Games for . A resource book of grammar games and interactive activities Maria Lucia Zaorob Ga oGE and Elizabeth ChinPUBLISHED BF THE PRESS SYHHKCATE OF THE UuICERSITY Ge CAMBRIDGE ‘Tho Pet Building, Tumpington Sirol, Cambrkiga, United Kingdom, CAMBRIDGE UNIVERSITY PRESS ‘The Fan turgh Bulking Cambridge CH2 2RU, UK 40 West 20th Stieet, New York, NY 10011-4211, USA 10 Stamford Road, Oakiegh, VIC 3196, Ausualia Rule de Mlarcdin 13, 28014 Maciel Spain ack House, The Watetftone, Cape Town 8001. South Afica bupsd/wwnccambeidgers © Cambridge University ress 2001 is normally necessary fer writen peciission for copying to be obtainedin advance from a pubisher The worksheets, tle pay cads, (esis and apeserpsat the back of this book ‘a designed to be copied and éistfbutod in class, Tho nownal requirements are waived here and it is not necessary to nite to Camibnege Universty Press for permission foran Individual weacher to make copies far use withis his or her ‘own classroom. Only those pages which carry the wording “© Cambridge Unversity Press’ may be copied, Fisst published 2001, Printed ln the United Kingdom at tie Unversity Press, Cambridge ‘Typeface Fornata light G/135pt, System QuarkXPresst® — [GECKO] A cetalogue for this book s available from the British Library Library of Congress Cataloguing in Publication data. ISAN 0 521 63428[ Introduction Games for Grammar Practices a caretuly desianed selecion of cover forty games and actties for intensive and interactive grammar practice with basic to advanced leamers of English Because itfolows closely the grarrmarsflabus of most EFLESL. courses, ta most useful complement 10 many courseand grammar books in use today THE IDEAS BEHIND THE ACTIVITIES Cooperative learning You wil probably nate thal, most garmes, knowing the language isnot the mein fector that leas to winning: actvaly, luck strategy and creativity play mportant roles. Thishas been done on purpose to fostera ceaperative rather than compettive atmosphere, and to mace sure weaker earners can also partcipate and win. Aso, some ofthe games there is no winner atall Teaching. not testing The actos in the book are meant fo ave leamers an cpportunty to practise and experiment mah lenguege. For this reason many of them present alot of input while requring relative) litle production in the target structure This encourages learners to concentiate on processing the rmeening of target structures instead of pressuring them to produce such constructions before they are ready to Self and peer correction Our experience tells us thet sef end peer conection are fen more efecve then teacher conection in helping students to teke responsibilty fr ther own leeming. Thus mostof the game rules end actvty procedures urge the participants ts moniter their own as well as theirpeeré language procucton. Practice The acivties have been designecto make sure thet learness get plenty of aractce in the target structures. Personalization Tiere is plenty of oom forleame’s to establish rapport wit their classmates by sharing theit experiences, valuas and bel Oral interaction Ail the acivies are interactve to encourage leamesstoatenc te meaningand form as they interpret and produce languege. Information gap If exchange ct informations one o the ba reasons why peopee communicate in red life, then dassioom activites should also urge learners te seek and provide infermation, Task orientation As no ie, eames will be using the information obtained fram othersto accomplish tasks. Variety You vil finda let cf vatetyasto context, actty ype, ‘ype of meracton and materia, because novelty helps 10 sustain interest. Enjoyment Fun and pleasure in leeming ae probably the strongest motvation fectors. in our aces they take the form of challenge, humour and acknowledgement of learners’ creativty. PRACTICAL TIPS Re-using the material It's probably best to have the boards and cards larinated, Homever, as this may turn out to be quite ‘expensive, you may instead photocopy the pages directly onto cardboard or paste the photocopies onto sheets of cardboard. AS forthe boards, another inexpersive solution isto keep them insde plastic bags Sorting out sets of cards This tas will be much easter for you arid your students if you distinguish the sets by colour So, either photocopy the pages onto coloured sheets or draw straigntlines Fight across or down the back of the sheets with coloured fet tipped pens before cutingup the cards. You may also went to ‘norethem avy in coloured envelopes or bags. ‘Substituting material in cese you do not have encugh countess, use celcured papar clips instead. They are easyto find and inexcensive Preparing for activities Reacthe instructions caetuly and rmake sure you have the necessary materi Ether explain of demonstrate how the game or activity works Use LI if necessary, especially with begirmers. Nete that the vocabulary lists provided in the instiucton shee relect what we thi might be new 19 students. Ameys check the boards, cards, or grids for vocabulary items, and precteach tham if nacessayy. (JThanks and acknowledgements (Ourspedtl tanks go to Mere Cristina de Araujo Aspert, whe conmibuted witn valuable suggestions endless patience, encauragementand friendshp, and to Cavlos Barbisan for his interest ard support. \We also want to thank all our students who helped to test the material inthis bcok, and thus contributed teirrpreuerert ‘The authors and publishers would like to thank the following individuals for their help in ‘commenting on the material, piloting it with their students and for the invaluable feedback which they provid Jeni Borrell, UK; Sue Bremne;, Singapore; Therese Clic, Frence; Andrea Paul Japan; Weyne Tistman Turkey. Mlustrations: Kathy Baxendale (op. 13,91); Belinds Evans (po. 11, 27,53, 113); Matta Fish (pp. 17 18, 65); Gecko Ltd (pp. 3, 31, 44, 45, 46,51, 67, 95); Melonie Hardy (p. 65); Phi Healey (p. 21); Amende McPhail (pp. 15,23, 66, 110); len Michell (pp. 64, 107, 106); Rhinnen Powell (p. 25); Nick Schon (pp. 85, 63, 108), Lisa Smith (pp. 28, 29, 76); Shaun Vilame (p. 78) Page make up: Cezko lic. Cover illustration: Jamel AubGames for Grammar Practice Map of the book IENTERMEDIATE, |= INTER |ATE; U— UPPER-INTERMEDIATE) A= ADVAN ror ‘Activity type Topi ro foe} UNIT 1 Present 1.1 Balloon tours Present simple of be Information ps Countries 8 8 12 Aday at home Fresent continuous Board ga Activities doneathome E 10 13 Locking for aflatmete Fresent simple Interview lobits md routines ” VALend e hand Present siy Problem soking Ag P20 4 3rd person singular andhobbies 15 Time end agai Adverbs oftrequency Betting geme Acivites and EP 2030 16 events UNIT 2 Past 2.1 Gotcha! simple pest Questions and atvties and Cn) 20 anewets event 2a Everyday hazards Simple pest/past continuous Storytelling Funny accidents ' 2 23 Sweet memories dto Board ga Growing-up m U 24 UNIT 3 Present perfect and past perfect 3.1 Around town Present perfect simple Recent experiences = LU 20. 26 orevents B2Snooping around —_—Present periect simple uth or dare Lieey FA 20-3030 33 Before crafter Past peitect simple Card game Causes and U 15-20 35 UNIT 4 Future a What onearh,.7 Gong to Board game Intended actions Pa 42. Make it snagay vs Cad game ned decisions © PY 10 40 UNIT 5 Mixed tenses 5.1 Easy rider Mlved tenses P1520 43Map of the book ees UNIT 6 Conditional and wish constructions 1G: Nothing’s pefect! First condtional Simulation jobs ne) a 62 inten yourstes! _Secondcondtona Srakesondlodders Unisvolbehawour | so 63 icky good decd Thi conona = ustiyingccions UA 52 64 The wish ace Wish consis Git gi Regetsand compirts HL . UNIT 7 Reported speech 2A Whe got my ipa apes Calg ‘laphanoicgee isa message? UNIT 8 Modais 8:1 Crazy cons an forabilty crazy eights bil E 115 60 082 Let's goto, Uke v. would ike Find someone who Invitations E 10-20 83 Spinning ideas Models (simple) Seattergor Corstiaits ond P 15-20 possibilities 4 Taugh luck! Medals (perfect Debete Speculations A 86 UNIT 9 Passive and causative 9.1 Something in ‘Simple present and Tv pursut World kn EY 1520 71 common past passive 92. Grown-ups! Passive + infinitive Discussion Growngup ba 20 n 93 Round the clock Causative with have Role play Enrends and Hu 20 % UNIT 10 Questions and auxiliaries 10.1 Making fiends Wh.questions with Find someone who Personal information BE 10-2076 present imple 10.2 What's my ans Yes/noquestions wih ——_—Retting game Open BE 15-20 80 10,3 Allabout us Wh-questions wth Personal tia Open/personal Ay 20-4082 imived tenses 10.8 Unique me Ausiliaies too, ether, Sharing Dpen/personal EX 10-15 Bs so,neitherMap of the book Perera UNIT 11 Articles meal aven same 1 Came one, Board ga UNIT 12 There and it Tat Pack’n! go There be inpresent simple Information 12.2 Rain or shine nt subject ict UNIT 13 Verb forms 18.1 Verb tea Tov.-ng Grid game UNIT 14 Prepositions ° 1A The pr stion _—Freposiions of Tictacioe es and time 14.2 You end | Adjective + preposition hers \k sharing usr preposition Chinese checkers UNIT 15 Comparisons 18.1 Hew do they tearm erred? Dorrinoes compare? eddectves 15.2 Thvee of a kind Comparative forms of Rummy quantities UNIT 16 Possessives 16.1 Famiy albu Subject pronouns and Maze 16.2 Whata mess! Fox BE 15-20 87 ther conditions Open ' 15-2094 Open é 5 96 Personality and feelings | 16-30 98 Open uo 20 100 Open 20 104 Commeen nouns P 10-15 106 Ferily . 6 109 Personal belongings1.1 Present simple of be in statements and wh-questions Level Beginner Type Information pool ‘Topic Countries Interaction Pairs 10-15 minutes Material Worksheets A and B UNIT 1 Present Balloon tours Vocabulary Nemes cfeourenien Francs Spam, Avsrolia, USA, Belgas exo Wh: questions: where what Prepotons from nat Comments This game provides contextualzed practice wih statements and wh questions ca singuler end plural of be. Students are given a task which they can enly ac tng Std person enplish by interacting orally with clasemates, that is, by requesting and providing nfornation, and then making decisicns based on the informaton obtaned, Language output A: Where is/are (narne) kom? B: He/she/they is/are Fon (county). A: What hotel s/ore he/she hey in? 2B He/shathey is/are at (hate) Procedures Belore cess, take copies ofthe wortsheet and cutther in hel as indicated. in lass, give out werksheat& to half ofthe class, and workshectB to the other halé Pair off students with worksheets A ard, 2 ict the questions and ansners in Language output using the worksheets you ike, write 3 skeleton ofthe dilogue on the boarc 3 setthe uation and the task by teling your students the fllewmng: You werk for Pame Batloon Tours The company has three balloons for tours aver the cy, and tree tour quides: one speaks Englch, one speaks French, and he ether specs Spanish, Your task isto decide frst which {ours should go in wtich babon, ane secondly haw many hotels exch guide needs to stop at to pick up tourists. Tok to your partners fst to get the nforation you need to do the task # Dong the actiy - Whout looking at each others worksheet, students ask ard answer questions and complete thair respective chats, D- When hey have fnished,theyanawer questions 1 and 2 en theirwovksheets ogether D Check hel answers or decisions vith the whole dass. =F5! Balloon tours {sisuno, dn pid 01 ye dois 0 peau apin8 ype saop sjajoy Aue MO Z t {sisunoy dn apd 04 ye doys 04 paou apinB ypee saop sjayoy AueW MOH Z @é 249 jo sawen ap aya c08 sistno} a4p Pinoys uooHeG YoY UL T | | JZBN ques (Queyy) “woo|jeq a1elidoidde ain sapun sisynor fA f= (sii6u3) = | a GB fins £°\ fe (CES gers (quedy (ousy) Eby) eZ NN “uoojjeq a1eudosdde atp sapun sis}ino1 yp jo seweu ayy eum 208 sisizno} ap pjnoys UoO}}eq YIy ULE umeig peg pue Aujey, esnoH ofpug ey | eljeusny umo.g poly puE ALE BORE SUL oonKeyy e129 adag pue esor 20189 adag pue asor ul [fog eu. wnibee uojeq auew owed euew, ‘sesepueg one eoeied auL ureds sesepueg o1nr quodng si pue JW uy jefou Sy. | 20uUR 4, quodng sy pue JW, bzpiy SUdaND ou ven uwg uyor uptuig uyor 7BLOH ASLNNOD SISIUNOL TALOH | ANLNNOD SLSIHNOL —_—— ‘SINOL UOO|Teg aud ‘Sunol uooyeg suid From Games for Grammer Practice © Cambridge University Press 2001 EQIEAZZU2Z0004UNIT | Present Language focu: Present continuous in statements and questions Level Elementary Type Board game Te otivitios done athome alrs Time 10-20 minutes Material Board {one per pair, counters (four per student) Patts of the house: bathroom, bedioor, backyard, diy sour, garden, basexrent, chen, atic; Ing room Verbs: refering to actos assodated withthe various pert ofthe house Comments Adapted trem Achy, an Arican game which resembles tictac-ioe but also incorporates movement, this game is designed for tensive practice wth the present continuous in wh-questions and statements to describe ongsing activities. Because t provides a untied cortex, leamers can iniegrate grammar and vocabulary practice. Winning the game requires language acouracy,creativty and state Sl Language output A; Whatare you doing n the kichen/backyare? B: Im doing the dshes/neshing the dog. Procedures 1. Pai cf students, and give our the material, Note: you don'thave enough counvess, cut out the blackand white squares below the board, and use them instead 2. Goone the parts ofthe house shown on the board, and el actives thet might be done in each pat. you wish, write the vocabulary on the blackboard, Made! the target larguage shown in Language output, and demonstrate the game a couple ot tmes, 3 Playingthe game: D Objective ofthe game: align ones counters in @ horzontal, vertical or lagonel row of three D- The garme begins wit student B choosng tre soct where he or she wants fo place @ counter, Then student Aasks en appropriate question, ae shown i Language output. cudewt 8 ives an appropriate end conect answer, he o she may place the counter in the chosen spot tenwise, no counter goes on the board D Players take tums doing this unti cne of them forms a row of three with his or her counters, or ural the counters have been placed on the bozrd, D if noone has formed row ofthree and allthe counters have been placed on the board, players can ence more attergt to form such a row by maxing their counters elong the lines into the empty spots, one at atime, end interacting as shonn above, Note: They are not allowed to repeat an answer that hasareacy Deen ever. D The game ends when ether one manages toferm ¢ horizoria, vertical or clagonal row with his orher counters As this game depends a lt onthe players’ stratagic cis, may lst anything from two to tve minutes. Let them play several times fo further practice. Variations 1 To pracise vocabuly reac to ether acres, replace the parts ofthe heuse onthe board with cther places, eg, hank, schol, petal tation, post ofc, et 2. Forpractice with the verious persons and subjec-verb agreement, use the spare counters and \wrte on them: Your mother / You / Your sisters / Your grandpa etc. The language output wilhen change to, eg What's your mother doing nthe ktchen? She's feeding the catsAday at home Hi ia Fiom Games for Grammar Practice © Cambridge Univesity Press 2001UNIT 1 Present Looking for a flatmate (Hanguage focus) Vorabulary Prosent simple in Verbs. ave, cook. get up, lake, go,get back, da statements and questions icy; pet, car, hobbies, shower, work, home, dinner evening, acttes, weekend Level Blomontary Conmse ats - Type In this acivty, students will have intensive controlled practice with the simple present in statemens and questions involving the 2nd person sigur, plus statements in the 3rd Derson sngulr. This s 2n excelent opportunity for elemervary students to get to know one ancher and tak about thernsehes wile intaracting to accamplich the tack propoced. Do you havea pet? B: es, (cb. Fhavea turtle, A: What time do you get up? B I: usualy get upat 7:00. 20 minutes Phase: Who.do you prefer asa flotmcte? . St prefer (name). Workstoot (one por I: thy sien St Beccuse he /stie cooks /doesnt have Phase | 1 Intoduce the tic of shang rooms ar fats Eick prcblems that people might have and whatitis important to check before choosing a flatmate. 2 Setthe contest and the tak by teling stucents: Yow are koking fre Halas. You are going 10 interview two friends to decice who mill be your flatmate. 3 Handouthe workshests, and ellot the questions assodated wit the cues gven. Emahaslee the comrect use ofthe auxlany do, Encourage students to.came up with other questions that ore imposter to them and allow ther fo omit any questions they do net consider impotat 4 Doing the activi D Indi, students complete the fist column ofthe chart with nformation abour themsehves, D Inpaits,studens ask and answer questions to complete the second column, D Students sivitch pairs, and repeat this lest procedure to fil out the third column D. Give ctudents 2 few minutes to decide who they prefer asa flatmate and why. Phase 1 Wty she whole das elct seme of yur students haces end reasons. Use thi opportu to intraducethe rd peteon singular-s encng in staternents. 2 Have students report their choieas and reasons tothe clas.Looking for a flatmate Ee Facts You Student A Student B Cine have a car Z have any hobbies Lo Ss Daily routine You Student A Student B get up a Mis go to work NE } ee Z) 3 A) 3 get back home have dinner IS; evening activities weekend activities From Games for Grammar Practice © Cambridge University Press 2091 GIZMO(CTanguage focus _) Present simple Sid person singular in statements and questions level Pre-intermediate C yea _ Problem solving « Topic ) ‘Age, occupations and hobbies (Interaction) 20 minutos ‘Material Worksheets A and B UNIT 1 Present Lend a hand Vocabulary Professions report, cook farmer, leader Actes: cook dre meals, wash dre dishes, dean te battuoonrs, take cave of te te kil, enterain the teenagers, give swimming lessons, lookalter the horses, tcke care ofthe garden Hobbies: (go) swimming, (do) gardening, (go) horsebackriding, (do) hendlzaft Comments Ths contextualized and ask vented infomation gop actvty asks earners to colextmiornation end make decisons while providing them with an opportunity to pracise esting and answering questions involving the prosort simple 3d person singular. can ako be used te introduce or review. coloasiens such 2s go swimming, and Some phrasal vb, eg, lok air. As How ofdis Sharon Miles? B: She's22, A: What does she do? B: She'sareporter A: Where does she work? Bs She works atjfor ATV. A: Witist does she do. he free ohne? B: She goes swimming Procedures Phase | 1 elore cass, take cones ol the worksheet and cut ther nha as indicated, n das, hand cut worshee: Ato haf ofthe dass, ené woishee 8 to the ather ha 2 serthe contest and the task by teling the dass You ere organizers ofa summer corp for homeless citer. You havea lit ofrointers Your tak isto decide wbat you are going to do dnd what the velnteers ere ecch gong t de 3 Indvtualy student read th listofcheras and wrt ther names ned the two chores they ‘want to do. & ai cff students with worksheets A and 8 to find out what ther partners ware to do, Write What do you wantta do?/ want te... on the board i necessary. n case of config interest, let them sof itt with whatever language they can use. hace 1. Using the worksheets, elicit the questions and answers in Language output cbove. 2 In por, students get from theirparnersthe ising information onthe vountees. 3 sudents then decd in pics and together, ha te best chores are foreach vote. 4 you wish, regroup students se they can report on and dseus thei dedsons wth ether pees.1.4 Lend a hand ss01000H Eom, 30 90e1a aor 9v oartmton *Kz08e729 [ediag teBeg oures qyesopuey sseraao UTE LojSCUTy SHOM Jo sere sepeet 190e as ey spaitmtoA *k208—9e9 zapueusag Bie Ure uypu ass0y soa waeg Auung s0M Jo ate eure: aor oo oy saatmyoy sks0%=42D jagiag j@3z9g teurenr sseya90H sisoun 30 9001 s90p iy caayTMyOA :Az0%ayRQ ZepUBUIag BNVY] sUreN : K—~_—_]}_ K—~ | . 4 em econ conepncdauencea | | Does emma a aenpiee dalton ‘ Puoy 0 pusy Puoy 0 put | | upy 0 pus) Pupy 0 pusy ‘vavueprel ssejqaom | ‘somaon Joris *oyaaeH S.uiouo 27x PEON JO 87H ' ys0Mn 50 EL ALTE P30 30 o0e1E 4009 :qop ' ‘aor sejaodey :908 63 Rv Iv 22 38y aBequnyoy *x0Beqeg searemton x0 F098Q seaytmjo +Ax0Fe9¢Q 907 Ta ‘auresr K~_ I spre ne doy sn don puny © pus Usp no dey sa dy pupy » pot aor ta Uren, KI usp ine dpusn den puny 0 pus SOTITE WOseg aUTENL vere i diy sn de puny 0 pus) uapie8 aip jo a1eo aye seSi0y a4) 4242 YOO] suossa] Sunuuns ani8 sveBeuaa) ay) ueuaqua SPP apa Bef Jo 2229 42) swooped ayy ua) ‘Ssaysip ayy ysenn sjeaw ayy yoo syseL apse axp jo are aye asioy ayy Jeye 00] suoss9] ulus ans sio8eu9m ayy UIEYOIUD suwwoouyjed ay) ueal> sausip ay ysemn sjeaw eu You syseL ambridge University Press 2007 (UCC Fiom Games for Grammar Practice ©Language focus Adverbials of frequency Level Elementary or pre-intermediate Types Betting game Topic Activitios and ovents Interaction Groups of three or four ‘Time 20-30 minutes ¢ Material ‘Two sets of cards per group UNIT 1 Present Time and again Actes: Any actly students can think of fora given picture, eg, picture 1 may generate: go “swimming, sui in the sea/a lake/a rivet, sai aoross the English Charmel, etc. Adverbials of frequency: every dey, rrore than ance a dey, quite offen, almast every dey, about once ‘a weal, sometimes, a couple of mes a manth, once or twice @ year, not ery often, hardly eve, seldom, never Ths game gives learner an opportunity to practse asking quastions with how often, and answering them with advesbias of frequency, while using a let of vocebulay related to general actives and events It fs quite challenging anc fur in that players rs be able to anticipate ther opponents! answers in order to ay down therr cards and win the game. That means knowing their dassmates well and being able to use their picute promgts creatively Language output ‘A: How ofen do you do your omenork? B: I seldom do my homework Procedure: Before class, cut outone set of picture cards and one set of frequency cards foreach eroup. 2_ Ect and model the language in Language output several tres 0 make sure students are able to formulate the questonsand use the adverbial of frequency. 3 Diide te dass into groups and hand out the materi 4 Demonstate being student A, using ferent adverbial, Show them how they can use the piaure prompts ceatvelyte generate the advebials they went, eg How oten do you ga tothe beach in the summer? About once 0 week How often does your grandmother wear a bikini on the beach? ‘Never, Nate that some ofthe adverbial cards ere que spec, eg. once o twice year, wile cthers ere undespecifed, eg. offen. This wil encourage dzcusson and help lamers understand thar the meaning of some adverbals of frequency may vty according tothe actity they refer to, eg. often in/ often catch a cold (perhaps several tmesa year) and ! often have ¢ holiday in the Bahamas (perhaps ance every two years). 3 Ployingthe game: D Players shuffie the picture cards and place them face down in the middie. Then, they shuffle the Fequency cards and deal tem out evenly D The first olayer tums upa picture card from the pile end decides (a) which one of his or her ‘requency cards to use, and (b) who the How often... question ill be cred to, The «question must vole the picture en the picture car tha the player has jut picked from the pil, ar the aurpoee isto get an answer containing the adverbial onthe selected acverbial card D The player then formulates the question. if the respondent uses the adverbial on the selected frequency cad or ome other advertial thatthe group accepts es being equivalent, then the firtpleyer may dscard t. Otherwise, he or she keeps the card without showing tt the group. D The ist playerto get of al of his or her cards wis the game,Time and again El Picture cardsEi Time and again Picture cards From Games for Grammar Practice © Cambridge University Press 200) EEUUFrequency cards more than once a day every day Time and again Ee quite often about once almost every day aweele once or twice a year a couple of times a month hardly ever sometimes not very often never Un From Games for Grammar Practice © Cambridge Unversity ress 2001UNIT 2 Past 2.1 Gotcha! L Simple past of regular and ‘regular verns Questions and answers Aetivitios and evente Worksheets Aand B, dice {two por pair) A Vocabulary Verbs: meet ip, see, ove, go, celebrate, et, do, ge up, come, ust, ety seed, talk hve, spend, fone, wosh oer. nie Comments | The objective o! ths game 1s to give learners plenty o wfrqueshons inthe smape past os input, plus {an eppontemny io practice the simple past of rgulai and inagulx vetbs in statements Even though itis que corticlod ths act urges learners to td about themselves, and to moive thei gan language as well asthe pees, as they can only scone with accurate ansiers Language output A: Where dd you soon your lost holiday? BY Ispent my kt bokday on my uncle's fasm. Procedures 1 lore diss, ate copes ofthe wartsheet and cut them in hal 2s indicatco 2 her 2net model the language output by asking students Several wh-questions in the smple pan dnd equiing ther enews to bs cones especialy weth vega to verb form, 3 land outwotsheet Ato ha ofthe cess end worksheet 8 iothe other hal, Parc students ‘with worksheets A and B, and give tuodize to each pir 4 Ployng the geme: The game begins with student 8 costing the dice nnd adding the numbers red. Then -hadent A asks the question that ceresponds 1 that totl on his er er own wovlcheet. For crample, iB rells the dice and they otal, student asks question 8 1n his or her wortsheet which is: Wfrore dd yeu spend your tat hdiday? fstudese B anoners conectly he er dhe blasts tha quesion tom student As worksheet CCthonuice, that queston remains ate and can be asked again at some ether tun, depending con the dice uote words, because incorectantners ave reeled ether than connected srumeditely layers re given an opportunity fr se-conecton at some ather poi in the game, Players take turns ding this The fst pl me. Variations: you went students 1 pace formating the quits ethos than jus quedions an the worksheets with cues Note on material ityou ate short of dice, hand out one to each per and have them rol twice to bas allof the opponents! questonsias the[ Gotcha! PRY shepsaysak pomyfooups ov {seus 10) sauyous ifepionsah otuoy Q JeaAN MOA PIP YeUAA snokan6 nod pap yey 06 nod pip mor cAepyoy ysey snok shopuang ysey yseyyoug, Grey snk ysere {Suywiow sy) a0y purads nok pip 2104), 104 3€4 MOK pIpYey;A ——-ISEY NOK PIP Yay, .2n29} OA pip B1UNI YeUAA £ £ £ £ Dubie ye} qu fpuayaam ysey Aepsayseé yaay INOA ys {puayaam ye} yrernof pip oun geay nok pip URN of pip saw Kuetu Mop opnof pip ieuyn xR ef? 2 &o 8 & Where did you meet What did you buy When did youfist. What time did you arrive your bestfriend? iast week? see the sea? home last Saturday? Who did you visit How many times did Where did you What did you eat fast weekend? you go to the tmovies celebrate your last Jast night? last month? birthday? What did you do What time did you How did you come wessenlay? getup this moraing? here today? ‘sity Press 2001 GOREN From Gi 2 © CambridgeLanguage {cu Sunple past and past continuous Intermediate Type Story teting topic Frnay accidents Interaction Groups of three or four 20 minuter: Set of cards: {one par greup} UNIT 2 Past Everyday h hazards Vocabulary \ts hong around waitin, ook ol, ight, de, lint, run ver, go oa fat, lean over Nouns: mnaped, pathol, talc ols, bike, jogger, ducks, pad, rail Comments Ins actly emer l be eatsinghe enol ast and past cana es wells Same pas vers. a they compas stry fines wih the bis of dormaton given. Unive many eer sontoting uctiuties, there is no fed story hne in this case. Leamers are-free to levk the crcumsiances ard events wo eny logical way they wsh monde to create meaning. Language output Fiena was Fangny around inthe mot lst Scurcay She sudcenly naked ino c hog? Chrstoas boo right the madale of ¢ Bol, knocking dew the treo and decorcvons becouse she wes foakng ot ua people Fighting arc ean’ see where she ws going. She quickly picked up the tree, crv! pretended to be the me's ccorato, because she fel everyone wars looking a hex Proced: 1 Botore dors, aut oul one se of cords lor every group of thice of aux Aeris 2: epi to model the tnguage by ieling your clas # furry acoderd you bane hod, siriar ts he: 8 in Language output drawing atenton tthe imple post snd past contriucer: form on your story. Then get. covple of students to tellthew stcries, and explee the detals wath auestens, ‘ee encouraging the se of the correc vet loins Divide the clas ito groups ard hend out the mater Ding the actvity: Players shuffle the cards and deal therm out eveniy Players the ts laying dove then cards, ne a 3m, in the centre ofthe lable to compece {our storylines. The stories belong te the entre group, thé is, evergone may compose a chonge thers D Rules ofthe game ‘nay only begin astoy bne they have 9 character cad to lay down. + Thoy may add cares tc any ening stares on he table pronded tht the stries contiwe fo rrale sense > They may change the sequence of cards vathin ary story ine 0 move ards from one story 16 anuther in order to accommadate new cares The player who wants to ay down aSo... The end card wl Ke to imentits conte, hat is, the end ofthe stovy. This may be dane a any tme during the panto, and other players nay ‘continue inserting other cds in the riddle ofthe story but hey may nek change is ending. —+ fa player cannot lay dovin any fis orb cards, he or she says! pass. The winnet is thefiuse player to get rid of al ef his. her eatds. Be Follow-up _ ‘Groups Shooce tei vous story an tlio the rest of the css,Everyday hazards pug au, i aha bees; sal se aibH| goz sya 3e aces pug sy, (tid - TSGeE pa , ayiqe Sup | yaed e ul | | pug ays } re . ) Jo: ‘Ol, : “site ro, | Eg | moon pug ey Bugyby a|doad om qe Guryoo) SSS Eo aaua seluqs[yg aBny e o9ul payjem punouve GurBuey @ euoly , From Gemes for Grammar Practice © Cambridge University Press 2001 [IIXagzITTaLanguage Used to Level Intermediate or upper-intermediate Board game ( Topie eT ¢ Interaction ) ‘reap ot or wa Time 20-20 minuion Material Board and dice (one per group], counters (one per student) UNIT 2 Past Sweet memories Vocabulary Yeibs: grow up, fall down, break, fight with, fil, go on artrip, have a date Nouns: chkthood memory, oy, tee house, pet, (school) subject, complaints, idl, hero, date, curfew, school dance Comments Ths game provides a jot of input and intensive prachce with a wide range of verbs inthe simple past and habitual past with used to, Because the subject of childhood and teenage memeriesis so case to ‘everyone's hear, the game promotes 2 It of convetsation and better student epport. As such, it should be reserved for the more comrrunicate end of the lesson and used for fluency building Language output ‘A: Who did you use to fight with vinen you were a teenager? B: fused to ight lot wath my sister AL Why? B. Well becouse she used fo borrow my clothes wthout asking me st. A B And who used to win? i: She did because my mather was always on her side. 1 Prepare questions related to childhood ard teenage experiences, Ask one a atime, cit answers rem the cas, and continue the conversation fiom there, as shown n Language output Draw stderts attention tothe mearing and use of esedto, and cortratit wth the spe past # necessan. 2 Divide the dass into groups and hand out the material 3 Paying the game: D Players place thei countes at the starting point (symbol birth: the stork) on the board D They take tums casing the dice and moving along the board accordingly D- Whenevera pleyer lands on a square with a question init, someone in he greup asks him or her that question, nd the player answers The group shoul then explore the topic wth futher questions, answers, comments ec, Encourage the appropriate use of the simple past and used 0. D Whenever a player lands on one ofthe squares coniahing happy o* unhappy events of fe, he shermust folow the insiructons in them, D- The fist player to get to (out not beyord) the finishing point (sbol of gadution: the mmorraboa'd) wis the game, Variations Ir you are teaching teenagers, change the questions so asto su ther youngage, 2 tr you want to let your students cece what to talk about and formulate the questions themselves, feplace the questions on the board with prompts, e.g GROWUF, SCHOOL, TOYS, GAMES, DATING, MOTHER EROTHERS & SISTERS, e'c. Note on class size iFetudenis are playingin pairs or groupe of three, use coins instead of dice. That way they will move either one square (heads) o' two squares (ais), and have more opportunites ta talkSweet memories a geass 0K PIP UN anes nf'yor [sin nok pap ou Aowou Poowny> surrey sovenbs 7 -sovenbs 2 premio} gasping ©2404 2peq OW Snowy spab9 @ anane}sn0s aq (9) a3n no pig sue sno yoouq pue 2p uHe>| 0, 11 pane, {UMP 185 104 9 ’ DeRRE ‘soaker sk qwoygerd (Fp AON, dwamoran | 3s988igsnokq aarp iy noApp a2eyd |) er pasnaeym, snohsem oun JO PUM IEUA a espera yengn a0 puods ovonnod Pp vay MoH ms din yey anak uo 08 no, 92 ze @ ¥ eum edn acid | nospipaiayyy | SaaS ames for Grammar Practice © Carrbidge Urivetsity Press 2091 FromUNIT 3 Present perfect and past perfect 3.1 Around town Vocabulary Present perteet simple Nosy prompled by pictures |Wictds and expressions on situation cards: 7un cut, utseni-mnded, spiled, rough luck, gorse fatormediate or Beough ered igh fw wiper-mtemaedse go ts Ths game hae been designed to relate pact events wah present resus and t provde mich-eeced proctce of he present pertect simple 1o express such relationshups. The actty fun in thatit simulates Sener’ emaginaion and acknowledges their ndvidl cotibsions, Road garne Recent experiences oF ‘eras: Language output He fat broke depressed Groups of tvto to six Raton A 2 ‘ 8 Because he has lost of his money in the stock emuhet A: Coe, that's to0 bod What's he going to do new? 8: 1 dontAaon. Never buy stocks agann, t quess, 20 msineton Board, set of cards. and = Procedures: tice fone per grou enn en nan conte ene titan 1 Below dass od ost cne st ol cards x each group. 2 white 8s depressed on the hoard Ct posite causes and vote thee tthe let of the atte, bain stort tention tothe uc ol the preset patie single 6g Me unlit ht jobybis galfiond has let him ett. then clic plusible future acions hat Bll avg fake. Model the target enguage i several tens, Daide the class inna groups and hand out the metenal 4 Popngite pane ayers place thes courters at STAR, shut the cards and place them fae dome onthe be ‘Thete are tao Kinds cf cards. The picture cards depict presera results which students irust interpret (eg fora very hoppy) and think of causes fr, using the presem peried sample (eg She hos been pvomotee to vice-president). The stuation cards, en the other hand, prude ngl en the preset petect mle, ols the luck element inthe gem, frthey Contam skuations and insituctons that may feed the player back tothe beginning athe board or zat er her doser tothe HRISH point. 1 The fist player casts the dice and moves his or her counter acconingly. Wit lands ona shop, nothing happens, but if lands on a house, she player picks a cd and turns it face up so everare on see whats hoppcring inside the house. iis picute cord he person othe elt ofthe pret begins neracton wih hinvor her as show n Language avtpat On the other ‘hand, iis a situation card, che player simply reads it aloud and ollows she instructions on 0. Players take tums preceedingin this way The frst playes to get tp (bus not beyond) the FivisH point wins the gerne. e Note on group size 1 students ave playing in pais or groups of three, use coins instead cf dice. Thel way they vil move ‘one sqqiere (heads) or two squares (tall), and get more practice.Around town EY From Gomes far Grammar Practice @ Cambridge University Press 20013.1 | Around town Bill Jessica Daniel and Bob * Sonn! SN * :Around town El ‘You've run out of petrol. How can you be so absent-minded? Go to the nearest petrol station. You haven't eaten anything all day. Aren’t you hungry? Go to the coffee shop for a sandwich. You have spilled coffee all aver your new jacket. Take it to the dry cleaner's, Your sister has just had a baby. How about getting her some Nowers? Go to the florist. Tough luck! You've just missed the bus. Go to the taxi stand in front of the post office. You have just gone through a red light. What a shame! Go to the bank and pay the fine. Your cat has fallen off the roof again. ‘You'd better take it to the vet to make sure everything is OK. from Games for Grammar Fractce © Cambridge Univesity Press 200 Don’t forget you've invited friends over for dinner. Go'to the supermarket and get something for dessert. You haven't talked to your mother today. She must be worried! There is a pay phone just outside the chemist. | 293.2 Prenent perfect simple with over v inermediate to advanced . Truth or dare Tife experiences Groups of two to si 20-80 tninutes Board, set of cords, dice fone per group), counters {one per student] (30 UNIT 3 Present perfect and past perfect Snooping around Vocabulary \Wordk and expressions: dengereus spent, oct on stage, farcy cress pty, fo, cortest, raft, mugged, make o sil misiabe, ne @ crush on, teer cut, get bfnd unk, crack aaey, jump 2 Gucve, personol o¢, make ¢ hoa col, cheat, search through, belongings, doie, naked. lin, force, peep tOrcegh, heptane, bbe, Farin: fer. Comments he puipose here isto eronde plenty of nput on the present perfect simple + ever, lo getleeiners understand how this terse coetiasis with the simple past and 1 practse alot with Bath. Despite fhe intial contre pron, the ectity mites learners to share lle experiences and is herelore excelent for generating conversation and building fluency. Language output A. Hove you ever beer to 0 fortune eler? Br Yes, tow Av Wy did you gothere? & Wel mania wo Ane ater fwodd tnd 0 oiler Procedures ‘T This geme includes thee sevs of cords, madced 1 to 3, contairung quastoes graded fiom the least {a the most contaversal So, lack twough thera and pick the set ofthe cards that best sus} yout students age and culture. Then, cut ove one set of [4 oF more cards for each soup, 22. fdodel the language by esting your d3ss Hove you ever ..? questions and devetrpiag cconwersation from thee The ams 10 paint cut the use of the present perlect sine versus the simp past 3. Divide the dassintogroups and hand out the materia, 4 Paying he geme: Payers shut the cards, face them face down in the centre ofthe board, and dstroue thea: coerters among the four comes. D They toke hurts cxcing the dice ond mening their counters accordingly 2s indicated by the ariows Whenever a player lands on a ballocn, he of she wine the right to piek a card und ak anycne in the gieup ihe ‘nosy’ question on 1, plus one ather ielaied question o satsty his or her cuowity The wenne! is the fot player te get back wo his or her stoning comes Akernatively, you my lt them play for as long as they like oF wan! you think thay have ad encugh practiceSnooping around C) C ) ( » a punoup — ) Guildoous OI ©)EE] snooping around Cards 1 Have you ever s eaten anytning usually considered. strange? Have you ever acted on stage? Have you ever failed & Course or important test? Have you ever fallen asieep at a party? Have you ever written @ poem? Have you ever done. volunteer work? Have you ever gone to a fancy dress party? Have you ever lost your documents? Have you ever missed a plane? Have you ever made a major change in your life? Have you ever written to a. newspaper or magazine? Have. you ever won anything in a. contest or raffle? Have you ever found anything valuable? Have you ever been robbed or mugged? a2 From Gores for Grammar Practice © Cambridge University Press 200Snooping around EJ Cards Z Have you ever made a really silly mistake? Have you ever had a@ crush on a. teacher? Have you ever borrowed ariybody’s clothes without asking? Have you ever followed. anybody? Have you ever tom out pages of somebody's book or magazine? Have you ever been blind drunk? Haye you ever broken anything and just sneaked Big? Have you ever tied. about your age? i Have you ever ‘\ jumped a quene? written an Have you we \ aes | H Sa ; 7 Have you ever replied to a personal ad ina newspaper ? Have you ever written a love letter to anyone? Have you ever taken anything from a hotel? Have you ever gone to & party without being invited? Have you ever see) From Games for Grammar Practice @ Cambridge University Press 2001 333.2, Snooping around Haye you ever stolen anything from a shop? Have you ever secretly searched, through somebody's /} ramaiys? 9 // Have. you ever received too much change and. kept it? Hone you ever lied to your parents? Have you ever cheated in an exam? Have you ever dated more than one person at the same tune? Have you ever gone. swimming naked? Have you ever flirted. with a friend's date? Have you ever forged. somebody's signature? Have you ever opened somebody's mail? Have you ever peeped, through @ keyhole? Haye you ever written on a bathroom wall? Have you ever tried, to bribe anybody? Have you ever changed prices in a shop? Have you ever been to a fortune, teller? 3a F From Garnes for Grammar Pracce © Cambridge University ress 200Languaye focus Yast perlest skuple Level Intermediate or ‘upper-intermediate ‘Type Card game Topic ‘Couses and consequences Interaction Groups of four or five Time 15-20 minuses Material ‘Two sels of cards por group UNIT 3 Present perfect and past perfect Before or after? Vocabulary Corjunations: os, since, becouse, 50 ‘Words and expressions: be fred, fal lar tro, Know your way around, fal asleep, aveesleep, iss chess, overdown Comments This game offers plenty of nput contasting the past perieet simple and the simple past These: are visual clues as tothe reletion berween these. tenses enctthe order of cvems ona time line in couse and-effect satements. The zctvty focuses on both mesning and form, white encouraging lamers to merstor their pees and negotiate group consensus Language output As/sinceMeceuse t hoch tsiept Ol igh twos very Med 4 gs very bred becouse f had kept off ight. 4 vas very tied, 50 {fell ose, Procedures 1 Before class, cu out one set of situation cards and one sat af causes-and-consequences cards fer tach group. 2. Wodel the language by iting ‘had o fet wah my sitter lost mach on the board. Ech pessible ceuses 1g, She hed bomowed my bite and scrotcred «cand st thern onthe left. Ela posiole consequences or effects, eg. db iho hor for three dos and fst these on the aght Hove students cembine the ideas into compound sentences with the right conjunctans, pajing attention tothe use of simple past and past perfec simple 3 Divde the class into groups and hand out the materia 4 Playing the game: Players shufie she siuavon cards and pléce ther face dow on the table Then, they shee ‘he couses and consequences caids and ded these out evenly. One phyer turns up a situation card wihocwer holding a card expressing a plausible cue consequence for tat situation may plece & acccicingly tothe leo: rght ofthe stushon card and connects the ideas withthe right conjunction The gicup then deades whether the connection is plausible or not fis, the card rlacedon the table is considered discarded: not, the player mus take back B For any pen siustion, all players may ckscard as many cards av they ike, prowded the connections ae plausible D The fist player to get id of all of his or her cards wine the game, Note on language ‘You may wert to point gut to yeur students tha, in spoken languege, tis more common 1 est the x 2 “Wi OF 4/2) ‘SABA AvBU 104 “UMBIPJ3AO “pasoja ysnf s 3,UpIp | you j,upey any SEM JUNIE AW pey yueg ay g g yayjou Aw k “souyO} Mau “aull} 1x j a i MIE oe “yonw paipnys 2| wo Asuow awos uo Auejes Aw Japiey Apnys Gy BELA g pama.iog | ye quads pey | paploap ays SPEM ONS z SK s — se ) 8 i S 3 . yDeWUOS 3 “ssejo Jay . ‘pasiduns s ydajsiano pey] | quepodui ue Aw passiw | 3,USeM 3H i j yso] pey ay | “S,pleuoqoIN “youn| pey ee “qyOlu |je ] 0) vam | 3,upeY | pa eee idajs upey | a ul daayse {23 | " | From Games for Grammer Practice @ Cambridge University Press 2001Going to Vre-intermediate or intermediate Board game Intended actions Gronps of two to sik. 20 mirnies Board! and dice (one per group), counters fone per student) UNIT 4 Future What on earth ...? Nouns hot, opp, rechet cup, maney, shappmg bog, books, parcel, csp, Llakboard, ask pram, potatoes, magilying gloss, swtcose, broom, bucket, pencil. Hower, popcom, envelope, bate. bog of our, ereott caret Comments This mteractve board game gets amers to assoc the expression ofintentons wth the ng fue foro: geurg 10. trequecs players to imagine 2 vaiety of actions for each one of the objects depicted on the boat, he garre can be very semuating and humoicus. Language output A: Whar on eoch are yeu gorg fo co nat ahot moaning B: fim going to look er my contact femses Procedures Bing cles pices of ctzce tha at large eng forthe hole Cass to see Gre one of theen «a student, step bac, and ask: What cn earth cre you going to do weh st.” Ect an rae rom that student ond other possible oF funny answers om the rest ofthe cass. Daw students’ arerton tothe use and meaning of geing 1. Repent the procedure to me sie stucestsan use thes frm appropriately and understand the dea! the game 2B Dist the class into groupe and hand out the material 3 Playing the gare: 1 Players place their counters at START D The fist player cass the dice and moves his other counter accordingly. itlands on a squere with 2h object int, the pes to his tr her lft iitntes interacvon with him or he, as shawn in Longvage outpet the counter lands ona equate with inetactions in it he or she must follow them 1D Players ike tuins proceeding in this way The fist player to get to (but nox beyond) the PHISH pin wins the game. Variation oes Fer inlermedise Sladen wah pood vocabulary andto make the game more chalngg and hhurncrous, have them come up with unusual ackons forthe objects, 8. A: feet on earth are you going to co wath that magnifing gfass? 8: Jim going to stor o comp ie in the gonden.What on earth ...? 4.1 Play again & e / 5 Go back two squares ftom Games for Grammer Precice © Cambxidge Uriversy Press 2001 39Pre-imermodiate or intermediate ‘Gard game Unplanned decisions Groups of three oF four 1Osninates rial ‘Two sets of cards per group UNIT 4 Future Make it snappy Vocabulary _ Words and expressions en hard, fit broke, snr se,splting headeche, setup, kre ogze to decih, soaking wl, stor, Dotto, get 0 loan, collin Sek, order, ve had at chenge mto something worm Comments try fxcuses on he use of lor urplavied spontoncous decisions. Aah does ach realy requve language production, thie game does prowde 2 lt of useful mpul ard the quek pace actually reinforces this mearnng of wal! here. Language output A: ITS your mauherielow’s binhdoy tacoy B: Cosh, tclmost ergot IY send Fer sors Hawers/Hl goto vist her theo. Procedures TBetore cls, cutout ane set of sitiation cards ard one se of responce cards french grows 2. Incloss atte on the board a few sinsations simi to thase on the situation cards. Ask students how they would respond spontaneeusly to each ane af then, Llikithe responses and craw their ation tothe measung end use ol vi 3. Dwide the class ino groups and hand oit the mater, Playing me game: D layeisshutle the stuaton cards end plece them face down cn the table. Ten, dey shutle the response cards and deal them out evenly, 1 The fis player figs over the firs stuation card end reeds @ aloud. Notes The sisaion cards hae been writen the right way up and upside down o that everyone can sce The fis! player 10 call out an approprite response lo the stualion gels nid of the conesponding sesponse caid thai he or she Hokis, Note: There ere days two possible responses to each shvation, so players have to be quick 2 ayers proceedin his way unil scresne has discarded al of his ores response cards and wins the game.Make it snappy Situation cards “unoys ayy yo asnenag 8A, Suryeos suioy ose no, “yeudsoy 1 515809 2, “gofanok a3ey no, “sBUUIp 40} J9K0 Sum0> 41 soyou sno, You artive home soaking wet because of the storm Your boss és in hospital. You hate your job. Your mother is caming over for dinner. -yqeap 0} Busza0y 91,00, You're freezing to death. ~Awpoy Aepysig, 5 me /-ti}-194 OU NOK 5 3) It'syour mother-in-law’s birthday today. “pasig ud9q DANO, You've been fired. spsnoy 243 Uy poog ou 5} Hayy There is no food in the house. plea peq Ajjeas © 308 3A, NO, You've gct a really bad cold, Aepyyiq anok 103 000'EF NOs saal3 sayjowpuesd ino, Your grandmother gives you £3,000 for your birthday, saypepeay Sumyes e arey no, -asu Auejes iq e308 aa,noy, ‘sroursng uno ano dn yasoy quem no, You want to set up your own business, qoaqs ay Jo aIpprw ayy un umop ware wn! an,no, You've just fallen down in the middle of the street. “pHONg Jey D1,NOK, “paey Susuyes 513] You have a splitting, headache. You've got a big salary rise. You're flat broke. It is raining hard. ar From Games for Gronnar Practice © Cambildge University Press 2001 EXICRIRaaUTSEA Make it snappy Response cards I'll take a taxi. I'll borrow some money from my father. Great! I'll buy a new car. I'll take an aspirin. own business. I'll go back home Tn probably I think I'll take a , Eto geta loan from holiday in Tabi. I'll catl in sick, s ° the bank. % _———S Hiigoto the Hi start looking for || I'll send hersome VB takes supermarket this { ; another job, flowers, hot shower. afteincon. = Suchet Ih change int Mlordera piza. Ml set up my I'll go to visit her. see ne something warm. 42) F From Gemes for Grammar Practice © Cambridge Universty Press 2001Language focus Mixed tenses Level Interaction Groups of thioe or four Time 15-20 rnimates Material Boat, set of cacds and ice (one per group]. ‘counters (cne per student) UNIT 5 Mixed tenses Easy rider Vocabulary Words ane expressions: be bast about 2 drecm hofdoy, sovverts. go awed. oversee, uns guide, roulene Comments ‘This gre offers learners On opportunity to review and pracice xed tres (prs present ond fuse), plus some medal, within unified conten and a fluency building scnity Language output A: Where dd you spend your last halcoy? 8 Iwrent tothe Greek stonds/t stayed ot homme A visited my parents in the county: Procedures — I before css, cutout one set of coud reach au. 2 Stike ypa conversation vath the dass on harlact Or nent hoiday to tncdl the target onguage 3 Dince the ass into groups andband out the mater 4 Playing the game 1) Peyers place thet courners on the litle actoplane on the board. Then they shui the cards and ple them face dow on the big suitcase on the board 2 Phys iake ums costing the cice and moving ther counters accortingly viherevet a player lands on a surcase, the person 0 his oc het sight picks 3 card from the pile dd sks him ocher he question ni oF reads out the evens and instnatons om tho-cerd isa question the fst player answes, and! the group may ack further Questions or shore thet expenences on te topic Ifitis.an event pls instructions, the ploy follows them. 1 Thofist payer to ge back rothe litle aeroplene, thei, ro go round the wows, wns che peme