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This is a good game for teaching scan reading and alphabetical order when using dictionaries. The revision or introduction of the grammatical structures in a meaningful context is disguised since the students usually see this is vocabulary game. Because it has a pretty tight structure and build-up, it’s a good exercise for establishing the principle of group/pairwork with a class that does not take readily to working in different formats.

Note

With some classes we have asked the students to analyze their own guessing processes. Some students have written interesting short compositions on the best guessing strategies.

Eyes

|Grammar: |‘Second’ conditional |
|Level: |Lower to upper intermediate |
|Time: |30-45 minutes |
|Materials:|None |

In class

1. Ask a student to draw a head in profile on the board. Ask the student to add eyes in the back of his head.
2. Give the students this sentence beginning on the board and ask them to complete it using a grammar suggested:

If people had eyes in the back of their heads, then they … would/might/could/would have to … (+ infinitive)
For example:

‘If people had eyes on the back of their heads they could read two books at once’ (so two pairs of eyes).

3. Tell the students to write the above sentence stem at the top of their paper and then complete it with fifteen separate ideas. Encourage the use of dictionaries. Help students all you can with vocabulary and go round checking and correcting.
4. Once students have all written a good number of sentences (at least ten) ask them to form teams of four. In the fours they read each other’s sentences and pick the four most interesting ones.
5. Each team puts their four best sentences on the board.
6. The students come up to the board and tick the two sentences they find the most interesting. The team that gets the most ticks wins.

Note

Students come up with a good range of social, medical and other hypotheses.
Here are some examples:

… then they would not need driving mirrors.
… they would make really good traffic wardens.
… then you could kiss someone while looking away!

Umbrella

|Grammar: |Modals and present simple |
|Level: |Elementary to intermediate |
|Time: |30-40 minutes |
|Materials:|One large sheet of paper per student |

In class

1. Ask a student to draw a picture on the board of a person holding an umbrella. The umbrella looks like this.
2. Explain to the class that this ‘tulip-like’ umbrella design is a new, experimental one.
3. Ask the students to work in small groups and brainstorm all the advantages and disadvantages of a new design. Ask them to use these sentence stems:

It/you can/can’t…

It/you + present simple…

It/you will/won’t…

It/you may/may not…

4. For example: ‘It is easy to control in a high wind’, ‘You can see where you’re going with this umbrella’
5. Give the students large sheets of paper and ask them to list the advantages and disadvantages in two columns.
6. Ask the students to move around the room and read each other’s papers.
Individually they mark each idea as ‘good’, ‘bad’ or ‘intriguing’.
7. Ask the student how many advantages they came up with and how many disadvantages. Ask the students to divide up into three groups according to which statement applies to them:

I thought mainly of advantages.

I thought of some of both.

I thought mainly of disadvantages.
8. Ask the three groups to come up with five to ten adjectives to describe their group state of mind and put these up n the board.
9. Round off the exercise by telling the class that when de Bono asked different groups of people to do this kind of exercise, it turned out that primary school children mostly saw advantages, business people had plenty of both while groups of teachers were the most negative.

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