; F UV a NTL UW Vatoy at, ‘ = MO CC Or nit Ted ; : = a ea Ce ' =a Se es Se Z “Caroline Nixon = : eect Tomlinson —Also in the Cambridge Copy Collection Activity Box by Jean Greenwood The Book of Days by Adrian Wallwork Business English Frameworks by Paul Emmerson Business Roles and Business Roles 2 by John Crowther-Alwyn Cambridge Business English Activities by Jane Cordell Decisionmaker by David Evans Discussions A - Z Intermediate and Advanced by Adrian Wallwork ‘Games for Grammar Practice by Maria Lucia Zaorob and Elizabeth Chin The Grammar Activity Book by Bob Obee Imaginative Projects by Matt Wicks Meanings and Metaphors by Gillian Lazar Pronunciation Games by Mark Hancock Primary Activity Box by Caroline Nixon and Michael Tomlinson Primary Grammar Box by Caroline Nixon and Michael Tomlinson Singing Grammar by Mark Hancock A Way with Words Resource Packs 1 and 2 by Stuart Redman and Robert Ellis with Brigit Viney and Geraldine MarkPRIMARY VOCABULARY BOX Word games and activities for younger learners Caroline Nixon and Michael Tomlinson [25] CAMBRIDGE (Qy UNIVERSITY PRESSPUBLISHED BY THE PRESS SYNDICATE OF THE UNVERSTY OF CAUERIDGE The Pit Building, Trumpington Street, Cambridge, United Kingdom ‘CAMDGE UNIVERSITY Fats The Edinburgh Bulding, Combridge CB2 2RU, UK 40 Wost 20th Stroet, Now York, NY 1001 14211, USA 47 Williamstown Roed, Port Nelbourre, VIC 3207, Australia Ruiz de Aloredn 13, 28014 Modkid, Spain Deck Hovse, The Weterkont, Cope Town 8001, South Afro htp://Awww.combridge.org © Cambridge University Press 2003 his normally necessory for writen permission for copying ‘o be obtoined in advance from a publisher. The worksheets ‘ inthis book ore designed tobe copied ond distributed in class The normal requirements are waived here ond itis net necessory ‘0 write to Combridge University Press for permission for an individual teacher to make copies fer use within his oF her own classroom. Only thozo pages which carry the wording ‘© Cambridge Univesity Press’ may be copied. Fitst published 2003, Reprinted 2004 Printed inthe United Kingdom ot the University Press, Cambridge Typeface Futuee 9.5/13pt. System Quark XPress A catalogue for this book is avilable from the British Library IS8N 0521 52033 9= Contents ‘Map of the book Thanks and acknowledgements 8 Introduction 9 ® F 7 Starting off Body Bingo 4 Wordwheel 1 28 Snappy clohes 16 1.9 Opposites puzzle 30 Ficture dictation 18 1AO Toy boxes 32 Alphabet dominoes 20 TAT Happy fanies 35 Where's the banana? 2 1.12 Animal sickers 7 ‘On the farm 24 1.13. Spellit 39 Sky mobile 26 TAA Pais of qu 41 @ Moving on 2.1 Leximix 4a Puppet pieces 58 2.2 Spina number 45 The magic pencil 60 2.3 Picture dominoes a7 Al change 82 2.4 Picure broken words 50 Lexical lineup 1 64 2.8. Clothes maps 52 Beasigrom 66 2.6 Inthe hitch: 54 Shopping around 69 2.7 Acive adjectives 56 Fonily circles 71 Flying high Treasute island 73 Categories 88 Word maze 75 Wordehain 90 Broken words 7 Fabio'srinetable 2 Lexical lineup 2 79 Free ime 94 Wordwhes! 2 81 The spelling game 9% Word quiz 83 Where does it go? 99 Word spider 86 Supermarket mixup 101 Vocabulary checkli Teaching notes 104 6 Food and drink 0 1 Toys 105 7 Farm animals m 2. The clossroom 106 8 Wild animals 12 3 The bedy 107 9 Inthe house ns 4 Clothes 108 10 Inthe town 4 3 Acion verbs 109 @ Wordsearches Teaching notes ns 5 Adjectives 124 Wordsearch key ne 6 Wild animals 125 1 Colours and numbers 120 7 Furnitve 126 2 In he clesiroom 121 8 Food and drink 127 3 Clethos 122 9 About own 128 4 Parts of he body 123 10 The doilyrouine 129 ) Crosswords Teoching nolet 130 5 Weather report 137 Crossword key 131 6 Months ofthe year 138 1 Point pos 133 7 Dress sense 139 2. Colours and shopes 134 8 Jobs 140 3 Sumitup 135 9 Ports ofthe body half crosswords 141 4 Onthe form 136 10 ArimalshalFcroseworde 149yk Map of the boo! rpnprapu Popepuy Pappu n018 ous Pnpiapul lonpinpu PapHApU [Paplepu dno16 jjous Jonpiaipuy oe or of os oe os oz 09 os or e-0z of sr 4 Suypeow uB0381 9] Buypiow auo6 ios ‘op puo ayOW op pu aw Buoy SuNpIOW op pue aN, ‘u6 pio> ‘op pus 90) uwonoa\piv@p| ouo8 BuIy>ioW 4933004 vououoy ‘|aun6 pio> ‘op pus 10") eue8 Buyu9yen ead spon uoipy 20) ay, PEA anyung shop sayroddo puo serypaloy 89909 ys 24 sjowu0 wo yay sunou ejduis ‘2-0 9° sioquinu ‘yodsu0y, seyio1 Apog 9 jo sue (2-9 Ajornunxe: o6p) yo Guysnys 21 1en07 seionb: oad BEL eu zie 1 seyuoy Addy s2x09 Ko apzed saysoddo 6th Leeuw 8th aigow Os zr h wij94140 OL Gouwung ayssereyn, Sb saouop oqoydiy TL uopoIap aime ETL soyop kedous Gk obuig Apog AT aadMap of the book ——— ———s EsSSSSSSSSssSs /snod jonpinpy ronpiipuy syod/jonpiipy reopiipu, IPpLaipai/sso}> 304A, ‘x04 onpipy, ‘04 jenpia deoi6 yous droi6 jug eal oe oe 09. 4 or 09 sy 4 0€-0z 09 oz 1d Buppoes Ascynqo20y ‘awo8 Kouiayy ojzznd Buyum puo Buipoey ejzzed uoyoo S019 ‘apznd Bunjeds ‘aw8 ‘op puo syow ayzznd Buipoas Aucjnqoooy, plomsso.9 pun yl .2)u0H| uoyowoju ‘op puD OYE ‘2u08 uoyootunuswo> Bunojoa pus ploy ou€ Bunjyoyy ‘awo8 ‘op puo axow, 208 Lowey Sead sepuad Ayuoy Buddy pun sdouys 9qoydjo pve sjowuy sdno18 jooyxay sunou ajduig Asejng20% woesss0}> ‘A909 8 JO stg aysoddo puo seayoalpy Azoppqo>on veyeiry sva49|‘ssoqunu ‘sayio}>, sunou pus sinoj0 sunoy ajduig 66-0 siequitnt swoy sep Aug punose Buddays wo sBys00g { dau joo0e3] Buoy Wy poued Bou oy sone teddng sonypolpo aniey veqeiy oq uy sdow seyio> spoon uoyorg auraig seouwiop eng sequnu o dg qu y vit eve zt wee ove ot er “et ot st we eu we ee (01-6 Ajowmyroudde on) uo Guyrow 2z [407 Py rryMap of the book pu OL jeappuy at (Pope, ol reapusp ot ipopaipy, ol renpepy, OL jonpiapuy ot jeapuap jeapupu, (enpepo, ol ay renpiapy of renprapy of dro16 jus of Jonpiapur /s50p 104M of yenpiapy or-or jenpusp ot 0p 704M, oz Jenpapyy ot dro18 yous or ronpraipuy oe-oz doiB yous /suod jenpinpy, oz yonpiap st renpepey sr Paprpur/ss0p ojoyyy 0s err) ojzend anyuBo> ajzznd Burpoes Kumnqoooy, ‘2wo8 p.00g BuyaoW, ayzznd aayud05, ajzznd Buipoas Kangoo, eue6 ‘ojzzad suoy Neo Loyozjunuuice “2wo8 p.pog Suny1oW, ajzznd voyoaiyssoy3 Buy1ow, ‘pzznd oyys801) ojzend Buipoos pue adi rnd mor oy asnoy 24 U) syouluo py sH yup pu poog p90 wopy soya p0q 24 woorssey> 94, hoy “Nm emonooo Seated sisippayp Aanjnqnroq quup pu poo dnxqurjopouedas ye sso ujojuo> puo surony (08 4520p sey, uyjeds jos0ues ‘au08 Buyjods a4) sa1qg0H uy 904 kop puo stoalqns jooyos aiqoiewy s.oxqos suoyyuyep j0s2U8 uoyspio sdnoiB jo>.a] sopoBaing gre. ‘any poo hoyd 'og) vepidz pio, 28 eBpeymouy jos0ve5) znd poy, OE sqlanp0 pun suoyssodarg PAPO SE Zdrouy joe) wre sunou pun sanyoalpy splom vajog SE suoyednao9 70 PIOM TE pus} (ZA-LL Ajowuyxosddn o6p) yS1y Guha 2c Inson, ey wu AnaMap of the book or e on or e 6 oz € sor 8 yenp) oz e seuss s601q yep) oz 4 ooh eyljosyUoHY yenp! o% et odes royce § 0 oz et wo} 941UO ty yenp) oz ez dow ung © yenps oz et sedoys pur ungjea & renpinipuy st wt sodiung Rad ‘Sspaomssoa) dnos6 |ows /jonpinpUy oz e auines KJ0p ay, O% z oz wnei noqy & ddnos6 jjows/jenprpyy oz rt wup pur pooy B ddnoi6 jjous/jonpiypy o ez einnung dnos6 jjous /ionp oz ez SOUND PLA © dnau6 your op: oz e% snpolpy § dnos6 jou /jonp: oz et Jpeq ou sosued 4 & see oz Pat woorssop> ay uy & svoquinu pio snojey be nid Re taf soupapaspsom‘We would lie to give speciol thanks tothe following people: To Néirin Burke ond Hilary Ratelif for thei scund judgement cand excellont guidonce. To Frances Amrani for eficienty holding i all together. To Jim Kelly and Dave Bromley for their help and suggestions. To our pupils of Star English, Murcia, Spain for enthusiastically trying out the material ot all siages of is development To Ricordo ond Paloma for their practical help, constant support and, above cil, weekends of cildmincing ‘We would like to thank the following teachers for their helpful suggestions as o result of tilling or commenting on the manuscript init draft Form: Lu ChactHui, Taipei, Taiwan; Maria Edvirgem Zeny, Curitiba, Broz; Tolay Expola, lami, Turkey; Elibieta Kopocz, Kotowice, Poland; Elsa Plakida, Oreckasire, Greece; Barbora Sciborowska, Wersaw, Poland; Belinda Wicks, Both, UK; Rita Zeinstejer, Buenos Aires, Argentina. Mlustrations: Kathy Baxendale (pp. 4, 46, 53, 55, 61, 70, 74, 82, 98, 1051, 1061 107t, 1081, 109, 110b, 1111, 1121, 1134,1 141); Beccy Blake (pp. 21, 25, 38, 67, 68, 100; Lizzy Finlay pp. 87|; Lorna Kent (pp.19, 33, 1056, 105b,107b, 1086, 1096, 110b, 1116, 1126, 1136,114b}} Nick Schon (pp. 15, 17, 40, 51,57, 62, 63, 91,93, 102, 103, 133, 136, 137, 138, 139, 140, 141, 142, 143, 144); Melonie Sharp (pp. 23, 27, 59); isa Smith (pp. 31, 36, 42, 48, 49, 76, 121, 122, 123, 124, 125, 126, 127, 128, 129). Text design: Dave Secbourne Page make up: Gecko lid illustration: Borbore Yagnozzl Dedication For lydia and Silvia. CN For Peblo and Carlota, MT Thanks and acknowledgementsIntroduction What is Primary Vocabulary Box? Primary Vocabulary Box isa resource bock of supplementary ‘ctvites forthe aching of vocabulary to younger learners [6-12 years approximately), contcining photocopiable worksheets. By ‘vocabulary’ we mecn tha! we ore more inlerested in the meaning and recognition of words ‘hemsolves than in their function as part of sentence sructure, which we feel would be more rightly defined as grammar The book is eppropriote for beginner and preintermediale level pupils and covers mos! of he vocabulary found in courses ofthese levels and the Cambridge Young Learners Tests (UCLES). The book includes 72 photecopiable games and actives from 10 t0 60 minutes’ duration, complete with teacher's notes and extension activiies for further language practice. is divided into six sections: three sections of more complex extended activity ypes grouped according to pupil’ lovels and ages, a section of vocobulary checklists, a section of wordsearches and a section of crosswords. The intention here isto provide enjoyable actives which will make both teaching ond leorning fun, while exploiting younger children’s innate capacity to essimiaie new information. To this end, the book adopts © nontechnical ‘oppzcach and aims io be accossible te native and nen ative teachers of English. While there isa selection of activtios, ‘appropriate to different teaching and learning styles visual, ‘audio ond bodily-kinaesthetic), the emphasis in most of them is on developing reading and writing skill for younger pupils and consolidating lexical knowledge in older ones. The actives are of different lengths, ranging from ten-minute vocabulary chectliss through to ‘make end do’ activities tha! may occupy he greater patt of he lesson. There are la:k bosed octvties, where pupils use English as the vehicle to find the answer to a task or problem without necessarily thinking consciously abou’ the language they are using. This challenge can be highly simulating forthe younger learn. Emphasis has beon placod upon the ute of puzsles and saomes, quite simply because they are fun to da, past irom lingvisticall-bosed puzzles and games, cognitive puzzles have also been included. These are especially useul in that they combine language skills with mahemolizel reasoning, thus expboiting both left and righ’ hemispheres ofthe brain ‘and making the learning process more complete Some of tho activites incorporate an element of competion which con be highly motivating for younger learners os it leads them to use vocabulary more enthusiastically, and increases their deste to do so corredly The mterial encourages the fomentation of learnerraining, stimulating deductive reasoning and classification skills. This manifests islf in 0 variety of acivties which variously encourage aulonomy, cooperation ond social skill which are 0 important forthe developmen’ of younger learners. Who is Primary Vocabulary Box tor? Age range The book has beon divided into thos lovee within the 6-12year age range. Within each level we have tried to ber in mind the specific needs of each age group. The needs of those sixyeor olds who cannot yet read or write confidently contiast sharply with those of | 11 2+year olds who need « more challanging type of activity. For each activity, we suggest the age range for which iis suitable, However, these ages are intended only as a guide. os children’s capacity to do any particulor activity will depend largely on ther first language, cultural background ond the length of ime they have keen learning English. In oll cases, teachers ate the bes! judges of their pupils’ ability to carry out an activity successfully, irespectve of heir age. The fime intakes to do.an activty will oso vary with the age and ability ofthe pupils. The amount of ime we recommend for each aetivty should be Saken to be the most thal o class at the younger age range would need. Level We have organised the actives in Primary Vocabulary Box into three levels. This is intended as o guide to the language bilities pupils will need in order to do the activitios. These levels do not refer to any wider EFL siondardsIntroduction Level _| Section ‘Approximate age Skills | Focus 1 Staring off | 6-8 Minimal oF no wriing skils | Orol or piciographic Contolled communication entation and reproduction ‘of vocabulary Basic word recagrition 2 Moving en | 9-10 Limited reading ond Understanding and wating kil idonttying words Controlled communication _| Initial matching and grouping 3 Flying high | 11-12 Intermediate reading and Cognitive recognition and wariting sil compotent use of vocabulary Freer communication When to use Primary Vocabulary Box The ectivities can be used as extra material to back up.a coursebcok. We suggest they should be used for revision and reinforcement, rather than os on introductory presentation of new vocabulary. The activites are ideal for teachers who ‘work without o couteebook. They con be used on those doys when i isnot @ good idea ta start « nev topic: the day before ‘a bank holiday, days of high obsenteeism due to bouts of illness or exte-curriculor activites, et. They are useful for teachers who have to sland in when the class teacher is cbsent Using Primary Vocabulary Box - tips for teachers ‘The following suggestions are based on our own experience in he clostroom. They are by no means dofiritive and cim simply to give a Few teaching ideas to less experienced teachers. Preparation +The most important thing with any kind of ask is to make sure thatthe pupils have been well prepared beforehand, tht they know all the words they will need and thet they understand the object of he exercise. Equipping your pupils properly with the necessary linguisic tools to tenable them to corry outa tosk successfuly will ensure tho iti a challenging and enjoyable one forall. Without the necessary preparation, lecrners may heve a negative lecrning experience, which will cause them to lose confidence and become frusrated with an activity hat, ‘vite simply, they have not got the capocity to do. ‘+ Before staring any activity, demonstrate i. For palrwork ‘ciivities, choose an individual pupil to help you. Do the 10 first question ofthe pairwork task with tho pupil for the class o get the idea. + When you divide the class inlo poirs or groups, point to och pupil and say, 2g. AB, A-B, A-B, sothey are in no doubt as to what heir role i. Ty to give simple clear instructions in English, Say, e.g. As ask the question ond Bs onswer the question: A-B, A-B, A-B. Then Bs osk he question and As answer the question: B-A, BoA, BA ‘+ Always bring © few extra photocopies ofthe worksheet to oveid tears if ony children doit wrong and want fo start again Classroom dynamics ‘+ Try lomove around the classroom while explaining or doing the activities, circulating among your pupils. In this way you project an air of corfidence, of being in command and of being more accessible to pupils. Moving ‘around the clossroom also enables you more effectively to supervise ond moritor pupils who may need more ‘attention at fimes. Movement in the classroom tends to hold pupils otiention better and makes the closs more lively and dynamic * Inthe same woy that itis @ good idea for teachers lo move around, itis also odtisable to move the pupils around occasicnally. By pericically changing seating arrangements, you can help group dynamics and breale Lup poteniiclly disruptive groups. For example, weaker pupils could be put nextto stronger ones, and more hardworking pupils nex to disruptive ones. Pupils might benefit from working with children they may rot usvally oxsociote with + When forming pairs or groups, we suggest that, whenovor possible, pupils just move their choirs. For grcupwork,Introduction they con bring their chairs around one or wo tobles, cllowing them an easy envicenment for discussion ond writen production. For peirwork, they ean position their two choirs to face each other. This allows 0 more realise eyeto-eye communication situation, This chonge of seating prepares them for the oral work they are about to begin. * Certain octivitis in his book can be used to civice the class into random pairs in o more dynamic woy. Give pupils ¢ cord end ask them to meve around the classtoom to find their portner. The ecivitos thot lend themselves to ‘his are: 1.2 Snappy clothes, 1.6 On the form, 1.11 Hoppy fomilies and 1.12 Animal stickers. Noise ‘© Some actvitios, especially hose that involve pupils speaking and moving around in the classroom, will generate a lot of excitement. in the book we use the symbol below to indicate this type of activity. When children ore excited, they tend lobe very noisy and may even lapse int their firs! language to talk about or dizcvss some aspect ofthe activity. Allhough itcan be difficult to get used 10a ist, noise in he classroom is tolerable fits ‘eloted direc to the activily and is an expression of inierest or enthusiosm forthe task in hand. Regardless of which language thoy usa, if children ore suficiently stimulated NU K by on activity to want to talk obout = \ it, then thiscan only be interpreted (~ 5 © positive response. You must insure, however, that only English Tucibetecomecra SRN specific communication tasks. Teaching and learning * Encourage pupils to use their own resources to ry to solve 1 task. Iry 10 guide pupils towards Finding the right answers, rather thon supplying them yourself, even f his mecns allowing them io make mistokes. Making mistckes isavital port ofthe leerning process, so when pupils are asked to invent their own sentences, sories, ete. we should nct expect these fo be perfect. Sometimes accurocy myst be forfeited forthe sake of creativity and enthusiastic participation * While recognising tha heir language input may sometimes be limited, we feel that ‘moke and do’ activities are particularly valid for the younger age groups. They ‘dopt.a holsic epproach to leerning, rather thon focusing purely on vocabulary acquisition. By this we mean that Certain creative aspects of some ofthe actvilies, e.9. colouring in, cutting out, folding paper and sticking, develop fine motor skills and thus incorporate cross- curriculer aspects of learning. These activities foment the enjoymen' of language lecrning, thereby making it more memocable. Children olso have something concrete to take home and keep, to show their poren's or o display Teachers can choose to do this sort of actvity o coincide wik holidays, teats, ek. or as part of a bigger project (:easons, ime, nature, ek) + Many ol the extension activites include ideos for fast finishers. Thote can be given to those pupils who need an extra task to keep them cccupied while the rest ofthe clase finish the main activity. In acivities where itis necessary to prepare material, these pupils can be kept busy helping the teocher with cuting ou, collecting in and cleaning up. ‘+ Tryto avoid the immediate repeiition of an activity simply becouse it has worked well in class and your pupils hove enjoyed it: F you do this, the novelty wil quickly wear off nd children will become bored, Save i fore lator ‘occasion and they will come back to it with fresh enthusiasm, Competition + Anclement of competion can make many childron ry harder. However, while «competion can be a good incentive foran otherwise lazy pupil, itcan sometimes be cemotivating fora less able but ordinatly hardworking one. Before playing « competitive gome, it may be useful to explain to children thet his is only © means of leoring. Although they may not win he game, el pupils are ‘winners! ifthey know more English atthe end thon they knew at the beginning. Help pupils to see thot when they play 0 geme they con practise and loam more English, so hey each win © prize, and that prize is knowledge. Nonetholas, iti always © good idea to balance competions with other ocivities to be able io reward or prose individuals according to their needs ard performances, + Competitions con also ead to a lot ofnoise ond ‘overenthusiasm in the classroom, Any discipline problems can, however, be curbed by keeping a running total of points onthe board and deducting points For shouting out the answer or owdiness Display + Pupils find it extremely motivating to have their work displayed and will generally sve to produce werk fo the bes of their ability hey know itis going to be seen by ‘thers. So try 1 arrange io display pupil’ work around the classroom or school whenever possible.Portfolios © As porenis and carers re taking a growing interes! in ‘heir children’s learning, moking personal fldes is the perfect way for pupils to take their work home so they con show off whot they have learat in their English lessons. The completed worksheets in Primary Vocabulary Box ore ideal for including in such 0 personalised porfelio. 12 Storage of material *# Tomake the flashcards more otoctve and appealing to younger lecrners, is good idea to enlargo them, colour ‘hom in and laminate them wit protective adhesive plastic. In this way you will chveys have hem ready for Future use. + Inthe some wey, iti © good idea fo photocopy diferent ‘ets of he came gome onto diferent coloured card and laminate them with adhesive plastic, These can then be stored for easy etieval a! short notice a later date. Caroline Nixon and Michael Tomlinson, Murcia 2003~ Es sete sia shoei Sie iad. ett tiofienarbeeae ns lors au ec Sl ih ia big rma wl oo tal ik a vo bapa Bin Bet ea fam pe ino Wie er gt gj bool yids lewemeaien he anes “pair at deed dncbawers fa wis eee i eee (FESR Seat “3 = ie coke pe izcla Rew: wot fe oe aieSTARTING OFF ACTIVITY TYPE whole elosslstoring game VocabuLaRY Focus pats of the body heod, neo, foes. rm, hand, fingers, foot, ait, eye, ear, ‘mouth, shoulders, eh, leg, LEVEL 1 AGE RANGE 68 skits lstning, roading ume 20 minaos (to ploy tie) MATERIALS 0s of he Toocher's baseboard, @ copy of one Pupil’ Bingo board per pupil {here ore ten boards onthe ‘worksheel),hrse paper square: ora poncil per pupil, scissors optional) 0 60 14 Body Bingo Before class ‘The worksheet consists of one Teccher's bosetoard and ten Pupils’ Bingo boords. The Teacher's bossboard consists of 15 boxes (3 x 5). Each Pupil’ Bingo beard hat three boxes. ‘Make hwo photocopies ofthe Teacher's baseboard, each en diferent coloured paper or card Leave one sheet intact as the boseboard, cnd cut the other one up into individual pieces ond keep these sofely ina small bag or envelope ‘Make a photocopy of one Pupil’ Bingo board per pupil cuting them into individual boards of three boxes each. If your pupils cannot roed, cutoff the text om the Bingo boards, F you prefer to use this activity for listening and reading, cutoff the pictures from the Bingo boards Each pupil will need one board and either three paper squares lo cover their boxes or « pencil tociossthem off In class 1 Explain any vocabulary and practise pronunciation if necessary. Give out the Bingo boards ‘and ask your pupils o study them fora few minvies to familiarise themselves with the words. 2. Exploin thot you are going to call out some words ond if hey have those word: on their beard, they should cover them with o piece of paper, or cross them of in pencil Demonstrate if necessary. Exploin thot when they have covered all three parts on their board they must coll out Bingo! and say the words bock to you to check 3 Start the gome by saying Eyes down and gesture by bending your head to look atthe Teacher's baseboard. Your pupils now have the cue which signals the start ofthe game. They should be locking at theie boords and poying attention, 4 Mix up your bag or envelope of words. Take the firs one out and read it aloud twice. Place it onthe corresponding part of your baseboard and continue inthis way. 5 Be careful that pupils do not see the Teacher's baseboard in its writen form, as this is primarily listening activity © The winner must sy the words aloud for you to check on your baseboard. Check he pronunciation Option Give the winner of the game the Teacher's baseboard and word cards to call out for the class to play egain,Body Bingo " @® Teacher’s baseboard head knee toes arm hand i fingers foot hair eye earSTARTING OFF ! 7S ACTIVITY TYPE individvel ‘make and do', small grcup matching cord game (Sno) VOCABULARY Focus clothes: shorts, Thiet shir, dress, trousers, skirt, shoes, socks, jeans, coat LEVEL AGE RANGE o8 SKILLS listening, specking, reading (optional) TIME 5 minutes MATERIALS an enlarged copy of he Snappy elofes worksheet, cone copy ofthe Snoppy clothes workshoot per pupil, crayons, card, scissors, glue 16 Snappy clothes Before class ‘Make an erlerged copy ofthe Snoppy clothes worksheet, colour the picures ard cut them into flashcards. Make one copy of he Snappy clothes worksheet for each pupil. To save time, you con photocopy the worksheets onto white card. your polls cannot read, blank out the text with corectng uid In class 11 Preteach or revise singular and plural forms with oricles of clohing, Hold up the flashcord of the dress. Soy Dress, it’s a dress, hokling up one finger. Hold up the floshcard ol the shoes. Say Shoes, they're shoes, holding up two fingors, Repeat he procedure withthe other articles of clohing inthe activity Then te! individual pupi's at random by holding up a picture to elicit the correct response, fsa skirt, They're socks, ec. Help pupils by using the finger prompt if necessary. 2. Give pupils « copy ofthe worksheet. Diiote for them to colour | Colour the shorts red. 6 Colour the skit orange. 2 Colour the Tshirt green. 7 Colour the shoes brown. 3 Colour the shirt grey. 8 Colour the socks black. 4 Colour the dress pink. 9 Colour the jears blue 5 Colour the trousers yellow. 10 Colour the coai purple. 3 Pupils glue the shoot onto card, so that they cannct see through the paper, ond then cut into ten playing cords. 4. Snop i ployed in small groups (four to six pupils). Each group will need « pack of cards with at least four sets of cards. 5 Demonstaie the game to the class with yourselFand o group of three pupil 6 Toke four ses of cards, shufle them ond decl the cards out between the players. The players keop their pile of cards face down on the table. 7. Start by toking the fist card off your pile of cards, turn it over Face up and pout it in the cenkee cof the table, soying iso (dress) or They're jeans). The player on your left does the same, puting the card on top of yours and naming the article of clothing, fhe cards match, the fist person to say Snop! takes the pile of cards and puts them at the bottom of their pil. If the two cards are different, players continve by turning over cords in turn and puting thers down a3 before. The gome is over when one person hos all the cards (hey are the winner Divide the class into small groups. Ensure each group has four sels of playing cards Circulcte os they play. Encourage pupils to use English for communicating while they play, by teaching them some essential phrases beforehand, e.g. Whose furm is iP I's my turn Option To sove lime, children could do the colouring part of th activity in ¢ previous lesson or at home (omitthe colour dition stp) Note This gomo can be played with the card tes from 1.6 On the farm and 1.11 Hoppy fois. MPRRRARRRR RG RARRR RRA ARRRTRRRRRRRRRRAASnappy clothes From Primary Vocabulary Box by C, Nixon ond M, Temlinson © Cambridge University Press 2002STARTING OFF ACTIVITY TYPE loss and pairwork picture dictation ond information ansfer VOCABULARY Focus anspor: lorry, cor, tain, bus, plane, boo! LEVEL 1 AGE RANGE 68 SKILLS listening ond specking TIME 30 minutes MATERIALS ‘© copy ofthe Picture dictation worksheet per pupil on enlarged copy of ho Petro dictation worksheo,croyors, scissors 18 Picture dictation Before class Make © copy of the Picure dictation worksheet for each pupil Also make cn enlarged copy of the Picwre dictation worksheet, colour the pictures and cut them into flashcards In dass 1 Revise or preecch the vocabulary and stuctures in the activity, using the Flashcards, 2. Give pupils copy ofthe Picture dictation workshost. Ask them to cut out he picture cards ‘and the baseboard with boxes numbered 1-6. For younger pupils, you may prefer io do this before class. 3 Now explain the ocivity by example. Place your pichutes on the baseboord and then dictate tothe cess to describe what picture you have got in each box. The idea is for pupils to ploce a picture in the right box as you dictate, e.g, Inpumber I there's o.car In eumber 2 there's © boat In number 3 there's a plane. In number 4 there's a train. In number 5 there's o lorry In number 6 there's a bus Note You can change the sructure depending on what your class know: The ear isin number 1. /In number 1 I've gota car. / 1a car. 4 Invite @ pupil to place his o her pictures onthe baseboord and then dictate 10 the rest of the class while they place the pictores '5 Arrange the clss in pairs: And B. As place their pictues on the baseboard in secret and then dictate to Bs for them lo place their pictures inthe right boxes. When they hove fiaished, hey compare baseboards. They thon change roles. © Circulate to monitor ond check. Option ‘With more confident pupils, you can use the some activity to practise question forms. As place thoir piclures and Bs ack question, irying to guess the position of each one, e.g. i the car in ‘umber 22 Yes, itis. /'No, itis.Picture dictation ©STARTING OFF NI . ee ~\ AM ACTIVITY TYPE small group dominoes game ‘ot 0 matching axtivity VOCABULARY Focus the olphobe! o-z and ‘connected vocabulary LEVEL 1 AGE RANGE 68 SKILLS. reading, specking TIME 20-30 minvios MATERIALS copy ofthe Alphabo! dominoes werksheet per smal ‘group of pupils, card, glue, scissors, on enlarged copy of the Alphabet dominoes woiksheot 20 Alphabet dominoes Before class ‘Make a copy of he Alphabat dominoes worksheet per small group and sick tonto card. Cut this up into 26 dominoes. If your pupils canrot read, cutoff he words. Make one enlarged copy of the set of dominoes and cu up the 26 pictures o make fashcards. In class 1 Revise or pceteach the alphabet {2 Pupil liston ond repeat the ltrs from ato z afer you Bb Play o quick game. Asko pupilto say the leer a. The pupil nex! to him or her soys the leter b. Continue by going round the loss esking them to say al he latorsof the alphabet in turn. Ifyou wish, you can make itcompeftve by eliminating pupils who do not say the core! lor. ‘€- Teka @ section of the alphabet, and say he letters in sequence, missing one out, 0.9.6... £1.) k | Pupils must dently the missing liter to score o pot 2. Practise he connected vocabulary. Hold up the flashcord of the apple and say A is for to elicit pole. Continue by going through all the pictures in the pack of Alphabet dominoes. o ‘Arrange the class in small groups working cround a table. 4. Exploin the los. This can be done by example with one small group. Shufle the dominoes cand divide them beween the pupils, face up. The player who has the domino with the lator ‘aploces tin the middle ofthe toble, '5 The player tothe lel of the deoler stars. He or she puts a cord nex! tothe cord on the table (either before or after). i must match the letter with @ picture which starts with this liter {e- apple, or zebra ~ 2) © The player on his 0: her let continues, and repeots the process. I any one player cannot pub ride a bike | is 42 ESRI From Primary Vocabulary Box by C. Nixon and M, Tomlinson © Cambridge Univeriy Press 2008ACTIVITY TYPE small group memory game, ‘mmoke and do’ (optional VOCABULARY Focus kktchen: knife, fork, plate bathroom: bath, miror, toilet bedroom: bed, cupboard, shelf living room: television, picture, sola LEVEL 2 AGE RANGE 9-10 SKILLS reading, speaking T1ME 20 minvtos MarTERIALS ‘on enlerged copy of th Lox mmixworkshoe, two copies of the Leximix worksheet per <10up of four pupils, cord, crayons, glue Lexi-mix MOVING ON Before class Make on enlarged copy of he Leximix werksheet, colour the pictures ond cut them into floshcards You will require one game set per four pupils. To make a game sa, stick two copios ofthe Lex nix worksheet onto card, Cut one sheet up horizontally into four baseboards and the other into sixteen individual picture cords. Colour the pictures and cover with adhesive plastic (optional). In class 11 Preseach or revise the vocabulary sing he losheards. 2. Explain the game by example, wih youre a one ofthe players ard three mere pupi’ Give each player c baseboard. Ask hem to shuile the pictur cords and spread tho cards ou, foce down on the table bb Pupils now take it in ns fo turn ever a pice card and soy the word. Explain that they Imus! poy attention to remember where thsir words ae. Ifhey tum over a word which matches one oftheir words, they hen cover he word on their bascboerd with the Picture card ond tun over another cord. Ifthe word does nat maich, they lin it face down agoin, ensuring thatthe other players hove hod a chance fo see it € The nex! player continues inthe some way. The frst player to cover his or her baseboard completely i he winner. 3 Divide the clas into groups of four and give one game set each group. 4 Circulate to monior and correct pronunciation. Encourage your pups to use English for | toy 3. Point out fo pupils he progression from ‘box’ to ‘toy’, emphasising the fact that only ene leter changes each time: ‘box, ‘boy’, ‘oy’ 4 Give each pupil a copy ofthe Allchonge worksheet. 5 Ask pupil to complete the fist activity on the worksheet by writing the words nex! fo the pictures. Tell hem that only one liter changes each lime os in the exarple 6 Circulate to monitor, but ry 10 encourage pupil autonomy; do not tell hem answers, but rather promp! ond suggest 7 pupils have problems, indicate hat they do not necessarily need to do the puzzle from ‘hat’ fo jam’, but that hey can also start from ‘am’ and work up, or even startin the miele if hey ore sure about o picture ‘8 When pupils have completed the task, ask them to correct i ftst by comparing in pairs, ‘ond then collectively 9 Proceed with the second activity, Key 1 hot, rat, ea, eer, ear, jt, jam 2 cup, cap, map, mon, men, ten, pen Option Divide the closs into pairs. Pupils lake it in tums fo wrie the words and cere @ point for each correet word. The pupil with the most words atthe end ofthe time limit ten minutes) is the winner. Correct collectively. Write the words on he board for pupils to score.Change one letter to form a new word. 1 C) hat From Primary Vocabulary Box by C. Nixon and MA. Tomlinson © Cambridge University Press OG 63MOVING ON ACTIVITY TYPE individual, peiror small group classification puzzle VOCABULARY Focus cclours, numbers 1-10, class objects, wild animals, parts of the bod, clothes, Foil, closs verbs, frit, people LeveL 2 AGE RANGE 9-10 sKILLs reading TIME 30 minutes MATERIALS ‘0 copy ofthe Lexicellinewp | ‘worksheet per pupil, poir or small group, cards 64 Lexical line-up 1 ‘efore class ‘Mecke o copy of he Lexical lineup 1 worksheot for each pupil, pair or emall group. As @ shorter activity, you can photocopy o smaller section of Lexical line-up 1. In dass. 1 Drow four large circles on the beard, Tile them ‘Animol', ‘Food! ‘Body’ and ‘Weather. 2 Ask the closs to give examples of vocabulary for ecch lexical group. Write them inthe circles. 3 Inthe circle itled ‘Animals’, write ‘sondwich’ atthe botiom ofthe list. Ask Is his correc? cand Whereis ‘sandwich’ 'o elicit the cortect response. 4 Drow the folowing example on the board. bear oy back feravee | sowie | ary stomach | crecse | sardach '5 Choose « line of words (horizontal, vertical or diagonal from the grid that are notin the some lexical group, e.g. Bear, soup, back. Is hat right? © Repeat the same procedure with anosher three words. 77 Repeat the procedure with the three words from the same lexieal group (Stomach, shoulder, back) ond draw a tine through the words. If your pupils were not able to see he connection, repect the explanation with another example. 8 Give your pupils the sheet. Ask them fo do the activity Tall hem the lines can be herizenial, vertical or diagonal 9 Correct collectively. Ask pupils to jusify heir enswers to encourage discussion. Ask them to suggest tile for each group and to offer other members for these groups. Key 1 red, blue, groen {ecloure) 2 ten, three, seven (numbers) 3. ruler, pencil, eraser (class objects) 4 giraffe, ion, monkey (animals) 5. head, hond, mouth (body) 6 socks, trousers, skirt (clothes) 7 mother, brother, sister (family) 8 listen, look, repeat (class verbs) 9 banena, apple, orange (ruil 10 man, woman, boy (people) Option ‘With more competent classes, you can ask pupils to make their cwn grids which they can give ‘other pupils to do, You may want fo select the bes! of ihese and photocopy them for later use Extension Choose fve lexical groups and write cferent words from each one onto cards. Make enough cards for each pupil in te class. Give pupils « card each ond ask them to move around the class finding the other members of thei lexical group.