primary communication box

Make a copy of the Hoppy colour families cord game similar to Hoppy worksheet for each pupil.. ‘on enlarged copy of the Happy colour families 7 ‘worksheet for demonstration, «a copy of

-CGroline Nixon

Also in the Cambridge Copy Collection

Skills

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, Pronunciation

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 Ì 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

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 Grammar Box by Caroline Nixon and Michael Tomlinson

Primary Pronunciation Box Caroline Nixon and Michael Tomlinson Primary Reading Box Caroline Nixon and Michael Tomlinson

Primary Vocabulary Box by Caroline Nixon and Michael Tomlinson Singing Grammar by Mark Hancock

www.cambridge.org/elt/ccc

: PRIMARY

BOX Speaking and listening activities and games

for younger learners

Caroline Nixon and Michael Tomlinson

(=) CAMBRIDGE

(GY UNIVERSITY PRESS

CAMBRIDGE UNIVERSITY PRESS

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

‘Cambridge University Press

The Edinburgh Building, Combridge CB2 2RU, UK

hitp://weww.cambridge.org

Information on ths tile: www.cambridge.org/978052 1549882

© Cambridge University Press 2005

Itis normally necessary for writen permission for copying

to be obtained in advance from a publisher The worksheets

in this book are designed to be copied ond distributed in class

The normal requirements are waived here and itis 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’ moy be copied

First published 2005

Printed in the United Kingdom at the University Press, Cambridge

‘A cotalogue record for this book is available rom the British Library

ISBN ~ 13 978-0-521-54988-2

ISBN ~ 10 0-521-54988-4

Contents

‘Map of the book Thanks and acknowledgements 7 Introduction

Class posters

2.9 Listen and correct 74

3.2 Eating out 98 Stella's studies 118

3.5 Was there or wasn’t there? 104 3 Famous names 124 3.6 A Star day 106 3 In your classroom who .? (2) 126

1 Inthe classroom 134

2 Your number's up! 136

3 Just the opposite 138

4 Aqueslion of time 140

5 About the house 142

Graph template 144

Map of the book

Thanks and

Acknowledgements

We would like to give special thanks to the following people:

To Néirin Burke and Alyson Maskell for their sound judgement and excellent guidance

To Jim Kelly and Susan Hormer for their help and suggestions

To our pupils at Star English, Murcia, Spain for enthusiastically trying out the material at all

stoges of its development

To Ricardo and Paloma for their unflagging support

Mlustrations: Beccy Blake (pp 27, 38, 39, 41, 53, 54, 67, 94, 107,108);

Page make up: Kamae Design, Oxford

Cover illustration: Barbara Vagnozzi

Dedication

For Elaine and Tereso with love, We are family CN

For Isabel, Adolfo and their family forall their love and support - MT

Part of the proceeds from this book are being given to Médecins Sans Frontiéres

The authors ond publishers are grateful toJean Kenward for permission to use her poem Gulls, from Early Years Poems and Rhymes, Scholastic Collections 1993, published by Scholastic lid

Introduction

Why develop communication skills in

younger learners?

In their formative years learners are much more receplive lo

participating in communication activities which include

speaking and role ploy The younger learner is usually less

selfconscious and thus enjoys practising a second language

orally and finds it highly motivating Teaching experience

cls tells us that i is much easier to develop these sills at an

early stage in the learner's development than its to initiate

speaking tasks with adolescent pupils

‘Apart from being more motivated, younger learners also

have an innate ability o imitate sounds and thythm This

‘means tha! the sooner children start learning to pronounce

words in a second language the more likely they are to

develop accurate speaking skills Through reproducing real

situations in the classroom pupils can better appreciate the

usefulness of speaking ø second language

What is Primary Communication Box?

Primary Communication Box is a resource book of

supplementary activites for practising communication with

younger learners age 7 -12 years approximately), containing

pholocopiable worksheets By communication we mean that we

‘ore principally intrested in he shoring or exchange of opinion

cr information For younger learners his means creating more

controlled framework for speaking and listening through task

bosed activities such as information gop, roleplay and extended

tosks, working ether in pairs, small groups or as a whole class

The book is appropriate for beginner and preintermediate

level pupils and is based around the vocabulary and

grammatical content found in courses of these levels ond the

Cambridge ESOL Young Learners Tests Through gently

paced communication activities, puzzles and games,

younger learners will develop listening and speaking skills

‘within 0 controlled contex! to give them confidence

* We have used the term TPR (Total Physical Response to refer to those activ

The book includes 52 photocopiable activities complete with teacher's notes and extension tasks for further language practice Iti divided into four sections: three sections of

‘ctivties grouped according to pupils’ levels and ages and

«a section of ‘half crosswords’

lengths, ranging from fifteen

‘make ond do’ activities that may occupy the greater part of the lesson

Cf TPR* on the part of both pupils and teachers Through

‘working in pairs ond in teams, the children learn autonomy, cooperation and social skill that are so important for their development

3s which are based upon physical involvement of

the pupils This can include actions to accompany a rhyme or drill and games which involve body movement

Section _| Approximate age | Skills Language focus

Starting off | 7-8 Very controlled communication | be, have, can, there is/are, imperative,

Limited reading and writing | present continuous, determiners,

pronouns, time Moving on | 9-10 Controlled communication present simple, like, want, daily routine,

Some reading and writing time prepositions, possessive pronouns, Emerging cognitive sill for | purpose clauses, simple past (be, have), language learning pars of speech

3 | Flying high | 11-12 Controlled to free communication | past simple (irregular verbs), past

More competent reading and | continuous, going to future, writing comparative and superlative adiectives, Developing cognitive kills for | adverbs of frequency, auxiliaries, language learning parts of speech and discourse

When to use Primary Communication

Box

The activities can be used os extra material to back up a

coursebook We sugges! they should be used for revision and

reinforcement, rather than as an introductory presentation of

new language The activities are ideal for teachers who work

without a coursebook They can be used as « special reat or

108 a reward in the classroom, either for working well or on

the day before a holiday, when its not always a good idea

to start @ new topic They ore useful for teachers who have to

stand in when the class teacher is absent

Using Primary Communication Box -

tips for teachers

The following suggestions are based on our own experience in

the classroom They are by no means definitive and aim simply

to give a few teaching ideas to less experienced teachers

Preparation

The most importent thing with any kind of ask is to make

sure that he pupils have been well prepared beforehand,

‘hat they know all the 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 carry out a task successfully will ensure

that itis @ challenging and enjoyable one for all Without

the necessary preparation, learners may have a negative

learning experience, which will cause them to lose

confidence and become frustrated with an activity that,

quite simply, they have not got the capacity to do

+ Before starting ony octivty, demonstrate it first For

pairwork activities choose an individual pupil to help you

Do the first question of the pairwork task with the pupil for

the class to get the ides

10

‘© When you divide the class into pairs or groups, point to

each pupil and say, A-B, A-B, A-B, so they are in no

doubt os to what their role is Try to give simple clear instructions in English Say, for example, As ask the questions and Bs answer the questions: A-B, A-B, A-B Then Bs ask the questions and As answer the questions:

B-A, B-A, B-A

© Where the pairwork actviy is to be corried out in secret you can ask pupils to sit back to back so that they cannot copy from their pariner’s worksheet

* Always bring « few extra photocopies of the worksheet fo avoid tears if ony children do it wrong and want to stort again,

Rhymes, poems and chants

* For the activities based on rhymes and poems itis not important for the learner to understand every word outside the key words to be praciised In these exercises we are

‘more interested in pupils understanding the gist, ond we are using the rhyme as a means with which to develop communication skils, The pictures which accompany each thyme, and the actions included in some, should provide the learner with sufficient information to be able to understand the overall concept Itis important then, at this stage, not fo spend precious time on lengthy ond

complicated explanations of specific words

Get children to stand up when saying the rhymes and poems os a class Itcan make a tremendous difference to their performance and enjoyment

* All ofthe rhymes and poems included here can be presented ond practised in a variety of ways to make them

‘more interesting and challenging These techniques are especially useful if you want to go back to previously practised material for revision or further exploitation and You want fo avoid your pupils’ reaction of, “We've already done this!”

oduction

~ Whisper the rhyme or phrase while clicking your

fingers Repeat the rhyme, getting gradually louder

each time, then reverse the process

— Say the rhyme whilst clapping your hands and tapping

your foot in time to the chythm,

— Divide the class into groups and ask them to repeat the

thyme in rounds To do this, the first group starts to say

the rhyme and then at a suitable point, usually one or

two lines into it, the second group starts fo say the

thyme from the beginning

Ask your class if anybody wants to do a solo or @ duet

The very fact tha they are giving « public performance

induces most pupils to surpass themselves lt also adds @

bit of spice tothe proceedings as it gets their adren

flowing If children are reluctant to participate inthis,

however, hey should not be forced to do so

~ With your class tape recorder, record the class saying

the rhyme collectively ond/or individually Let your

pupils listen to themselves If hey feel that they could

improve on the second tempt, record them again

‘When pupils hove sung or said their rhymes into the

ope recorder be sure to give them a round of applause

‘and encourage the rest ofthe class to do the same

— Ifyou have access to a video camera and the thyme

you are doing has actions, record your pupils carrying

ut the activity As @ reward or a reat for their hard

work, they can watch themselves

leeycling

* Certain activity types have been repeated throughout the

different sections of the book As teachers we have found

it especially useful to repeat the same activity at « different

level ato later date This is because the more familiar

pupils are with the mechanism of an activity, the freer they

‘are to concentrate on language practice

Classroom dynamics

* Try to move around the classroom while explaining or doing

the activites, circulating among your pupils In this way you

project an air of confidence, of being in command and of

being more accessible to pupils Moving around the

clossroom also enables you more effectively to supervise

‘ond monitor pupils who may need more attention ot times

Movement in the classroom tends o hold pupil’ attention

better and makes the class more lively and dynamic

© Inthe same way that its @ good idea for teachers to move

‘round, its also advisable to move the pupils around

‘occasionally By periodically changing seating

corrangements, you can help group dynamics and breok up

potentially disruptive groups For example, weaker pupils

could be put next to stronger ones, and more hard-working

pupils nex! to disruptive ones Pupils might benefit from

working with children they may not usually associate with

‘+ When forming pairs or groups, we suggest that, whenever possible, pupils just move their chairs, For groupwork, they can bring their chairs around one or two tables, allowing them an easy environment for discussion and writen production, For pairwork, they can position their two chairs to face each other This allows a more realistic eyeto-eye communication situation This change of seating prepares them for the oral work they ore about o begin

‘+ When pairs need fo work in secret, they can use their books

‘or notebooks as « barrier They can either put their books upright on the desk between them when they work side by side, or use them as a support for their worksheets when they sit facing each other Alternatively, they can st back to back

Classroom posters

* Asset of classroom posters is included on the following pages These can be enlarged and pul up oround the classroom to remind pupils of standard formulae to complete communication tasks We suggest you draw your pupils’ attention fo these and preteach or practise the necessary language before carrying out an activity Noise

‘+ When children are excited they tend to be very noisy Although it can be difficult to get used to at fist, noise in the classroom is tolerable if itis related directly to the cctivity and is an expression of interest or enthusiasm for the task in hand If children are sufficiently simulated by

€n aatvity to want to talk abou! it, then this can only be

interpreted as a positive response You must ensure,

however, that only English is used for the completion of specific communication tasks

Teaching and learning

* Encourage pupil 1 use their own resources to ty o solve a task Try o guide pupils towards finding the right answers, rather than supplying them yourself, even if this means

<llowing them fo make mistakes Making mistakes i a vital part ofthe learning process, so when pupils are asked fo invent their own sentences, stories, et we should not expect these to be perfect Sometimes accuracy must be forfeited for the soke of creativity and enthusiastic paricipation

‘+ Many ofthe extension activities include ideas for fast finishers These can be given to those pupils who need an extra tosk fo keep them occupied while the rest ofthe class finish the main activity In activites where itis necessary to prepare material, these pupils can be kept busy helping the teacher with cutting out, collecting in and cleaning up

* Try fo avoid the immediate repetition of an activity simply becouse ithas worked well in class and your pupils have enjoyed i Ifyou do this, the novely will quickly wear off cand children will become bored Save it for «later occasion cand they will come back to it with fresh enthusiasm,

* Anelement of competition can make many children ry

harder However, while « compeiiion can be a good

incentive for an otherwise lazy pupil, itcon sometimes be

demolivoting for a less able but ordinarily hard-working

cone Before playing a competitive game, it may be useful to

explain to children that this is only « means of learning

Although they may not win the game, oll pupils ore winners

if they know more English at the end than they knew ot the

beginning, Help pupils to see tha! when they play a game

they can practise and learn more English, so they each win

a prize, and thot prize is knowledge Nonetheless, itis

always a good idea to bolance competitions with other

activities to be able to reward or proise individuals

according to their needs and performances

* Competitions can also lead to a lot of noise and over-

enthusiasm in the classroom Any discipline problems can,

however, be curbed by keeping © running total of points

on the board and deducting points for shouting out the

answer or rowdiness

Display

+ Pupils find it extremely motivating to have their work

displayed and will generally strive to produce work to the

best oftheir obiliy if they know itis going to be seen by

others So ry to display pupils’ work around the

classroom or school whenever possible

‘Grammar Box, Primary Pronunciation Box, Primary Reading Box and Primary Vocabulary Box

Storage of material

* Tomoke flashcards more attractive and appealing to younger learners its ø good idea to enlarge them, colour them in ond laminate them with protective adhesive plastic In this way you will always have them ready for future use

* Inthe some way, itis ø good idea to photocopy different sels of the some game onto different coloured card and laminate them with adhesive plastic These can then be stored for easy retrieval ot short notice at « later date Caroline Nixon and Michael Tomlinson, Murcia 2005

STARTING OFF

ACTIVITY TYPE

traditional rhyme, whole class

TPR and role play, individual

‘make and do"

LANGUAGE FOCUS

Where are you?

How are you?

ø copy ofthe Tommy Thưnb

worksheet for demonstration,

‘a copy of the Tommy Thumb

worksheet per pupil, crayons,

scissors ond glue

2 Put each finger puppet on the correct finger and say the rhyme, Do the accompanying

‘octions, withthe palm of your hand facing the class

Tommy Thumb, Tommy Thumb, where are you? {Hands by your sides.) Here Iam, here | am How are you? (Thumb up in front of you The puppet is bowing.)

Peter Pointer, Peter Pointer, where are you? (Hands by your sides.)

Here | am, here | am How are you? (Index finger up in front of you The puppet is bowing.) Toby Tall, Toby Tall, where are you? (Hands by your sides.)

Here Iam, here I am How are you? (Middle finger up in front of you The puppet is bowing.) Ruby Ring, Ruby Ring, where are you? (Hands by your sides.)

Here Iam, here | am How are you? (Ring Finger up in front of you The puppet is bowing.) Baby Small, Baby Small Where are you? (Hands by your sides.)

Here Ì am, here lam How are you? (litle finger up in front of you The puppet is bowing.)

3 Ack your class to repeot the rhyme after you, line by line, while doing the actions with their fingers

a When pupils have practised the rhyme, give them a worksheet each

5 Tall pupils to colour in and cut out the finger puppets They glue the tabs to fit over their fingers

° Pupils put the finger puppets on their fingers and repeat the rhyme in chorus

7 Divide the class into five groups, a group for each character: Tommy Thumb, Peter Pointer, etc Starting atthe firs line, the whole class says this and the following alternate lines in chorus, but each group takes it in uen to stand up (on Here | am), say the line and do the cction thot corresponds fo their choracter and sit back down again

Extension

Pupils draw around their hands and draw the character on the corresponding fingers In pairs,

they toke it in turns to ask and answer questions, e.g

Who's he? He's Who's she? She's

Where's Toby Tall? Here he is

Where's Ruby Ring? Here she is, etc (Ruby Ring ond Baby Small are girls.) You can also use the characters to practise Where .2, nex! fo and between

STARTING OFF

Happy colour families

whole class TPR, individual Make an enlarged copy of the Happy colour families worksheet, colour the ‘paint splashes’ (see

‘make and do’, small group step 3 for colours) and cut them into flashcards Make a copy of the Hoppy colour families cord game (similar to Hoppy worksheet for each pupil To save time you can photocopy the worksheets onto white card

‘on enlarged copy of the

Happy colour families 7

‘worksheet for demonstration,

«a copy of the Happy colour

families worksheet per pupil,

«crayons, card, scissors, glue

18

Colour number one brown, Colour number six orange

Colour number two green Colour number seven red

Colour number three grey Colour number eight black Colour number four pink Colour number nine blue

Colour number five yellow Colour number ten purple

Pupils glue the sheet onto card, x0 tha they cannot see through the paper, and then cut i into ten playing cards

Hoppy colour families is played in groups of four Each group needs four sets of cords

Demonstrate the game with yourself as one ofthe players and three more pupils Take the four sels of cards, shuffle them and deal them out between the players The players now look at their cards

The aim of the game is to collect families (four of the same colour) This is done by asking

‘nother player for cards: Have you got a (red) card, please?

fa player has a (red) card he or she must give it, saying Yes, ! have, Here you are If they

have more than one (red) card, they must give all of them IFthey have not go! the card, they reply No, sorry, haven't and the next person has their turn

hand

‘Once a player has « set of four cords of the some colour, he or she places it on the table The gome is over when any player has no cards left (hey have all been used to form sels) The winner is the player with the most sets

Pupils cannot ask for a card unless they already have a card of that colour in the

Divide the class into groups of four to play the game Ensure each group has four sets of cards f you need to have any groups with five or six pupils, they should stil play with just four sets of cards

Circulate as they play Encourage pupils to use English for communicating while they play,

by teaching them some essential phrases beforehand, e.g Whose furn isi? I's my lưm

odjectives: big, small, fo,

thin, hoppy, sad, long, short,

‘a copy of he Listen and

colour worksheet per pupil,

‘and two extra copies for

1 Revise or preteoch the names ofthe animals inthe activity: dog, cat, fish, snake, monkey

2 Revise or preteach the adjectives in the activity by miming each adjective in turn, and

‘asking your class to copy you and repeat the word fat; rounded bent knees, arms rounded at your sides like handles of a cup and cheeks puffed out

thin: logs straight together, arms straight by your sides and cheeks sucked in long: both hands out infront of you, palms together; hen open them as wide apart os possible

short: hold out one hand with your thumb and forefinger slightly apart big: straight legs spread as far apart as possible, arms stretched as far apart as possible above your head, forming a star shape

small: kneeling or squatting on the floor, curl up into a ball with your head tucked in

‘young: mime cradling © boby in your arms and make baby crying noises old: mime on elderly person walking with ø bent back, one hand on your back and holding

‘on imaginary stick with shaky hands hoppy: grin widely and laugh sad: mime crying, with a downturned mouth and rub your eyes

3 Diill he above mimes as a whole class, then play game by calling out the adjectives os prompts which pupils mime Go faster and faster to catch pupils out Pupils who respond incorrectly sit down and watch, Pracise the game several limes before playing to get a winner

4 Axrange the class in pairs: A and B and give each pupil a copy ofthe Listen and colour worksheet Explain that their worksheet is ‘secret’ and pupils can only look at their own piece of paper Ask pupils to colour the animals in the top half of the worksheet (only one colour for each animal)

5 Choose a pupil and demonstrate the activity in front ofthe class Describe your picture, saying The old monkey is grey Pick up o grey crayon and mime colouring in the monkey in the bottom holf of the worksheet Ask your pupil to describe his or her picture Ensure that he

or she uses the target structure, e.g The long snake is blue Mime colouring in the animals Continue until you feel the class has a clear idea of the task

6 Pupil As describe their pictures to Pupil Bs and Pupil Bs colour the animals inthe bottom half

of their worksheet They then change roles

x Circulate to monitor and check

8 When pupils have finished they compare their worksheets

Listen and colour

From Primary Communication Box by C Nixon and M Tomlinson © Cambridge University Press 2005 21

a ‘domino’ picture cards from each photocopy according to the number of pupils in the class,

ì There are 16 on each worksheet Ensure that there are two of the some card in each class set,

LANGUAGE Focus Poplt: _ apen

Teacher: elephant

simple nouns: apple, bag, 2 Give out flashcards to individual pupils Ask them questions to practise have gol, e.g banana, book, clock, David, have you got an orange? Yes, | have

computer, egg, elephant, Suson, have you got a computer? No, | haven't

eraser, ce cream, onion, Use the flashcards to weave the questions around the class [Pablo ask Mark, Mark ask orange, pen, pencil, ruler, Susie, etc.)

umbrella 3 The activity consists in pupils asking and answering questions about their picture cards to

find their ‘partner’ (another pupil with exaclly the same card) Explain by demonstration

HH ‘Ask three pupils to come to the front ofthe class and give them each a card, making sure

y that one of them has the same card as you Explain that the words on their card are ‘secret’ sok KANO cond pupils con only look at their own card Ask one ofthe pupils about he object on your Z8 card, saying Have you got a/an ? When the pupil has answered, gesture forthe others to

cask and answer each other until you ‘ind’ your partner

TIME 4 Give a card to each pupil Ensure that pairs of the some cords are given out randomly If

20 minules you have an odd number of pupils, give one cord to two less confident learners to work

together

an enlorged copy ofthe Have 5 Tell pupils to move around the classroom, asking and answering questions to form pairs you got ? worksheet for © Circulate to monitor and correct Moke sure that pupils are taking it in tuens to both ask and demonstration flashcards, two answer questions

copies of the Have you 7 When they think they have found their pariner, pupils compare their cards to check

{got ? worksheet per class

Have you got .?

leters ofthe alphabet

instructions: look, listen, draw

@ copy of the Alphadots

worksheet per pair of pupils,

€on extra copy for

1 Revise or presteach the letters of the alphabet and their pronunciation:

© Write the letters on the board, in groups, according to their pronunciation: /a, h, j, k/,

/b,c, d, e,g, p, , V/, /Í | mụn, s,x/, Firy/, /v,w/, fof, /t/, /2/ Drow pupils’ attention to the common sound in each group of letters Say Listen and repeat, for pupils to repeat the letters in each group after you

ten and repeat the letters from a to z after you Ask ø pupil to say the le the pupil nex! to him or her says the letter b Continue by going round the class asking them to say all the letters of the alphabet in turn

© Take « section of the alphabet and say the letters in sequence, missing one out, e.g b, ¢,

d, e, fh, i,j k J Pupils must identify the missing letter (g) to score o point

© Play an alphabet quiz Say © word, e.g kite, and pupils must say the first letter, k, to get

of a pencil Put your pencil on the right letter (and ask your poriner to read the letters at the top of his or her sheet Draw the lines from one letter to the other for the class to see

worksheet, A or B, and ask them to photocopy is ‘secret’ and pupils can

3 Arrange the class in pairs: A and B Give pupil face their poriners Explain thatthe information on tl cnly look at their own piece of paper

4 Pupil As dictate for Pupil Bs to draw and complete their pictures, then they change roles

‘When they have finished, they compare pictures,

5 Circulate to monitor and correct

6 Pupils then write the word under the picture

It’s an ice cream / a pineapple.

simple nouns: apple, bag,

ball, banana, boat, book,

box, calculator, car, CD,

chair, cup, doll, duck, egg,

elephant, eraser, lion, pen,

pencil, photo, plane, ruler,

shorpener, shoe, snake,

spider, table, telephone, train,

‘on enlarged copy of he Feely

box worksheet, four copies of

the Feely box worksheet, ø

lorge cardboard box (about

60x40x40 em} with a lid or

which can be closed at the

top, ten real or toy objects

from the vocabulary on the

‘rms into the box, without being able lo see inside Select ten objects from the vocabulary on the worksheet (some ofthese objects can be real and some can be small toys) and put these inside the cardboard box Close the top of the box with stcky tope and put iton a small table

‘0 that four pupils can comfortably stand around it and put their hands into the holes

2 Demonstrate the game with a group of four or five pupils, as follows:

© Stand near one side of the box and ask your team to form a line behind you Give a

worksheet and a pencil fo the last pupil in the line

© Putyour hands in the box and pretend to identify one of the objects in the box by feeling

it Whisper the name of the object tothe pupil behind you He or she then whispers the word tothe second pupil, who then whispers ito the third, et until the word is carried

to the end of the line

The lost pupil inthe line then ticks he word off onthe worksheet, leaves the paper and pencil where they are, and goes tothe front of he line fo feel inthe box for another objec Tell pupils not fo tick their worksheet during the demonstration os itis only an example

3 Divide the class into four teams and have one team stand on each side of the box Let them play Stress the importance of whispering so that the other teams do not hear the answers

Circulate fo monitor and help os they play

The teams continue ploying until one of them identifies the ten objects or the time limits up

6 The four teams then swap worksheets to check and correct them when the box is opened ond the contents are viewed The team with the most correct answers is the winner.

STARTING OFF

ACTIVITY TYPE

loss and poirwork picture

dictation and information

transfer

LANGUAGE Focus

has got

toys: bus, bike, car,

computer, robot, guitar

con enlorged copy of the

Picture dictation worksheet, a

copy of he Picture dictation

worksheet per pupil, crayons,

2 Give pupils a copy of the Picture dictation worksheet Ask them to cut out the picture cards

‘ond the baseboard with boxes numbered 1 to 6 (Make sure they do not cut out the boxes

‘on the baseboard.) For younger pupils you may prefer to do this before class,

3 Demonstrate the activity to the class Place your pictures on the baseboord and then dictate

to the class to describe what picture you have put in each box The idea is for pupils to place a picture in he right box as you dictate For example, soy:

In box number I the boy's gota robot

In box number 2 the girl's got a bus

In box number 3 the boy’s got a guitor

In box number 4 the git!’s got a computer

In box number 5 the git’s got a bike

In box number 6 the boy's got a cor

4 Invite o pupil to place his or her pictures on the baseboard and dictate to the rest of the class while hey place the pictures

5 Arrange the class in pairs: A and B, Pupil As place their pictures on the baseboard in secret and then dictate to Pupil Bs for them to place their pictures in the right boxes

6 When they have finished they compare baseboards They then change roles

7 Circulate to monitor and check

Option

With more confident pupils you can use the same activity to practise question forms Pupil As place their pictures and Pupil Bs ask questions, trying to guess the postion of each one, e.g Has the boy got a robot in number 2? Yes, he has / No, he hasn't

STARTING OFF

ACTIVITY TYPE

TPR, individual ‘moke and

do’, poirwork listening gome

LANGUAGE Focus

directions: up, down, on

right, loft

imperatives: colour, cut, look,

put, stick, stop

ø copy of The donkey's tail

‘worksheet per pupil, an extra

copy for demonstration,

scissors, crayons, sticky tape

ra stapler, sticky tack, glue

{optional}, an envelope per

pupil (optional

30

The donkey’s tail

Before class

‘Make a copy of The donkey’s tail worksheet for each pupil Colour and cut out a donkey, mask

‘and tail to demonstrate in the class

In class

1 Ask pupils to stand up Demonstrating by example, drill he prepositions up and down Say Put your hands up, raising both arms Say Put your hands down, lowering both arms Make

‘a.game ofthe drill by repeating these quickly, changing the order to catch pupils out

2 Diill left and right Soy Put your right hand up, raising your right arm and waving your hand Check pupils are using the right hand Repeat with left Again, make a game of the iil by repeating the instructions quickly and changing the order Go faster and faster to catch pupils out

3 Give pupils a copy of The donkey's tal worksheet, Pointing, say This iso donkey and this is its tail This is a mask Ask pupils to colour as you dictate Say Colour the donkey brown Colour the tail black

Pupils cut out the donkey, the tail and the mask Make sure they cut around the dotted lines

5 Pupil stick one ofthe ties of the mask to each side of the eye-piece with sticky tape, like spectacles, o, if you prefer, you can staple them on

6 Invite a pupil to come tothe front ofthe class to demonstrate the gome with you

‘© Stick your donkey on the wall with sticky tack

‘© Help your pupil to put the mask on and fasten it ot the back with sticky tope Stick a small piece of sticky tack underneath the top part ofthe tail ond give the tal to your pupil

© Stand behind your pupil and give instructions on where to put the tail, e.g soy Start, please Up a litle Stop Lefta litle Stop Right litle Stop Down a litle Stop Put the tail on the donkey Ifnecessary, show your pupil at this point thatthe til must now be

stuck in place

7 Arrange the class in pairs: A and B They find o small area of wall and stick their donkey to the wall with sticky tack Then Pupil As wear their masks while Pupil Bs give the instructions

to put the tail on their donkey

8 Pupils play in pairs Set a five-minute time limit, When they have finished they then change roles Circulate to monitor and check IF ony pupil expresses fear or an objection to being blindfolded, swap with several partners so that they only give the instructions without needing to put on the mask

9 IF you want to repeat the activity in a later class, pupils should save all the parts in named envelopes

You could use the blindfolds to play another game Divide the class into groups of six One member puts on the mask and stands in the centre of the group The other members move

‘around, swapping places in secret The blindfolded pupil has fo touch one of them and ask a maximum of thee questions, e.g Are you ø boy? Have you got brown hair? Are you tall? before guessing the identity, e.g, You're Mary! The pupil asked can only answer yes or no These two pupils then change places ond the group continues to play the game

The donkey’s tail IMARY ¢ lcayio ©

Cut out the mask

From Primary Communication Box by C Nixon ond M Tomlinson © Combridge University Press 2005 EXECS 31

simple nouns: apple, arm,

banana, boat, book, boy,

cake, car, chair, clock,

computer, dog, doll, door,

dress, duck, ear, egg, eye,

fish, og, git, guitar, hand,

helicopter, horse, jeans,

lemon, lorry, pen, pencil,

photo, piano, robo, shoe,

sock, sun, table, tennis, toy

ø copy of the Listening dots

worksheet per pair of pupils,

con exira copy for

1 Revise or preteoch the words in the activity using flashcards or realia

2 Demonstrate the activity with « pupil Select o pupil and sit facing him or her Give the pupil part A of the worksheet and you keep part B Explain that pupils listen to their partners dictate the words and they draw the lines to join the dots They stort atthe word with the picture of ø pencil, Put your pencil on the right word (pencil] and osk your partner to read, the words at the top of his or her sheet Draw the lines from one word fo the other for the class to see

3 Arrange the class in pairs: A and B, Give pupils their worksheet, A or B, and ask them lo face their poriners Explain thatthe information on their photocopy is ‘secret’ and pupils can only look at their own piece of poper

4 Pupil As dictate for Pupil Bs to draw and complete their pictures, then they change roles

‘When they have finished, they compare pictures

5 Circulate to monitor and correct

6 Pupils then write the word under the picture: It's @ lorry / a helicopter

Extension

Write the following headings on the board for pupils to copy into their notebooks: food ond drink, parts of the body, classroom objects, animals In pairs, pupils find the words from these categories on both worksheets and write them under the correct headings in their notebooks

Listening dots “®

A Dictate: pencil - car = horse ~ pencil - sock - photo ~ pencil - book - guitar - ear

~ girl - cake - boat - dog - yellow - robot - hand - frog ~ dress ~ fish - banana -

chair - tree - blue - pencil

Listen and draw

doll, , Pe, 9 apple ⁄ piano, *” ,lemon

~ duck - egg - computer

Listen and draw

car

CN ok

‘ear

robote dog * boat

©

From Primary Communication Box by C Nixon and M Tomlinson © Cambridge University Press 2005 33

It's

STARTING OFF

ACTIVITY TYPE

whole class TPR game,

pairwork picture puzzle

LANGUAGE Focus

Is there ? questions ond

short answers

conimals: bird, cat, cow,

crocodile, dog, duck,

elephant, ish, og, giraffe,

goat, hippo, horse lion,

monkey, mouse, sheep,

snake, spider, tiger

picture box ot the bottom of

ech Find the animals

worksheet, « copy of both

Find the animals worksheets

‘A and B, per pair of pupils

‘and two extra copies for

In class

1 Revise or preteach the vocabulary used in the activity using mime and animal sounds, e.g hold out your hand palm down, forming your fingers into legs and ask the question What's this? to elicit I's spider, ec

2 Play a whole class mime game, Place the prompt cards face down on a table atthe front of the class Invite @ pupil to come to the front of the class, look at a card and mime the animal

or imitate its sound The frst pupil to guess the animal correctly comes to the front and has a turn,

3 Select three onimal prompt cards and put them on a table or the floor, where all he class con see them Ask Is there a duck? to elicit No, there isn’t

Repeat the question for other animals, and finally ask the question to elicit the affirmative

Yes, there is

4 Select a different set of three prompt cards and put them on the table Now ask different pupils to ask and answer the questions: Is there a ? Yes, there is / No, there isn’t

5 Demonstrate how the activity works, Select a pupil and sit facing him or her

© Give the pupil Worksheet B ond you keep Worksheet A Ask the pupil a question about the animals he or she has at the top of his or her worksheet, using the eight animals at the bottom of your worksheet as prompts, e.g Is there a snake?

© When your pariner answers Yes, there is, puta tick in the box next to the snake

© Indicate that your partner should ask you « question using one of the prompts at the botiom of his or her sheet, e.g Is there a fish?

© Continue by asking Is there o giraffe? When your partner answers No, there isn’t, put a ross in the box next o the giraffe

6 Arrange the class in pairs: A and B Give pupils their worksheet, A or B, and ask them to face their poriners Explain thatthe information on their sheet is ‘secret’ ond pupils can only look at their own piece of paper

7 Pupils take turns to osk questions about the animals on their partner's sheet, and put a tick or cross in the box

8B Circulate to monitor and check

9 When pupils have finished, they check their answers in pairs

Key

In A’ animal puzzle there's « fish, « horse, @ dog, « cow, « cat and a mouse

In B’s animal puzzle there's a snake, an elephant, a crocodile, o lion, « monkey and a bird

Find the animals (A) I ®

Ask the questions

Examples: A: Is there asnake? _A: Is there a giraffe?

B: Yes, there is B: No, there isn't

From Primary Communication Box by C Nixon and M Tomlinson © Cambridge University Press 2005, 35

Answer the questions

Ask the questions

Examples: B:Is there a fish? — B:lsthere a sheep?

A: Yes, there is A: No, there isn’t

LI

STARTING OFF

Sonia’s house

ACTIVITY TYPE

class and poirwork picture

diction ond information

dog, egg, lemon, tomato,

in the garden, on the plant,

on the tree, under the hen

‘copy of both Sonia's house

worksheets per pupil

(baseboard and picture cards)

‘ond two extra copies for

demonstration, an enlarged

copy of he Sonia’s house

picture cards worksheet,

2 Practise the structures used in the activity Hold up the enlarged baseboard and a number of the picture cards Ask:

How many eggs are there under the hen? to elicit There are six

How many tomatoes are there on the tomato plant? to elicit There are three

‘Ask the question with only one tomato on the plant to elicit he singular form There's one

3 Demonstrate how the activity works with a pupil Select ø pupil and sit facing him or her Give the pupil the baseboard sheet and a set of cutup picture cards and show him or her how to place the small pictures on the baseboard The pupil should then do this in secret Then ask your pupil questions and place the right number of pictures on your baseboard according lo the answers, e.g

Teacher: How mony dogs are there in the garden? Pupil: There are five Teacher: How many lemons are there on the tree? Pupil: There ore two Teacher: How many eggs are there under the hen? Pupil: There ore seven Teacher: How many tomatoes are there on the tomato plant? Pupil: There are six

Compare baseboards with the pupil to check if you have got it right

4 Give pupils both worksheets ond ask them to cut out the picture cords For younger pupils you may prefer to do this before class

5 Invite o pupil to place his or her pictures on the baseboard The rest ofthe class ask questions and place their pictures on their baseboards

6 Arrange the class in pairs: A ond B Pupil As place their picures on the baseboard in secret

Bs osk questions to place their pictures correctly on the baseboard When pupils shed they compare baseboards They then change roles

7 Circulate to monitor and check