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Who woke up at four thirty this morning?
Who woke up at twenty to five?

4. Repeat with a new question master but asking about shopping, e.g.:

Who went shopping yesterday?
Who went shopping on…(day of the week)

Only if

|Grammar: |Polite requests, -ing participle |
| |Only if + target verb structure of your choice |
|Level: |Elementary + |
|Time: |15-20 minutes |
|Materials:|None |

In class

1. Make or find as much space in your room as possible and ask the class to stand at one end of it.
2. Explain that their end is one river bank and the opposite end of the room is the other bank. Between is the ‘golden river’ and you’re the
‘keeper’ of the golden river. Before crossing the river the students have to say the following sentence:

Can we cross your golden river sitting on your golden boat?

3. They need to be able to say this sentence reasonably fluently.
4. Get the students to say the sentence. You answer:

Only if you’re wearing…

Only if you’ve got…

Only if you’ve got … on you

5. Supposing you say ‘Only if you’re wearing trousers’. All the students who wear trousers can ‘boat’ across the river without hindrance. The others have to try to sneak across without being tagged by you. The first person who is tagged, changes places with you and becomes ‘it’ (the keeper who tags the others in the next round).
6. Continue with students saying ‘Can we cross your golden river, sitting on your golden boat?’ ‘It’ might say, ‘Only if you’re wearing ear-rings.’ etc.

Variation 1

To make this game more lively, instead of having just one keeper, everyone is tagged becomes keeper. Repeat until everyone has been tagged.

Meaning and translation

Two-word verbs

|Grammar: |Compound verbs |
|Level: |Upper intermediate to advanced |
|Time: |40-50 minutes |
|Materials:|One Mixed-up verb sheet per pair of students. The |
| |Jumbled sentences on a large separate piece of card |

In class

1. Pair the students and ask them to match the verbs on the mixed-up verb sheet you give them. Tell them to use dictionaries and to call you over.
Be everywhere at once.

|Mixed-up verb sheet |
|Please match words from column 1 with words from |
|column 2to form correct compound verbs. |
|Column 1 |Column 2 |
|back- |dry |
|cross- |soap |
|ghost- |treat |
|soft- |write |
|blow- |reference |
|double- |cross |
|ill- |dry |
|spin- |comb |
| | |
|cold- |manage |
|double- |feed |
|pooh- |read |
|spoon- |pooh |
|court- |glaze |
|dry- |clean |
|proof- |shoulder |
|stage- |martial |
| | |
|frog- |march |
|wrong- |record |
|toilet- |foot |
|tape- |train |
|short- |change |
|rubber- |feed |
|force- |stamp |
|field- |test |
|cross- |question |
|cross- |examine |
|cross- |check |

Key to first group of verbs:
To back-comb/to cross-reference/to ghost-write/to soft-soap/to blow-dry/to double-cross/to ill-treat/to spin-dry

Key to the second group of verbs:
To cold-shoulder/to double-glaze/to pooh-pooh/to spoon-feed/to court- martial/to dry-clean/to proof-read/to stage-manage

Key to third group of verbs
To frog-match/to wrong-foot/to toilet-train/to tape-record/to short- change/to rubber-stamp/to force-feed/to field-test/to cross-question/to cross-examine/to cross-check

2. Ask them to take a clean sheet of paper and a pen or pencil suitable for drawing. Tell them you’re going to give them a few phrases to illustrate.
They’re to draw a situation that brings out the meaning of the phrases.
Here are the phrases – do not give them more than 30 seconds per drawing
(they will groan):

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