“Move that card over there” sounds clear until your partner reaches for the wrong one. You know which card you mean, but the listener needs words that identify it. A shared game gives you a practical way to notice that gap.
For an English speaking activity, open Klondike on PlaySolitaire and work in pairs. One person describes a move while the other controls the board. The speaker must explain the action without pointing. This creates a reason to practice verbs, card names and position words together.
The activity suits older learners or adults who can already form short sentences. You do not need to finish a game. A few carefully explained moves provide plenty of material for discussion and revision.
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Get Comfortable with the Board First
Spend a little time learning the game before making language the challenge. In Klondike, the main columns build downward in alternating colors. A red seven can go onto an available black eight. The four foundation piles build upward from ace to king in the same suit, and only a king can start an empty column.
Agree on names for the places you will mention. You can call the main playing area the tableau, but “the seven columns” is enough at first. Count those columns from left to right. Review hearts, diamonds, clubs and spades so your partner can distinguish two cards of the same color and rank.
Use examples that match your actual board. A sentence about a red seven is useful as a model; it is not a promise that a red seven will be available in the deal you open.
Begin with an Imperative Verb
An imperative usually starts with the base form of a verb, without a stated subject. For this activity, useful beginnings include “Move,” “Place,” “Select” and “Wait.” “Move the seven of hearts onto the eight of clubs” gives your partner an action, an object and a destination.
For a negative instruction, use “don’t” followed by the base form: “Don’t move the king yet.” Avoid “Don’t moving” or “Don’t moves.” The negative form can be useful when you want your partner to pause while you explain the next step.
Direct instructions are normal in a task you have agreed to do together. You can still add “please” or use a request such as “Could you move the king, please?” Compare the forms, then return to imperatives for the main exercise.
Replace Pointing with Precise Words
Take turns giving one instruction at a time. The listener should repeat the important details before acting: “The seven of hearts, onto the eight of clubs?” That check makes misunderstandings visible before the board changes.
If your partner asks “Which eight?”, add the suit or column number. “The black eight” may be enough on one board and ambiguous on another. Useful expressions include “in the third column,” “at the bottom of the column” and “onto the eight of clubs.” Choose the description that identifies the card you can both see.
Keep the distinction between English and game rules clear. “Move the red seven onto the red eight” is a grammatically well-formed instruction, but it describes an invalid move in Klondike. If a move fails, check both the sentence and the rules before deciding what went wrong.
Explain Two Steps in the Right Order
Once single instructions feel manageable, describe a short sequence. Use “first,” “next” and “then” to show the order. Speak slowly enough for the listener to finish one action before starting another.
Your sequence might begin with moving a card to expose what is underneath it. Because the next card may be hidden, do not invent a second move in advance. You can say, “First, move the seven onto the eight. Then tell me which card you can see.”
This is also a good moment to practice clarification. “Do you mean the third column from the left?” checks location. “Should I move the whole sequence?” checks the action. Swap roles after a few instructions so both people get practice speaking and listening.
Write a Clearer Instruction Afterwards
Choose one sentence that caused confusion and write a better version. Replace vague words such as “that” and “there” with a card name and destination. Read the revised sentence to your partner and ask whether it identifies one possible action on the board.
Finish with three short instructions for another familiar task, such as finding a file or putting away classroom materials. Keep the same questions in mind: what should the listener do, which object is involved, and where should it go? The card game has given you a concrete way to check whether your words carry enough information.
