| PRIMARY ACTIVITY ony BOX Games and activities for younger learners 2B Caroline Nixon and Michael To sips .: PRIMARY ACTIVITY Games and activities for younger learners Caroline Nixon and Michael Tomlinson f28i CAMBRIDGE ‘eB! UNIVERSITY PRESSC@MPEMES —rensendiacknowledgements 4 ; Map of the book 4) tetroduction @ a seeds introductions, evaluation, instructions } 1. Happy badges 12 1.3 Myclassroomiriend 16a Five starstudent 20 1.2 Allabout me 14 eh Funometer 18 166 Insiructions dominoes 22 Alphabet and numbers ; 2.1 Balloon game 24 2. Join the dots 30 © 2.6 Rainy days 34 2.2 Leiter group 26 2.8 ABC crossword 32 BF Myalphabstbook 36 } 2.3 Join the alphadots 28 7 ! ith words ; 7 i : B.1 Cord games 39 3. Colourful cans. 463.7 Word scramble 52 : 3.2. What are they doing? 42 3.5 Body paris 48 3.8 Three ina line 34 3.3 Mix ‘n’ match 44 3.6 Timescoles 50 4 Pronunciation 1 Legs! Legs! Legs! 56 43. Fabulous phonicolours 60 2 Rhyming words 5B 4.4 Space race 62 @ cree rt Communication practice 5.1 Inyourclasstoomwho..? 64 B® They con doit 68 BB Youread,Iwrite 72 5.2 Identikit 66 5. Room for improvement 70 3.6 Colourcocordinates 74 Playtime poeta at 7 6.1 Whose is 76 6.3 Which sweet? BO 6.8 Cowboy dottodet 84 6.2 Gramminoes 78 6.4 Sentence Bingo 82 | Rhyme time 7.1 Jock and Jill 86 7.3 Lucy Locket 92 7.8 Diddle diddle dumpling 98 7.2 Incy Wincy Spider 897.4 My fish tonk 95 | as i Make and do BT Formyard fun 101 8.3. Chotterboxes. 106 8.5 Diess me up 110 : 8.2 Two little dicky birds 104 8.4 Days and dates 108 : @ aH Ht oe Problem solving 9.1 DIY wordsearch 112 9.3 Dotty’s puppies 116 9.8 Shaping up 120 9.2 Where cre they siting? 114. Ye Broken words ne Templates 122 Answer key to 2.5, 4.3, 7.3 and 9.2 126-7Thanks and acknowledgements We would like to give special hanks tothe following people: To Alison Sharpe and Bella Wigan for their vision and faith To Néirin Burke and Alyson Maskell for their sound ivdgement ond excellent guidance. To Ricardo and Paloma forall heir practical help ond encouragement. To James Kelly and Siobhan MeNiece and our pupils ot Star English, Murcia, Spain for thoroughly trialling the material at all sages, and for offering invaluable advice and suggestions. ‘We would like o thank the following teachers for their helpful suggestions as a result of trialling or commenting on the ‘manuscript nits drat form: Aileen Anderson, Madrid, Spain; Koren A Anythana, Bangkok, Thailand; Jaime Carrera, Santiago,Chile; Colic Gosgil, zmir, Turkey; Yoshie Kobayashi, Yokohama, Kanagawarken, Japan; Maria Edvirgem Zeny, Parana, Brazil; Despina Konstontinopoulou, Athens, Greece; Ana Maria Espina Madariaga, Santiago, Chile; Pamela O'Brien, ‘Madrid, Spain; lan Reid, Porede, Portugal; Andrea Paul, Melbourne, Australia; Barbara Sciborowska, Warszawa, Poland: liz Soydas, Izmir, Turkey; Roma Starczewska, Taipei, Teiwan; Magdalena Szpotwicz, Komorow, Poland; Mark Thompson, Bangkok, Thailand; SuWei Wang, Tolwon; Belinda Wicks, Bradford on Avon, UK. Ilustrations: Kathy Boxendole (pp. 107, 115, 127); Carey Bennet (pp. 15, 17, 37, 47, 65); Becky Bloke (pp. 102, 117); izzy Finlay (pp. 90, 91]; Gecko DTP fp. 13, 21, 79, 122}; Sue Hendra (pp. 25, 35, 81, 123]; Lona Kent (pp. 33, 40, 41, 61, 103, 105}; Melanie Mansfield (op. 31, 57, 93, 94, 127); Nick Schon (pp. 59, 69]; Martin Shovel (pp. 29, 113}; Liso Smith (pp. 9, 20, 23, 73, 75, 85, 86, 89, 92, 96, 97, 106, 111]; Kay Widdowson [pp. 63, 67,77, 99, 100); lisa Willams (pp. 71, 87, 88); Celia Witchard (p. 43) Photographs: Jeremy Pombrey [p. 128} Text design: Dave Seabourne Page make up: Gecko Lid Cover illustration: Barbara Vagnozzi cp The CD was produced by Tim Douglass (music) ond Tony Garside (spoeck] of Forum Productions. (ur thanks also go to the following children who sing on the CCD and the teachers who rehearsed them: Helen Teanby and children from Alboune C.E. School, Brighton: Toby Mew; RosieJo MacRae; Leanne Capel; Kora Wheeler; Joseph Hoare; Hayley Walker; Aramis Gorriette; Hector Gwynne; Thomas Hinton; Sam Murray; Martin Hays-Nowak; Hannah Cultess; Priscilla Barker; Luke Norris; Daniel Levene; Charlote West; Eli Wise; Louis Brooks; Charlie Lennon; Lottie Hazel; Bethan Zeidler Robbie Mitchell and children from Varndean School, Brighton Kelle Tamkin; Natalie Godfrey; Pélly Roe Smith; Danielle Blance; Mila Stojanovic; lizzie Hunt; Rachel Francis; Charlotte Hailey-Watts; Lindsey Walford; Hannah Osmond. ‘Smith; Emma Simmonds; Rebecca Swannack; Emily Blair; Laura Hughes; Amy Beton; Suzy Grace; less Hovell Gabriella Benton Stace; Eleanor Rosenbach; Katie Spedding; Ella Scot; Rebecca Tamkin; Anna Brooks; Flora Sco; Amy Hicks Dedication | would like to dedicate this book to Doctor Escribano and Doctor Vllaverde of the Hospital Virgen de la Arrixoca for theie excellent medical care and humanity, and to Pedro ‘Martinez for his hard work and infinite patience. Caroline Nixon Part ofthe proceeds from this book ore being given io ‘Médecins Sans Fronttres.Guposy 11-8 € uy or oxy woysnpoid pion, LIB {jqui0.9s PON Bayi “BvIpooy € s9jossouy Supoay z Bus "Buryaspus sojnqa204 yyOMsIOg spd Apog bu z soypocd uowysodaud ’snojo> pub ues, JonpeNpUI s5ub9 japinojo> povondo} Buy ‘Buipoay € rod /unou ypjous 4, WW Bupypads ‘Buna, z snonuyuo> 19 ionpinipuy _gBusop 44,910 104 suyyoodls ‘uo4yu6090! 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Primary Actvily Box is « resource book of supplementary ‘activities for young learners (5-11 years approximately), Containing photocopiable worksheets. The intention is fo Provide both teacher and pupil with enjoyable actvilies ‘hich will make teaching and leaming fun, The activities include songs, shymes, puzzlos and games for listening, speaking, reading cnd writing, They are designed to evit@ variety of learning and teaching siyles, with elomenis of language acquisition through body movement, visual and audio approaches. The lexical ond grammatical content reflect the syllabus of most Primary EFI. coursabooks ond there are also raitional English shymes, songs and games. ‘The activities are of different lengihs, ranging from tenminute gapiilers through to ‘make and do' activities that may ‘occupy the greater part of the lesson, Thete are loskhosed activites, where pupils use English asthe vehicle fo find the ‘answer fo a fask oF problem without necessarily thinking consciously about the language they ore using, This challenge con be highly stimulating forthe younger learner. Emphasis has been placed upon the use of puzzles and ‘games, quite simply because they are fun to do. Some of the ‘cctivilies incorporate cin element of competition which can be highly motivating for younger learners as it leads them to vse grammatical structures more enthusiastically, and increases their desire to do so correcly. Who is Pi Age rango jary Activity Box tor? Avallfimes we have tried to bear in mind the specific needs of the differant age groups within the five to elevenyear-old range. The needs of those five fo sevenyearolds who cannot yet ead or write confidently contast sharply with those of cight to elever-yearolds who need « more challenging type of activily, For each activity, we suggest the age range for “which itis suitable; we give quite o wide age range because children’s capacity to do ony particular activity will depend largely on their fst language, cultural background and the length of ime they have been learning English. Whereas some of the activities are aimed at one or the other end of the ‘age range, we have also tried fo offer lexbiliy within these orameters. For example, younger lageners mighi do only the ‘ral part of an activity, while elder or more competent earners could do the whole activily n all casos teachers ‘hemselos are the best judges ofthe pupils’ ability to cary ‘ut an cctviy successilly, irespective of their age. intreduction The Hime it takes to do an activity wil also vary with the age cand ability of the pupils. The amount of time we recommend for each cetiviy should be token to be the mos! that u class the younger end of the age range would need Level ‘Wo have organised the activilies in Primary Activity Box into three levels, This is intended as a guide to the language abilities pupils will need in order to do the activities, those levels do not refer fo ony wider EF standards level 1 is intended for leamers with « knowledge of busi vocabulary {numbers, colours, adjectives, nouns, simple Prepositions) without much grammatical sructure. Here the main emphasis is on an oral presentotion for pupils wih fowe oF no reading and waiting sil Level 2s intended for learners with @ knowledge of wider lexical groups with the vetbs fo be, fo have, can and some basic verbs inthe simple present and present continuous tenses, These is an integration ofall four skils wilh slighly ‘more emphasis on the oral aspect for pupils with hiniid reading and writing skills, Level 3 is intended for loarners with a firmer grasp ol thn knowledge included above and the ability to use. gfammatical structures more competently as ook lor radiny writing and speaking, We have tied to offer suggestions where possible for vasahus readers, non Roman alphabet lecrners or nomen wwe also suggest extonsion activities for more advan nt learners or fas finishers. The templotes at the back of the book enable tcschars devise their own version of some activitios 01 talkie leauners o create their own, In this way toon ca suk ‘on aactvity to the specific needs of thoir class anal coursebook When to use Primary Activity Box The octivities can be used as extver mateuial to luck 1) «8 coursebook, Likewise they can be used lov 16yisi reinforcement, They are ideal for teachers wie vcdh yet a coursebook. They can be used on those «ly «@ goad idea to start a new topic: the deay bn holiday, Christmas or Eoster, days of high wlssou bouts ofillness or exteacutricularactivitios, ok Moy useful for teachers who have to stand in whit the cla feacher is obsemtUsing Primary Activity Box ~ tips for teachers The following suggestions are based on eur own exper in tho classroom. Thay ace by no mecins definitive and im simply to give «few teaching ideos to less experienced teachers Noise © Some ectivites, especially those that involve pupils speaking and moving around in the clossroomn, will {generate a lot of excitement. Inthe book we use the symbol below to indicate this type of activity. When children oro excited they lend to be very noisy and aay even lapse into their first language to talk ebout or discuss some ospect of the activity. Athough it can be dificult to got used to al first, noise in fhe clesscoom is iolerable if it is related direclly tothe activity and is an expression of interest or enthusiosin for he tosk in honed, Regardless of which language they use, if children are sufficiently stimuloted by cn activity to ‘ant to fal about i, thon this can only be interpreted as 0 positive response. You must ensure, however, that only English is used for the completion of specific communication tasks Nt MN) {The most important thing with any kind of fosk iste make sure that the pupils have been well prepared beforehand, that they know al ha words they will need ond that they. understand the object of the exercise. Equipping your pupils properly with the necessary linguistic tools to enable them to corry out 6 task successfully wll ensure thot it ise chellenging and enjoyable one for all. Without the necessary preparation, learners may heve a negative learning experience, which will cause them to lose confidence and become frustrated with an activity that, guile simply, they have net got the capocity to de eparation + Bolore starting any activity, demonstrat it first For pairwork activities choose on individual pupil to help you. Do the firs! question of the pairwork task with the pupil forthe class to get the ides. ‘When you divide the class into poirs or groups, point 10 ‘each pupil and say for exomple, A~B, A~B, A~B, etc s0 they are in no doubt as fo what ther role i, Try to give simple clear instructions in English. Soy, for example, As ask the questian and Bs answer the question: A~B, A~B, AB. Then Bs ask the question and As answer the question: B-A, B~A, B~A, © Always being « Few extra ph sheet avoid tears if eny children do it wee Classroom dynamics * Try fo move oround the clossroom while explaining or doing the activites, wey you project an air of confidence, of being in command and of being more accessible te pupil ‘Moving around the classroom also enables you more circulating among your pupils, In this effectively to supervise and monitor pupils who may need move atlention ot times. Movement in the classroorn fends 10 hold pupil’ allelion Beller and makes the class more lively and dynamic. 4 Inthe seme way that its © good idea for teachers to move around, it's alto advisable to move the pupils around occasionally. By periodicolly changing seating ‘arrangements you can help group dynomics and breck up potentially disruptive groups. For example, weaker pupils could be put next o stronger ones, and more hard ‘working pupils next to disruptive ones. Pupils might benefit rom working with children they may not usvally associate with + When forming pairs or groups we suggest that, whenever possible, pupils ust move their chairs. For groupwork they can bring their choirs oround one or two tables ‘allowing them an easy environment for discussion and “written production, For pairwork they can posiion ther two chairs fo face each other. Ths allows a more reolisic eeo-0y0 communication sitvation. This change of seating prepares them for the oral work they are about to begin + Certoin activities inthis book can be used to divide the class inloroclom poirs in « more dynamic way. Give pupils « card and ask them to move around the classroom foffind their porter. The activites that lend themselves fo this ore: 3.1 Card games, 3.3 Mix'n’ match, 3.6 Timescoles and 6.3 Which sweet? Teaching and learning * Encourage pupils o use their own resources to try to solve «task. Try to guide pupils towords finding the right conswers rather then supplying them yourself, even if his means allowing them to make misiokes. Making mistokes is 0 vital part ofthe learning process, so vihen pupils are asked to inven! their own sentences, stories, otc. we should not expect these fo be perfect. Sometimes accuracy must be forfeited for the sake of creativity and enthusiastic paricipetion© The Extension activities can be given fo those pupils who need an extra tosk to keep them occupied while the rest ‘of the class finish the main activity. la activities where iis necessary fo prepare moierial, hase pupils can be kept busy helping the teacher with euting cut, collecting in cand cleaning up. * Try fo avoid the immediate sepetition of an activity simply because it has worked wel in class and your pupils have enjoyed it. I you do this, the novelty will quickly wear off and children will become bored. Save if for a later ‘occasion and they will come back to it with fresh enthusiasm. Songs, rhymes and chants * For the activities based on traditional songs or shymes its not important forthe learner to understand ovary word outside the key words to be practised. In these exercises ‘we are more interested in pupils understanding the gis cond we are using the rhyme as a means with which to proctise language. The visual aids that cecompany each ‘hyme or song and the actions included in some should provide the loarner with sufficient information to be able to understand the everal! concept. Is importont then, at this stage, not to spend precious class ime on lengthy ‘and complicated explanations of specific words. * Got children to stand up when singing the songs and thymes. ican make a tremendous diference lo theie performance and enjoyment © The songs, shymes and chanson the CD are recorded in several versions: irs he complete version; then there is @ version with pauses after each line for pupils lo repeat in chorus; then there is version for children to sing, say or chant along with. (The shorter songs and rhymes are sung ‘or said twice at this point.) Finally, forthe songs only, there isc ‘karaoke’ version [music only, no voices) s0 that pupils can sing the song by themselves. We sugges! hat you don’ try to do the karaoke version inthe same lesson «the childzen learn the song. Wait until a later occasion when the children ore really familiar with the song and can sing it confidently + Allofthe songs, rhymes and chants included here can be presented and proctsed in a variety of diferent ways to make them more interesting and challenging, These techniques are especially useful if you wan! to go back to previously proctised material for revision or further exploitction and you wan! to ovoid your pupils! reaction of “We've already done tis!” 10 ‘Whisper the thyme or phrase while clicking you fingers. Repeat the dhyme, getting gradually ‘oud each time, and thon reverse the process Say the rhyme whilst clapping your hands end tapping your fool i time to the rhythm. Divide the cass into groups and ask them to repect the thyme in rounds. To do this, the firs! group slo's lo soy the rhyme and then ai a suitable point, usually one oF two lines ino i, the second group star fo say the rhyme from the beginning. ~ Ask your class if anybody wants fo do a solo or « duct The very fact that hey are giving o public performance induces most pupils to surpass themselves. It elso adds abit of spice io the proceedings os it gets their ‘odrenatine flowing. IFchildron are reluctant lo patticipate in this however, hey should not be forced to do so. ~ With your class lope recorder, record the closs saying the rhyme collectively and/or individually. Le! your pupil listen fo themselves. If hey fee! that they could improve on the second attempl, record them again, When pupils have sung or said their shymes iia the tape recorder be sure fo give them o round of applause ‘and encourage the res of the class to da the sone ~ Ifyou have access o « video camara ond the rhyme you are doing has actions, record your pupils can yings fut the activily. As @ reward ora ieat for thei had work they can then watch themselves Display + Pupils find i extremely motivating to have their work displayed and will generally skive fo produce work toth best of their ability if they know it is going to be sors by hers. So try fo orrange to display pupil’ work aroun) the classroom or school whenever possible. Competition + Anlomont of competition can make may childon try harder. However, while « competition can be a qos incentive for an otherwise lazy pupil it can somrolies lie demotivating fora less able but ordinarily hurdwnking cone. I is @ good idea to balance competition activities 1 be able to reward or praise indivilials according to their different needs nd poshorn * Competitions can clso lead to a lol of noi enthusiasm inthe clossroom. Any discipline prob vals tr con, however, be curbed by keeping a rinsing ttl ol points on the board and deducting points kor shut vot the answer or rowdiness. BPHRREBRRHRBBBBHEHE ES Sage BaeStorage of material + To make the Rashcards more aliractive and appedting to younger leacners itis « good idea to enlarge thern, colour them in and laminate them with protective adhesive plastic, In this way you will aways have them ready for future use. + Inthe same woy, iis a good idea to photocopy different sos ofthe same game onto different coloured card ond laminote them with adhesive plastic, These can then be stored for easy retrieval al shar! notice at later cote The lost word We have infonded fo write © book wilh which to teact children English in a dynamic, fun, and effective way. We sincerely hope we have cchieved this aim and, above cl, thai you, the teacher, feel that ovr efforts have been swocthwhile. Caroline Nixon and Michae! Tomlinson, Murcia 2001individvel ‘make and do cctivity whole class introductions, song hancuace Focus tm Fm 0 boy/git basic classroom instructions: cu, stick question forms: Ate you a boy/gin? Whe are you? Whar’s your name? speaking, wring 30-45 minutos Phaverians coloured card {optional), one safety pin or piece of string peer pupil sticky tape, scissors, glue, c1oyons, one copy ofthe Happy badges ‘worksheet par six pupils 12 Happy badges Before cass Photocopy the Hoppy badges page onlo coloured card, one sheet for every six pupils. Or Pholocopy it on paper and sick it onto card, Ether you or pupils can then colour the badges leter. Cut along the dotied lines. Do not cut round the star - pupils will cut them out in the lesson. In class 1 Inroduce yourself, saying Hi 'm .. .Ask Who are you? Insist onthe use of 2 Write pupils’ names on the board as they say them. Make a ist of girls’ names in one colour ‘and boys’ names in another colour. Then osk individual pupils: Are you boy? Are you @ git? Are youa boy ora git? to elicit the respanse I'm... . While recognising that these questions are somewhat arifcial, they give younger learners more opportunity to talk about themselves, and the leacher has fool to introduce he and she. 3. Give each pupil a piece of cord withthe star on it, Ask them to cut the star out neatly. At this stage be toleran’ of differant pupils’ speeds, offering help where needed 4. Ask pupils to write their names on their badges. You may wish to give them English versions of heir own names, 5. Show pupils how to stick the safety pin onto the badge, then give each pupil their safely pin and slicky tape, Again, help where necessary. With younger leamers you may prefer lo thread a piece of sting through the star, making « medl 6 Once pupils have made and put on their badges, practise csking heir names around the class. You can use elther of these Question-Answer formulas Who are you? I'm What's yourname? My name's Diill the structures as a class, then individually, ond when you think pupils are confident wth the structure they can practise it freely. Encourage them to wolk around asking other pupils 7 To-end the lesson, each the class the song 'm HAPPY. First, preteach hoppy. Write it the board and spell out the leters Ploy the song on CD or sing it. Then pupils repeat itline by line. Finely, they sland up ond sing the whole song Tapescript im HAPPY Um HAPPY know | am Vm sure lam Vm HAPPY. Options 1 Pupils can add ages to their bedges fo produce, for example, ’m.jim. fm seven. and to practise the question How old are you? 2. For more advanced pupils, you could enlarge the photocopies so there is room for pupils to ‘write more information about themselves, e.g. 'm happy, I've got brown hair, can dence. 3 For younger leomers, you may prefer to write your pupils’ names on the stars. Pu hem on the table and invite them to find their own badges. SSL teeterPREECE ERE EEE RR eRe eee eee eee eee ce Happy badges ® From Primary Activity Box by C, Nixon and M. Tomlinson © Cambridge Univesity Press 2001 13INTRODUCTIONS, EVALUATION, INSTRUCTIONS Acrivir Tere individval oem filing and drawing fancuace rocus language fo lak about sof, physical appeorance, age cond preferences: tm My bei is ‘My eyes oro My favourite. is keven 2 Ace Rance on suns reading, writing, speaking (optional) Fume 10-20 minvies Maremiacs ‘copy of he All about me ‘worksheet per pupil, fo fape measure or a wall chart fo measure pupils” height 14 All about me Before class Moke « photocopy of the Alfabout me worksheet for each pupil in class 1 Revise the language used inthe worksheet. Ask pupils questions fo alici the sentences on the sheet What's your name? My namo is Juanita Where are you from? I'm from Mélaga. De this for all the sentences, asking various pupil 2 Give pupils © copy ofthe workshoot and ask them fo complete the santences. They then drow a picture of themselves in the frame. You can illustrate this with «picture of yoursell inside « picture frame on the board. 3. When pupils have finished they can tll heir poriners about themselves, Option With confident pupils you can use this activity to practise question forms as pairwork. Practise the necessary question forms first. Give pupils the sheet and invite them to ask you questions to elicit the information on the sheet. You can write these questions on the board to help weaker pupils, Pupils then complete thair own sheet and, when they have finished, ask their pariners questions fo find out whol they have written Extension {Asa followup to the option above, pupils could write the information their partner gives them (on a seporate worksheet such os the one below. My friend’s name is He/She is from poeeee Helshe is _____ years old. His/Her hair is a : His/Her eyes are __ : He/She is cm tall. His/Her favourite colour is His/Her favourite toy is His/Her favourite animal is 0BSR ERERERooGEEL I All about me My picture My name is I'm from Km years old. My hai My eyes are __ Vm cm tall, My favourite colour is My favourite toy is My favourite animal is eee My teacher's name is My school is From Primary Activity Box by C. Nixon and M. Tomlinson © Cambridge University Press 2001 15INTRODUCTIONS, EVALUATION, INSTRUCTIONS individual reading comprehension and! drawing coctviy banceacs rocu: parts ofthe bedy: head, ears, eyes, mouth, nose, bod, corms, legs, foo! classroom objects: rubber pencil sharpener, notebook, peo, pencil ruler shopes: creo, square, tnongle colours hives 2 Ast nance 7-10 Sunns reading, listening (Extension) Fem 10-20 minutes fe copy of the My classroom hhiend workshes! per pupil, crayons 16 My classroom friend Before class Make one copy of My classroom friend for each pupil in class 1 Check that pupils know the classroom vocabulary used in the text, by asking them to hold up objects, Sey Hold up your pencil, Hold up your rele, ete. 2 Give cach pupil a copy of the worksheet 3 Onthe board draw o frame for My classroom fiend. Ask « pupil to real the fis! wo sentences fo you. Follow the instructions, and drow a big pink rubber {as @ head) in the frame. Check that pupils understand that they must also draw a person following the doscrption in the fox ifthoy are sfil not clear, continue ond draw fwo pencil sharpeners for ears, Pupils should now be clear about how to complete the task 5 Ask them to continue to read and draw their classroom friend in the frame. Circulate to monitor and help where nooded. 6 When pupils hove finished they can compare pictures with the pupils sing near them, Extension - ‘Do This, Do That’ game This is o game lo revise parts of the body. 1 Ask pupils to touch the different parts oftheir body. You may wish to concentrate on those used in the text or practise other parts of the body as well Touch your nose. Touch your mouth 2B To moke the game more challenging for pupils, ask them only #0 follow your instructions when you say please auch your nose, please. {Pupils touch their noses.) Touch your nose, {Pupils don't touch their noses.) 3 You cain then play the game in a similar way to Simon Says. If you wish to make it competitive, those pupils who make a mistake are out and have to sit down. 4 The game can be extended by incorporating negative commands, and other vocabulary, ‘eg. left and right. For more practice on pars of the body see 8.5 Body parts 5.2 Identikit For more practice on classroom vocabulary see 6.1 Whose is if?BERBER REREREAEREBEEE RRR RR RRRE RRR eee eee My classroom friend Read and draw the picture. This is my classroom friend His head is a big pink rubber and his ears are two small pencil sharpeners. His eyes are big blue circles and his mouth is a big red square His nose is a small yellow friangle. His body is a yellow notebook. His arms are two orange pens and his legs are two long blue rulers. He's got two short green pencils for feetevelustion by pupils, giving feedback on alesson or clvty §-10 5 minotes © copy ol one ossessment rid por pupil 18 Funometer ‘This cetivity is intended fo be used in conjunction with another task or activity is designed os €n introduction fo pupil evalsation of activites or lessons, The oim isto awaken pupil’ interest in offering opinions about the kind of activities they like cnd/or dislike, lis @ useful teoching/leaining aid for both teachers and pupils Before class ‘Make enough photocopies and cul them up so that each pupil has an assessment grid, You can fillin he name or ype of cetivily and/or the date before you make the photocopies 40 you hove a clear record In class 1 After doing an activity give each pupil on assessment grid and explain the idea. The pupils circle the number to indicate their reaction to that activity er lesson and give the grid back {0 you. They do not need fo write their names on i, You con create a feedback box i you ‘want, [similar fo those used in elections] where pupils can ‘post’ their pieces of paper. 2. You car then look at these pieces of paper to analyse the pupils’ ceactions and preferences {tis importent to note hare that you do not always hove to do whet the pupils wan, but if you are aware of what pupils may no like, its easier to preemp their dislike by explaining the volue and positive side of any particular activi 3 This kind of activity is best done ono regulor basis so thal pupils become accustomed fo i IF you keep a record of pupils’ reactions is also o useful guide for futuro lesson planning, Extension Here iso different version of the grid, giving pupils the opportunity fo say how eosy or dificult they found an activity Whet you think © Oo ® veryeasy | quite easy | OK | quitehard | very hard Gircie the number 5 4a 3 2 4 What you think © e © veryeasy | cuite easy | OK | quitehard | very hand Circle the numioe= 5 4 3 2 7 ‘What you think © e © veryeasy | quiteeasy | OK | quite herd | very hard Gircle the number 5 4 3 2 1 ‘What you think © © ® voryeasy | quitecasy | OK —_| quite hard | very hand Circle the number 5 4 3 2 1PRE RHE REE RHE ERee eee heeeeee ee Funometer What you think © very good Circle the number S we Activity: What you think © very good good bad Circle the number 5 oo oe Activity: What you think © © ® very good | good OK bad very bad Circle the number 5 4 3 2 1 Activity: What you think © very good good bad Circle the number 5 ae Activity: ‘What you think © © © very good | good OK bad very bad Circle the number 5 4 3 2 1 ne i Activity: What you think oO © © very good good OK bad very bad Circle the number 5 4 3 2 1 < From Primary Activity Box by C. Nixon end M. Tomlinson © Cambridge University Press 2001 19INTRODUCTIONS, EVALUATION, INSTRUCTIONS : Five star student Acnuire nen ‘This activity serves as « complement fo 144 Funomteter. Rather than lesson evaluation by teacher’ arsectmeat of pupil this is an introduction to pupil assessment by the teacher. You can interprot this individual pupils" ‘ossessmont in terms of behaviour or performance along whatever lines are most suitable for performance or behaviow YOU group. We have found it pariiculrly useful for motivating pupils not to use their mather longue in class. Oiher criteria might be: good behaviour in dass, helpfulness, finishing on haven octivity correctly and prompily, making on effort, consistency. 1 Before class x a oS oe oe ee eee eee pe Bonen ‘Make enough photocopies and cut them up so that each pupil has one form, & Hae Jn class T_Towords the end of the esson give each pupil their form and ask them lo comple their S minuies name and the date. Marariars 2 The teacher then assesses each pupil's performance and circles the number and star © copy of one assessment ceccordingly. Make it clear to your pupils thal the assessment follows a standard scale from form per pupil cone fo five depending on their performance, and make sure they are clear what itis thoy are being assessed on. If you wish, you could write on the linea he top ofthe assessment form, e.. ‘Behaviour’, ‘Effort’, For using English’. Sign or initial the form, Pupils can toke their forms home to show their parents just how well they have done in class. 5 This can prove io be highly motivating if used on a regular basis, and helps o inkoduce pupils fo the gooc-behaviou:/reward concept at an early slageINTRODUCTIONS, EVALUATION, INSTRUCTIONS song, dominoes garne played in small grovps as 6 matching octvity Eaves besic classroom instructions 2 Age ranor 69 Burnes reoding oan 20-30 minutes Mareniass «@ set of Instructions dominoes Per small group of pupils, lve, scissors, CD (for song only) 22 Instructions dominoes Before cluss Make one copy ofthe instructions dominoes worksheet for each group of about four pupils ond stick it onto card, Cui this up into 18 dominoes. In class 1 Ensure that your pupils know the meaning ofthe word cn the worksheet You may want to revise hem quiekly or leach any they do not know. 2. As.on inroduction to some simple instructions, play the CD or sing the song (othe tune of Wind the Bobbin up|, demonsraing the actions at the some time, Tapeseript Hold your pencil up. {pupils held up a pencil} Hold your pencil up. Wilt, drow, tap, top, tap. [pupils mime wriing/drawing and tap heir pencils onthe desk} Putit down again. (pupils put the pencil down) Putt down again Wile, draw, lop, top, tap, (as before) Pointe the blackboard. (pupils point as instucted) Point othe floor: Point o the window. Point o the door. Clap your hands logether 1, 2, 3. Now stand up and sing with me. 3 Practise the song line by line with your class, making sure thot they repeat correctly and can do the ceions 4 When they are ready, pupils stand up ond sing the whole song, When they hewe finished, pupils sit down ready to play the dominoes game. 5 Arrange the class in small groups werking around table. 6 Explain the rules. This can be done by example, Shutle the dominces and divide them between the pupils. Turn the las! domino aver and place it inthe middle ofthe fable. 77 The player fo the lft ofthe dealer sions. He or she puts « card nox! to the card onthe toble {ether before or aftr) it must match the word othe picture. Encourage pupils to say the word as they put their dominoes down, 8 The player on his or her let continues and repeats Ihe process, IF any player canno! pul a domino down then is the next player's tum, The frst person to play all heir dominoes isthe winner. If no rrore dominoes can be put down at any point inthe game, the winner is the player holding the least dominoes. 10 Monitor o check that the domino poirs are correc. This is @ good activity to use before any ofthe ‘make and do’ cctvities (see Section 8) For another dominces game see 6.2 Gramminoes. There is also a Dominces lemplato on 122 so thal you can crecte your own version of ¢ dominoes game. BE EEE EE EEE EEE Ee eee erS@eeeeeekeeekeeeenek eke kbeektee bees ce oe Instructions dominoes From Primary Activily Box by C. Nixon and M. Tomlinson © Combridge ity Press 2001 23ALPHABET AND NUMBERS ' fo rb) individual “listen ond colour’ cctivity colours red, green, ble, pink, yellow, erange, broven, ppnple, black, white, grey hhumbors } fo 5 ‘dljectives of size: big, smal, fong Give me hevan 1 oe manos ST listening 15-30 minutes arenas balloons (different colous ‘and sizes), 6 copy of the Batloon game worksheet per popil crayons, CD foptionel) 24 Balloon game Before class ‘Mako a copy of the Balloon game workshes! for each pupil. Blow up different coloured balloons, including balloons of different sizes and shapes, ifyou wish In class Bounce the balloons around the classroom. 2 Call children by their names, and ask hem to bring you balloons, o.g. lan, give me the red balloon, please. 3 You could make this into « game by dividing the class into teams ond giving « point for binging the cortect balloon, 4 You can make the instructions more complex by using sizes o8 wel fig, small, long), 0.9 ‘Mary, give me the long, yellow balloon, please. Peter, give me the small, blve belloon, pleas. 5 When all the balloons have been collected, give each pupil a copy of the worksheet and _make sure they have their crayons ready. Play the CD or read the topescrip, pausing fo Give pupils time to colour each balloon before moving on to the nex! one. AS your pupils CS o i Perr RFRRARARA RRR ARR RRR RRR ARR RRP aaaALPHABET AND NUMBERS whole class shyme, song and individal colour dictation colours numbers 1-10 Suns saying a thyme, listening Tine 30 minutes Mhovensass © copy ofthe Reiny coys worksheet per pupil, crayons, CD foptional 34 Rainy days Before class Make « copy of the Rainy doys worksheet for each pupil In class 1 Give pupils a worksheet each and preteach sein end raindrops. 2 Play the CD or read the tapescrpt. Yaposeript ~ histening 1 Rein, sain go away. Come again another dey. '3 Practise the rhyme line by line withthe class. Thon say i together 4 Nox! play the song on CD or sing ito the class. {also works well as o thyme.) Tapescript ~ Listening 2 Thoorthunder. {Hold your right hand to your sight eax} theor thunder, (Hold your sight hand to your right ear}. Oh! Don't you? [Signal tothe person in front of you with hands in @ questioning wy, Oh! Don't you? (Signal to the person infront of you with hands in @ questioning woy.) Pitior pator raindrops, (Hold your hands out, pelms down, and deum the air with your fingers.) Piller patter raindrops. (Hold your hands ov!, palms down, and drum the air with your fingers.) 'mwot hough. {Hug youreelFand shiver So are you {Signal othe person in front of you with your hands S Practise the song line by line with your closs, making sure that they repeat comrectly and can do the actions. When they are ready sing the song fogether, doing the actions. 6 Ask pupils to uen fo their workshoots and colour them according fo the instructions they are ‘about to hear. Play the CD or read the topescript, pausing to give pupils time to colour each section before moving on tothe next one. Tapescript - Listening 3 Colour number rine blue, Colour number three groen. Colour number one yellow. Colour number six pink Colour number seven orange. Colour number eight brown, Colour number four purple. Colour number five red. Colour number fon grey. Colour number Iwo block. 7 When they have finished colouring, check withthe whele class thot they have done the ‘activity correctly by asking questions such os What colour is number 5? (Red) For another rainy day activity see 7.2 Iney Wincy Spider For more practice on numbers 1-10 sae 7.4 My fish tank.ALPHABET AND NUMBERS individvol ‘make ond do" ‘ctivity, song laters ofthe alphabes, basic vocabulory 2 Act eance 69 listening, writing 40-50 minutos arenass o copy of the My alphabet book worksheet (both sides} por pupil, crayons, pictures fiom magazines (optional, scissors, glue, CD foptional) My alphabet book Before class Make 0 double-sided photocopy of My alphabet book. Ifyou can't do this, then sick he wo pages logether backio-back) In class Check your pupils’ recognition ofthe leiers ofthe alphobet or revise them using the alphabet song. Play he CD or sing the song fram the taposerpt 2. Practise the song line by line with the class. When they ore ready, ask them fo stand up and sing the whole song, Tapescript ABCDEFG HUKLMNOP QRS ond TUV W Xand ¥ ond Z Now you know your ABC Can you sing along with me? 3. On the boord drow an apple. Say A is for...? to elicit A is for apple. Write this nex! tothe picture of the apple 4 Say Bis for...? and wait for suggestions (banana, bal, blackboard, bag, etc). Choose one ofthese, draw @ quick picture and write is for... (depending on the word chosen) 5 Give pupils their copy of he photocopied sheet. Show them how lo fold it so tha it has the form of « booklet and ask tham to fold theie ow, 6 Now ask them to write their names and fo proceed by drawing picures for words which slat with each letter of the alphabet, and writing the short tex! nex! each picture. Options @ Pupils can cut picures out of magazines ond stick hem next othe wares. Pupils can list all the words thoy know beginning with each lotr Extension: - ‘One, two, three’ class game Select a theme, e.g. ‘words beginning with B’, Tap the table twice saying ‘one, two", then click your fingers saying ‘hres’, then say the ward, e.g. ‘ono, hwo, three ~ ball. The pupils then have lo continue, in turn, saying different words F pupils repeat a word or take longer than ten seconds, they are out Alphabet tennis ~ pairwork ‘A pupil scys o ltr to his or her partner. The poriner says a word beginning with that eter. The first pupil says another word beginning withthe same letter, ond they continue inthis way Until one of them runs out of wordsMy Alphabet Book is for A is for apple B Cc D E e > > = x > N From Primary Activity Box by C. Nixon and M. Tomlinson © Cambridge University Press 2001 37ue o x= _ ~ x ~! 38 From Primary Activity Box by C. Nixon and M. Tomlinson © Cambridge Univerity Press 2001Card games NI SN ya ~\ DN ae whole class and small group card games: Pelmanism and Snap! [matching oetvtes) Laneuaca recus either animal or foed and tink vocobulary gameplaying vocabulary: Whose ium isi? ts my arn How many pois hove you go? haves 1 Bor ance 58 Sunnis word recognition, speaking Time 20 minutes per game Maveriats copies of either the Animal or” Food and dink cord sets, cord, scissors, crayons, glue Before class Decide which sot of vocabulary you want fo practise (Animals or Food and drink) and make photocopies of the appropriate set of cards. For Pelmanism you will need ane set of cards per group of four pupil For Snap! you will need tw sets of cords per pair or gioup of pupils Colour the pictures and, if possible, stick he photocopies onto stiff card {so that the pictures cannot be seen through the paper) before you cut them up into individual playing cards. If your pupils are old enough, they can make their own sets of cards in class and colour them, In class Pelmanism 1 The gome can be played first as 6 whole class team game and then in groups of four. 2 Demonstrate the game fo the class with « group of four pupils, Using @ big table oF tho floor, spread the cards out, face down, In turn, pupils turn over two cards at afime to find « matching pair (picture and name, or picture and picure depending on the age of your pupils ~ see Note below]. 4 Ifthe two uptuened cards do not match, the pupil turns them face down again in their ‘tiginal position and the next pupil continues in the same way. When pupils find a pair they ‘must say the sentence i's. and then they can keep the pair of card. 5 They continue until no cards are left on the table. The winner isthe pupil with the most pairs G Citeulate as they play. Encourage pupils o use English for communicating while they play by teaching them some essenticl phrases beforehand, e.g. Whose turn isi? W's my tum, How mony pairs have you got? You're the winner Note This game can be played with o picture/picture mix for very young learners, in which cose you need fo photocopy Iwo seis of picture cards per group. Snap! 1 Snap can be ployed! in small groups {maximum four pupils) or pairs 2 Demonsirate the game by exemple with one of your pupil. 3 Toke the eels of cards, shuffle them and deal the cards al out between the Iwo of you. You both keep your pile of cards face down on the table. 4 Start by taking the first card off your pack, turn it over face yp and put it in the centre of the table. Your poriner does the seme, puting the card on top of yours. If the cards match (picture + picture, word + word or word + pictur], the fist person to say Snap! takes the pile of cards and puts them to the botiom of their own pile. Ifthe two cards are different, you continue by tuning over cards in turn and puting them down as before. The game is ‘over when one person has all the cards they cre the winner 5 Encourage pupils lo use English for communicating while they play by teaching them some ‘essential phrases beforehand: I's my furm, Whose turn is i? Circulate as they play. With ony ‘game that includes on element of competition children con get excited and noisy For more practice on animals see 8.1 Farmyard fun 39@ Card games: Animal set 40 EERIE fom Primary Activity Box by C. Nixon ond M, Tomlinson © Combridge Univesity ress 200)ot eo ot aBeikbawekke es kbs kee eee ee ee ees ee Card games: Food and drink set lemonade From Primary Activity Box by C, Nixon and M, Tomlinson © Combridge Univesity ress 2001 ayPLAYING WITH WORDS individual crossword preseat continuous bosic vetbs of action: write, chow, wateh, ride, dance, 0), cead, listen, un, wash, drink 2 en writing, speaking (Extonsion) 20-40 minutes Maremacs 4 copy ofthe What ore they doing? worksheet per pupil 42 What are they doing? Before class Make a copy of the Whor are they doing? workshee! for each pup. In class 1. Draw a horizontal arrow on the board and write Across, Diaw a vertical arrow on the board and write Down. 2. Draw ihe following on the board: [|_| 3 Mime or draw the action writing and ask What am I doing? to elicit You are writing pity 4 Say Con you spell ‘writing? and write itn the squares on the board as your pupils dictate itfo you 5 Give a copy of the worksheet to each of your pupils. Direct them to the picture of 2 across and ask What is he doing? to elicit He's wring Point fo 2 across in the crossword and tel hem to pul writing inthe squaras. 7 Tell them also to write He's writing. on the lines next to the pictur, 8 Tell hem fo continue inthe same way for the other piclres. Make sure they use the correct subject pronoun and have the correct verb agreement 9 Circulate to monitor and help. 1G Once they have finished, correct he crossword orally: one pupil asks the question (What {she doing?| and another pupil answers [He is reoding.} etc. Check thay have used the correct spelling by asking one pupil to spell the word while you, or another pupil, writes it on the board. Koy Across Down 4 She's drowing 1 She's listening 7 They're watching 3 They're running 10 She's riding 5 He's washing 11 They're dancing 6 He's eating 8 She's drinking 9 She’s reading Option Pupils can make their own crosswords, vsing the DIY wwordsearch photocopy on p. 113 as a base, Extension - Mime game 1 Ilysrote by example. Mime an action, and ask pupils What am I doing? Pupils answer You are (wotching television, reading, etc). 2 Ack individual pupils to come out and mime actions fond ask the question! for the other members ofthe class to guess, Alternatively you could prepare eve cards with verbs and ‘ask the pupil to take a card and mime the action on the card. For more practice on the presen! continuous see 6.8 Cowboy dot-to-dot For another crossword see 2.5 ABC crossword.What are they doing? = 5 a book the dishes. a = = = =a =] 4 =i 4 =f 4 4 4 4 4 = = a = a <4 = I = al = ed “a ot ma ea From Primary Activity Box by C, Nixon and M, Tomlinson © Cambridge University Press 2001 KOMORI 43BLAYING WITH WORDS matching activity, ta be done inpairs combination of verb + aoun or particle revision of any verb tonse 3 reading, wating {optional} 45 mines Mareetane {@.copy of the Mix ‘n’ match worksheet per pair of pupils 44 Mix ‘nm’ match Before class Make a copy of the Mix ‘n’ match worksheet for each pairor small group of pupils I possible stick the worksheet onto card before you cut it up, to make the word cards easier to handle for pupils. Check f there are any words or phrases which you do not wen! fo include, and, if 0, discard them. Cut up the worksheet into 66 cards. In class 1 Atrange the class into pairs and give each pair a set of word cards 2 Explain the object ofthe activity, This can be done by exemple on the blackboard. Write a verb on one side ofthe boord and a numberof possible combinations on the athe, e.g a sondwich a loter watch a television a photo acor Elicit the covrect combination from pupils: watch lelevsion 8 Ask ihe pairs of pupils to match up their cards in the same way. ‘4 Monitor fo check that they are making correct combinations, NB Thare is somelimes more than one correct combination, e.g. open a iter would be correct, as well as open the door. Optional written work T When they have completed the task, ask pupils to write sentences using some of the combinations they have created. These can be mode using ay tense they have been working on recently, e.g 1am watching the television, Sarah never watches television, 2 Put pupils inio teams ond ask pupils in each team in turn to read outa sentence. 3 Teams score o point for each correct sentence Option Selec the combinations you went to use wih your class ond write the words on large pices of card. Give one card o each pupil, then ask pupils to walk around ta Find thor other hel For «example, the pupil withthe card watch walks oround unl she finds television. When all he pupils have found ther partner they can moke up sentences in pis using their words, Those an then be read out tothe whele class in & eam game, as above, if you lke45 Suruwims 03 dappe e quay? Suos e Suts Aan aul BSUpy Ul Japn e suol] 24} Ang Joop ayy uado uossa] & sary, umop ais OIpes ay} 07 uaist] aay dn puris a From Primary Activity Bex by C. Nixon and M, Tomlinson © Cambridge University Press 2001 [NOROMMZEN | yooqe dara] e Ovni jainb | | [eee >4OMaWIOY amod op ayiqe api ae e aoej anod apeuowis} yurrp siuua} = 2 + = ujaaq anok suvaf yoimpues e@ ‘ Ll a arey ano UOISIAI|93 aungoid & rn RPV RPRARARRARRRRARREAR RRR RAR RR RRR ARB eaePLAYING WITH WORDS prepesition practice with hhond movements indivicvl sien and colour! ectivty colours Prepositions of place: next lo, under, between umbers1=-9 on the fof/igh of, above, below, beside teves 2 Acs mance 69 Hsoning 20-30 minutos ‘© copy ofthe Colourll cons ‘worksheet per pupil, ctoyons, €D {optional 46 enn Colourful cans Before class ‘Make 0 copy of the Colourful cans worksheet for each pupil In class 1 Revise the prepositions in class using your hands as follows. Use your let hand asthe base and with your right hand ilsrte the folowing ‘tex! lo Place your flat right hand next to your clenched lelt hand. between Place your fa right hand bebveen the second and third fingers of your left hand tunder Place your flat right hand under your clenched left hand, 2 Ask your pupils fo stond up and place thir hands inthe right postion according to your instructions: under, nex 0.0 between, Give your pupils. a copy of Colourful cans. Tell hemo listen ond colour the cons according tothe instructions, Flay the CD or read the tapescript, You may need to pause the CD or repeat it several times. Tapescript ~ Listening 1 E Colour can number one brown. Colour the can under number six red. Colour the can between four ond sx yellow. Colour the can next to numbar thee purple Colour the con under number four orange. Colour he can between aumber one ond number seven pink Colour the can vader number three grey. Colour the can between numbers seven and nine blue. The can next to the purple can is groan. 5 Correct he acivity orally. Pupils tell ou what colour each can is: Can number nine is rede. Key The cans are coloured as fllows in both the original exercise ond the Option ~brown 2~ purple 3-green 4-pink 5~yellow 6—arey 7- orange 8~ blue 9~ red. Option 1 Asan aerative you may prefer to make the dictation more complicated, incorporating ‘other prepositional phrases, such as on the lef of, on the right of, below, above ond beside. 2 Ask ihree pupils o stand yp and come tothe font ofthe class. Use thefollawing commands Stond on the lef of Peter. Stand on the right af.jane. Stand bolween Jane ond Anchow ond make sure they posiion themselves accorcingly. ' Play the CD oF read the topescripl. Pupils listen and colour the cans. Tapescript = Listening 2 Colour the con in the middle yellow, Colour the can onthe lefi of number two krown, Colour the can beside number thee pyle. Colour the can below number four orange Colour the can on the right of number eight red. Colour the can between numbers seven cand nine blve. Colour the can above number seven pink, The can on the right ofthe purple canis green The can above the red can is grey. For more practice on prepositions see 5.4 Room for improvement 9.5 Shaping upPUSH by C. Nixon and M, Tomlinson @ Cambridge Universily Press 2001 IAITOMGORRET a7 - PESrinoppp]PLAYING WITH WORDS AS) poirwork: vocabulary matching exercise, song parts of he body lel right Lever 2 foe nan 7-10 singing, reading, listening {Extension) 30-45 minutes Mareriacs «a copy of the Body ports ‘worksheet per pupil, sticky tape, scissors, CD (optional) 43 Body parts Before class Make a copy of the Body parts worksheet for each pupil ond cut it into 20 cards. Older pupils can cut up their ov cards. In class Using the CD or tapescript, get pupils io listen fo the song and then repeat it, frst line by line and! shen completely. Thon repeat it wih the actions. Pupils mus! ouch each particular patt of their body as they sing the word. When they repeat the song the secord lime they touch their head but they do not say the word. When they repeat it the third time, they miss ‘out he words head and shoulders; the fourth time they miss out head, shoulders and knees, tc, They continue uni they touch all the parts in sequence withou! saying ony of the words. ‘Then sing he whole song again faster and faster Tapescript Head, shoulders, knees and toes, knees ond foes Head, shoulders, kneos and toes, knees and foes ‘And eyes ond ears and mouth and nese Head, shoulders, knees and toes, knees and toes, 2. Practise lof and right {soe Extension). Arrange your class in pairs. Give each pupil a set of cards or a copy ofthe worksheet which they have fo cut into cards. 3 In each pair, one pupil acts as « model while the other pupil labels the appropriate parts of the model's body using the cards and sticky tape. For the eyes, they should stick the labels con the forehead, with the arrows pointing down towards the eye. 4 Circulate to monitor and help. 5 Pupils change roles. When they have finished they walk around the classroom comparing cther pupils’ labels and help each other correct them if necessary. Extension ‘One pupil comes to the front ofthe class and another pupil or teacher gives ‘orders’, ¢.g, Touch your right eye. Touch your left shoulder, ec. Or, itean be done collectively as a class, eliminating those that carry out the order incorrectly by asking them to sit down, Note Ask pupils to be careful when they stick their labels on their partners! For mote procice on parts ofthe body/physical description see 5.2 Identi 5.5 You read, | writeaoe a @eb eee eeeeckbeekeeueekbe beet keeeecece Body paris © | head hair nose mouth hand left leg toes right right foot knee left left | left left ear eye arm shoulder right rig | right right ear eye arm shoulder From Primary Activity Box by C. Nixon ond M. Tomlinson © Combridge University Prest 2001 49PLAYING WITH WORDS individval, pair or small group matching activity Lanewace the time simple present verbs ofthe dolly routine 10-17 recoding, writing foptional) toms 20 minutes Maveniars ‘ost of Timescoles cards per pupil, par oF small croup, depending on tho sizeof the loss 50 Timescales Before cass Make a photocopy of Timescalos por pupil, pir or small gtoup end cut up into cards, Keep ach set of cards separote. fn dass F Give each pupil, pair or group of pupils a set of cards and ask them to spread the cards out ‘on the desk before them. Let them look at them for a few minutes to familiarise themselves with their contents. 2 Explain by example. Draw @ few matching cards on the board with different times and seniences from those in the pupils’ sets. Explain that the cetivty consists of matching the sentences wilh the digital clock 3 Circulate to monitor and correct. When popils have finished matching the pairs correctly, ask them to make a ‘ladder’ with the first action/time al the top and the last one at the bottom, thus putting the daily routine in chronological order. Optional written work With more competent groups ask them fo write about their own day in the same way. Extension ‘Arrange pupils in groups of four to six and osk them to find the answers to the following questions in their coup. Who gets up first? Who gets home first? _ Who finishes their homework first? Wao has dinner last? Who goes to bed last?, Before they begin, make sure they understand firstand last. Check that they know what questions fo ask, i.e. What time do you ...? See eeeTimescales She | jaths lesson at twenty to twelv At twenty past ten she has an English lesson. She eats her breakfast at quarter to nine. She arrives at school at quarter past nine. At five past one she eats her lunch at school. Her lessons finish at five to one. She watches television at quarter past seven. She does her homework at half past six. m7 71:50 4707009 foods She plays in the park at twenty-five past four. She goes home at twenty-five to four. She gets up at ten to eight. She plays with her friends at ten past eleven. She has a shower at ten past eight. She leaves home at nine o'clock. She has dinner at half past five. fom Pimary Activity Box by C. Nixon ond M. Tomlinson © Cambridge Universiy Press 2001 519f0up vocebulary ond spelling game lotiors simple vocobulary 2 eu ‘word production, speling 30 minutes Marentas one copy of the Word scramble workshoe! per pair or group of 3-4 pupils 52 Word scramble Before class Make a copy of the Word scramble worksheet for each pair or group of 3d pupils. Cut each ‘copy up into individual letter cards in class This gome con be played in pairs or small groups {maximum four pupils 2 Before giving out he leter cards, demonstrate the game by example with a group at the lront ofthe classroom. ~ Place the fttrs face dawn on the table. ~ Each player fokes Iwlve lies and places them face up on the table in front of them, They then have five minutes to make as many words as they can using their selection of letiors, writing these words on a separote piece of paper. They can use only theleliers they have per word, but they can reuse them for the nex! word. ~ Words can be scored according o the number of laters they contain: a point foreach letier as in the example: 7 biiclelige\UfclalhRIPIyI[o bool ¥ 4 points cake v 4 points coal ¥ points tall 0 points bal ¥ S.poinis {tals possible becouse there is only one ‘in the selection back ¥ 4 poinis ~ For the demonstration game the teacher helps pupils with scoring, but hey should then be able to score their own words ~ Hf you went your pupils to play more rounds ofthe game, then they should mic the fetlers face dovn on the table again and select cnother twelve. 8 Give each group their cards and let them play. Circulate to monitor and help. Option ‘As spelling practice, you can say a word and each group spells it with their laters ‘Ack individvol pupils to write the words on the board for correction, For more practice on word formation see 9.1 DIY wordsearchWord scramble Fae lalate Oe ale lel el tell lel tele tee ee ee ee ee el EOE EEOC EEE EE ORE Oe eeePLAYING WITH WORDS indiviewal, pair or small roup vocabulary actity Ransuaes seca differen lexical gioups 3 Ace wane! att 30 minutes Mare ‘copy ofthe Thee in a line worksheel per pupil, par or small group rte Three in a line Before class Moko a copy of the Three ina ino worksheet for each pupil, poir oF small group. Aso shorter ) e = L Colour the goose blue. Write the letters. If the word has ‘00’ for ‘goose’, | colour the circle blue two shoe 400 GEESE From Prinary Aciviy Box by C, Nixon and M, Tomlinson © Cambridge Univers Press 2001Farmyard fun song, whole class dictation, poirwork ecivity form oniols shove is. /there ove hos got 1 Aor anvax 5.8 listening, speaking, writing (optional) Peon 60 minutos Maremas ‘ono {enlarged} copy ofthe Farmyard fun fasheard, 0 ‘copy of the Formyord fun ‘worksheet per pupil, 6 sheet «of blank paper per pupil crayons, scissor, glue, CD (optional) Before class ‘Make a copy of the Farmyard fen workshee! for each pupil. Make an enlarged copy of the flashcard end colour itatiractvaly. f you have « large class, you might also want te moke @ copy of the flashcard for each pupil so thal everyone will be able to see it clearly. In class 1 Show the class the flashcard and say, Look, he's Old MacDonald. Talk about the picture, praclising key vocabulary: farm, farm animals, etc. Ask questions about the piciure, e.g. What's his name? Where is he? What is this animal? What's this? Where's the fox? Revise or pre-leach duck, cow, sheep, horse and pig. 2 Play the CD or sing from the tapescript Tapescript Old MacDonald hod a farm, AELOU Horse: neighsneigh And 2 that farm he had a cow, AELOU Duck: quackquack With « moomoo here, and a moomoo there Sheep: bac-bao Hore © moo, there « moo, everywhere « moomoe Pig: oinkoink (Old MacDonald hed « farm, AE-LO-U 3. Pupils repeat the frst verse line by line and thea stand up and sing the whole song, 4 Give pupils « copy of Farmyard fun and ask them to colour the animals according to your instructions, 0.g. Colour the pigs pink. Colour the cows black and whit 5 Pupils cut out their animals. Young children need only cut roughly around the shapes. 6 Give pupils a blank piece of paper and tel them this i their frmyard. Ask them fo draw a farmhouse in one corner ofthe sheet using simple instructions, e.g Draw a square, This is your house. Inthe house draw a door and four windows Do not ask them to calour the farmyard yet, as this sops the glue slicing later 7 Dictate which enimals are in their formyord, olowing pupils ime to place each animal on their sheet. Use the structure mos suitable for your group, ie ‘On your farm you hove got a dog and two hens OR ‘On your farm there are two cals, there's one horse, ele. 8 Arrange pupils ilo pairs. Demonstrate the activity by example. One pupil selects animals for his farm in secret and then dictates o the other pupil using the same sircture asthe teacher in step 7. The second pupil places the animals onto the sheet, When they hove finished they compare their forms end thea change roles & Pupils sick a selection of animals onto their sheet and then colour the background. These formyard pictures con then be displayed. Extension For more advanced pupils, in step 6 you could ask thom also fo draw « field noxt tothe house cand a pond in the bottom corner, so that in slep 7 you could dictate, for example, There ore throe ducks on the pond. There are two cows in the field. Optional written work Pupils con write a description oftheir own farmyard using the siructures they have practised 101ay Farmyard fun flashcard 102 GRACE From Primary Activity Box by C. Nixon ond M. Tomlinson © Cambridge Univesily Press 2001MAKE AND BO rhyme with puppets: whole closs and pairwork lassroom instructions listening, speaking Tie 50 minvies ‘copy ofthe Two litle dicky birds worksheet per pupil, crayons, sting, seisors, lve, CD fopfonal 104 Two little dicky birds Before class Prepare two flapping birds fo show the class before starting the task. Make « copy of the Two litle dicky bicds worksheet for eoch pupil In dass 11 Hold up the two birds you have made to show the cass, Say This is Peter. This is Pout They ore bird. Look and listen, Play the CD o+ reod the lapescript, doing the actions with tho bieds Tapes int Actions wo lle dicky birds Sit the two birds in front of you on able. Sitting on a wall One called Peter, Hold yp one bird, One called Paul. Hold up the other bird Fly oway, Peter. Make ‘Peer fly away behind your back. Fly oway, Paul Make ‘Paul fly away behind your back, ‘Come back, Peter, Make ‘Peter’ come back : Come back, Paul. Make Poul’ come back 2. Say listen and repeat, Play the CD or reed the tapescrip| and pupils repeat the rhyme line by line. Check for pronunciation dficuties and correct if necessary. ‘3. Boloro tho class repeal the thyme again, give them each « copy of he worksheot and ask them to moke their birds. Demonstrate each step for pupils to follow. Try to use English os much os possible when you give the insivetions. ‘@_ Fold the photocopy along the folding line ihe base of the bird), b_ Colour the bird. € Cutout the bird. It is important not te cut along the folding line so thot the hwo sides of the bird are sil joined. Stick the heed and body together, taking care not to stick the wings. © Colour the inside of the wings and open them out so they Fop. # Thread string through the tips of the wings to moke a bird mobil 4 Crganise pupils into pairs, and tell one pupil to be Peter and the other to be Paul. They can verite the ame on their bird if they ike. Repeal the rhyme again, this ime with pupils doing the actions withthe birds they have just made. One pupil does the actions for Peter, the other for Paulfe mm aa er el erlUC rlUcerhUmcehUmcaerhmaeemert mae maeehUerhlUcrhUCchlUcerlUcraerlUcrelUcahUe Ulla Ue Oe Oe Two little dicky birds Glue —” Fold here From Primary Activity Box by C. Nixon and M, Tomlinson © Cambridge University Press 2001 105Chatterboxes Aernviry ree ‘individual ‘make ond do" coctivily, pairwork Lancuace Focus numbers 1-10 colours basic adjectives and nouns as for comparisons Lever 3 Ae RANGE an Skiers writing, listening, specking Fre AS minutos Mavertas «© copy of the Chatterboxes worksheet per pup, scissors, crayons 106 Before class Make a copy of the Chatterboxes worksheet for each pupil. Prepare a Chatterbox (see worksheet and step 6 below] and choose an cbject that will illustrate a particular adjective, e.g. ¢ flower {as beauiiful as a flower). in class Hold the flower up and say For me @ flower is beautil, Write as beautiful as a Rower on the blackboard, highlighting as and as fo draw pupis’ciention othe sirucire 1 be practised 2 Wille as big as ...on the board to elicit different suggestions, e.g. an elephant, a house, a whale, etc, Do the same with some more adjectives, e.g. tall, small, heavy, to ‘warm up your pupils and establish a creative flow. Do nol censor your pupils’ ideas unlass they make «on unfavourable comparison with another pupil. In his case make it very clear that tis sort ‘of comparison is not allowed ond ack he offender to say ‘sorry 3 Ask your pupils to write eight similar phrases in their notebooks, using o ciferent adjective cach lime, If necessary, you could give them o list such asl, short, fat, thi, clever, stupid, ugly, beautiful. Tell hem to keep their work secret, Set atime limit. Circulate to monitor and correct 4 Demonsirate how the Chatterbox warks. Ask o pupil come fo the front, hald out your Chatierbox and say Choose o number. When the pus selects the number, count while ‘opening and closing the ‘mouth’ by sretching your thumbs and index fingers alternately ‘outwards hoxizontally and vertically in the shope of o cross. Stop at he selected number cand say What's your favourite colour? Repeat the process while speling out the colour. ‘When you finish speling, say Choose « colour. Open the flap ofthat colour to reveal the “secret message’ ard recd it aloud. Thark your pupil and axk him or het to sit down, 5. Give out the worksheets and ask pupils to follow the instructions to make the Chatterbox 6 Then osk them to do the following, demonstrating os Jou go along ‘@ In words, write a number between one and ten on each square flop, b Open out the Chatterbox into a square again and colour each af he eight tiangles inside « different colour € Writ ther eight sentences under the eight coloured triangles, starting the sentence with You're... Toll thom that these are ‘secret messages’ and nolo let their neighbours see them, Set atime limit 7 Pupils move around the classroom with ther fished Chatterboxes and cerry out the aclviy swith as many dfforent partners as time allaws. Circulate to moritor and correc, Pay special 4 ttention fo the instruction Choose and the correct spelling ofthe colours. Some of the comparctive sentences may be mildly offensive, but is precisely this element, the chances of ‘innocently’ being rude to each other, that most children enjoy enormously. Options This cctivty can also be used to practise giving ond receiving personal information, e.g. How old are you? What's your name? Where are you from? atc.,.osking simple questions, e.g. Wii colour's an elephant? Where's your book? How much is 5 and 4? etc, or simple sentence formation with adjectives, e.g. You're beautiful. You're clever. You're fall, etc. For more proficient learners the Chotterboxes can be used for fortune telling ond predicting using future tenses, e.g. You're going tobe rich, etcPELLET Chatterboxes 1 Cut out the square % 2 Fold the corners into the centre along the dotted lines. (0) ” 3 Turn the paper over (folded side down) and fold the corners into the centre. (b and c) 4 Fold in half to form a rectangle with two squares on the outside, Then open tt up and fold it again the other way. (d) 5 Put your thumbs and forefingers under the square flaps (e) and join them in the middle (9. / // From Pimary Activity Box by C, Nixon and M. Tomlinson © Cambridge University Press 2001 107MAKE AND BO Days and dates hersvery vane Before class thyme, individual imoke ond Prepare a Days and dates calendar to show the class before stating the task 4o! activity ‘Make two copies ofthe Days and datos worksheet for each pupil. They can be enlarged copies if you wish Lanowace roses Before the class ask your pupils to bring a nice picture (no bigger than half Ad] from a doys and months magazine or a postcard thet they would like to use fo decorate their colendar. rwmbers in class ae 1 Preteach or revise the months. 2 Ploy the CD or read the topescript. ar ean fupaseies - 30 days have September, Sarees April, June and November. Allthe rest have 31 Excepting February alone, ane ‘And that has 28 days clear, 50 minuies ‘And 29 in each leap year listening, werting 3 Pupils repeat the rhyme lie by line. Check for pronunciation difficulties ond correc if necessary Pharensaus ne piece of coloured AA card per pupil, scissors, glue, 4 Ask pupils How many days are there in each month? (Ill them how many doys February spore pictures or postcards, has for the next yeor.) cayons, hole punch, two 5 Give out he photocopies and coloured card and tll pupils o write the names ofthe copies ofthe Days and daies months in pereil on the second line of the calendar. The month of January must be written worksheet per pupil, coloured in the box without the instuctions ‘Stick here’. Demonstrate by example if necessary ~ the wool or hread, a calendar of Jis given in the correct place for January ond July the next year for reference, 6 They then write the numbers 1-30 or 1-31, depending on the month, in vertical columns, CD optional) starting on the first square in each calendar month. When they have done this, check collectively tha they have got ho right number of days for each month and that they have ‘wrllen them inthe right squares, 7 Tallthem which day ofthe week falls on 1st January [not necessarily a Monday] and ask them fo write that day on the firs lefthond line next to 1, 8, 15, 22, 29. 8 Pupils write the res of the days of the week for the rest of the year and cut out the months {Be coreful~ not all he months will start on a Monday} & Pupils stick their pictures on the lop half of he card ond the month of December immediately below i. 10 They thon put glu along the Stick here line and sick he month of Novembar over the top. Repeat the process withthe ohercolendar months October, Seplembes, et. unilfiallyfonucny ison tho tp. Demonsrate by example fo ensure thet pupils stick only onthe Stick hereline 11 Pupils punch two holes atthe top of each calendar and thread it with a piece of woo! so thal it con be hung up. 12 Ifhere is ime pupils con decorote the months by colouring special days or dates, (family birthdoys, national or locol public holidays, etc}. They can also write over the month and day names in crayons or Flip pens For more proclice en days and dates see 9.4 Broken words 108Days and dates : eee @ Stick here _ From Primary Activity Box by C, Nixon and M, Tomlinson © Cambridge University ress 2001 109MAKE AND DO whole class dicttion poirwok ieformation gop lothes colours possessive ’ is wearing/hos got his, bee Levee 1 Ack eanor 59 Sunnis listening, speaking, writing (optional) 60 minutes: Maremans co copy ofthe Dress me up worksheet and a sheet of Blank poper per pop crayons, seissors, glue 110 Dress me up Before cuss ‘Moke « copy of the Dress me yp worksheet for each pupil in class 1 Give pupils copy ofthe Dress me up worksheet. Check that hey know the names of all he clothes. 2. Ask pupils to cclour the clothes according fo your instructions, €.g Colour one Tshir blue and one Tshirt yellow, le, "Note: this allows you to decide upen the vocabulary names you want to choose (e.g jumper, sweater, pullover, jrsey) 3 Pupils cut ou! the boy and girl and the articles of clothing 4 Now tell he class what the boy and gid are wearing. The idea is for pupils to place clothes «2 you dictote, You con decide which structure is most suable for your class Lilin’s got (pink short Lilien’s wearing {pink} shorts, Lilion's shorts are [pin 8. Arrange pupils into pairs. Demonstrate the activity by example. One pupil dresses the models in secret and then dictates to the other pupil using the same structure as the teacher in step 4. The second pupil places the clothes onto the model, When they have finished they ‘compare their outfits, They then change roles. Option For younger pupils, insteed of dividing the class into pairs, one pupil can dictate the clothes lo the rest of the class for them to dress their models. Optional written work Pupils stick their models into their notebooks, or onto.a piece of paper: They then sick the clothes on and write a description ofthe boy and girl and the clothes hey are wearing, using the structures they have practised, q For more practice on possessive and clothes see 5.6 Colour co-ordinates 6.5 Cowboy dot-to-dot 7.1 Jack and Jill qDress me up WW From Primary Activity Box by C. Nixon ond M, Tomlinson © Cambridge University Press 2001 KGSTCICSTIUTTSPROBLEM SOLVING oe Rertvery evpe individual or group swordsearch activity ony loxical groups 1-3 Aat nance an reading, weiting ose 30-40 minutes depending on the tage! number of words Maveniaes ce copy ofthe DIY wordsoarch ‘worksheet per pupil or per group of lwo to four pupils, ‘on enlerged completed swordsearch or OHT DIY wordsearch Before cass Make a copy of he DIY worlsearch worksheet for each pupil or for each group of wo to four pupils. Prepare on enlarged and completed wordsearch to show io your class belore doing the task In class 1 Explain that pupils ace going to create « wordsearch. Show them an example by deawing a reduced grid on the board end writing vee words, one lettor por square, in diflrent directions; horizontally, verscelly and diagonally. Now filin he remoining squares with random feller so that the original three words are hidden. Explain that all the letters must loot tho same (ol either capitals or lower case} so thatthe hidden words don’t look different. 2. Divide pupils into small groups. Give each group a photocopy and ask them to waite thei fsames at the top. ‘3 Tell them they must choose one or more lexical group. You can give them options to choose from: ports of the body, animals, hobbies, clothes, eic., depending on their level and what {you have covered in class. Groups should choose differen orecs. They write this area al the top of their shee! in the space provided and can do a smell picture fo illustrate iif they wish 4 Pupils write their words in the chor. They try to write os many as possible in alimited ime period, fiteen minvtes for example. Pupils count the number of words they have and wile this information in he space provided. Alternolively you can give them target number of words, twenly for example. ; 5 Give them five more minutes to fillin the remaining spaces using ary random letters of the alphabet 6 Drow their ctention to your enlarged wordsecrch and circle three ofthe hidden wore 7 Pupils exchange sheets ond find and circle the words which the other groups have writen. Optional written work Pupils write the words below the chart and use these words to make sentences ‘according to their knowledge and abilily. For example: hot: I's. green hat They've got green hats. He's wearing a green hat. 4 She wore a green hat yesterday. 7 For more practice on word formation see 3.7 Word scrambleDIY wordsearch APR @ V/lt7 Theme(s):__ a I~ Number of words: JO, 2 Names: \ Y & Eee eee Eee Ke From Primary Activity Box by C. Nixon and M. Tomlinson © Cambridge University Press 2001 113PROBLEM SOLVING here are they sifting? Aerwviry syee Before class indivicual cognitive puzzle, Mioke a copy of the Where are they siting? worksheet for each pupil information transfer In cass Eanaraea tects TF Preteach or revise the verlss ond the prepositions on the worksheet prepostions nex fo, between ‘on someone's le/ight 2 Explain what he diagram represents. Drow circle on the board and say This isa toble Divide this circle into five segmenis and say There are five people around the table. Choo: five pupils’ names from the class ord varie them in the sections haven 8 Draw another citele around this and write can init, and then an outer circle and write can 2 init, Ask the five pupils whose names you have chosen some ‘can’ questions, e.g, Con you play the violin? Aon manor Can you ride o horse? wl Can you run? According to whether they answer Yes or No, write the appropriate verb in the can or cn Surnas reading fo information, wring, listening (optional Circle inthe section of he diagram with the pupils nome, Only write he corresponding verb in ecch space; the complete sentence should not be weitlen. You should now have @ completed diagram similar tothe one on p. 127. Time 4 Give pupils the worksheet. They complete the spaces by reading the information below. 30 minutos Be prepared to allow them sufficient time without interfering if possible. Circulate to help end monitor. Maree copy ofthe Where are they Key siting? worksheet per pupil The answer key is given on p. 127. Option Instead of giving pupils the diagram with the writen text, give them a worksheet with just he diagram ond dictate the six numbered sentences. Pups check between themselves, then dl the sentences back to you. Write he sentences on the boord to ensure that all the pupils have correct copy to work from. They then proceed as above. Optional written work 1 Once pupils have completed the information, they write a sentence for each person. This can also serve as.a goed opportuniy to practise the use of but eg David can ride a bike, but he can't swim, 2 Some pupils can write their sentences on the board. Correct this collectively and give pu Hime fo correc! heir ovn sentences. For mote practice on can see 5.3 They ean do it 114Where are they sitting? ® Sarah is on David’s left, and Mary is on David’s right. 2 One boy can play tennis, but he can’t play the piano. The girl next to him can draw, but can’t dance. we John is sitting next to Mary. B Jim is next to Sarah. a The person between Mary and Sarah can ride a bike, but he can’t swim. 6 The man next to John can drive a car, but he can’t sing. 7 The girl next to Jim can do maths, but she can’t play football. From Primory Activity Box by C, Nixon and Mi. Tomlinson © Cambridge University Press 2001 115PROBLEM SOLVING individval cogeitive puzzle, ‘nfoxmation ransfor fave got paris ofthe body adjectives long, short, a, thin, big, small 3 oN reading, writing, listening speaking (optional AS mines «© copy of the Doty’ puppies ‘worksheet per pupil 116 Dotty’s puppies Before class ‘Make a copy ol the Dotty’ puppies worksheet for each pupil. you are able, meke an OHT ‘copy of the chor la dass 4. Write Dotly is « Dalmatian dog on the board, say She's got five puppies. Explain that ‘puppies are baby dogs. Give out the photocopies. Ask pupils fo read the information in silence while you copy the chart onto the board or project the OHT. 2. When they have finished reading, draw pupils’ attention tothe chart andl reod the fist piece of information on the worksheet aloud, Point to the row nerme and show them that q the information about each puppy is organised! in vertical columns. 3 Toillusiae tha he information is notin progressive order, point fo the word Lucky endl rove you" finger along the lop cow with a questioning expression, shrugging your shoulders, or write question marks in the spaces for the names if you prefer. Say I's not possible and encourage pupils fo continue reading the information. 4 Read the second piece of information aloud, Say Aha! Basket number one. Look excled ‘end point to the second columa inthe second row as though you have made a great discovery. Write the information onto the chart 5 Continue to explain by example ond when you feel that pupils have got a clear idea of what they have to do and seem confident, esk them fo complete the puzzle individuelly. Wile the class are doing the puzee, circulate fe help and covrec. Try ot lo give them la much help, only prompting and suggesting 7 Correct the acivty collectively. Ask pupils fo read the information back o you, poin! by point, while you write it on the blackboard. Encourage them to juslfy their onswors Key Name lucky Bright Shiny — Little. Twinkle | ‘basket number 2 1 4 5 3 a long or shor! legs? long, short long shot short fot or thin body? fot thin fot thin fat bigor small ears? big small = small smoll big boy or gidl? gitl boy gitt boy gid Extension ~ Quiz Give iwo points for @ correct answer, one for on answer that contains the correct answer foi _grommetically incorect, and ifthis isthe case, a bonus point fo the pupil who can giveth: grammatically correct answer, Keep a running otal onthe board, and deduct poin's for thouting out the answer or rawdiness. You cain also do the quiz in teams or pair. 4 Questions 1 How many puppies has Dotly gol? 6 Has lll got big or small ears? 2 Where's Shiny? 7 How many puppies have got Fal bods! 3 Has Bright got a black mark on his head? «8 Where's Lucky? 4 4 How many puppies are boys? 9 Ave Twinkle’s eyes closed? 5 Is Twinkle in basket number three? 10. Which boskot is title in? For more practice on have got + physical description see 8.2 IdentilcitDotty’s puppies ae @® Read the sentences and fill in the chart. 1 Dotty’s got five puppies. Two are boys and three are girls, Their names are Twinkle, Little, Lucky, Shiny and Bright 2 The puppy in basket number one has got short legs and small ears. 3 Two puppies have got thin bodies. They’re in baskets one and five 4 Lucky's got long legs and big ears. 5 Three puppies have got short legs. 6 Bright’s got short legs and small ears. He isn’t in basket number five 7 Only two puppies have got big ears and they've got fat bodies too. 8 Little’s got short legs and small ears, but he isn’t in basket number one. 9 The puppy with short legs and big ears isn’t in basket number two. Her name’s Twinkle. 10 The puppy in basket number four has got long legs and a fat body. Her name isn’t Lucky. name Lucky basket number 4 long or short legs? long fat or thin body? thin big or small ears? big boy or girl? girl Write the puppies’ names on the baskets. From Primary Activity Box by C. Nixon and M, Tomlinson © Cambridge University Press 2001 117PROBLEM SOLVING Broken words Aenviry ree Before class indviduel vocabulary Make a copy ofthe Broken Words worksheet for each pupil matching activity In dass 1 Revise or preteach the necessary vacabulary 08 Key below forthe list of words). Thie can be done using fime prepositions or ordinal numbers e.g, hanouace socus vocabulary: months, days seasons Which monih is ofer February? What day of the week is before Wednesday? kever Which is the third month? 2 2 Give each pupil o copy of the Broken words worksheet. 3 Explain the task by example on the board: Ace Rance Wile Mon — an on the board, and a number of word endings |ne, vember, say, day, toma, th, key] each Inside @ box similar to those on the worksheet. reading, writing swine 4 Ack pupils to connect the beginning with the ending. You can suggest possible alternatives Tame for them to say Yes or No, e.g, 40 minutes. {sit Monvamber? 1s i Monsday? is it Monday? When they get the correct answer write the complete word on the line nex! to Mon Mareiacs (Monday) and cross out ‘day’. It is important for pupils to understand that the first part of the ‘9 copy of the Broken words word is only a prompt and that they must write the compleie word on the line. thee one Poel 5 Explain hot there are two lines becouse there are two diferent words which stan with Mon Continue with the procedure as above until pupils gel the second answer (Monkey. 6 Circulate to monitor, but try fo encourage pupil autonomy; do not tell hem answers but rother prompt and sugges. 7 When pupils have completed the task, osk them to correct it irs! by comporing their sheets in small groups, and if necessory as @ closs-teacher dictation on the board, Key 1 Monday, Monkey 10 Thursday, Thonks 2 May, March 11 Friday, Fiend 3 Autumn, August 12 Soturdey, Sandwich 4 Odober, Octopus 13. Sunday, Sunny 5 November, Nothing 14 Tuesday, Train 6 June, Jump 15 Api, Apple 7 September, Seven 16 Janvasry, Jom 8 December, Denist 17 February, Feet 9 Wednesday, Weather No: There is « Broken words template on p. 125 s0 that you can repeot his activity to practise diferent lexical eos. For more practice on days and months see 8.4 Days and dates 118Broken words Find the words, days, months and seasons a Es — : —t_—__ i ather ° EIEN u 9° 8 oe 3 o ber cember A —Q lo Foust HIATT FERIGG FSGS PIA 119Shaping up iviny reed Before cuss individual information transfer Moke « copy ofthe Shaping up worksheet for each pupil cctvity In class 7 Revise or preteoch the necessary vocabulary and grammar comporatves an superlatives Reading option em T Give each pupil a copy of Shaping up with the written text. Ask tham to read the text and colour the diogram. biliuvelivckbdavett 22. Circulate to moritor, bu ry to encourage pupil avloncmy; do not ll them answers but te rother prompt ond suggest Listening option Ae 1. Give each pupil o copy of Shaping up without the written text oN 2 Play the CD or read the topescript, pousing alter each sentence to cllow pupils time to Pann colour the diagram, q reading of listening, writing Yapescript (optional There are three stars. The biggest one is yellow, ond the smallest one is blue. The stor in a apa triangle is red. This triangle is green. The smalles! riangle is red, but the triangle inside the Saath circle is oronge. beuniad There are two rectangles. The brown one is longer than the grey one, The biggest circle is Baarentans pink, and the smallest circle is black. The other circle is yellow. ‘copy ofthe Shoping up There are fwo squares. One is white, and the other is purple. The purple square is smaller worksheet with or without the than the white one. ‘writen tex {see opions) per 33 When pupils have completed the task, ask them to coriect it by comparing their shes in pupil crayons, CD optional} small groups Optional written work Ack pupils to draw @ set number of shapes (ten for example} of different sizes on a sheet ol Paper 2 Ask them to write instructions fo colout the shopes underneath their diagram. 3 tis a good idea to collect these sheets for correction before using them with other pupils in another lesson, for more practice on prepositions see 5.4 Room for improvement 3.4 Colourful cans 120Shaping up = ® Read the text and colour the shapes. There are three stars. The biggest one is yellow, and the smallest one is blue. The star in a triangle is red. This triangle is green. The smallest triangle is red, but the triangle inside the circle is orange. There are two rectangles. The brown one is longer than the grey one. The biggest circle is pink, and the smallest circle is black. The other circle is yellow. There are two squares. One is white, and the other is purple. The purple square is smaller than the white one. From Primary Activity Box by C. Nixon and M. Tomlinson © Cambridge University Press 2001 121Which sweet? template CED HO i imbridge University Press 2001 123* Bingo template T iy nN c i a is Es B is Ss E B ° A R by 124 From Primary Activity Box by C. Nixon and M, Tonlinso cambridge University Press 260TUNUO 1 p D000 7 : MD ooo 00 | mc PRES EH Oe te BRS HSE -EE BSE OP HON EL emt sett treater ot eg Ca iy tt te2.5 ABC crossword = [| Fe] @ a b itt ' [ec Fa e| fy el lo] fa 7 flelely| [el [@] e) [E a tel fal fi o| Fulmpo[r fe a fale) al [e iy TePoafelel al eirlele | f) tr 3] fi a ?| [al [a a] fel [el FLifsth| [nm ifnle 1 al] fajo|s I i n| fal le Pi lelm[o[n fli fele y 4.3 Fabulous = {mouth | brown |{ head | read |! down | broun phonicolours i 1 : queen green go yellow | close yellow fish pink || stop | orange || desk red | | toe yellow j) skirt purple man. black [egg red eight | grey | time | ubnite, word | purple || _ big pink knee | green see green bike white clock | orange [two blue cat black ten red [apple | black || coat | yellow six pink moon. blue || 200 blue |_ hand black play grey | dress red nine white Lege | white |) cake [corey [git [purple hop | orange || house | brown || room blue | Nose yellow iL shirt parple dk me [ green 126 From Primary Activity Box by C, Nixon and M, Tomlinson © Cambridge University Press 200Key ssn ot * 7.3 Lucy Locket DEQ lock door turn key body morning purple queen bottle four dirty we stop horse bird cheese box. Sport shirt Jeans clock daughter | _thirly eal hot north circle teeth fox water her clean sock short Thursday three 9.2 Where are they sitting? CAN'T play the piano CAN play tomnis From Primary Activity Box by C. Nixon ond M. Tomlinson © Combridge University Press 2001 127Actions for incy Wincy Spider song !ney Wingy Spider climbed up the spout. d own came the rain Outcome he sunshine cand dried up al the rain, So incy Winey Spider climbed up the spout again. Actions for Lucy Locket rhyme mores aLo.) PRIMARY ACTIVITY - BOX Games and activities for younger learners Are you constantly looking for extra activities for or Cane eee ited CC a om eis » _ 4 Ee BU OO en ee ny variety of games and activities designed to Sun Seater et Tra + Each of the games and activities is designed to make learning fun. PAU om Memes Ua ee Oe ett tg Se Le oe neers ey EAU UO CEO COEUR Coa Ro ecm OOO Oc n neyty adapt the activities for your own students. ij CAMBRIDGE | RODS b aot