Caroline Nixon and Michael Tomlinson
PRIMARY VOCABULARY BOX
Word games and activities for younger learners
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger LearnersCaroline Nixon and Michael TomlinsonFrontmatterMore information
CAMBRIDGE UNIVERSITY PRESS
Cambridge University Press
www.cambridge.orgInformation on this title: www.cambridge.org/9780521520331
© Cambridge University Press 2003
It is normally necessary for written permission for copying to be obtained in advance from a publisher. The worksheets in 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 2003
Printed in the United Kingdom at the University Press, Cambridge
A catalogue record for this publication is available from the British Library
978-0-521-52033-1 paperback
The Edinburgh Building, Cambridge CB2 8RU, UK
th printing 200
ISBN
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo, Delhi
7 8
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger LearnersCaroline Nixon and Michael TomlinsonFrontmatterMore information
3
ContentsBOX
PRIMARY VOCABULARYMap of the book 4
Thanks and acknowledgements 8
Introduction 9
1LEVEL Starting off
1.1 Body Bingo 14 1.8 Wordwheel 1 281.2 Snappy clothes 16 1.9 Opposites puzzle 301.3 Picture dictation 18 1.10 Toy boxes 321.4 Alphabet dominoes 20 1.11 Happy families 351.5 Where’s the banana? 22 1.12 Animal stickers 371.6 On the farm 24 1.13 Spell it 391.7 Sky mobile 26 1.14 Pairs of squares 41
2LEVEL Moving on
2.1 Lexi-mix 43 2.8 Puppet pieces 582.2 Spin a number 45 2.9 The magic pencil 602.3 Picture dominoes 47 2.10 All change 622.4 Picture broken words 50 2.11 Lexical line-up 1 642.5 Clothes maps 52 2.12 Beastigram 662.6 In the kitchen 54 2.13 Shopping around 692.7 Active adjectives 56 2.14 Family circles 71
3LEVEL Flying high
Vocabulary checklists
Crosswords
Wordsearches
3.1 Treasure island 73 3.8 Categories 883.2 Word maze 75 3.9 Wordchain 903.3 Broken words 77 3.10 Fabio’s timetable 923.4 Lexical line-up 2 79 3.11 Free time 943.5 Wordwheel 2 81 3.12 The spelling game 963.6 Word quiz 83 3.13 Where does it go? 993.7 Word spider 86 3.14 Supermarket mix-up 101
Teaching notes 104 6 Food and drink 1101 Toys 105 7 Farm animals 1112 The classroom 106 8 Wild animals 1123 The body 107 9 In the house 1134 Clothes 108 10 In the town 1145 Action verbs 109
Teaching notes 115 5 Adjectives 124Wordsearch key 116 6 Wild animals 125
1 Colours and numbers 120 7 Furniture 1262 In the classroom 121 8 Food and drink 1273 Clothes 122 9 About town 1284 Parts of the body 123 10 The daily routine 129
Teaching notes 130 5 Weather report 137Crossword key 131 6 Months of the year 138
1 Paint pots 133 7 Dress sense 1392 Colours and shapes 134 8 Jobs 1403 Sum it up 135 9 Parts of the body half crosswords 1414 On the farm 136 10 Animals half crosswords 143
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger LearnersCaroline Nixon and Michael TomlinsonFrontmatterMore information
4
BOXPRIMARY VOCABULARY Map of the book
Act
ivity title
Voca
bula
ry focu
sAct
ivity type
Tim
eLo
gis
tics
Level 1: Sta
rtin
g o
ff(a
ge a
ppro
xim
ate
ly 6
–8)
1.1
Body
Bin
goPa
rts o
f the
bod
yLis
teni
ng g
ame
20W
hole
cla
ss
1.2
Snap
py c
loth
esC
loth
esM
ake
and
do, c
ard
gam
e45
Smal
l gro
up
1.3
Pict
ure
dict
atio
nTr
ansp
ort,
num
bers
1–6
Info
rmat
ion
trans
fer
30W
hole
cla
ss/p
airs
1.4
Alp
habe
t dom
inoe
sa–
z, s
impl
e no
uns
Mat
chin
g ga
me
20–3
0Sm
all g
roup
1.5
Whe
re’s
the
bana
na?
Frui
tId
entif
icat
ion
40In
divi
dual
1.6
On
the
far m
Farm
ani
mal
sM
ake
and
do, c
ard
gam
e50
Smal
l gro
up
1.7
Sky
mob
ileTh
e sk
yM
ake
and
do60
Indi
vidu
al
1.8
Wor
dwhe
el 1
Col
ours
M
atch
ing
20In
divi
dual
1.9
Opp
osite
s pu
zzle
Adj
ectiv
es a
nd o
ppos
ites
Mat
chin
g50
Indi
vidu
al
1.1
0To
y bo
xes
Toys
Mak
e an
d do
30In
divi
dual
1.1
1H
appy
fam
ilies
Furn
iture
Mak
e an
d do
, car
d ga
me
50Sm
all g
roup
1.1
2A
nim
al s
ticke
rsW
ild a
nim
als
Mat
chin
g30
Indi
vidu
al
1.1
3Sp
ell i
tTh
e fa
ceLe
tter r
ecog
nitio
n40
Indi
vidu
al
1.1
4Pa
irs o
f squ
ares
Act
ion
verb
sM
atch
ing
30In
divi
dual
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger LearnersCaroline Nixon and Michael TomlinsonFrontmatterMore information
5
Map of the bookBOX
PRIMARY VOCABULARY
Act
ivity title
Voca
bula
ry focu
sAct
ivity type
Tim
eLo
gis
tics
Level 2: M
ovin
g o
n(a
ge a
ppro
xim
ate
ly 9
–10)
2.1
Lexi
-mix
Room
sM
emor
y ga
me
20Sm
all g
roup
2.2
Spin
a n
umbe
rN
umbe
rs 0
–99
Mak
e an
d do
, gam
e60
Pairs
2.3
Pict
ure
dom
inoe
sSi
mpl
e no
uns
Mat
chin
g ga
me
20–3
0Sm
all g
roup
2.4
Pict
ure
brok
en w
ords
Col
ours
and
nou
nsM
atch
ing
and
colo
urin
g20
Indi
vidu
al
2.5
Clo
thes
map
sC
loth
es, n
umbe
rs, l
ette
rsC
omm
unic
atio
n ga
me
45Pa
irs
2.6
In th
e ki
tche
nKi
tche
n vo
cabu
lary
Mak
e an
d do
, inf
orm
atio
n tra
nsfe
r60
Indi
vidu
al/p
airs
2.7
Act
ive
adje
ctiv
esA
djec
tives
and
opp
osite
sTP
R an
d cr
ossw
ord
40W
hole
cla
ss/i
ndiv
idua
l
2.8
Pupp
et p
iece
sPa
rts o
f the
bod
y Vo
cabu
lary
read
ing
puzz
le20
Indi
vidu
al
2.9
The
mag
ic p
enci
lC
lass
room
voc
abul
ary
Mak
e an
d do
, gam
e 60
Indi
vidu
al/p
airs
2.1
0A
ll ch
ange
Sim
ple
noun
sSp
ellin
g pu
zzle
30In
divi
dual
2.1
1Le
xica
l lin
e-up
1Le
xica
l gro
ups
Cla
ssifi
catio
n pu
zzle
30In
divi
dual
/pai
rs/
smal
l gro
up
2.1
2Be
astig
ram
Ani
mal
s an
d al
phab
etRe
adin
g an
d w
ritin
g pu
zzle
60In
divi
dual
2.1
3Sh
oppi
ng a
roun
dSh
ops
and
shop
ping
Mem
ory
gam
e25
Smal
l gro
up
2.1
4Fa
mily
circ
les
Fam
ily, g
ende
rVo
cabu
lary
read
ing
puzz
le20
Indi
vidu
al
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger LearnersCaroline Nixon and Michael TomlinsonFrontmatterMore information
6
BOXPRIMARY VOCABULARY Map of the book
Act
ivity title
Voca
bula
ry 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
Trea
sure
isla
ndD
irect
ions
TPR
and
read
ing
puzz
le50
Who
le c
lass
/ind
ivid
ual
3.2
Wor
d m
aze
Occ
upat
ions
Cla
ssifi
catio
n pu
zzle
45In
divi
dual
3.3
Brok
en w
ords
Adj
ectiv
es a
nd n
ouns
Mat
chin
g25
Indi
vidu
al
3.4
Lexi
cal l
ine-
up 2
Lexi
cal g
roup
sC
lass
ifica
tion
puzz
le20
Indi
vidu
al/p
airs
/sm
all g
roup
3.5
Wor
dwhe
el 2
Prep
ositi
ons
and
adve
rbs
Mat
chin
g20
–30
Indi
vidu
al
3.6
Wor
d qu
izG
ener
al k
now
ledg
eBo
ard
gam
e, c
omm
unic
atio
n30
Smal
l gro
up
3.7
Wor
d sp
ider
Do,
pla
yan
d ha
veC
ollo
catio
ns p
uzzl
e20
Indi
vidu
al
3.8
Cat
egor
ies
Lexi
cal g
roup
sW
ord
clas
sifyi
ng g
ame
20W
hole
cla
ss
3.9
Wor
dcha
inG
ener
al d
efin
ition
sVo
cabu
lary
read
ing
puzz
le30
Indi
vidu
al
3.1
0Fa
bio’
s tim
etab
leSc
hool
sub
ject
s an
d da
ysC
ogni
tive
puzz
le30
–40
Indi
vidu
al
3.1
1Fr
ee ti
me
Hob
bies
Mat
chin
g, w
ritin
g30
Who
le c
lass
/in
divi
dual
3.1
2Th
e sp
ellin
g ga
me
Gen
eral
spe
lling
Boar
d ga
me
30Sm
all g
roup
3.1
3W
here
doe
s it
go?
Nou
ns a
nd c
onta
iner
sVo
cabu
lary
read
ing
puzz
le30
Indi
vidu
al
3.1
4Su
perm
arke
t mix
-up
Food
and
drin
kC
ogni
tive
puzz
le30
Indi
vidu
al
Act
ivity title
Tim
eLo
gis
tics
1To
ys10
Indi
vidu
al
2Th
e cl
assr
oom
10In
divi
dual
3Th
e bo
dy10
Indi
vidu
al
4C
loth
es10
Indi
vidu
al
5A
ctio
n ve
rbs
10In
divi
dual
6Fo
od a
nd d
rink
10In
divi
dual
7Fa
rm a
nim
als
10In
divi
dual
8W
ild a
nim
als
10In
divi
dual
9In
the
hous
e10
Indi
vidu
al
10
In th
e to
wn
10In
divi
dual
Voca
bula
ry c
heck
lists
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger LearnersCaroline Nixon and Michael TomlinsonFrontmatterMore information
7
Map of the bookBOX
PRIMARY VOCABULARY
Act
ivity title
Level
Tim
eLo
gis
tics
1C
olou
rs a
nd n
umbe
rs1
20In
divi
dual
/sm
all g
roup
2In
the
clas
sroo
m1–
320
Indi
vidu
al/s
mal
l gro
up
3C
loth
es2–
320
Indi
vidu
al/s
mal
l gro
up
4Pa
rts o
f the
bod
y2–
320
Indi
vidu
al/s
mal
l gro
up
5A
djec
tives
2–3
20In
divi
dual
/sm
all g
roup
6W
ild a
nim
als
2–3
20In
divi
dual
/sm
all g
roup
7Fu
rnitu
re2–
320
Indi
vidu
al/s
mal
l gro
up
8Fo
od a
nd d
rink
2–3
20In
divi
dual
/sm
all g
roup
9A
bout
tow
n2–
320
Indi
vidu
al/s
mal
l gro
up
10
The
daily
rout
ine
320
Indi
vidu
al/s
mal
l gro
up
Wor
dsea
rche
s
Act
ivity title
Level
Tim
eLo
gis
tics
1Pa
int p
ots
1–2
15In
divi
dual
2C
olou
rs a
nd s
hape
s2–
320
Indi
vidu
al
3Su
m it
up
2–3
20In
divi
dual
4O
n th
e fa
rm2–
320
Indi
vidu
al
5W
eath
er re
port
2–3
20In
divi
dual
6M
onth
s of
the
year
2–3
20In
divi
dual
7D
ress
sen
se3
20In
divi
dual
8Jo
bs3
20In
divi
dual
9Pa
rts o
f the
bod
y ha
lf cr
ossw
ords
340
Pairs
10
Ani
mal
s ha
lf cr
ossw
ords
340
Pairs
Cros
swor
ds
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger LearnersCaroline Nixon and Michael TomlinsonFrontmatterMore information
8
BOXPRIMARY VOCABULARYThanks and acknowledgements
We would like to give special thanks to the following people:To Nóirín Burke and Hilary Ratcliff for their sound judgementand excellent guidance.To Frances Amrani for efficiently holding it all together.To Jim Kelly and Dave Bromley for their help and suggestions.To our pupils at Star English, Murcia, Spain forenthusiastically trying out the material at all stages of itsdevelopment.To Ricardo and Paloma for their practical help, constantsupport and, above all, weekends of childminding.
We would like to thank the following teachers for their helpfulsuggestions as a result of trialling or commenting on themanuscript in its draft form:
Lu Chao-Hui, Taipei, Taiwan; Maria Edvirgem Zeny, Curitiba,Brazil; Tulay Erpolat, Izmir, Turkey; El·zbieta Kopocz,Katowice, Poland; Elsa Plakida, Oreokastro, Greece; BarbaraSciborowska, Warsaw, Poland; Belinda Wicks, Bath, UK; RitaZeinstejer, Buenos Aires, Argentina.
Illustrations: Kathy Baxendale (pp. 44, 46, 53, 55, 61,70, 74, 82, 98, 105t, 106t,107t, 108t, 109t, 110b, 111t,112t, 113t,114t ); Beccy Blake (pp. 21, 25, 38, 67, 68,100); Lizzy Finlay (pp. 87); Lorna Kent (pp.19, 33, 105b,106b,107b,108b, 109b, 110b, 111b, 112b, 113b,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); Melanie Sharp (pp. 23, 27, 59); Lisa Smith (pp. 31,36, 42, 48, 49, 76, 121, 122, 123, 124, 125, 126, 127,128, 129).
Text design: Dave Seabourne
Page make up: Gecko Ltd
Cover illustration: Barbara Vagnozzi
DedicationFor Lydia and Silvia. CNFor Pablo and Carlota. MT
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger LearnersCaroline Nixon and Michael TomlinsonFrontmatterMore information
9
BOXPRIMARY VOCABULARYIntroduction
What is Primary Vocabulary Box? Primary Vocabulary Box is a resource book of supplementaryactivities for the teaching of vocabulary to younger learners(6–12 years approximately), containing photocopiableworksheets. By ‘vocabulary’ we mean that we are moreinterested in the meaning and recognition of wordsthemselves than in their function as part of sentence structure,which we feel would be more rightly defined as grammar.
The book is appropriate for beginner and pre-intermediatelevel pupils and covers most of the vocabulary found incourses of these levels and the Cambridge Young LearnersTests (UCLES).
The book includes 72 photocopiable games and activitiesfrom 10 to 60 minutes’ duration, complete with teacher’snotes and extension activities for further language practice. Itis divided into six sections: three sections of more complexextended activity types grouped according to pupils’ levelsand ages, a section of vocabulary checklists, a section ofwordsearches 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 lexical knowledge in older ones.
The activities are of different lengths, ranging from ten-minutevocabulary checklists through to ‘make and do’ activities thatmay occupy the greater part of the lesson. There are task-based activities, where pupils use English as the vehicle tofind the answer to a task or problem without necessarilythinking consciously 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 puzzles
have 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 competitionwhich can be highly motivating for younger learners as itleads them to use vocabulary more enthusiastically, andincreases their desire to do so correctly.
The material encourages the fomentation of learner-training,stimulating deductive reasoning and classification skills. Thismanifests 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 Vocabulary Box for?Age range
The book has been divided into three levels within the 6–12-year age range. Within each level we have tried tobear in mind the specific needs of each age group. Theneeds of those six-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.
Level
We have organised the activities in Primary Vocabulary 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.
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger LearnersCaroline Nixon and Michael TomlinsonFrontmatterMore information
10
BOXPRIMARY VOCABULARY Introduction
When to use Primary Vocabulary 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 ofnew vocabulary. The activities are ideal for teachers whowork without a coursebook. They can be used on those dayswhen it is not a good idea to start a new topic: the day beforea bank holiday, days of high absenteeism due to bouts ofillness or extra-curricular activities, etc. They are useful forteachers who have to stand in when the class teacher isabsent.
Using Primary Vocabulary Box – tipsfor teachers The following suggestions are based on our own experiencein the classroom. They are by no means definitive and aimsimply to give a few teaching ideas to less experiencedteachers.
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 the
first 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 in nodoubt 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.
• 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,
Level Section Approximate age Skills Focus
1 Starting off 6–8 Minimal or no writing skills Oral or pictographic Controlled communication presentation and reproduction
of vocabularyBasic word recognition
2 Moving on 9–10 Limited reading and Understanding and writing skills identifying wordsControlled communication Initial matching and grouping
3 Flying high 11–12 Intermediate reading and Cognitive recognition andwriting skills competent use of vocabularyFreer communication
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger LearnersCaroline Nixon and Michael TomlinsonFrontmatterMore information
11
IntroductionBOX
PRIMARY VOCABULARY
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 Snappy clothes, 1.6 On the farm, 1.11Happy families and 1.12 Animal stickers.
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. Whenchildren are excited, they tend to be very noisy and mayeven lapse into their first language to talk about or discusssome aspect of the activity. Although it can be difficult toget used to at first, noise in the classroom is tolerable if it isrelated directly to the activity and is an expression ofinterest or enthusiasm for the task in hand. Regardless ofwhich language they use, ifchildren are sufficiently stimulatedby an activity to want to talk aboutit, then this can only be interpretedas a positive response. You mustensure, however, that only Englishis used for the completion ofspecific communication 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.
• While recognising that their language input maysometimes be limited, we feel that ‘make and do’ activitiesare particularly valid for the younger age groups. Theyadopt a holistic approach to learning, rather than focusingpurely on vocabulary acquisition. By this we mean thatcertain creative aspects of some of the activities, e.g.colouring in, cutting out, folding paper and sticking,
develop fine motor skills and thus incorporate cross-curricular aspects of learning. These activities foment theenjoyment of language learning, thereby making it morememorable. Children also have something concrete totake home and keep, to show their parents or to display.Teachers can choose to do this sort of activity to coincidewith holidays, treats, etc. or as part of a bigger project(seasons, time, nature, etc.).
• 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 hardworking one.Before playing a competitive game, it may be useful toexplain to children that this is only a means of learning.Although they may not win the game, all pupils are ‘winners’if they know more English at the end than they knew at thebeginning. Help pupils to see that when they play a gamethey can practise and learn more English, so they each win aprize, and that prize is knowledge. Nonetheless, it is alwaysa good idea to balance competitions with other activities tobe able to reward or praise individuals according to theirneeds 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.
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger LearnersCaroline Nixon and Michael TomlinsonFrontmatterMore information
12
BOXPRIMARY VOCABULARY Introduction
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 Vocabulary Box areideal for 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 adhesive plastic.In this way you will always have them ready for future 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
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger LearnersCaroline Nixon and Michael TomlinsonFrontmatterMore information
13
BOXPRIMARY VOCABULARY
© Cambridge University Press www.cambridge.org
Cambridge University Press978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger LearnersCaroline Nixon and Michael TomlinsonFrontmatterMore information