DVANCED OMMUNICATION AMES ollection of games and activities for intermediate dadvanced students of English HadfieldContents List of games ii Rules sheets 125, Introduction ii Structural index 128 Teacher'snotes vi Lexical index 128 Games material 23 List of games Function 1Proveit! acting jorand giving personal information 2Who killed Robin Jalking about pastevents Koch? 3Whata cock-up! aking plans and 4The g ipgame describing p relationship describing houses.and people caparing and canting; discussing advantages and disadeantages giving instructions describing scenes 5 Find the occupants 6Tryitout! 7 Domino instructions 8Find the other people onyour planet 9Sweet reason 10 Consequence cards, Scoop! siving reasons Stating consequences talking about past events and present situations 12Haven’tIseen you. talking about past somewhere before? experiences 13Sweet talk persuasion and suggestion 1 Detin defining 15Find yourformerself describing past and present habits 16Theexcuses game _inviling, accepting and refusing, stating olligation and smaking 17 Hard bargaining ——_niaking offersand setting conditions 18 Would you mind —_nmkinug requests, agreeing it and refusing 19H ‘bing position and location expressing past regrets wishes and hopes, needs ad wants if only 21 The Cinderella game orFind your fairy godmother 22Elementary, my dear making deductions any Watson giving reasons 23 Eyewitnesses Sequetwing ecents in pest 2 MoaningMinnies coping and ing aptinistc 25Silly superstitions prediction and specula 26 A better world or permission and prot Planetswap | 27 Market forces persuasion { 28 Fishy stories asking for and giving | explanations | 29 Bucket shops taking for nd giing | jt ogormstin sigue sng ineuing pio hn ans re adi srg ag fines 30 Family budget 31.Go-betweens 32Whatif...2 83 Terribly sorry 34 Christmas shopping takity about likes, di snd preferences expressing necessity frguonent ana persis, asking forand giaing ntvice | Asking abot and | cribingabiltes | comparison and contra pmnrrativead deseriph | | | 35 What dot need? I 36 Canvassing ; 37 Sound advice ' 38 Job market or On yer bike! 39 The proverb game 40 Dream sequences Acknowledgements | would like toacknowledge the inspiration and influence of Red Bolitho, David ally, Alan Maley and Charli Hadfield, whose ideas on teaching in general interactive activities in particular haveallconieibuted directly or indirectly tothe writinggaf this book. | Twotldalsolike fo thank the stsifand stadents of | South Devon College of Arts and Technology for thel supportand encouragement. Particular thanksared! to: Anna Allen, Jerome Belts, Val Black, Grabam Bur Jane Carne, Liz Macnaughton, Angi Malderea, Jenn) Pearson, Tony Fearson, Margot Porterfield, Dan Seat DaveSmith, Alison Thomasand Steve Turnbull fo South Devon Colloge of Arts and Technology, and ‘Amanda Kelman, Sue Parker and Pauline Tayler, at Schecl, Cambridge, for trying the games out anc offering valuable suggestions forsmendment and | improvement: ee For Stepeand fr, rengnbering The Rubbish Ritual ‘and other Midale Street gaines‘Wesley Longman Limited hh Gate, Harlow, 120 258, England ciated Companies throughout the world, field 1987 edition frst published by Nelson and Sons Lid 1987 ‘on published by Addison Wesley Longman Lid 1996 17-555693-8 pression 1996 ion to copy ial in this book is copyright. However, the grants permission for copies of the pages in the tiled "Games material” and "Rules sheet’ to be bout fee as allo arehasers may make copies for their own use or for asses of which they are in charge; school purchasers = copies for use within and by the staff and students rool only. This permission to copy does not extend to 1 schools or branches of an institution, who should ‘separate master copy of the bok for their own ing in any other circumstances prior permission in lust be obtained from Addison Wesley Longman Lid. and gypeset by » Sevenoaks, Kent chine Introduction 1 About games A game isan activity with rules, agoaland an clement of fun. ‘There are two kinds of games: competitive games, in which players or teams race to be the first to reach the goal, and co-operative games, in which players or teams work together towards a common go ‘The activities in this book are communicative gies, as distinct from linguistic games; thatis, they are activities with a non-linguisiic goal oraim. Successful completion of the game will involve the carrying out ofa task such asdrawing ina route on, a map, filling in a chart, or finding two matching, pictures, rather than the correct production of a structure, However, in orclerto carry out this task it will be necessary to use language, and by careful construction of the task it will be possible to specify in advance roughly what language will be required. The emphasisin the gamesis on successful communication rather than on correctness of language. Games, therefore, are to be found atthe Auency end of the fuency-accuracy spectrum. This raises the question of how and where they should be used in class. Games should be regarded asan integral part of the language syllabus, notasan amusing activity for Friday afternoon or for the end ofterm. They provide, in many cases, as much concentrated practice asa traditional drill and, more importantly, they provide an opportunity for real communication, albeit within artificially defined limits, and thus constitute a bridge between the classroom and the real world, This suggests that the most useful place for these games is atthe free stage of the traditional progression from presentation through practice to free communication; to be used asa culmination of the lesson, asa chance for students to use the language they have learnt freely and asa means to anend rather than an end in itself. They can also serve asa diagnostic tool forthe teacher, whocan, note areas of difficulty and take appropriate remedial action. 2 Aboutthis book ‘The games in this book are suitable forintermediate and upper-intermediate students. They have been written to cover the range of functions and structures that the student mightencounter at First Certificate level, s0 they could be used to prepare students for the oral part of that exa thought obviously they’ examination classes of that level and above. ination