lists asking for things in shops
10 Shopping around asking and saying how much
things cost
11 Home sweet home describing houses and flats
12 My hometown describing places
13 Lost umbrellas describing objects
14 Family portraits describing people -faces
15 Wallflowers describing people - clothes
16 Looking for a hotel reserving hotel
accommodation
17 Getting there on time asking for travel information
18 The bus stop game asking for travel information
about buses
19 Visiting friends asking the way and giving
directions
20 Planning a day out asking about opening and
closing times
21 Wandering tourists asking for 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 and
refusing
3
Introduction may, of course, 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
is also 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
1 About games check that students are familiar with these before
A game is an activity with rules, a goal and an element playing the game.
of fun. The games make use of a variety of techniques.
There are two kinds of games: competitive games, in Variety is important in language teaching, and a
which players or teams race to be the first to reach the succession of games based on the same principles,
goal, and co-operative games, in which players or teams though exciting and novel at first, would soon pall.
work together towards a common goal. The activities in Techniques used include information gap, guessing,
this book are mainly of the latter kind, as the search, matching, exchanging and collecting,
competitive element or the need for speed often distorts combining, and card games, problems and puzzles, role
the language used. Suggestions have, however, been play and simulation techniques.
given for introducing a competitive element into certain The simplest activities are based on the information
games, as the teacher may find this useful on occasions. gap principle. In these activities Student A has access to
The activities in this book are communicative games, as some information which is not held by Student B.
distinct from linguistic games : that is, they are activities Student B must acquire this information to complete a
with a non-linguistic goal or aim. Successful task successfully. This type of game may be one-sided, as
completion of the game will involve the carrying out of in the above example, or reciprocal, where both players
a task such as drawing in a route on a map, filling in a have information which they must pool to solve a
chart, or finding two matching pictures, rather than the common problem. The games may be played in pairs or
correct production of a structure. However, in order to in small groups, where all the members of the group
have some information.
carry out this task it will be necessary to use language,
and by careful construction of the task it will be possible Guessing games are a familiar variant on this
to specify in advance exactly what language will be principle. The player with the information deliberately
required. withholds it, while others guess what it might be.
The emphasis in the games is on successful Search games are another variant, involving the
communication rather than on correctness of whole class. In these games everyone in the class has
language. Games, therefore, are to be found at the one piece of information. Players must obtain all or a
fluency end of the fluency-accuracy spectrum. This large amount of the information available to fill in a
raises the question of how and where they should be questionnaire or to solve a problem. Each student is
used in class. Games should be regarded as an integral thus simultaneously a giver and a collector of
information.
part of the language syllabus, not as an amusing
activity for Friday afternoon or for the end of term. They Matching games are based on a different principle, but
provide, in many cases, as much concentrated practice also involve a transfer of information. These games
as a traditional drill and, more importantly, they involve matching identical pairs of cards or pictures,
provide an opportunity for real communication, albeit and may be played as a whole class activity, where
within artificially defined limits, and thus constitute a everyone must circulate until they find a partner with
bridge between the classroom and the real world. the same card or picture; or as a pair work or small
This suggests that the most useful place for these group activity, where players must choose pictures or
games is at the free stage of the traditional progression cards from a selection to match those chosen by their
from presentation through practice to free partner from the same selection; or as a card game on
communication; to be used as a culmination of the the 'snap> principle.
lesson, as a chance for students to use the language Matching-up games are based on a jigsaw principle.
they have learnt freely and as a means to an end rather Each player in a group has a list of opinions, preferences
than an end in itself. They can also serve as a diagnostic or possibilities. Only one of these is shared by everyone
tool for the teacher, who can note areas of difficulty and in the group. Through discussion the group must decide
take appropriate remedial action. on a common preference, in order to agree on
something such as a dinner date or choice of afternoon
2 About this book
activity.
The games in this book have been specially written for Exchanging and collecting games are based on the
beginners and elementary students - the tasks have
"
right from the very first lesson. The games are arranged groups; or as a card game on the rummy principle.
in approximate order of difficulty, following a Combining activities are those in which the players
traditional structural progression, although teachers must act on certain information in order to arrange
4
themselves in groups such as families or people living in teacher should explain briefly what the game involves,
the same flat. hand out the photocopied cards, giving the students a
All the above activities may include elements of little while to study them, and then demonstrate the
puzzle-solving, role-play, or simulation. game with one of the students in front of the class. It
Puzzle-solving activities occur when participants in the will be found that the idea of the game is probably easier
game share or pool information in order to solve a for students to grasp from seeing the cards than from a
problem or a mystery - what happened on Friday at verbal explanation, and that as they become more
Tom's party?, who lives in House No 5 ? etc. familiar with the idea of games and the techniques
Many games include an element of role-play. Players used, any initial problems caused by unfamiliarity will
are given the name and some characteristics of a Active quickly disappear. Where more complicated games are
character. However, these are not role-plays in the true played in small groups, it is suggested that teachers
sense, as the role-play element is always subordinate to hand out a photocopied rules sheet to each group of
the game for the purposes of language use. The role- students together with the card(s). There is a reference
cards in these games do not require the imaginative in the teacher>s notes for each game to indicate where
projection into character that is necessary in a role-play rules sheets are provided. These are to be found at the
* >
proper. The outcome of a game is closed ; once cards back of the book, after the games material section.
are distributed it develops in a certain predetermined The teacher,s role in these activities is that of monitor
way, while role-play proper is open-ended and may and resource centre, moving from group to group,
develop in any number of ways. The concern in this listening, supplying any necessary language, noting
book was to restrict the language necessary for playing errors, but not interrupting or correcting as this
the games, so although it is impossible to make use of impedes fluency and spoils the atmosphere. It is a good
the full potentialities of role-play at this level, it is still an idea to carry paper and pen and to note any persistent
indispensable element in those games requiring an errors or areas of dificulty. These can then be dealt with
exchange of personal information, or social interaction. in a feedback session after the game. In many cases, the
Simulations - the imitation in the classroom of a total game could then be played again with different partners
situation, where the classroom becomes a street, a or with different role-cards. In other cases, mostly in
hotel, or a supermarket - are also used a good deal in those activities involving puzzle-solving, this will not be
the book, particularly in those games which practise possible. However, a similar game with different
interaction between the individual and services such as information could easily be constructed to practise the
shops, banks, tourist offices, stations and airports. same exponents, and suggestions have been made for
However, for reasons discussed above, these activities this where appropriate.
are simulation-games rather than true simulations
, ' 4 The role of games in the language programme
since the outcome is again closed : students have a
specific task or series of tasks to complete within the The inclusion of games as an integral part of any
context of the simulation. language syllabus provides an opportunity for intensive
language practice, offers a context in which language is
3 Some practical considerations used meaningfully and as a means to an end, and acts
There are three main types of activity in this book: pair as a diagnostic tool for the teacher, highlighting areas
work, involving two partners; small group work, of dificulty. Last, but certainly not least, although the
involving groups of three or four; and whole class above discussion has tended to focus on methodological
activities, where everyone moves freely around the considerations, one of the most important reasons for
room. All these activities require some flexibility in the using games is simply that they are immensely
constitution of groups and organization of the enjoyable for both teacher and student.
classroom. It is best 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 to the inner side of the U, opposite
another pair. Whole class activities, which involve all
the students circulating freely, can take place in the
empty area in the centre of the U-shape. Simulation
activities may involve special arrangement of furniture
'
5
Teacher's notes Essential vocabulary
age, married, single, divorced, child/children, job,
technician, retired, electrician, nurse, policewoman, student,
housewife, accountant, teacher, librarian, secretary, bank
manager, actress, doctor, tennis, football, gardening,
swimming, sailing, guitar, knitting, cooking, drinking,
talking, judo, woodwork, painting, crosswords, piano,
reading, art, pottery
numbers 1 to 100
1
How to use the game
Looking for Mr X The game may be played with any number (with a
suggested minimum of seven or eight). If there are more
than 16 students in the class, the game may be played
Type of activity in two groups. If there are fewer than 16 students in a
whole class
information search
group, questions should be deleted from the
questionnaire and the corresponding role-cards
Function practised removed.
asking for and giving personal information Copy one role-card and one questionnaire for each
Exponent student in the class. Distribute one role-card to each
What is his name/address/ telephone number? student and allow a little time for them to become
What does he do?
familiar with the information.
Is he married?
Then give each student a questionnaire.
What nationality is he?/Where does he come from?
The object of the game is to find all the people described
Lexical areas
on the questionnaire. To do this, students must move
occupations, nationalities, numbers
around the room, asking each other questions until
Essential vocabulary they have found all the people described on the
name, address, nationality, telephone number, occupation,
questionnaire.
marital status, bus driver, married, Australian, park, road
numbers up to 20
A similar game could be constructed by the teacher
based on the students' own characters, provided that
you know a little about their lives, occupations,
How to use the game interests and so on.
Photocopy the forms so that there is one for each
student.
Give out one form to each student.
The object of the 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
The seven families game
information to complete the form.
Type of activity
Students may only ask each other one question at a whole class
time before moving on. They may pass on information matching and combining
that they have obtained from other students, as well as
Function practised
the information that was originally on their form. talking about families
Exponent
What is your/your wife's/husband's/daughter's/son's
name?
Where do you live?
Chit-chat How old are you/your children?
How old is your husband/wife?
How many children/brothers and sisters have you got?
Type of activity
whole class Lexical area
information search family relationships
Function practised Essential vocabulary
asking for and giving personal information mother, father, sister, brother, children, wife, husband,
parents
Exponent numbers 1 to 50
What's your name?
Where do you live?
How old are you? How to use the game
Are you married?
The game may be played with 4 to 2 5 students. If there
How many children have you got?
What do you do? are over 25 students in the class, the game may be
What are your hobbies? played in two groups.
Do you like.. ,-ing? There are seven families described on the cards:
Lexical areas 1 John, Mary, Peter and Jill (Bristol)
occupations, hobbies 2 John, Mary, Peter and Jill (Newcastle)
6
3 Steve and Mary (aged 23) Exponent
4 Steve and Mary (aged 25) What's the time?/What time is it in... ?
5 Steve, Anne, Tom, Pat and Robert (Newcastle) lt's...(+ times)
6 Steve, Anne, Tom, Pat and Robert (Bristol) Lexical areas
7 John, Anne and Peter numbers, times
Copy one card for every student in the class, but make Essential vocabulary
sure that the total adds up to a number of complete times, eg It's ten to nine, It's half past one.
families.
Give out the cards to the students and allow a little time How to use the game
for them to familiarize themselves with the details on
the cards.
The game may be played in groups of three or four.
Copy one set of information cards (1-4), one set of time
The object of the game is for everyone to find the other
cards and one rules sheet for each group.
members of their family. To do this they must move
The groups should sit around a table.
around the room, asking questions to identify the other
Each player in the group should have one information
members of the family. card.
Emphasize that students should try to find out all the
The 12 time cards should be placed face down in the
information about the people they think may belong to middle of the table.
their family.
For groups of three, the spare information card should
be placed face up in the middle of the table and players
should take turns in answering using that information.
4 Each player should take it in turns to pick up a time
card from the middle of the table. The card will show
what time it is in one of the four countries.
How many? The object of the game is to fill in the time on the blank
clock faces on each time card. To do this the player
Type of activity must find out from the other members of the group
pair work what the time is in each of the other four countries,
' ' '
behind the...
has picture A and the other has picture B.
The object of the game is to find out who has the most Lexical areas
things in the kitchen. To do this, A and B will have to furniture, common household objects and personal
ask each other how many teapots, pans, forks, knives, possessions
spoons, cups, saucers, glasses, bowls and plates there Essential vocabulary
are in their kitchens and add up the total. radio, pipe, glasses, cushion, paper, umbrella, record, book,
When they have done this, they can find out who has glass, socks, football, comb, handbag, pen, cigarettes, gloves,
hairbrush, hat, teapot, knitting, cup, shopping basket,
the most spiders!
slippers, purse; TV, carpet, fireplace, mantlepiece, sofa,
armchair, table, chair, waste-paper basket, wall, bookcase,
lamp; in, on, under, on top of, near, next to, in front of,
behind, to the right/left of
7
family and are always losing things. Function practised
The large picture on their card shows their family living asking for things
room. The small pictures show things they have lost. Exponent
The object of the game is for each player to find out Have you got any ...?
from the others where these things are, and to draw I'd like some ...
9
How to use the game The students should take one picture from each pile and
The game may be played with any number of students .
go and sit in pairs.
Copy one map and one place description for each Tell the students that they all went to a party last night.
student in the class and give them out. When they arrived at the party they possessed the
The students should read the place description and look objects shown in the large picture. Unfortunately they
at the map to decide which town it describes. ended up taking the wrong things home with them.
They should write the name of the town in the right It is now the morning after and they are trying to
place on the map and draw a line to connect the town reclaim their lost possessions.
with the appropriate plan. The object of the game is to find the four missing
"
When the students have finished, collect in the place possessions. To do this they will have to telephone,
description cards. everyone who was at the party to see if they have taken
Tell them that they must now find out the names of the their things.
other towns on the map, and decide which plan belongs They should start by ringing the student next to them
to which town. and describing their possessions.
The object of the game is to identify the towns from the If the student has a small picture which corresponds to
maps and place descriptions. To do this they must ask the one in the description, it should be handed over.
students where they come from, where their town is When both students have finished their descriptions,
and what it is like. they should move on and find other partners and
continue in this way until they have found the four
A similar game could be played using information small pictures which match the bag, umbrella, hat and
'
about the students own home towns.
glasses in their large picture.
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?
14
Students should then interview each other to find the
answers.
Family portraits
Type of activity
13 small group
information gap
umbrellas, bags and glasses) at the front of the room , families in turn; for groups of four it is best if students
and arrange the chairs in pairs around the room. describe one person each in turn.
10
A similar game could be played using the students' own Lexical area
family photos. hotel accommodation
Ask the students to bring in one photo of each member Essential vocabulary
of their families. single, double, twin-bedded room, shower, bath
They should sit in groups of three or four and put all the numbers, prices
photos face down in a pile in the middle of the group.
They should then shufle the pile thoroughly and lay
* How to use the game
the photos out face up in a row.
Each student should then describe their family, and the The game may be played with any number of students.
others should decide which photos belong to that Four students will be hotel receptionists and the rest
family. will be tourists looking for hotel rooms, although if 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
15 card for each tourist.
Clear the desks and chairs from the middle of the room
and situate four hotel reception desks in different
Wallflowers corners of the room. The receptionists should sit behind
these.
Type of activity Give each receptionist a different hotel room list and
pair work give out the tourist cards to the remaining students.
information gap The object of the game is to And the cheapest possible
Function practised hotel room for the night. To do this, students will have
describing people's clothes to visit each hotel in turn to enquire about availability
Exponent and prices of rooms. They should then return to the
Who is the ... girl/ man? hotel of their choice to make a firm booking.
Who is the girl/man with the ... ? There is always the possibility that the room of their
Which one?
The ... one.
choice may have been taken while they were making
The one with_
up their minds. They will then have to make a second
choice.
Lexical areas
If you want to increase the element of competition in
clothes, adjectives describing physical appearance
the game with a small class, cross out some of the
Essential vocabulary rooms on the hotel lists as if they were already taken.
moustache, glasses, beard, blond, dark, straight, curly, long,
short, hair; dress, jeans, blouse, skirt, shirt, trousers, shoes,
suit, boots, jacket, T-shirt, pullover
17
How to use the game
Copy enough pictures for all the students in the class. Getting there on time
Divide the class into pairs and give out copies of the
pictures A and B to each pair. Type of activity
They should not look at each other's pictures. whole class
Tell the students that they are at a party with a friend. simulation
They know the names of some of the people at the Function practised
party, but not others. asking for travel information
The object of the game is to find the names of all the Exponent
people at the party. To do this, they must describe the Is there a train/bus/plane to/from ... in the morning/
'
people they don t know to their partner, and ask who afternoon/evening?
they are. What time/When does it leave/arrive?
Lexical areas
times, 24-hour clock, places
Essential vocabulary
16 airport, zoo, bus station, town centre, hospital, football
match, theatre, meeting, sports centre, bus stop, meet, visit,
Looking for a hotel catch, arrive, leave, see, take, go, finish, fly, start, swim,
walk, must, need
days of the week, times (24-hour clock)
Type of activity
whole class
simulation How to use the game
Function practised Clear desks and chairs from the centre of the class.
reserving hotel accommodation Divide the class into two groups.
Exponent Divide one half into three groups and the other into
Have you got/Can I have a single/double room with shower/ groups of three and four.
bath for one/ two/three nights? Set up three desks in different areas of the room to
How much is a single/double room? represent bus station, railway station and airport.
11
The three groups should act as information oficers in become queuers and may then pass on any information
these three places. they have acquired while looking for their bus stops.
Give each information oficer an appropriate timetable. Teachers may prefer to construct their own set of cards,
Give each of the other groups a set of task cards, a blank based on authentic bus numbers and destinations from
answer sheet with numbers on it from 1 to 20 and a the town where they are teaching.
rules sheet.
Note: It is good idea to place the bus stops along an
The object of the game is for each group to answer all imaginary road or at a junction. Students can then give
the task cards correctly. To do this the groups of directions such as round the corner or across the road.
students should work through the task cards in turn,
going to the appropriate enquiries desk to ask abolit
bus, train or plane times. 19
When they have completed a task they should write the
time on the answer sheet. The teacher can then go
through the answers at the end of the game.
Visiting friends
When all groups have finished, the two halves of the
Type of activity
class could change places and repeat the game. small group
information gap
Function practised
asking the way and giving directions
18 Exponent
Howdolget to...?
The bus stop game Turn left/right.
Go straight on.
Take the first/second/third turning on the right/left.
Type of activity Lexical areas
whole class
simulation
directions, trafic systems
Essential vocabulary
Function practised
left, right, irst, second, third, turning, road, station, corner,
asking for travel information about buses
f
side
Exponent
Where does the 45 go from?
Does the 45 stop at Church Street ? How to use the game
Which bus goes to Church Street? This game may be played in groups of any size from
When/What time is the next bus?
three to eight, although obviously the larger the group
How often does the bus go?
the more language will be practised.
Lexical areas
Divide the class into groups with about the same
transport, numbers
number of students in each group and copy one set of
Essential vocabulary maps for each group. (For groups of three, use only
bus station, church, castle, museum, harbour, university, maps A, B and C; for groups of four use only maps A, B,
hospital, station
Cand D, and soon.)
numbers, times
Give out the maps and tell the students a mutual friend
of theirs is arriving at the station and visiting each of
How to use the game their houses in turn.
The game may be played with any number of players Their job is to give directions for each stage of the
from a minimum of six. journey. Student A should start and, following the
Cards 1 to 8 are queuer cards - role-cards giving instructions on the map, should give directions from the
information about times and numbers of buses. station to the house on the map.
Students with these cards should stand at the The object of the game is for students to listen to the
appropriate bus stop. instructions and draw in the route on their maps.
Cards 9 to 24 are searcher cards - role-cards with Then Student B should give directions from A's house to
,
B s house and so on until the students have the
questions about times and numbers of buses.
The object of the game is for students with searcher complete route marked in on their maps.
cards to find a particular bus stop. Finally, ask the students to write down the directions
from the last house back to the station.
Select and copy the cards you are going to use.
There should be twice as many students looking for bus
stops as students queuing at the stops. 20
Ensure that the information desired by the searchers is
available on the queuer cards you have selected!
Clear the desks and chairs and arrange four bus stops at Planning a day out
suitable intervals. Label these A, B, C and D.
Give out the cards and allow a little time for the Type of activity
students to read the cards and absorb the information. pair work
Ask the queuers to go and stand at the right bus stops, information gap
and then tell the searchers to find their buses. Function practised
During the course of the game searchers will, of course, asking about opening and closing times
12
Exponent The simulation may be done with a minimum of eight
What's on at... tonight? students. Four students will act as tourist information
What time does it open/close/start/finish? officer, railway booking clerk, hotel receptionist and
Lexical areas bank clerk.
times, public buildings and facilities Copy an appropriate information card for each of these
Essential vocabulary students.
museum, market, art gallery, cathedral, theatre, shopping The remaining students are wandering tourists. Copy a
centre; arrive, leave, open, close, start, finish task sheet and map for each of these students.
months, days, times 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,
How to use the game tourist office and station to deal with the queues.
Clear the room of desks and chairs and set up four desks
Copy a role-card and a map for every student in the
in different corners of the room to represent the bank,
class.
tourist ofice, station and hotel, and put students in
The students should sit in pairs facing each other across these places with appropriate information cards.
a table.
Give each of the lost tourists a task sheet with
Give each student an appropriate role-card and a map.
appropriate map.
Student A has a list of things to do and see on a visit to
The object of the game is for students to carry out the
York. Student B has a guide to entertainments and
instructions in the order in which they appear on the
facilities in York.
sheet.
The object of the game is for student A to find out what Students should find out from someone in the street
the possibilities are and to plan the day. To do this, where the hotel, bank, tourist ofice and station are on
student A must ask student B for information about
the map and mark them in on the map, before going to
opening/closing/starting/finishing times of the shops,
these places.
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 22
Wandering tourists Computer dating
Type of activity Type of activity
whole class whole class
simulation matching
Function practised Function practised
asking for tourist information talking about likes and dislikes
Exponent Exponent
How do I get to... ? I like/don't like_
Turn left/right. I like/don't like... -ing.
When/What time does the ... open/close/arrive/leave? So do 1/Neither do I/I don't
It opens/closes/arrives/leaves at - Do you like...?
How much is a single/return ticket to ...? Do you like ... -ing?
Can 1 change ... into... please? Yes, I do/No, I don't
Can I have/Have you got a single/double room for... Lexical areas
nights, please? sports and hobbies
Lexical areas
Essential vocabulary
directions, public buildings, transport, banks riding, gardening, swimming, tennis, skiing, golf, cycling,
(currency), hotels cooking, reading, football
Essential vocabulary
bank, station, tourist of/ice, museum, hotel, art gallery,
shopping centre, bank, zoo, abbey, castle, aquarium, single, How to use the game
return, single/double room, shower, bath
times, prices, directions The game may be played with any number of students,
with a suggested minimum of six.
Copy enough cards for all the students in the class.
How to use the game Make sure each role-card appears at least twice.
This is an elementary simulation, designed to provide Give out the cards to the students and tell them that the
further practice in language already practised in object of the game is to find the perfect partner. They
Visiting friends (directions), Planning a day out (asking should try to find someone whose likes and dislikes are
when places open and close), Getting there on time exactly the same as their own.
(asking for travel information). Shopping around (asking To do this they should move around the class
about prices) and Finding a hotel (reserving a hotel interviewing people about their likes and dislikes until
room). they find someone whose tastes match theirs.
13
23 24
Commuters Flatmates
Type of activity Type of activity
pair work whole class
information gap matching
Function practised Function practised
asking and talking about travelling to work asking and talking about habits and daily routines
Exponent Exponent
Where do you/does he/she live/work? Do you...?
I live/work in_ When do you ... ?
He/She lives/works in - I early/late/in the evening/every day.
...
supermarket, hairdresser s, travel agent Copy the cards so that there is one for each student.
numbers
Make sure that each role-card appears at least twice.
Give the cards to the students and tell them that they
How to use the game are all looking for someone to share a flat with them.
The object of the game is to find someone with whom
Copy one picture sheet and one reading card for
you can live in peace!
everyone in the class, and give them out. Students should interview each other about their habits
The students should first of all read the information on
and daily routines until they find someone whose
the reading card and decide which pictures on the lifestyle is the same as their own.
picture sheet are referred to.
If you have an odd number in your class, either one
They should then draw lines connecting one house
person will be left without a flatmate or you can specify
with the people who live in it and the people with their
that more than two people can share a flat together.
places of work.
They should then write in along these lines the distance
and the travelling time from the house to each place of
work.
When they have finished, collect in the reading cards 25
and group the students in pairs A and B should work
together, C and D should work together. Habits and hobbies
The object of the game is to find out all the available
information about all the people in the picture sheet
Type of activity
and complete it by drawing lines from each person to whole class
their place of work and writing in the distance and information search
travel times.
Function practised
They should ask each other questions about the people
talking about hobbies
in their families - where they live and work, how they
get to work, how long it takes and how far it is, filling in Exponent
Do you...?
the picture sheet in the same way as they did from the
How often do you ...?
reading card. When do you ...?
When they have finished, regroup the pairs so that A I once/twice a day/week/month/year.
...
They should then share all the information they have ...
at weekends
collected and so complete the sheet. ... on Sundays/ Wednesday evenings
The teacher can make the game into a race between ... in the afternoons/mornings/evenings
groups by asking Who has the longest journey ? Who has ... in the summer/winter
the shortest journey? The first group to find out is the Lexical areas
winner. hobbies, sports and pastimes
14
Essential vocabulary Lexical areas
exercise, cycling, golf, riding, tennis, swimming, walking ,
entertainment and social activities
climbing, skiing, flying, diving, painting, drawing, pottery ,
Essential vocabulary
sculpture, photography, parachuting, dancing, cooking, dinner, party, coffee evening, cinema, drink, dance, go, have,
sewing, knitting, woodwork, piano, violin, listening to come, meet
records/the radio, reading, watching TV, writing letters, days of the week, times
fishing, yoga, gardening; like, go, play, practise, listen,
paint, draw, do, want, cook, sew, knit, try, read, watch,
write, listen How to use the game
Copy enough diaries for all the students in the class.
How to use the game Ask the students to sit in pairs facing one another and
give out the diaries. Tell the students that these are
The game may be used with any number of students
their engagement diaries for the coming week.
from eight upwards.
Student A wants to invite student B for dinner one
Copy enough cards and questionnaires for everyone in
the class. evening.
The relevant information is on cards 1 to 8, so ensure
The object of the game is for the two to find a mutually
convenient date. To do this, they should enact a
that these are included in the cards you copy.
telephone conversation where A rings B up to suggest
Give out one card and one questionnaire to every
student in the class. having dinner. They should take it in turns to suggest
possible dates.
The object of the game is to fill in the questionnaire. To
do this, students will have to move round the class, The game is finished when the arrangements are
complete.
asking questions such as, Do you play the piano? How
often do you watch TV? When do you play golf?
15
Lex'cal area
28 ab,,,t,es
Essential vocabulary
Sunday afternoon swim, speak, type, draw, paint, play (the piano/violin), play
tennis, sing, ride, ski, sew, cook, drive, read music, take
shorthand; teacher, secretary, journalist
in memoriam T Hancock
16
Hie players should look at their cards and sort out any
matching request and reply cards. These should be 32
discarded.
The players then take It in turns to make requests based
on the cards in their hand. The request may be
Landladies
addressed to anyone in the group.
When players have a reply card that corresponds to the Type of activity
whole class
request, they should give it to the player making the
matching
request with an appropriate response.
If they do not have such a card they should refuse the Function practised
asking for and giving permission
request with an appropriate response.
When a request is complied with, both cards should be Exponent
Can I...?
discarded. When a request is refused, the person
Yes, you can/No, you can't.
requesting should take another card from the pile in the
middle. Lexical area
household activities
The winner is the player who gets rid of all his/her
cards first. Essential vocabulary
play (records), use, smoke, drink, invite, bring, put, cook
31
How to use the game
Where am I? The game may be played with any number of students.
If there are more than 20 students in the class, copy
extra tenant cards and specify that landladies may have
Type of activity
more than one tenant.
small group
Give out one card to each student.
guessing game
Make it clear who is a landlady and who is a tenant.
Function practised
asking what is possible/permitted
The object of the game is for all the tenants to find a
suitable landlady. To do this, they must move around
Exponent
the class asking what is and is not permitted by the
Can you...?
Yes, you can/No, you can't.
various landladies until they find one who will let them
You must/mustn't_ do everything they want.
Lexical area
The game is finished when everyone has found the ideal
everyday activities
place to live.
*
Essential vocabulary
eat, walk, drink, talk, sleep, play tennis, change money,
swim, read, buy, smoke, get up, go out, leave, see, dance, 33
watch TV, etc.
Function practised
The object of the game is for each student to find
describing sensual experience someone whose opinions are exactly the same as theirs.
To do this, students must move around the class asking
Exponent
What does it feel/taste/smell/look like?
for and giving opinions on the subjects listed on their
It feels/tastes/smells/looks.(+ adjective) cards until they find someone who agrees with them
Lexical area
about everything.
adjectives for description of sensation
Essential vocabulary 36
rough, smooth, sweet, sour, hot, cold, wet, dry, light,
heavy, sharp, soft, hard, bright, shiny, furry, prickly, hairy,
slippery Nosy neighbours
How to use the game Type of activity
whole class
Copy one set of pictures, one frame and a rules sheet for information gap
each student in the class.
Function practised
The students should sit in pairs, facing one another
describing ongoing activities
across a table with a book or folder between them so
that neither can see what the other is doing. Exponent
What's happening in...?
Give out the pictures and the frames to the students and
What's ... doing?
ask one student (A) in each pair to choose any 12 of the What are... and ... doing?
pictures and arrange them in any order on the frame. He's/She's.. ,-ing.
The other student should not be able to see what is They're... -ing.
happening. Lexical area
The object of the game is for student B to arrange the everyday activities
pictures in the same order as student A. To do this,
Essential vocabulary
student A must describe the pictures to student B in have (a bath/a shower/tea/a party), answer (the phone),
terms of how the objects taste, feel, look, smell. dry (the dishes), clean (teeth), cook, cry, play ( the guitar),
Student B may ask questions. watch (TV), write (letters), sleep, make (tea/beds), eat,
When student B has arranged the pictures correctly, drink, do the washing-up, fight, paint (the house/a picture),
the two players may reverse roles - student B choosing read, dance, type, yawn, get up, play, fish, do (homework),
and arranging the pictures and describing them to study
student A.
It is not essential in the game for students to know the
How to use the game
names of the objects in the pictures, although they may
like to know them out of interest. The game may be played with any number of students,
from a minimum of eight.
Copy one large picture and one description for each
35 student in the class.
Give out the cards to the students and tell them that
they live in the street shown in the picture.
Opioion poll They live opposite the houses shown in the picture and
they each have some information about what is going
>
18 ~
r .
In order to do this, they will irst have to read their Function practised
f
descriptions and decide which pictures are referred to in asking about past events
that description. They should draw a line connecting Exponents
the people described with the house they live in. Did you...?
They will then have to move around the class asking Yes, 1 did/ No, 1 didn't.
their 'nosy neighbours> what is happening in the other Lexical area
houses in the row, and connect people with houses in everyday activities
the same way. *
Essential vocabulary
Nobody has a description for House number 5. so they eat, see, visit, go to, have, etc, as required by students
will have to find out what is going on in all the other
houses in the row in order to eliminate all the
How to use the game
possibilities.
They will then be left with one picture which shows Divide the students into groups of three or four and
what is going on in House number 5. copy one set of pictures for each group.
The students should sit round a table with the cards
placed face down in a pile in the middle of the group.
37 They should take it in turns to pick up cards from the
pile.
Put it together The object of the game is for the 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
Type of activity Did you eat spaghetti? Did you see a kangaroo? Did you go
whole class, then small groups
to a bullfight?
matching
When they have guessed correctly the next player
Function practised should pick up a card and the others should question
describing a scene
him in the same way.
Exponent
present continuous tense for ongoing activities
Note: This game is best set up by demonstration. Give
one of the cards to a student and ask questions. Then
Lexical area
take one of the cards yourself and get the class to ask
everyday activities
you similar questions until they guess correctly.
Essential vocabulary
picnic, sunbathe, walk, sleep, talk, catch, throw, run, fly, * As this is a guessing game it is difficult to predict in advance
give, drown, swim, shout, look at, knit, play, carry, wave, exactly what vocabulary will be required. The verbs suggested
look, write, light, chase, blow, eat, drink, take a photo, sit, are a basic minimum.
take
19
questions such as What is he doing/did hedoat... students will have to move about the class, asking
'
o clock? Students may only ask one question at a time questions to find out who is seeing John, when and
before moving on. where.
They may pass on information that they have obtained
from other students, as well as the information that was
Note: The game may be used to practise either the
originally on their page. present continuous tense (for fixed arrangements) or
the simple past tense. Two versions of the questionnaire
A similar game may be played using information about are therefore included and the teacher should select
the students, own activities of the previous day or their whichever is appropriate.
arrangements for the next day. Ask the students to
write a short account of their 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 Find
'
40
Casanova's diary
Type of activity
whole class
information search
Function practised
asking and talking about future arrangements
or past events
Exponent
What are you doing on...?
Are you ... -ing?
When are you ... -ing?
or What did you do on ...?
Did you...?
When did you ...?
Lexical area
social activities
Essential vocabulary
guitar, dinner, class, foyer, party, tennis, club, folk music,
dentist, doctor, drink, station, coach station, art class,
picnic, disco, pottery, college
"
floaters'.
Numbers 1 to 7 should be given to women, if possible;
number 8 should be given to a man.
Give out the diaries and the questionnaires to the
students and tell them that the diaiy shows all their
engagements for the coming/past week. Some of these
activities involve a man called John.
The object of the game is to find out as much as possible
*
20
- GAMES
I MATERIAL
1 LOOKING FOR MR X
Occupation . Occupation
Nationality. Nationality.
Name. Name .
Address Address
Occupation . Occupation
Nationality. Nationality.
Name . Name.
Address Address
Occupation . Occupation .
Find: Find:
Find: Find:
zg 1
r -
i
I
Peter i Jill
Your father's name is John.
i
Your father's name is John.
You have one sister called Jill.
i
You have one brother called Peter.
You live in Bristol.
i .
= i
i
"
i
=3 John i Mary
You are 29 years old. i You are 23 years old.
Your wife's name is Mary. i Your husband's name is John.
She is 23 years old. i He is 29 years old.
You have two children, Peter and Jill. i You have two children, Peter and Jill.
You live in Newcastle. i You live in Newcastle.
-i-
-
=3T i
Peter i Jill
Your father's name is John.
i
Your father's name is John.
You live in Newcastle.
i
You live in Newcastle.
You have one sister called Jill.
i V
i
- 1 -
i
i
i
i Mary
i You are 23 years old.
Your wife>s name is Mary. i Your husband*s name is Steve.
She is 23 years old. i He is 26 years old.
You have no children. i You have no children.
You live in Newcastle. i You live in Newcastle.
i
_
i -
i
l
*
Steve i Mary
i
You are 26 years old. You are 25 years old. s
i
Your wife's name is Mary. Your husband's name is Steve.
i
She is 25 years old. He is 26 years old. /
You have no children.
i You live in Newcastle.
i You have no children.
You live in Newcastle.
=3 i
i
-__
L _ --
1
1
=3 Steve
1 Anne
You are 26 years old. 1 You are 27 years old.
=3 Your wife's name is Anne. 1 Your husband's name is Steve.
She is 27 years old. 1 He is 26 years old.
You have three children Tom, Pat and Robert.
,
1 You have three children, Tom, Pat and Robert.
You live in Newcastle. 1 You live in Newcastle.
1
1
3 THE SEVEN FAMILIES GAME
Tom Pat
Your mother's name is Anne. Your mother,s name is Anne.
You live in Newcastle. You live in Newcastle.
You have a sister called Pat and a brother called You have two brothers called Tom and Robert.
Robert.
4
- ~
Robert Steve
Your mother's name is Anne. You are 26 years old.
You have a sister called Pat and a brother called Tom. Your wife's name is Anne.
You live in Newcastle. She is 27 years old.
You have three children, Tom, Pat and Robert.
You live in Bristol.
Anne
Tom
You are 27 years old. Your mother's name is Anne.
Your husband's name is Steve. You have a sister called Pat and a brother called
He is 26 years old. Robert.
You have three children, Tom, Pat and Robert. You live in Bristol.
You live in Bristol.
4 ~
Pat Robert
Your mother's name is Anne. Your mother's name is Anne.
You have two brothers called Tom and Robert. You have a sister called Pat and a brother called Tom.
You live in Bristol. You live in Bristol.
John Anne
You are 29 years old. You are 27 years old.
Your wife's name is Anne. Your husband's name is John.
She is 27 years old. He is 29 years old.
You have one child called Peter. You have one child called Peter.
You live in Newcastle. You live in Newcastle.
I -
Peter
Your parents' names are John and Anne.
You live in Newcastle.
You have no brothers or sisters.
4 HOW MANY? E,ementary Commun,cat,on Games. > J Hadf,e,d 1984
"
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\ \
i
Jlit
I) .
1V I W
V -
-
J
Bemento J
1 Sydney is one hour ahead of Tokyo. 1 Sydney is one hour ahead of Tokyo.
2 London is ten hours behind Sydney. 2 London is ten hours behind Sydney.
.
J J
i
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.
1 Sydney is one hour ahead of Tokyo. 1 Sydney is one hour ahead of Tokyo.
2 London is ten hours behind Sydney. 2 London is ten hours behind Sydney.
I
-
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.
5 TIME ZONES (Time cards) E,ementary Commun,cat,on Games. J Hadf,e,d 1984
Hgrasi ,
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/ x
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Jgapraj
agRoy
ri L
0
Sydney London New York Rio
0
nBDSr
ass,
m
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Ask the others where they are I
Jenny
Tom
You live in a very untidy house. This is your living room
Newsagent
Butcher
Bus station
Restaurant Sweet shop
r 7 CROSSROADS Elementary Communication Games, 6 J Hactfield 1984
Cathedral (Plan 3)
4
Hotel Post office Butcher
e
Greengrocer Tobacconist
Restaurant
Caf6
Cathedral (Plan 4)
Dress shop
Car park
Sweetshop
8 THE RECIPES GAME Elementary Communication Games. J Hadfield 1984
Milk
4oz
4 CZ.
;% n
Separate 6 eggs and beat the whites until stiff. Beat 6 eggs in a mixing bowl.
Make a thick sauce using 2 ounces of butter, 2 Heat 1 i pints of milk till nearly boiling and add to
ounces of flour and i pint of milk. the beaten egg.
Melt the butter in a saucepan over low heat and Take 6 ounces of sugar and add half to the custard
add the flour. mixture, with a little vanilla essence.
Add the milk gradually, stirring all the time. Place the rest in a saucepan with about J pint of
When the sauce is thick, add the egg yolks and 4 water.
.it
/K I Coffee.
Butter (/ ilium
lib lib
I
.4.
Hi
I
1
*
1 MILK
T fA
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3
I 9 SHOPPING LISTS E,ementary Commun,cat,on Games, > J Hadf,e,d 1984
i lb che&ses
"
1 Loaf of tread
5 IS potatoes
f /ei e qf $tea& 2 Uaywvps
/ pears 2
. jars of rctepberry jtxm,
1 packet of scUt
1 / Ubbe, of toothpcb&fa
2
2 {iws of pe&s .
iirvs of soup
lib carrots 1 Cwftfiw of ycrgfourb
1 pac&et of crisps / kwgc cabbage,
~
z lb WiM&Ovvvurws
10 SHOPPING AROUND (Supermarket prices) JHadfield 1984 {
Price list
Beans
Potatoes
Cucumbers
Apples
48p per lb
24p per lb
25p each
34p per lb
I Pota es 23perlb
|
I
I
I
Price list
Beans
Cucumbers
Apples
44p per lb
36p each
40p per lb
95perdozn 1 Egs
Grapefruit 10p each I Grapefruit 15p each
Peaches 12p each I Peaches 8p each
Bacon 1.15p per lb Bacon 1.1 Op per lb
Chicken 2.40p each I Chicken 2.50p each
Liver 75p per lb i Liver 90p per lb
Mince 1.25p per lb i Mince 1.50p per lb
Vegetable soup 21 p per tin I Vegetable soup 15p per tin
Apricot jam 45p per jar Apricot jam 40p per jar
Peas 25p per tin
1 Peas 35p per tin
Margarine 74p per lb | Margarine 92p per lb
Cheese 1 20p per lb | Cheese 99p per lb
Eggs 90p per dozen
Vegetable soup 23p per tin Vegetable soup 17p per tin
Apricot jam 50p per jar Apricot jam 35p per jar
Peas 30p per tin Peas 34p per tin
i MrSimmonds
* >
I cVi icKfen
(
j
o
1 1 lb apples
1
x
r -
1 tin peas
Ib cheese
1 dozen e0gs
e
Ifobeasvs
1 jar aprkcfc jaw,
1 packet Simp pcwdar 1 {jotxfo
lb b<*c<sn,
1 packet- rcfysv* bhxde& Ji lb maH<flaMur&1
3Jib-pefabseb
11 HOME SWEET HOME E,ementary Commun,cat,on Games. J HadfieM 1984
4 bedrooms
3 bedrooms attic
kitchen kitchen
living room living room
dining room dining room
bathroom bathroom
4 bedrooms
3 bedrooms attic
kitchen kitchen
living room living room
dining room dining room
bathroom bathroom
3 bedrooms 4 bedrooms
kitchen kitchen
living room living room
dining room dining room *
bathroom bathroom r
study i
3 bedrooms 4 bedrooms
kitchen kitchen
living room living room
dining room dining room
bathroom bathroom
study
sgltSl
2 bedrooms
kitchen "
~
7J pTTTIc3-tJ-- 1 bedroom
kitchen
living room
dining room living room
bathroom bathroom
H
This is your new house. This is your new house.
2 bedrooms
kitchen 1 bedroom
kitchen
living room
dining room ieshhecbhh living room
bathroom
bathroom
-TH-4
M
This is your old house. This is your old house.
I
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pES 11S r<\
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jp r TfegLEa
II53153 2 bedrooms
kitchen
r1l 8 2 bedrooms
living room
kitchen
living room dining room
bathroom bathroom
M
- -
I
12 MY HOME TOWN Elementary Commun,cat,on Games. J Hadf,etd 1984
-I
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W///
ni--University-*/-7/ 7/
11 // Kathedraf /'
Theatre
iTbeatre /Theatre //
I v| \\ Station/
Theatre' Museum
.Art\\
'
gallery.
Concert .
halK C;
Station'
Theatre
Scotland
University
Concert \\ _
Art
Church
School
England
Wales
'
Cathedral
University.
Castle'
Palace
Industrial
zone
University
*yn I
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13 LOST UMBRELLAS Elementary Commun,cat,on Games. J Hadfie,d 1984
14 FAMILY PORTRAITS Elementary Communication Games, J Hadfield 1984
Elementary Communication Games J Hadfield 1984
,
16 LOOKING FOR A HOTEL mm
i
E,ementary Commun,cat,on Games. J Hadf,e,d 1984
( flBTBRfl )
Room Room
number Price Price
I number
1 single 10.00 I 1 single 12.00
2 single 10.00
j 2 single 12.00
5 double 17.00
I 5 double 16.00
BELLEVUE
Room Room
number Price number Price
I
16 LOOKING FOR A HOTEL (Tourist cards) E,ementary Commun,cat,on Games. C J Hadf,e,d 1984
You want a single room for two You want a double room for three
nights. nights.
You want a single room for one You want a twin-bedded room with
night. bath for one night.
r
-
You want a single room with shower You want a room with twin beds for
for two nights. one night.
You want a single room with bath You want a double room with
for three nights. shower for two nights.
You want a double room with bath You want a twin-bedded room with
for two nights. shower for three nights.
17 GETTING THERE ON TIME (Timetables) E,ementary Commun,cat,on Games J Hadf,e,d 1984
,
BUS STATION
Bus From town centre Times
number to:
3 Station Leave every half hour from 06.25 to 22.25
Arrive 15 minutes later
29 Airport Leave every hour from 07.15 to 23.15
Arrive one hour later
50B Hospital Leave every hour from 08.15 to 21.15
Arrive 15 minutes later
47A Zoo Leave every hour from 09.00 to 17.00
Arrive 20 minutes later
56 Football Leave every half hour from 09.30 to 22.00
ground Arrive 15 minutes later
28 Sports Leave every half hour from 09.15 to 22.15
centre Arrive 15 minutes later
STATION
To:
AIRPORT
Departures Arrivals
1
You are meeting your You are taking some You are going to New You are meeting some
uncle and aunt from children to the Zoo. You York on Saturday. What friends for lunch in
Paris on Tuesday want to seethe time does your plane London. You are
leave?
'
6 8
You are going to Madrid You are visiting a friend You are going to Oxford You are going to a
on Wednesday evening. in hospital on Monday. -
for the weekend. You football match on
What time does your The visiting hours are finish work at 5.30 pm Saturday. The match
plane leave? from 4.30 to 6.30pm. on Friday. What is the begins at 2pm. Which
Which bus must you first train you can catch ? bus must you catch
catch from the town from the town centre?
centre?
"
T T
"
t-
10 11 12
You are going to the You are meeting your You are going to a You are going to the
theatre in London. The sister from Rome on meeting in Bristol Sports Centre. You
play starts at 7.30pm. Tuesday morning. What tomorrow. The meeting want to swim for about
Which train must you time does her plane starts at 10.30am. an hour and then meet a
catch? arrive? Which train is best? friend there for lunch at
1 pm. Which bus is best?
13 14 15 16
You are visiting friends You are going on You are meeting your You are catching a train
in Liverpool at the holiday to Norway. You sister from New York at to Liverpool on Friday
weekend. You finish want a plane on a the airport on Saturday. morning. You need to
work at 5pm on Friday. Saturday morning if You need to get a bus take the bus from the
Which train will you possible. When does from the town centre to town centre to the
catch and when does it your plane go? the airport. It is five station. It is five
'
t"
17 18 19 20
You are flying to Rome You are going to Bristol You are meeting some You are going shopping
on Sunday morning. for the weekend. You friends from Oslo at the in London on Thursday .
You need to take a bus want to leave after airport on Monday You want to get to
from the town centre to lunch on Friday. You evening. You need to London by 9am. You
the airport. It is ten need to go from the take a bus from the need to take a bus from
'
minutes walk from your town centre to the town centre to the the town centre to the
'
house to the bus stop. station by bus. It is ten airport. It is five minutes station. Your house is
When must you leave
'
minutes walk to the bus walk to the bus stop ten minutes' walk from
home? stop from your house. from your house. When the bus stop. When
When must you leave must you leave home? must you leave?
home?
1 18 THE BUS STOP GAME (Queuercards 1-8) (Searcher cards 9-12) "1
i 2
You are waiting for a number 28 bus at bus stop A. You are waiting for a number 54 bus at bus stop A.
The number 28 goes to the bus station via High The number 54 goes to the station via Church Street
Street and Church Street. Buses go every 10 and Station Road. Buses go every 15 minutes. The
minutes. The next one is at 12.05. next one is at 12.10.
Other information: buses 123 and 35 stop at bus Other information: bus number 47 stops at bus stop
stop B. C It goes to the harbour.
.
3 4
You are waiting for a number 123 bus at bus stop B. You are waiting for a number 35 bus at bus stop B.
The 123 goes to the castle via Museum Street and The 35 goes to the museum via New Street and
Castle Street. Buses go every half-hour. The next one Museum Street. Buses go every 20 minutes. The next
is at 12.05. one is at 12.10.
Other information: buses 28 and 54 stop at bus stop Other information: bus number 6 stops at bus stop
A .
D It goes to the town centre.
.
- -
5 6
You are waiting for a number 47 bus at bus stop C. You are waiting for a number 27A bus at bus stop C.
The 47 goes to the harbour via New Street and West The 27A goes to the hospital via North Street and
Street. Buses go every 10 minutes. The next one is at Queen Street. Buses go every 15 minutes. The next
12.10. one is at 12.05.
Other information: buses 6 and 12 stop at bus stop Other information: bus number 123 stops at bus stop
D .
B It goes to the castle.
.
---
7 8
You are waiting for a number 6 bus at bus stop D. You are waiting for a number 12 bus at bus stop D.
The number 6 goes to the town centre via South The number 12 goes to the university via South
Street and High Street. Buses go every half-hour. Street and Queen Street. Buses go every 20 minutes.
The next one is at 12.15. The next one is at 12.10.
Other information: buses 47 and 27A stop at bus Other information: bus number 54 stops at bus stop
stop C. A . It goes to the station.
9 10
You want a number 28 bus. You want a number 54 bus.
Find the right bus stop and join the queue. Find the right bus stop and join the queue.
How often does the bus go ? How often does the bus go?
When is the next one? When is the next one?
11 12
You want a number 123 bus. You want a number 35 bus.
Find the right bus stop and join the queue. Find the right bus stop and join the queue.
How often does the bus go? How often does the bus go?
When is the next one? When is the next one ?
I
18 THE BUS STOP GAME (Searcher cards) E,ementary Commun,cat,on Games
'
, J Hadf,efd 1984
13 14
You want a number 47 bus. You want a bus to the station.
Find the right bus stop and join the queue. Find the number of the bus you want and join the
How often does the bus go? queue at the right bus stop.
When is the next one? How often does the bus go?
When is the next one?
15 16
You want a number 27A bus. You want a bus to the harbour.
Find the right bus stop and join the queue. Find the number of the bus you want and join the
How often does the bus go? queue at the right bus stop.
When is the next one? How often does the bus go ?
When is the next one?
17 18
You want a number 12 bus. You want a bus to the town centre.
Find the right bus stop and join the queue. Find the number of the bus you want and join the
How often does the bus go ? queue at the right bus stop.
When is the next one? How often does the bus go?
When is the next one?
19 20
You want a number 6 bus. You want a bus to the castle.
Find the right bus stop and join the queue. Find the number of the bus you want and join the
How often does the bus go? queue at the right bus stop.
When is the next one? How often does the bus go?
When is the next one?
21 22
You want a bus to Church Street. You want a bus to Museum Street.
Find the number of the bus you want and join the Find the number of the bus you want and join the
queue at the right bus stop. queue at the right bus stop.
How often does the bus go? How often does the bus go?
When is the next one? When is the next one?
23 24
You want a bus to the hospital. You want a bus to South Street.
Find the number of the bus you want and join the Find the number of the bus you want and join the
queue at the right bus stop. queue at the right bus stop.
How often does the bus go ? How often does the bus go?
When is the next one? When is the next one?
Tell the others how to get to your house from the
station
20 PLANNING A DAY OUT Elementary Commun,cat,on Games
. J Hadf,ekt 1984
It is Tuesday 4 December.
You are going to York for the day.
You arrive at 9.30am.
The last train home leaves at 22.35.
You want to:
visit the castle
go to the Railway Museum
go to the art gallery
visit the cathedral
go to the market
see a play or a film
You want to plan your day so ring up York Tourist
,
B It is Tuesday 4 December.
You work in York Tourist Information Centre.
Your job is to give information about things to do and places to visit in York.
Here is a guide to the week's entertainments in York.
CASTLE Open March-October 9.30-18.30 October-March 9.30-16.00
RAILWAY MUSEUM Open Monday-Saturday 10.00-1800
Tourist
Queen Street Office
Marine Drive
4
open 10am-6pm, closed on
Mondays
Cathedral open 8am-6pm
Opening Times 5 Aquarium open 9am-5pm
6 Castle open10am-5pm
1 Museum open 9am-5pm, ctosed on Tuesdays 7 Abbey open 9am-6pm
2 Shopping centre shops open 9am-5.30pm closed on Thursdays
closed Wednesday afternoon 8 Zoo open every day (10am-5.30pm)
J
BANK
) n
Seaview Hotel
Rates of Exchange for Pounds
Price List
sterling
French francs 10.00 Single room 12
German marks 4.50 Single room with shower 14
Italian lire 2,300 Single room with bath 1 5
Spanish pesetas 200 Double room 20
US dollars 1.50 Double room with shower 22
Japanese yen 400 Double room with bath 25
STATION
fares
Destination Single Return
J$jn9 Street
Queen Street
to Market Street w
Fast Street
Marine Drive
1 Go to the Seaview Hotel. Book a single room with 5 Go to the station. Find the time of the first train to
a shower for two nights. Liverpool in the morning.
How much does it cost?. Write the time down here:
2 Ask someone where the bank is. Mark it on your
map. How much is a return ticket? .
3 Go to the bank. Change 250 French francs into 6 Ask where the tourist office is. Mark it on your
English pounds. map.
Write down how much you get. 7 Go to the tourist office. Ask where the aquarium is.
4 Ask someone where the station is. Mark it on your Mark it on your map.
map. Ask when it opens and closes.
Write the times here:
1 Ask someone where the tourist office is. Mark it on 4 Ask someone where the bank is. Mark it on your
your map. map.
2 Go to the tourist office. Ask where the cathedral is. 5 Go to the bank. Change 500 French francs into
Mark it on your map. Ask when it opens and English pounds.
closes. Write down how much you get.
Write the times here:.. 6 Ask someone where the Seaview Hotel is. Mark it
3 Go to the station. Find the times of the trains to on your map.
Liverpool. 7 Go to the Seaview Hotel. Book a single room for
Write the times here:. one night.
How much is it?.
How much is a single ticket? ....:
21 WANDERING TOURISTS (Task sheets) Elementary Communication Games, J Hadfield 1984
k~
i 'r)9 Street
w /Tourist
Queen Street y I Office
w Market Street w
Museum Street
Marine Drive
1 Ask someone where the bank is. Mark it on your 5 Ask someone where the Seaview Hotel is. Mark it
map. on your map.
2 Go to the bank. Change 23,000 lire into English 6 Go to the Seaview Hotel. Book a double room for
pounds. one night.
Write down how much you get. . How much does it cost?.
3 Ask someone where the station is. Mark it on your 7 Go to the tourist office. Ask where the castle is.
map. Mark it on your map. Ask when it opens and
4 Go to the station. Ask when the first train to Bristol closes.
is. Write the times here:.
Write the time here:
1 Ask someone where the station is. Mark it on your 5 Ask where the tourist office is. Mark it on your
map. map.
2 Go to the station. Ask the times of trains to York. 6 Go to the tourist office. Ask where the abbey is.
Write the times here:.
Mark it on your map. Ask when it opens and
closes.
How much is a return ticket?. Write the times here:.
3 Ask someone where the Seaview Hotel is. Mark it 7 Go to the bank. Change 4,000 yen to pounds.
on your map.
4 Go to the Seaview Hotel. Book a single room with How much do you get? .
shower for four nights.
How much does it cost?.
21 WANDERING TOURISTS (Task sheets) Elementary Communication Games. J Hadfield 1984
1 Ask someone where the bank is. Mark it on your 5 Go to the tourist office. Ask where the museum is.
map. Mark it on your map. Ask when it opens and
2 Go to the bank. Change 5,000 pesetas into closes.
English pounds. Write the times here:.
How much do you get? . 6 Ask someone where the Seaview Hotel is. Mark it
3 Ask someone where the station is. Mark it on your on your map.
map. 7 Go to the Seaview Hotel. Book a double room
4 Go to the station. Find the time of the first train to with a shower for three nights.
London in the morning. How much does it cost?
Write the time here:.
Ask someone where the station is. Mark it on your Ask someone where the Seaview Hotel is. Mark it
map. on your map.
Go to the station. Find the time of the first train to Go to the Seaview Hotel. Book a single room with
York in the morning. a bath for two nights.
Write the time here:. How much does it cost?.
Go to the bank. Change 50 into German marks.
How much is a single ticket?.
Ask someone where the tourist office is. Mark it on How much do you get? .
your map.
Go to the tourist office. Ask where the shopping
centre is. Mark it on your map. Ask when the
shops open and close.
Write the times here:.
21 WANDERING TOURISTS (Task sheets) Elementary Communication Games. J Hadfield 1984
Queen Street Or
t/5 Market Street %
TastStVeet
Marine Drive
Go to the Seaview Hotel. Book a single room for 5 Go to the station. Ask the times of trains to Bristol.
three nights.
Write the times here:.
How much does it cost?.
Ask someone where the bank is. Mark it on your
How much is a return ticket?.
map.
6 Ask someone where the tourist office is. Mark it on
Go to the bank. Change 10,000 pesetas into
English pounds. your map.
How much do you get? . 7 Go to the tourist office. Ask where the art gallery
Ask someone where the station is. Mark it on your is. Mark it on your map. Ask when it opens and
closes.
map.
Write the times here:.
Queen Street Or
to Market Street "3
Marine Drive
1 Ask someone where the tourist office is. Mark it on 5 Ask someone where the bank is. Mark it on your
your map. map.
2 Go to the tourist office. Ask where the zoo is. Mark 6 Go to the bank. Change 50 dollars into pounds.
it on your map. Ask when it opens and closes.
How much do you get? .
Write the times here:. 7 Go to the station. Ask the times of trains to
3 Ask someone where the Seaview Hotel is. Mark it Manchester.
on your map. Write the times here:.
4 Go to the Seaview Hotel. Book a double room
with a bath for two nights. How much is a return ticket?.
How much does it cost? .
22 COMPUTER DATING
1
1
1
1
You like: You don't like: 1 You like: You don't like:
riding gardening 1 golf gardening
I
1
i
1
1 f
L
1
1
You like: You don't like: 1 You like: You don't like:
1 cooking
i
1 swimming
1
1
1
~
T
1
|
1
1 You like: You don't like:
You like: You don*t like:
1
1
You live in the country to the south-west of London. You live in south-east London.
You work in a caf6 about six miles away. Your father works in a factory about a mile from your
You drive to work - the journey takes about 25 house.
minutes. He always walks to work - it takes him about 15
Your father works in a school about a mile away. minutes.
He goes to work by bus-it takes 10 minutes. Your mother is a nurse and works in a hospital about
Your mother works in a hotel. four miles away.
She walks there every day. She goes to work by car.
The hotel is a ten-minute walk-about half a mile. The journey takes about 20 minutes.
Your sister goes to work by train. Your brother goes by motorcycle to the restaurant
She works in a post-office in London and the 20- where he works.
mile journey takes about 40 minutes. The five-mile journey takes 25 minutes.
And you ? You are very lazy - you get a taxi to work
every morning I You work in an office half a mile
away.
It takes five minutes.
24 FLATMATES Elementary Commun,cat,on Games. J Hadf,eld 1984
You get up early - at about 7 o'clock and go to bed You get up early and go to bed early. You usually go
'
o clock.
You like a quiet life. You read a lot but never watch You like eating and drinking and cook a lot of large
TV. meals.
You play the violin and like classical music. You You smoke but you want to give it up.
often play the violin during the day. You have an active social life and you go out most
You are a very tidy person and clean the house every evenings.
day. You like pop music and you play the guitar. You
practise a lot during the day.
You are a tidy person and clean the house every day.
You get up late- at about 10 or 11 o'clock and go to You work at night so you sleep during the day. You
'
bed late - about 1 o'clock or 2 o'clock in the go to bed at about 7 o clock in the morning and
'
You get up early and go to bed early. You usually get You are a vegetarian and never eat meat.
You work very hard - you write books and work at
'
You like a quiet life and you spend a lot of time alone. You like a quiet life - you can,t work with a lot of
You often watch TV in the evenings. people in the house.
You are very untidy - you don't clean the house very You are a heavy smoker.
,
often and sometimes you don t wash up for two or You are very untidy and never clean the house.
three days I
25 HABITS AND HOBBIES Elementary Commun,cat,on Games. J Hadfte,d 1984
//fe' 0.
4
--
- L
.
I
I
I
I
I
I
Find someone who: I Find someone who:
plays golf on Sundays I plays golf on Sundays
watches TV every evening I watches TV every evening
paints at weekends i paints at weekends
reads in bed every night I reads in bed every night w
practises the violin twice a day I practises the violin twice a day
I m
m
ft
I
I r
&
I
I
I
I
I
I
I
I
I
Find someone who: I
i
Find someone who:
plays golf on Sundays 1 plays golf on Sundays
watches TV every evening 1 watches TV every evening
paints at weekends 1 paints at weekends
reads in bed every night 1 reads in bed every night
goes skiing once a year goes skiing once a year
goes to the pub three times a week 1 goes to the pub three times a week
does woodwork on Wednesday evenings \ does woodwork on Wednesday evenings
practises the violin twice a day 1 practises the violin twice a day
1
1
1
1
1
1
1
*
1 *
i
1
1 f
i
Student A
Monday
p' n*
.
.
Tuesday
L n/<9 L-4-t-
vllc2. OuiajJ
W/ednesday
6 - 3o
ere.
Thursday
Monday
"
Tuesday
Wednesday
Me{k * o<? <ks >r
* & ?>6> .
SrvA" .
Thursday
.V ,
c-lob ckx*-e
rear
27 SOCIALIZING
d
28 SUNDAY AFTERNOON (Situation cards) E,ementary Commun,cat,on Games C J Hadf,e,d 1984
.
1 It's a sunny afternoon in summer. You want to go out 2 You all get in the car - but it won't start. Suggest a
for a drive somewhere. Suggest a place to go. sport instead.
3 You go out of the house and it starts raining. Go back 4 You've been playing cards for an hour now and
'
in and suggest an indoor activity. you re bored. Suggest going into town.
"
5 You look in the paper-the film started an hour ago. j 6 It's stopped raining -the sun is coming outl
Suggest visiting someone.
A B
You would like to: You do NOT want to: You would like to: You do NOT want to:
visit the castle go to the zoo go to the zoo visit the castle
go for a picnic in go sailing go for a picnic in go cycling
the country listen to the radio the country listen to records
go to the seaside read go to the seaside watch TV
go cycling go to the museum go sailing go skating
go riding go to the art gallery go riding visit Auntie Lil
play tennis visit Auntie Lil play tennis
watch TV play chess
play chess listen to the radio
listen to music read the paper
play cards play cards
go bowling go to the museum
go skating go to the art gallery
go to the cinema go bowling
visit John and Anne go to see a film
visit John and Anne
c D
You would like to: You do NOT want to: You would like to: You do NOT want to:
go to the zoo visit the castle go to the zoo go for a picnic in
go for a picnic go cycling visit the castle the country
in the country play chess go to the seaside go riding
go to the seaside watch TV go cycling play chess
go riding go bowling go sailing go bowling
go sailing go skating play tennis visit John and Anne
play tennis visit Auntie Lil or watch TV
listen to the radio John and Anne listen to records
listen to music read the papers
read the papers play cards
play cards go skating
go to the museum go to the art gallery
go to the art gallery go to the museum
go to see a film go to the cinema
visit Auntie Lil
n29 LOOKING FOR A JOB Elementary Communication Games > i Hadfield 1984
,
speakGrmn
You can: WANTED
swim draw and paint
speak French play the piano Kindergarten Teacher
type sing must be able to:
swim sing
speak French play the piano
v/
4
. .
v/
%
n
h
;
"
\
#
31 WHERE AM I? Elementary Commun,cat,on Games, J Hadf,eld 1984
i 32 LANDLADIES (Landlady cards)
1
Elementary Communication Games > J Hadf'ek) 1984
.
n
1
|
1
1
Rules Rules
1
No animals 1 Tenants may not use the telephone
1 or the kitchen
No alcohol in the house 1
No pictures on the walls 1
1
1 t-
1 1
1
1 1 |
1 H
J
1
1 c
C
1
Rules Rules
1 t
No smoking 1 ft
No record players or radios
1
Tenants may not use the telephone 1 No pictures on the walls
Tenants must keep their rooms tidy 1
1 Tenants must keep their rooms tidy
1
1
1
-
|
1
j
1
1
Rules Rules
1
No loud music 1 No record players or radios
1
Tenants may not use the kitchen No visitors
1
1
1
1
1
1
1
1
1I
1
1 Rules
Rules
1
No visitors 1 No animals *
i
i
i
I
i Rules
i
No smoking Tenants may not use the kitchen
i
No visitors i No visitors
i
i
i
1l
i
i
32 LANDLADIES (Tenant cards) E,ementary Commun,cat,on Games, G J Hadf,e,d 1984
.
L .
1
34 HOW DOES IT FEEL? E,ementary Commun,cat,on Games ,
J Hatf,e,d 1984
1 2 3
4i 5 6
7 8 9
10 11 12
35 OPINION POLL Elementary Commun,cat,on Games. J Hadfietd 1984
1
T
T
I
36 NOSY NEIGHBOURS Elementary Communication Games. J Hadfield 1984
k
I
I
I
I
No 1 I No 2
|
Four girls share a house at number 1. I The Smiths live at number 2.
1
1
They are all doing different things. 1 Mr Smith is cleaning his teeth in the bathroom.
1
Sally is writing a letter in her bedroom. Mrs Smith is doing the washing in the kitchen.
1
1
1
1
1
No 3 1 No 4
I
1
The Browns live at number 3. 1 The Greens live at number 4.
Mrs Brown is having a shower. 1 Doris and Ken are dancing in the living room.
Mr Brown is answering the phone. 1 Two children are fishing in the dining room.
The children are playing cowboys. 1 Two children are fighting in the kitchen.
1
1
1
1I
1
1
1
_ _
L .
1
1
1
1
No 6 1 No 7
1
The Blacks live at number 6. 1 The Whites live at number 7.
John is playing the guitar in the living room. 1 Mr White is getting out of bed. (He works nights.)
Lynn is typing upstairs. 1 Mrs White is cooking the supper.
i
John's mother is making tea in the kitchen. 1 The children are watching TV.
1
1
1
1
1
1
1
1
1
I1
1
No8 1 No 9
I
The Golds live at number 8.
1 The Greys live at number 9 .
i
I
Mr Gold is drying the dishes. 1i
Mrs Grey is having a bath.
His mother-in-law is washing up. 1 Mr Grey is reading a book in the living room.
His wife is sleeping in front of the television. 1 Their daughter is painting a picture.
Their son is doing his homework and their daughter 1
is crying. 1
1
1
1
1
I
[
I 37 PUT IT TOGETHER Elementary Communication Games. J Hadfield 1984
i S5rl[
37 PUT IT TOGETHER Elementary Commun,cat,on Games, G J Hadfield 1984
37 PUT IT TOGETHER Elementary Communication Games. i Hadfield 1984
38 HOLIDAY QUIZ Elementary Communication Games. O J Hadfiefd 1984
39 ROBERT,S BUSY DAY E,ementary Commun,cat,on Games. J Hadfield 1984
4 30.
4 30.
7 30.
7 30.
10.00 10.00
10.30 10.30
11.30 coift, Ala . a 11.30
1 00
.
1.
00 lundx loiffc
2 30
.
2 30.
4 30
.
4 30.
7 30
.
7 30
.
10.00 10.00
10.30 10.30
11.30 11.30
1 00
.
1 00.
2 30.
bcXAk 2 30.
4 30.
" 4 .
30 tec*, uoifo FVfer <\ac5 Aaaa>
7 30.
7 30.
i 10.00 10.00
J
I
Friday, May 22 Friday, May 22
9 00
. 9 00.
10.30 10.30
11.30 11.30
1 00
.
1 00.
2 30
.
2 30.
4 30
.
4 30.
7.
30 "TAj2ufre. AteeHTo** 7 30.
*
40 CASANOVA'S DIARY Elementary Commun,cat,on Games. J Hadfiekl 1984
i
1 5
Monday Ar F C*I(\6S~
/30 Monday
O jCflv S J5L%Go % I
"
Saturday Saturday
Sunday dimer unfa /\ lice+feTe m Sunday 'pCjUfv*vC I
i
Thursday KJwS
Friday 1/0/fK *
3 . Friday S po ty UlLtAZShvi
Saturday fCK/U4 Ctoi? djUM CO
'
? , .
S"tar <Oars'- M eef 3oAn (Ocfetfn Monday
'
SAW 7 /M
Monday fo er;7p<y0
Tuesday d'i r\r&r u> rtt-v r>-> Tuesday // l/ifllS/
-
fipYA .
"
Friday
Saturday -""Tnr>i6 c\nh da nC(L Saturday di/ZCO
Sunday f"o//c cJcjk> Sunday
I
40 CASANOVA'S DIARY E,ementary Commun,cat,on Games J Hadfield 1984
.
9 13
Monday 5 \ ax U)at5 7pm Cwem)
"
10 14
I *t
i S- f-m-
Wednesday dLrvMVv ViO v*W ej L-Ccowi pm
*
5 Ww GpM.
Friday \ CVv\5 Friday
Wednesday/W ~
Wednesday - %pw\
Thursday fyfi* PWfAtVk/ UK Thursday 6pm /Yie&t &&b OtlfeicU. CoUiffl-
"
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
RULES
RULES
1 Work in groups of three or four.
Play this game in groups of three or four. 2 Take one plan of the shopping centre each.
There are two sets of cards: time cards (with 3 Player 1 must begin. Say something about your
pictures) and information cards (with words). plan, for example, The post office is next to the
Put the time cards face down in the middle of the chemist.
table. 4 The other players must fill in their plans. If you
Take one information cardeach. If there are only '
10 17
Play this game in groups of three or four. 1 Work together in your groups.
2 Take one shopping list and one price list each. 2 Each take a card from the pile.
3 You must find the cheapest place to buy each 3 Read the card and go to the bus station, airport or
thing on your list. railway station to ask about times. Ask,
4 Player 1 must start. Ask the others, How much
is/are... ? Find the cheapest place. Write the price on... day
down on your list. bus morning
to
5 Then it is the next player's turn. Go round the Is there a train in the afternoon >
from
group.
plane evening
6 At the end, add up the total. Who spent the most
and the least on shopping? leave
When does it
arrive
awyndhveaotrun.
30
Do me a favour
28 RULES
2 There are two sets of cards; role-cards (A, B, C [TJcards are reply cards. If you have two that
and D) and situation cards (1, 2, 3, 4, 5 and 6). match, throw them away.
Take one role-card each and place the situation 4 Now begin the game.
cards (in order) in a pile in the middle of the table. 5 Player number 1 chooses a [Tjcard and asks any
3 Imagine you are a family of three or four people. It other player to do what is shown on the card, for
is Sunday afternoon. You are all sitting at home example, Lili, can/could you open the door,
and feeling bored. Read your role-card. There is a please?
list of things you would like to do and things you 6 If Lili has a correspondingl/lcard. she must give it
don't want to do. to the first player and say. Yes, of course or Sure, or
4 Now turn up card number 1. Read it. OK. The first player can then throw both cards
5 Make suggestions of things to do. Use the ideas
on your role-card. 7 If Lili hasn't got the right[/]card, she must make
' '
6 When you all agree on something to do, turn up an excuse and say, for example, I m sorry. I m busy
'
card number 2. Read that and ... at the moment or Sorry, / can t I'm going out.
,
7 ... start again_ Then the first player must pick up a card from the
pile.
8 Then it is the second player's turn ...
9 The first player to finish all of his/her cards is the
winner.
4 -
33 34
RULES RULES
i
Structural
index for fixed arrangements 26, where+do 1,2,3,12,18,
27, 39. 40 23
Note that the numbers refer where 4- doing 40
used In questions
to the games. what 26.27.39.40
which 15.18
adjectives where 40
feelings 33 who 40 who
material 13 yes/no questions 26. 27. 39, who+be 15
objects 13 40 who+did 40
opinions 35 for ongoing situations 36.37 who+doing 40
pattern 13 used In questions
what 36 would
people 14,15 would like 8.9,26,27
places 11,12 yes/no questions 37
sensation 34
how much/many
shall 28 questions 8.9
shape 13,14, 15
size 13,14,15 simple past 38,39,40 yes/no questions 26.27
used in questions would rather 28
adverbs what 39,40 would prefer to 28
frequency 18,25 where 40
time 17,18,24,25 who 40
yes/no questions 38
Lexical index
any /some 8,9 Note that this index deals with
be
simple present 1,2,3,17. lexical areas, rather than
18.19. 20.21,22,23. 24. specific Items of vocabulary.
used in questions 1,2,3,4.
25 The numbers refer to the games.
5 6 7 11,12,13.14.15.
. , .
16.17.23
used in questions
how 19,23 abilities 29
howfar 23 activities
how long 2 3
how many 4
how much 10
how often 18,25 everyday 24.31,36
what 2, 3 social 26, 27. 39, 40
how old 2, 3
what time 17, 20, 21 clothes 15
what 1.2,3.5
when 17,20,21,24.25 compass points 12, 23
what time 5,17,18
where 18.23 containers 9
what... like 11,12.13,14
yes/no questions 1, 2, 3, 18. directions 19,21
when 17, 18
22,24 entertainment 20,26,27.
where 6, 7. 12
28. 39.40
who 15 smell 34
facial features 14
yes/no questions 1,2,11,
12.13.14.17 so 22.35 family relationships 3,14
feelings 33
can
some 8 food 8,9.10
abilities 29 furniture 6
taste 34
permission 31. 32 hobbles 2,22,25,28
possibilities 26.31 there Is/are 4,17, 21 hotel accommodation 16,
requests 16,21.30 used in questions 21
how many 4 houses 11
fed 33.34
yes/no questions 17, 21 household ob|ects 4. 6
household tasks 30
have (got) 2,3.8.9.11.12. verb+-lng 2.22.26.27,
13.14.15.16 money 10.21
28
nationalities 1
used in questions
verb + Infinitive 26.27.28 numbers 1.4.5,10.18.
how many 2.3,11
23
yes/no questions 8.9.11, what
12.13.14,15.16 occupations and places of
what about 26,27.28 work 1.2,23
how 19,21,23 what + be 1,2,3,5 opinions 35
howabout 26,27,28 what + did 39, 40 people
how far 23 what + do 2,3.35 appearance 14, 15, 33
how long 23 what+doing 26,27. 36, 39, personal possessions 6
how much/many 2,3,4, 8. 40 prices 10.16,21
9 10.11. 16
.
what... like 11,12,13,14. public buildings 7. 20. 21
how often 18,25 33. 34 sensations 34
what time 5,17,18,20.21 shops 7. 9,10
Imperatives 19.21 '