Card games

• Draw a spidergram/ mind map on the board with C_____ written in the centre and the following subtopics written around it:

1. Diamond
2. Clubs
3. Hearts
4. Spades
5. King
6. Queen
7. Jack
8. Ace

• Elicit the missing word (cards). Give clues if necessary, e.g., ‘You use these to play games with. You play poker with these…’
•  
• Show the learners a pack of cards. Can they identify the different suits (diamonds, hearts, spades, clubs)? Can they identify the picture cards (ace, King, Queen, Jack)?

• Show different cards and say the name, for example ‘The ten of hearts, the ace of spades, etc’.
• Ask learners to tell you the names of different cards and focus on the correct weak form pronunciation of ‘of’ (/əv/). Some examples

1. Ten of clubs: /tɛn əv klʌbz/.
2.  Five of diamonds: faɪv əv ˈdaɪə.məndz/
3. Three of spades /θriː əv speɪdz/

• Ask learners to tell you about any card games that they know.
• Tell them that they are going to read about a card game called ‘Snap’. Do they know this game?  

• Give out the worksheet face down
• Write the following numbers on the board:

        - One

        - Two

        - Four

        - Five

• Tell learners they must find out what each of the numbers mean in the Task one text. When they find them they put both hands face down the table. Countdown to let them turn their page over. 3, 2, 1….Go!
• Wait for the majority of learners to finish, then elicit the answers.

Answers

• One: the deck of cards
• Two: The number of cards that are the same when the shout ‘Snap!’
• Four: The number of card suits
• Five: The most players you can have

Note: Using countdowns and speed reading adds an element of fun to reading. However, if you have learners with dyslexia or other problems with reading these may not be appropriate activities.

• Ask learners to look at Task 2
• Tell them they have two minutes to find the answer to the question
• After two minutes elicit the answer (players shout ‘Snap!’)

• Ask learners to look at the ‘Snap instructions’ in Task 1 and match the words in italics in the text with the definitions in Task 3 A.
• Learners check their answers in pairs. Then elicit the answers.

Answers

1 clockwise, 2 face down, 3 face up, 4 shout, 5 shuffle, 6 out, 7 deal, 8 pile, 9 goes first, 10 one at a time

• Ask learners to cover the text before they do 3B. They should try to choose the correct preposition then look back at the text to check their answers.

Answers

2 on, 3 of, 4 in, 5 at, 6 at

• Put learners in pairs. Ask them to do 3C together.
• They put a check next to expressions can be used in a card game and decide when the other expressions could be used.

Answers:

2,3,4,5,6,7,11,13,14 (1- computer, 8 and 9 – a board game, 10 - a console game, 12- football)

• Select a few stronger learners and demonstrate playing a game of snap. Prompt the group to use the appropriate useful expressions. Also encourage learners to say the name of each card, ‘ten of hearts’ etc
• Allocate all learners to groups and give each group a pack of cards.
• Learners play Snap. Encourage them to read the instructions again and have a practice round before they start playing.
• Support and monitor as learners play. Insist on English.

Note: To allow extra practice you could move learners into new groups

Tip: Improvise if you don’t have playing cards. You can use any sets of cards (e.g., flashcards) with matching pictures, words or numbers.

• Elicit types of card games (and other games) and make a list on the board.
• Put learners in pairs.
• With weaker learners you could vote to choose one game and write instructions for that game as a class. A stronger class could write instructions.

Note: If you do not have any cards available this could be an alternative to stage 6 (Practice)

• Using mind maps to develop writing: https://tinyurl.com/3uf8f4by

Short video with minimal language demonstrating the rules of Snap: https://youtu.be/ngkKM2YwcQc?si=JpB0LMAQJa2Gd2Ah