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    Primary Grammar Box

    Uploaded by

    Sara Ulaga

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    © All Rights Reserved
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    PRIMARY | ; GRAMMAR Grammar games and activities 1) ai CTT Cid Also in the Cambridge Copy Collection Skills Advanced Skills by Simon Haines Discussions A-Z Intermediate and Advanced by Adrian Wallwork The Book of Days by Adrian Wallwork Listening Extra by Miles Craven Quizzes, Questionnaires and Puzzles by Miles Craven Reading Extra by Liz Driscoll Speaking Extra by Mick Gammidge Writing Extra by Graham Palmer Grammar, Vocabulary, Prenunciation Games for Grammar Practice by Maria Lucia Zaorob and Elizabeth Chin Games for Vocabulary Practice by Felicity O'Dell and Katie Head Meanings and Metaphors by Gillian Lazar Pronunciation Games by Mark Hancock A Way with Words Resource Packs 1 and 2 by Stuart Redman and Robert Ellis with Brigit Viney and Geraldine Mark Exams Instant IELTS by Guy Brook Hart Business English 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 In Business by Marjorie Rosenberg Intercultural Resource Pack by Derek Utley Young Learners Activity Box by Jean Greenwood Imaginative Projects by Matt Wicks The Grammar Activity Book by Bob Obee Primary Activity Box by Caroline Nixon and Michael Tomlinson Primary Communication Box by Caroline Nixon and Michael Tomlinson Primary Pronunciation Box by Caroline Nixon and Michael Tomlinson Primary Reading Box by Caroline Nixon and Michael Tomlinson Primary Vocabulary Box by Caroline Nixon and Michael Tomlinson Singing Grammar by Mark Hancock Visit the Cambridge Copy Collection website: www.cambridge.org/elt/ccc PRIMARY GRAMMAR Box Grammar games and activities for younger learners Caroline Nixon and Michael Tomlinson CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, $30 Paulo, Delhi Cambridge University Press ‘The Edinburgh Building, Combridge CB2 BRU, UK swyrm.cembridge-org Information on this file: www.combridge.org/9780521009638 © Cambridge University Press 2003, itis normally necessary for writen permission for copying te be obtoined in advance from a publisher, The worksheets in this book ore detigned to be copied ond distributed in lass The normal requirements are woived here and itis not necessary to write to Cambridge University Press for permission for on individual teacher to make copies for use within his or her own classroom, Only those pages which carry the wording ‘© Combridge University Fress’ may be copied First published 2003 71h printing 2008 Printod in the United Kingdom atthe University Press, Cambridge ‘A coiologue record for this publication is available from the British Library ISBN 978.0521-00963-8 paperback Contents Thanks and acknowledgements 4 Map of the book 5 Introduction Starting off 1 Noun Bingo 12 Animal jumble 30 2 Card drills 16 Toys 32 3 Fashion porade 18 Whats the time? 34 .4 Broken sentences 20 Look what we can do! 36 1.5 Hide and seek 22 What's happening? 38 146 The cnimol train 24 ‘My new kitten 40 7 Sentence seramble 26 Poirs of squares 1 a2 1.8 Peter Potato Face 28 @ Moving on 2.1 Food and drink dominoes 44 9 Where are they sting? 62 2.2 The Brillmobile 46 }@ You read, | write (64 2.3 > Action charades 48 1 Sentence walkabout 67 2.4 Story jigsaw 50 | What do we use? 69 2.5. Pairs of squares 2 52 3 Where were they? 7 2.6. A question of taste 54 4 Party time 73 2.77 Johnny's birthday 7 3) Grammargram 75 (2.8 Present Bingo 59 @ Flying high 3.1 Did he or didn't he? 7 Who went where? °4 3.2 Three friends 79 Broken words 96 3.3 AZ 81 Exhilarating auxiliaries 98 3. The Bingo habit 83 Grammingle 100 3.3 Whetare they going todo? 86 Read all bout i 102 3.6 Comporatively correc 88 Film frenzy 104 3.7 Weather report 90 King Arthur 106 3.8 livegularverb checklist 92 @ Crosswords Teoching notes 108 5 Ports of speech 4 1 Plurals 109 6 Postsimple half crossword 115 2 I, me, my... 110 7 Irregular past 7 3 Adoy in the life m 8 Mixed tenses 8 4 Adjectives 113 Crossword key ng Thanks and acknowledgements Wo would like to give special thanks tothe following people: To Alison Sharpe and Hilary Rotelif for their sound judgement and excellent guidance. To Anna Teevan for eficienily holding it all together and bearing with us. To Jim Kelly and Dave Bromley for thei help and suggestions To our pupils at Star English, Murcia, Spain for enthusiosicolly ying out the material at al stoges ofits development. To Ricardo and Paloma for their practical help, constant support and, above all, weekends of childminding. We would like to thank the fllowing teachers for their helpful suggestions asa result of trialing €or commenting on the manuscript in its drat form Annie Brun, Epinal, France; Laure Gandolfo, Argentina; Celio Gosgil,lzmir, Turkey; Ludmila Gorodetskaya, Moscow, Russia; Jon Isaksen, Guanajuato, Mexico; Judit Kormos, Budapest, Hungary; Lole Matessoni, Bologna, bly; Vilienko Savi, Solkan, Slovenia; Anna Wyszynsko, Warsaw, Poland. Mlustrations: Kathy Baxendale (pp. 47, 62, 63, 91, 93); Baccy Bloke (pp. 19, 29, 65, 66,89, 110, 111, 112, 114); Lizzy Finlay (pp. 41,105); Gecko DTP (pp. 34, 35); Lorna Kent (pp. 25, 31, 82}; Nick Schon [pp. 13, 14, 15, 25, 37, 45, 55, 70, 78, 109, 115, 116, 117); Melanie Sharp (pp. 23, 74, 107, 113); lisa Smith (pp.17, 33, 39, 72, 87, 95, 118); Liso Williams (pp. 76, 58) ‘Text design: Dave Seabourne Page make up: Gecko Lid. Cover illustration: Barbara Yegnozz Dedication For Pauline and Erie Nixon with much love and gratitude. CN To Shirley and Neville Tomlinson who started it all off. MT. oe of POU OP-OE ss0p ejoyn e016 jus, sv sued yonpiaipuy 09 spd 080%, sud /jonpapuy 09 sajod/jonpupuy o dnos8 yous ov (Onpipul —O£-0Z subg 08-0 [Popp —Of-0z sug ov sarod /ss0)p 204M ov S80 104M. oz = ° ° 2 @ = ene - 3 2 3 = el Bulypyou snojor) Bunypiowy op pur ©yow do8 uoyu ‘euio8 ‘op pun o4W 4J9{504} uoypuoju ‘op pu eyo snonuyuoo juasaud ‘SsouMHEIE aNssassog ssnonuyuco ueseig snonuyuo> 9seig wy 108 soy "08 204 syouyuo 406 soy 's, enssossoy 200 o4jo sued 408 50} xoquks aduns 0g 5,910) ‘asnoy ‘og Jouusaiep +09 seyop ‘s}oun|d o10 dou) '5) 24651 4 uo/o sojouny Pe) (8-4 Ajowwanyxosddn o6p) jo Buyamis | senonbs yo sup wou] nou Ay {Bujuoddoy s,044A, [op uo> om youya yoo] 9904 01014 1819 ajquioiss ouewes you oun oq pes pun opt, 52200195 UeyOIg ‘pound uoryso4 SEP PIED Burg unoyy enn zak Map of the book Meee eee ee renpiaipuy [enpraipuy sung do018 yous S80 (044A silog renpaipuy ss0p 204m, rpnpiaiput dnos8 Apopispur/sioa renpyypuy Jopinpuy SSOP eFO4M JeopINpU dno pug ere) oe or-oe 0z ov of og ore oe ov of-0z sv or-0e sy oe-0z woNDay!sso]> ‘exzznd onyuBo> 06 uorowoyy) ourg, Buypiow uounip yep ezznd 1B0D 2uin8 Buu i J2msuD puD UO}sen honing Buypyou snojo uyyou pup Buipoey ung Uuorsuays:ciuo> Burpooy Buyprow erry ypaeds o syiog enoy pub aq jo 0g ajdus sg ‘esnopp eroding snonuyuod po oyu juorerg Ssnonuyuos pup oyduys juaseg suoyssodaid “ fdas wasaiy 9jduns asad uqyy, Pony ‘ony sunououd puo sioujuiejap anssassog voupnjound ‘xowuks ojdung sioujutifep anissossod ‘snonuyuo> yueseud ‘sonyouoduyy 406 soy ‘uo sunou ejqpyunooun /ejqoyuno-) wos610uuo19 ‘eu Aso {fay 210m 104M, {287 2m OP 104, snoqpyjom souaueg 1 | [po3s no, Bays Kou auo 2104, obuig waseiy 181) Aopyg « Auuyor ‘94801 0 uoysenb y Z sa1onbs jo sug smeB Kos sepo.0yp uoyay eygowug ey se0ulwiop 4uup pup pos siz ore eve uit wie ore ot 4 “t ot vt vt ce (01-6 Ajoimmyxosdde of) ue Buprow +z Jone] Peery Map of the book Pappu PNP ypomutog erry oe oe fe oe 0€ of oe oe 0d pu yuasarg sqpen sojnBan ojduis 180g ojduis 120g suoytsodeud pu sunou 'senypalpe ‘squ6p, sonpolpy ojduis wase.g ‘ssouuusa}@p pub sunououd jouosieg sunou josnig Prey doo jus, peppy, reopiapyy MA papaypus /oupd /ss0)9 2044 ss) enpeypuy enpasput renpraspuy #80 ojoy/JOnpIPUL S80) 9]0yAA noi yous InP sujpg Sl ov or-08 sy oe oc of oe oe oe oe or oe oe 08-07 Supooy ojzend ony) Bua, ounoysss05, um pun Bunysioy Buryoioyy do6 uoyounoyy} uowooyssop ypoads yo syog ‘uoy>esi09 10113, sainjid Buiquoseq ‘auio8 Buu 1 ‘euo6 pioog ‘DIp puro pooy 0B vou erry -esin0osiqy sqp0n sojnBou ojduis ys0q ‘snonuyuos pun eds seg tpaods yo syog SvaMsuD [JOYS ‘SUBIR squon sojnBou ofduis ys0q jduys sod nb xaydwo5, ‘sqieA sojnBeus ejduys 80g sonyolpo 'sqiea soya), ‘onyopiodns puo senouodwor uniny 0} B49. po ‘ajduys wessig pe ‘sunou ’sq3e, jorsduory 04s ‘ojduis srg sosuel poxy rod sojo60u4 plomssor yoy edu og \poeds o su0g sonpolpy ‘yy 24) ut Aap y ‘fu ’ou'| spsomssoly eT Ag Ee oqo POY LAE ous Zee seunyjpno Buypunjp3 spiom wayoug, {2194 uM OYA, {s1ppey> quer s0}nBauy Hoda soyiooyy ‘peui0 Aenosodwo Lop 04 Bu06 hey. 030 10444 qoy oBurg oy rad spuowy aonyy 224 ,upIp 40 94 pig SEs ie one or we ee oe se we ee ve ve LL Ajowomprosdde 060) ySyy Gupta ze [9007 wy What is Primary Grammar Box? Primary Grammar Box s 6 resource book of supplementary activitias for the teaching of grammar to younger learners (7-12 years approximately), containing photocopiable ‘worksheets, By ‘grammar’ we mean that we are more interested in the function of words as part of sentence structure than solely in their individual meaning The book is appropriate for beginner and preintermediato lovel pupils ond covers most ofthe grammar found in courses ofthese levels and the Cambridge Young Learners Tests (UCLES), ‘The book includes 53 photocopiable games and activities fom 2010 60 minutes’ duration, complete with teacher's notes and extension activites for futher language practice. It is divided into four sections: thrao sections of exlonded activity types grouped according to pupils’ levels and ages, and a section of crosswords. ‘The intention here isto provide enjoyable activities which will make both teaching and learning fun, while exploiting ‘younger children’s innate capacity o assimilate new information. To this end, the book adopls « non-technical ‘epproach and aims to be accessible to native ond non-native teachers of English. While there is a selection of activiies ceppropricie fo diferent teaching and learning styles (visual, coudio and bodily kinaesthetic), the emphasis in most of thom is on developing reading and writing skills for younger pupils cond consolidating grammatical knowledge in older ones. ‘The activities ore of different lengths, ranging from 20-minute gopfillers through to ‘make and do’ activities that may ‘occupy the greater part of the lesson. There are tosk-based cctvilies, where pupils use English as the vehicle fo find the answer to. task or problem without necessarily thinking consciously about the language they are using. This challenge can 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. Apart from linguistically bosed puzzles and games, cognitive puzzles have also been included. These are especially useful in that they combine language sills with mathematical reasoning, thus exploiting both left and right hemispheres ofthe brain tend making the learning process more complete. Some ofthe ectiviies incorporate an element of competition, ‘which can be highly motivating for younger learners as it leads them to use grammatical structures more enthusiastically and increases their desire fo do so correctly The meterial encourages the fomentation of learner training, stimulating deductive reasoning and classification skills. This Introduction ‘manifests itself in o variety of activities which varioushy encourage autonomy, cooperation and social skills which are 40 important forthe development of younger learners. Who is Primary Grammar Box for? Age range The book has been divided into three levels within the 7-12year age range. Within each level we have ried to bear in mind the specific noeds of each age group. The needs of hose seven-year olds who cannat yet read or write confidently contrast sharply with those of 11~12.year olds ‘who need « more challenging type of activity. For each cctviy, we sugges he age range for which itis suitable. However, these ages ore intended only as © guide, os children’s capacity to do any particular activity will depend largely on thei firs language, cultural background and the length of me they have been learning English. In all cases, teachers ere the best judges oftheir pupils’ ability to carry cut on activity successtlly,irespacive of heir age. The time it takes to do on ccfivity will also vary with the age and ability of the pupils. The omount of lime we recommend for each activity should be taken to be the mos that class at he younger oge range would need. ‘The activities intended for children under ten do not overly teach grammar, as young children cannat be expected to understand isolated grammotical terms and concepis, but rather learn linguistic structures unconsciously through practising them within « meaningful context. By the age of ton, however, children have lost much of their capacity to learn ‘unconsciously’, which is what enables them to lacen at

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