PRIMARY GRAMMAR - Assetsassets.cambridge.org/052100/9634/frontmatter/0521009634_front... · 0521009634 - Primary Grammar Box: Grammar Games and Activities for Younger Learners Caroline

Grammar games and activities for younger learners

PRIMARY GRAMMAR BOX

Caroline Nixon and Michael Tomlinson

© Cambridge University Press www.cambridge.org

Cambridge University Press0521009634 - Primary Grammar Box: Grammar Games and Activities for Younger LearnersCaroline Nixon and Michael TomlinsonFrontmatterMore information

http://www.cambridge.org/0521009634

http://www.cambridge.org


C A M B R I D G E U N I V E R S I T Y P R E S S

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo

Cambridge University PressThe Edinburgh Building, Cambridge CB2 2RU, UK

www.cambridge.orgInformation on this title: www.cambridge.org/9780521009638

© Cambridge University Press 2003

It is normally necessary for written permission for copyingto be obtained in advance from a publisher. The worksheetsin this book are designed to be copied and distributed in class. The normal requirements are waived here and it is not necessary to write to Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom. Only those pages which carry the wording ‘© Cambridge University Press’ may be copied.

First published 20033rd printing 2005

Printed in the United Kingdom at the University Press, Cambridge

A catalogue record for this publication is available from the British Library

ISBN-13 978-0-521-00963-8 paperbackISBN-10 0-521-00963-4 paperback






3

ContentsBOX

PRIMARY GRAMMARThanks and acknowledgements 4

Map of the book 5

Introduction 8

1LEVEL Starting off

1.1 Noun Bingo 12 1.9 Animal jumble 301.2 Card drills 16 1.10 Toys 321.3 Fashion parade 18 1.11 What’s the time? 341.4 Broken sentences 20 1.12 Look what we can do! 361.5 Hide and seek 22 1.13 What’s happening? 381.6 The animal train 24 1.14 My new kitten 401.7 Sentence scramble 26 1.15 Pairs of squares 1 421.8 Peter Potato Face 28

2LEVEL Moving on

2.1 Food and drink dominoes 44 2.9 Where are they sitting? 622.2 The Brillmobile 46 2.10 You read, I write 642.3 Action charades 48 2.11 Sentence walkabout 672.4 Story jigsaw 50 2.12 What do we use? 692.5 Pairs of squares 2 52 2.13 Where were they? 712.6 A question of taste 54 2.14 Party time 732.7 Johnny’s birthday list 57 2.15 Grammargram 752.8 Present Bingo 59

3LEVEL Flying high

3.1 Did he or didn’t he? 77 3.9 Who went where? 943.2 Three friends 79 3.10 Broken words 963.3 A–Z 81 3.11 Exhilarating auxiliaries 983.4 The Bingo habit 83 3.12 Grammingle 1003.5 What are they going to do? 86 3.13 Read all about it! 1023.6 Comparatively correct 88 3.14 Film frenzy 1043.7 Weather report 90 3.15 King Arthur 1063.8 Irregular verb checklist 92

Crosswords

Teaching notes 108 5 Parts of speech 1141 Plurals 109 6 Past simple half crossword 1152 I, me, my … 110 7 Irregular past 1173 A day in the life ... 111 8 Mixed tenses 1184 Adjectives 113 Crossword key 119






4

We would like to give special thanks to the following people:To Alison Sharpe and Hilary Ratcliff for their sound judgement and excellent guidance.To Anna Teevan for efficiently holding it all together and bearing with us.To Jim Kelly and Dave Bromley for their help and suggestions.To our pupils at Star English, Murcia, Spain for enthusiastically trying out the material at allstages of its development.To Ricardo and Paloma for their practical help, constant support and, above all, weekends ofchildminding.

We would like to thank the following teachers for their helpful suggestions as a result of triallingor commenting on the manuscript in its draft form:

Annie Brun, Epinal, France; Laura Gandolfo, Argentina; Celia Gasgil, Izmir, Turkey; LudmilaGorodetskaya, Moscow, Russia; Jan Isaksen, Guanajuato, Mexico; Judit Kormos, Budapest,Hungary; Lole Matassoni, Bologna, Italy; Viljenka Savli, Solkan, Slovenia; Anna Wyszynska,Warsaw, Poland.

Illustrations: Kathy Baxendale (pp. 47, 62, 63, 91, 93); Beccy Blake (pp. 19, 29, 65,66, 89, 110, 111, 112, 114); Lizzy Finlay (pp. 41,105); Gecko DTP (pp. 34, 35); LornaKent (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); Lisa Williams (pp. 76, 58)

Text design: Dave Seabourne

Page make up: Gecko Ltd.

Cover illustration: Barbara Vagnozzi

Dedication

For Pauline and Eric Nixon with much love and gratitude. CNTo Shirley and Neville Tomlinson who started it all off. MT.

BOXPRIMARY GRAMMAR

Thanks andacknowledgements






5

BOXPRIMARY GRAMMAR

Act

ivity title

Gra

mm

ar

focu

sAct

ivity type

Tim

eLo

gis

tics

Level 1: Sta

rtin

g o

ff (age a

ppro

xim

ate

ly 7

–8)

1.1

Nou

n Bi

ngo

Arti

cles

a/a

nLis

teni

ng g

ame

20W

hole

cla

ss

1.2

Car

d dr

ills

He

is, s

he is

, (th

ey a

re)

Com

mun

icat

ion

activ

ity45

Who

le c

lass

/pai

rs

1.3

Fash

ion

para

dePl

ural

s, c

loth

esIn

form

atio

n tra

nsfe

r40

Pairs

1.4

Brok

en s

ente

nces

Be+

dete

rmin

erM

atch

ing

20–3

0In

divi

dual

1.5

Hid

e an

d se

ekBe

, hou

seIn

form

atio

n ga

p20

–30

Pairs

1.6

The

anim

al tr

ain

Ther

e’s

Wor

d or

der a

ctiv

ity20

–30

Indi

vidu

al

1.7

Sent

ence

scr

ambl

eBe

, sim

ple

synt

axSe

nten

ce fo

rmat

ion

40Sm

all g

roup

1.8

Pete

r Pot

ato

Face

Has

got

, par

ts of

the

face

M

ake

and

do, i

nfor

mat

ion

trans

fer

60In

divi

dual

/pai

rs

1.9

Ani

mal

jum

ble

Poss

essiv

e ’s,

has

got

, ani

mal

sM

ake

and

do, g

ame

60In

divi

dual

/pai

rs

1.1

0To

ysH

ave

got,

has

got

Info

rmat

ion

gap

20–3

0Pa

irs

1.1

1W

hat’s

the

time?

Tim

eM

ake

and

do60

Indi

vidu

al/p

airs

1.1

2Lo

ok w

hat w

e ca

n do

!C

anC

lass

sur

vey

45Sm

all g

roup

/w

hole

cla

ss

1.1

3W

hat’s

hap

peni

ng?

Pres

ent c

ontin

uous

Pict

ure

dict

atio

n30

–40

Who

le c

lass

/pai

rs

1.1

4M

y ne

w k

itten

Pres

ent c

ontin

uous

Mat

chin

g 30

Indi

vidu

al

1.1

5Pa

irs o

f squ

ares

1Po

sses

sive

dete

rmin

ers,

pre

sent

con

tinuo

usC

olou

r mat

chin

g30

Indi

vidu

al

Map of the book






6

BOXPRIMARY GRAMMAR Map of the book

Act

ivity title

Gra

mm

ar

focu

sAct

ivity type

Tim

eLo

gis

tics

Level 2: M

ovin

g o

n (age a

ppro

xim

ate

ly 9

–10)

2.1

Food

and

drin

k do

min

oes

Cou

ntab

le/u

ncou

ntab

le n

ouns

Mat

chin

g20

–30

Smal

l gro

up

2.2

The

Brill

mob

ileC

an, h

as g

otRe

adin

g co

mpr

ehen

sion

45In

divi

dual

2.3

Act

ion

char

ades

Impe

rativ

es, p

rese

nt c

ontin

uous

,G

ame

30–4

0W

hole

cla

sspo

sses

sive

dete

rmin

ers

2.4

Stor

y jig

saw

Sim

ple

synt

ax, p

unct

uatio

nRe

adin

g an

d m

atch

ing

45In

divi

dual

2.5

Pairs

of s

quar

es 2

Poss

essiv

e de

term

iner

s an

d pr

onou

nsC

olou

r mat

chin

g20

–30

Indi

vidu

al

2.6

A q

uesti

on o

f tas

teLik

e, fo

od

Surv

ey45

Pairs

/ind

ivid

ual/

grou

p

2.7

John

ny’s

birth

day

list

Wan

t, pr

esen

t sim

ple

Que

stion

and

ans

wer

30In

divi

dual

2.8

Pres

ent B

ingo

Pres

ent s

impl

eLis

teni

ng g

ame

30–4

0W

hole

cla

ss

2.9

Whe

re a

re th

ey s

ittin

g?D

aily

rout

ine,

tim

e, p

repo

sitio

nsC

ogni

tive

puzz

le30

Indi

vidu

al

2.1

0Yo

u re

ad, I

writ

e Pr

esen

t sim

ple

and

cont

inuo

us

Text

dic

tatio

n30

Pairs

2.1

1Se

nten

ce w

alka

bout

Pres

ent s

impl

e an

d co

ntin

uous

Mat

chin

g30

–45

Who

le c

lass

2.1

2W

hat d

o w

e us

e?Pu

rpos

e cl

ause

(inf

initi

ve)

Gam

e40

Smal

l gro

up

2.1

3W

here

wer

e th

ey?

Past

simpl

eIn

form

atio

n ga

p20

Pairs

2.1

4Pa

rty ti

me

Past

of b

ean

d ha

veC

ogni

tive

puzz

le30

–40

Indi

vidu

al

2.1

5G

ram

mar

gram

Parts

of s

peec

hC

lass

ifica

tion

30In

divi

dual






7

Map of the bookBOX

PRIMARY GRAMMAR

Act

ivity title

Gra

mm

ar

focu

sAct

ivity type

Tim

eLo

gis

tics

Level 3: Fl

yin

g h

igh (age a

ppro

xim

ate

ly 1

1–1

2)

3.1

Did

he

or d

idn’

t he?

Past

simpl

e, s

hort

answ

ers

Info

rmat

ion

gap

20–3

0Pa

irs

3.2

Thre

e fri

ends

Com

para

tive

and

supe

rlativ

eRe

ad a

nd d

raw

30In

divi

dual

3.3

A–Z

Verb

s, n

ouns

, adj

ectiv

esBo

ard

gam

e30

Smal

l gro

up

3.4

The

Bing

o ha

bit

Pres

ent s

impl

e, a

dver

bsLis

teni

ng g

ame

30–4

0W

hole

cla

ss

3.5

Wha

t are

they

goi

ng to

do?

Goi

ng to

futu

reD

escr

ibin

g pi

ctur

es40

Indi

vidu

al/w

hole

cla

ss

3.6

Com

para

tivel

y co

rrect

Com

para

tives

and

sup

erla

tives

Erro

r cor

rect

ion

30In

divi

dual

3.7

Wea

ther

repo

rtW

eath

er v

erbs

, adj

ectiv

es a

nd n

ouns

Parts

of s

peec

h cl

assif

icat

ion

30In

divi

dual

3.8

Irreg

ular

ver

b ch

eckl

istPa

st sim

ple

irreg

ular

ver

bsSe

lf-stu

dy30

Indi

vidu

al

3.9

Who

wen

t whe

re?

Com

plex

que

stion

s, p

ast s

impl

eIn

form

atio

n ga

p30

Pairs

3.1

0Br

oken

wor

dsPa

st sim

ple

irreg

ular

ver

bsM

atch

ing

30In

divi

dual

3.1

1Ex

hila

ratin

g au

xilia

ries

Aux

iliar

ies,

sho

rt an

swer

sM

atch

ing

and

writ

ing

30W

hole

cla

ss/p

airs

/ in

divi

dual

3.1

2G

ram

min

gle

Parts

of s

peec

hC

lass

ifica

tion

30W

hole

cla

ss

3.1

3Re

ad a

ll ab

out i

t!Pa

st sim

ple

and

cont

inuo

usW

ritin

g45

Indi

vidu

al

3.1

4Fi

lm fr

enzy

Past

simpl

e irr

egul

ar v

erbs

Cog

nitiv

e pu

zzle

30–4

0In

divi

dual

3.1

5Ki

ng A

rthur

Disc

ours

eRe

adin

g45

Smal

l gro

up

Act

ivity title

Gra

mm

ar

focu

sLe

vel

Tim

eLo

gis

tics

1Pl

ural

sPl

ural

nou

ns

1–2

30In

divi

dual

2I,

me,

my

…Pe

rson

al p

rono

uns

and

dete

rmin

ers

2–3

30In

divi

dual

3A

day

in th

e lif

e ...

Pres

ent s

impl

e2–

330

Indi

vidu

al4

Adj

ectiv

esA

djec

tives

2–3

30In

divi

dual

5Pa

rts o

f spe

ech

Verb

s, a

djec

tives

, nou

ns a

nd p

repo

sitio

ns

330

Indi

vidu

al6

Past

simpl

e ha

lf cr

ossw

ord

Past

simpl

e2–

330

Pairw

ork

7Irr

egul

ar p

ast

Past

simpl

e irr

egul

ar v

erbs

2–3

30In

divi

dual

8M

ixed

tens

esPr

esen

t and

pas

t3

30In

divi

dual

Cros

swor

ds






8

What is Primary Grammar Box? Primary Grammar Box is a resource book of supplementaryactivities for the teaching of grammar to younger learners(7–12 years approximately), containing photocopiableworksheets. By ‘grammar’ we mean that we are moreinterested in the function of words as part of sentencestructure than solely in their individual meaning.

The book is appropriate for beginner and pre-intermediatelevel pupils and covers most of the grammar found in coursesof these levels and the Cambridge Young Learners Tests(UCLES).

The book includes 53 photocopiable games and activitiesfrom 20 to 60 minutes’ duration, complete with teacher’snotes and extension activities for further language practice. Itis divided into four sections: three sections of extendedactivity types grouped according to pupils’ levels and ages,and a section of crosswords.

The intention here is to provide enjoyable activities which willmake both teaching and learning fun, while exploitingyounger children’s innate capacity to assimilate newinformation. To this end, the book adopts a non-technicalapproach and aims to be accessible to native and non-nativeteachers of English. While there is a selection of activitiesappropriate to different teaching and learning styles (visual,audio and bodily-kinaesthetic), the emphasis in most of themis on developing reading and writing skills for younger pupilsand consolidating grammatical knowledge in older ones.

The activities are of different lengths, ranging from 20-minutegap-fillers through to ‘make and do’ activities that mayoccupy the greater part of the lesson. There are task-basedactivities, where pupils use English as the vehicle to find theanswer to a task or problem without necessarily thinkingconsciously about the language they are using. Thischallenge can be highly stimulating for the younger learner.Emphasis has been placed upon the use of puzzles andgames, quite simply because they are fun to do. Apart fromlinguistically-based puzzles and games, cognitive puzzleshave also been included. These are especially useful in thatthey combine language skills with mathematical reasoning,thus exploiting both left and right hemispheres of the brainand making the learning process more complete.

Some of the activities incorporate an element of competition,which can be highly motivating for younger learners as itleads them to use grammatical structures moreenthusiastically and increases their desire to do so correctly.

The material encourages the fomentation of learner training,stimulating deductive reasoning and classification skills. This

manifests itself in a variety of activities which variouslyencourage autonomy, cooperation and social skills which areso important for the development of younger learners.

Who is Primary Grammar Box for?Age range

The book has been divided into three levels within the 7–12-year age range. Within each level we have tried tobear in mind the specific needs of each age group. Theneeds of those seven-year olds who cannot yet read or writeconfidently contrast sharply with those of 11–12-year oldswho need a more challenging type of activity. For eachactivity, we suggest the age range for which it is suitable.However, these ages are intended only as a guide, aschildren’s capacity to do any particular activity will dependlargely on their first language, cultural background and thelength of time they have been learning English. In all cases,teachers are the best judges of their pupils’ ability to carryout an activity successfully, irrespective of their age. The timeit takes to do an activity will also vary with the age andability of the pupils. The amount of time we recommend foreach activity should be taken to be the most that a class at theyounger age range would need.

The activities intended for children under ten do not overtlyteach grammar, as young children cannot be expected tounderstand isolated grammatical terms and concepts, butrather learn linguistic structures unconsciously throughpractising them within a meaningful context. By the age often, however, children have lost much of their capacity tolearn ‘unconsciously’, which is what enables them to learn ata much faster rate and to absorb new information withoutquestioning it. Our objective, therefore, is to lead youngerlearners towards an awareness of sentence structure andsyntax in a fun and dynamic way, so that they are able toreproduce these spontaneously and intuitively. Slightly olderlearners will develop a feel for English through activities thatencourage an analysis of the mechanics of the language. Forthe older learners, there are activities that include a gentleintroduction to grammar and grammatical terms to preparethe ground for a greater understanding at a later stage. Thisdevelopment can be seen more clearly as learners progressfrom simple sentences to more complicated discourse.

Level

We have organised the activities in Primary Grammar Boxinto three levels. This is intended as a guide to the languageabilities pupils will need in order to do the activities. Theselevels do not refer to any wider EFL standards.

BOXPRIMARY GRAMMAR

Introduction






When to use Primary Grammar BoxThe activities can be used as extra material to back up acoursebook. We suggest they should be used for revision andreinforcement, rather than as an introductory presentation toa new grammar structure. The activities are ideal for teacherswho work without a coursebook. They can be used on thosedays when it is not a good idea to start a new topic: the daybefore a bank holiday, days of high absenteeism due tobouts of illness or extra-curricular activities, etc. They areuseful for teachers who have to stand in when the classteacher is absent.

Using Primary Grammar Box – tips forteachers The following suggestions are based on our own experiencein the classroom. They are by no means definitive and aim simply to give a few teaching ideas to less experienced teachers.

Drilling

• We have found this technique especially useful when pre-teaching or revising an area of grammar before going onto the practical part of the activity, where the structure willbe used and exploited in a more natural way.

• Drilling is an ideal complement to more liberal activitytypes, and vice versa. We feel that both techniques areequally valid as teaching strategies and that neithershould exclude the other.

• Drilling can be done individually or collectively. Wesuggest that it should initially be carried out collectively,and once pupils understand the mechanism, proceed todrill individually. Before carrying out a drill, it is importantto establish the context, to ensure that pupils understandthe meaning of the sentences. This can be done throughthe use of mime, pictures or flashcards. The prompt for

each drill can then be presented either visually (simplepictures, flashcards or gestures) or, verbally, e.g.

TEACHER: He can swim. Repeat.PUPILS: He can swim.TEACHER: TheyPUPILS: They can swim.TEACHER: ShePUPILS: She can swim.

• Once the various subject pronouns have been practised,you can include different verbs and the negative form inrandom order for pupils to change different parts ofinformation in each sentence.

Preparation

• The most important thing with any kind of task is to makesure that the pupils have been well prepared beforehand,that they know all the words they will need and that theyunderstand the object of the exercise. Equipping yourpupils properly with the necessary linguistic tools toenable them to carry out a task successfully will ensurethat it is a challenging and enjoyable one for all. Withoutthe necessary preparation, learners may have a negativelearning experience, which will cause them to loseconfidence and become frustrated with an activity that,quite simply, they have not got the capacity to do.

• Before starting any activity, demonstrate it. For pairworkactivities, choose an individual pupil to help you. Do thefirst question of the pairwork task with the pupil for theclass to get the idea.

• When you divide the class into pairs or groups, point toeach pupil and say, e.g. A–B, A–B, A–B, so they are inno doubt as to what their role is. Try to give simple clearinstructions in English. Say, e.g. As ask the question andBs answer the question: A–B, A–B, A–B. Then Bs ask thequestion and As answer the question: B–A, B–A, B–A.

9

IntroductionBOX

PRIMARY GRAMMAR

Level Section Approximate age Skills Grammar content

1 Starting off 7–8 Controlled reading, writing be, have, can, there is/are, and communication imperative, present continuous,

determiners, pronouns, time

2 Moving on 9–10 Reading, writing, controlled present simple, like, want, communication, classification daily routine, time, prepositions,of simple parts of speech possessive pronouns, purposeEmerging cognitive skills for clauses, past simple (be, have),language learning parts of speech

3 Flying high 11–12 Reading, writing, past simple (irregular verbs),communication past continuous, going toDeveloping cognitive skills for future, comparative andlanguage learning superlative adjectives,

adverbs of frequency, auxiliaries, parts of speech, discourse






10

BOXPRIMARY GRAMMAR Introduction

• Always bring a few extra photocopies of the worksheet toavoid tears if any children do it wrong and want to startagain.

Classroom dynamics

• Try to move around the classroom while explaining ordoing the activities, circulating among your pupils. In thisway you project an air of confidence, of being incommand and of being more accessible to pupils. Movingaround the classroom also enables you more effectively tosupervise and monitor pupils who may need moreattention at times. Movement in the classroom tends tohold pupils’ attention better and makes the class morelively and dynamic.

• In the same way that it is a good idea for teachers to movearound, it is also advisable to move the pupils aroundoccasionally. By periodically changing seatingarrangements, you can help group dynamics and breakup potentially disruptive groups. For example, weakerpupils could be put next to stronger ones, and morehardworking pupils next to disruptive ones. Pupils mightbenefit from working with children they may not usuallyassociate with.

• When forming pairs or groups, we suggest that, wheneverpossible, pupils just move their chairs. For groupwork,they can bring their chairs around one or two tables,allowing them an easy environment for discussion andwritten production. For pairwork, they can position theirtwo chairs to face each other. This allows a more realisticeye-to-eye communication situation. This change of seatingprepares them for the oral work they are about to begin.

• Certain activities in this book can be used to divide theclass into random pairs in a more dynamic way. Givepupils a card and ask them to move around the classroomto find their partner. The activities that lend themselves tothis are: 1.2 Card drills, 1.3 Fashion parade, 1.4 Brokensentences, 1.14 My new kitten, 1.15 Pairs of squares 1,2.5 Pairs of squares 2, 2.12 What do we use?, 3.8Irregular verb checklist and 3.10 Broken words.

Noise

• Some activities, especially those that involve pupilsspeaking and moving around in the classroom, willgenerate a lot of excitement. In the book we use thesymbol below to indicate this type of activity. When children are excited, theytend to be very noisy and mayeven lapse into their firstlanguage to talk about ordiscuss some aspect of theactivity. Although it can bedifficult to get used to at first,

noise in the classroom is tolerable if it is related directly tothe activity and is an expression of interest or enthusiasmfor the task in hand. Regardless of which language theyuse, if children are sufficiently stimulated by an activity towant to talk about it, then this can only be interpreted as apositive response. You must ensure, however, that onlyEnglish is used for the completion of specificcommunication tasks.

Teaching and learning

• Encourage pupils to use their own resources to try to solvea task. Try to guide pupils towards finding the rightanswers, rather than supplying them yourself, even if thismeans allowing them to make mistakes. Making mistakesis a vital part of the learning process, so when pupils areasked to invent their own sentences, stories, etc. weshould not expect these to be perfect. Sometimes accuracymust be forfeited for the sake of creativity and enthusiasticparticipation.

• Many of the extension activities include ideas for fastfinishers. These can be given to those pupils who need anextra task to keep them occupied while the rest of the classfinish the main activity. In activities where it is necessary toprepare material, these pupils can be kept busy helpingthe teacher with cutting out, collecting in and cleaning up.

• Try to avoid the immediate repetition of an activity simplybecause it has worked well in class and your pupils haveenjoyed it. If you do this, the novelty will quickly wear offand children will become bored. Save it for a lateroccasion and they will come back to it with freshenthusiasm.

Competition

• An element of competition can make many children tryharder. However, while a competition can be a goodincentive for an otherwise lazy pupil, it can sometimes bedemotivating for a less able but ordinarily hardworkingone. It is a good idea to balance competitions with otheractivities to be able to reward or praise individualsaccording to their different needs and performances.

• Competitions can also lead to a lot of noise andoverenthusiasm in the classroom. Any discipline problemscan, however, be curbed by keeping a running total ofpoints on the board and deducting points for shouting outthe answer or rowdiness.

Display

• Pupils find it extremely motivating to have their workdisplayed and will generally strive to produce work to thebest of their ability if they know it is going to be seen byothers. So try to arrange to display pupils’ work aroundthe classroom or school whenever possible.






11

IntroductionBOX

PRIMARY GRAMMAR

Portfolios

• As parents and carers are taking a growing interest intheir children’s learning, making personal folders is theperfect way for pupils to take their work home so they canshow off what they have learnt in their English lessons. Thecompleted worksheets in Primary Grammar Box are idealfor including in such a personalised portfolio.

Storage of material

• To make the flashcards more attractive and appealing toyounger learners, it is a good idea to enlarge them, colourthem in and laminate them with protective adhesiveplastic. In this way you will always have them ready forfuture use.

• In the same way, it is a good idea to photocopy differentsets of the same game onto different coloured card andlaminate them with adhesive plastic. These can then bestored for easy retrieval at short notice at a later date.

Caroline Nixon and Michael Tomlinson, Murcia 2003






Documents

PRIMARY GRAMMAR - Assetsassets.cambridge.org/052100/9634/frontmatter/0521009634_front... · 0521009634 - Primary Grammar Box: Grammar Games and Activities for Younger Learners Caroline