Contents T he authors and series editor Foreword Introduction H ow to use this book Activity 1.1 Level Age Time (minsj Page 6-12 20 11 11 1.2 1.3 1.4 Talking about you rself and others Make a poster Beginner to elementary about you! The meeting song Beginner to elementary Behind the sheet Beginner to elementary Guess what? Beginner and above 6-12 6-12 and above 20 20 15 12 14 15 2.1 2.2 2.3 2.4 2.5 Talking about what you ’ve got: h a ve (got) , p ossessive Is it true for you? Beginner to pre-intermediate Line them up! Pre-intermediate and above Shop secret Beginner to intermediate Class memory Beginner to pre-intermediate W hat’s yours? Elementary and above pronouns and above 10 and above 8-14 6-10 and above 5-10 20 30 10-15 20 16 16 17 18 19 20 3.1 3.2 3.3 3.4 3.5 Talking about what you a lot: present sim ple tense Create a robot Elementary and above Routines Elementary to pre-intermediate Tired in the morning Pre-intermediate and above H abit game Elementary to pre-intermediate It’s always like that Beginner to pre-intermediate 20-30 30 30 30 20 22 22 23 24 26 27 4.1 4.2 4.3 4.4 4.5 4.6 4.7 Talking about what happened in the past: past sim ple tense Irregular verb baseball Pre-intermediate and above All Your story Beginner to intermediate 8-14 Story dance Beginner to intermediate 8-14 T he stream (er) of life Pre-intermediate to intermediate 8-14 W hat was happening? Pre-intermediate to intermediate 10-14 Fix the tale Pre-intermediate to intermediate 10-14 Tale with a twist Pre-intermediate to intermediate 10-14 15+ 30 30 30 30 20 20 28 28 29 30 31 32 32 33 9-13 10-14 10-14 10-14 9-14 Activity Level Age Time Page ( mins) 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 Asking about things: TV interview Professions Quiz time M eet the characters It’s in the past Go places! Choices W hat’s my line? 6.1 6.2 6.3 6.4 6.5 C hanging a statem ent into a question: question tags Pre-intermediate and above It’s your job, isn’t it? Beginner to pre-intermediate I spy Elementary to pre-intermediate Tag memory Pre-intermediate W hat’s the story? Beginner to pre-intermediate W hat was that? Talking about what you like, love, or hate: lik e , lo ve, h a te + noun or -in g 9-14 Beginner to pre-intermediate I likellovelhate chant 10 and above Portrait of preferences Intermediate and above and above Finicky fellow Intermediate and above and above Pre-intermediate You like doing what? Lower-intermediate and above Who am I? 7.1 7.2 7.3 7.4 7.5 8.1 8.2 8.3 8.4 8.5 8.6 9.1 9.2 9.3 9.4 9.5 questions with w h - w ords, d id , and be 10-14 Elementary to intermediate Elementary to pre-intermediate 9-14 Elementary to pre-intermediate 9-14 Elementary to pre-intermediate 9-14 9-14 Pre-intermediate and above 6-10 Beginner to elementary Elementary to pre-intermediate 8-14 9-14 Beginner to pre-intermediate D escribing things and people: adjectives Beginner to pre-intermediate Pictures Pre-intermediate to intermediate A picture tells a thousand words Beginner to elementary Combinations Pre-interm ediate to intermediate Headlines Elementary to intermediate T h at’s not it! Pre-intermediate to intermediate Go fish! D escribing how things are done: adverbs Pre-intermediate to intermediate Adverb charades Elementary to intermediate Play a game with the teacher Elementary to intermediate A family survey Pre-intermediate to intermediate W hat you w h e n ? Post-elementary to intermediate Adverbial beach ball 9-14 9-14 9-14 9-14 9-14 20 20 20 20 20 20 20 20 34 34 35 36 37 38 38 39 39 20 20 20 20 20 41 41 42 43 43 44 45 20 30 20 15 30 45 46 47 48 48 6-14 9-14 20 20 50 50 51 9-14 9-14 9-14 9-14 20 20 20 45 52 53 53 54 and above and above 30 10 55 55 56 and above 10 and above 20 10 57 58 10 and above 10 59 Activity Level Age Time Page ( mins) 10 10.1 10.2 10.3 10.4 10.5 Talking about am ounts and quantity: countable and nouns, (H ow ) m u c h lm a n y Can you count it? Beginner and above M easure it! Interm ediate and above Much/many splash Intermediate and above Much/many book Lower-intermediate and above Uncountable to Pre-intermediate and above countable uncountable and above 12 and above 10-13 and above and above 60 20 20 15 45 30 60 61 62 62 64 15 15 20 20 20 65 65 66 67 68 69 15-60 30 10-20 10-20 20-30 10-20 70 70 71 73 74 74 75 10-20 10-20 30 15 15 76 76 76 78 79 80 10-15 30 10 10 45 45+ 81 81 82 83 84 85 86 11 11.1 11.2 11.3 11.4 11.5 Talking about what you can do: can /can ’i, sh o u ld !co u ld W hat’s this? Elementary to pre-intermediate and above WTiat can you do? Pre-intermediate and above 10 and above Traffic sign bingo Elementary and above and above Can statements Elementary and above and above WTiat afe my options? Pre-intermediate and above 10 and above 12 12.1 12.2 12.3 12.4 12.5 12.6 G iving instructions: im perative verb form s Twister! Beginner to intermediate Follow the recipe Post-elementary to intermediate Simon says Beginner to intermediate Do as I say Beginner to intermediate Go places Beginner to intermediate Explain it to me Interm ediate to post-interm ediate 13 13.1 13.2 13.3 13.4 13.5 Talking about what you are doing: verbs ending in -in g Telling lies and above Beginner and above Life comm entator Pre-intermediatea and above 10 and above Draw, fold, and pass and above Lower-intermediate Catch the mistake Interm ediate and above and above Past continuous statues Pre-intermediate and above and above 14 14.1 14.2 14.3 14.4 14.5 14.6 Talking about the future: g o in g to , w ill I guess so Beginner and above Tarot, tarot Lower-intermediate and above W hatcha gonna do? Beginner and above My schedule Lower-intermediate and above President of Kids Intermediate Holiday time Interm ediate and above 15 15.1 C om paring things and people: com parative and superlative adjectives Comparative board Pre-intermediate and above 8-12 20 game and above and above and above and above and above 10 and above and above and above and above and above 10 and above and above 88 88 Activity Level Age Time Page ( mins) Elementary and above Elementary and above Pre-intermediate and above Pre-intermediate and above Beginner to elementary 15.2 15.3 15.4 15.5 15.6 Calorie chart Comparing stuff Record time Comparative juggling C om puter crazy 16 16.1 16.2 16.3 16.4 16.5 Talking about steps and processes: linking words Pre-intermediate and above H ow to Elementary and above Step by step Elementary and above Fold it! Intermediate and above Back to back Elementary to intermediate Flow charts 10 and above 8-12 9-14 9-13 8-13 and above and above 10 and above 10 and above 10-14 Saying where things are: prepositions and th islth eselth a tlth o se 17 All Beginner and above 17.1 T he machine Elementary and above 10 and above 17.2 Picture-to-picture dictation and above 17.3 Prepositions in motion Beginner and above Beginner 17.4 Preposition run and above Beginner 17.5 Teacher errors and above Beginner 17.6 This, that, these, those cards M ulti-tense activities: tenses and sentence form ation Elementary and above and above Every day, today! Intermediate and above 10 and above W hen and where 10-14 Pre-intermediate Stars on the couch Pre-intermediate and above 9-14 Gramm ar shuffle competition 9-14 18.5 Whatever the weather Pre-intermediate and above 18 18.1 18.2 18.3 18.4 19 19.1 19.2 19.3 19.4 19.5 Talking about gram m ar: parts o f speech Parts of speech search Elementary and above Intermediate and above Word splash! W hat words are they? Beginner to elementary Elementary and above Scrapbook Elementary and above Personal notebook and above 12-14 and above and above and above 30 20 20 10-15 20 89 90 90 92 93 30 30 30 30 20 94 94 95 96 97 98 15 10-20 99 99 100 15 15 10 10 100 102 102 103 30 15+ 30 20 104 104 105 106 107 30 108 15+ 20 15+ 15+ 15-30 109 109 110 111 111 112 A ppendix C lassroom language chart 147 A ppendix P ast verbs chart 149 A ppendix Adverbs and adjectives chart 151 Index 153 The authors and series editor G ordon Lewis has a BSc in Languages and Linguistics and an MSc in International Policy Studies In 1991 he founded the Children’s Language School in Berlin, which was sold to Berlitz in 1999 From 1999 to 2001 he was Director of Instructor Training and Development for Berlitz Kids Germany and developed similar programmes for Berlitz Kids in Princeton, New Jersey From 2004 to 2008 he was Director of Product Development for Kaplan English Programs in New York He is currently Director of English Language Programs, Laureate Higher Education, and is also on the committee of the IATEFLYoung Learners Special Interest Group where he works as co-coordinator for events He is the author of Games for Children and The Internet andYoung Learners, both in this series, and Teenagers in the Resource Books for Teachers series Hans M ol has an MA in English Language and Linguistics, and has worked as a teacher, trainer, and materials writer for more than 25 years in primary, secondary, and tertiary education He is on the committee of IATEFL’sYoung Learners and Teenagers Special Interest Groups and is the author of a large number of course books, workbooks, and supplementary resources aimed at English learners of a wide range of ages and levels He frequently contributes to online teacher’s resources such as Onestopenglish and Macmillan English Campus, and also writes and produces songs and music for English language learners for children, teens, and adults (Supasongs) He is currently working on new young learners materials (Take Shape) and, with Gordon Lewis, he is preparing a new C O L series for young learners and teens For more information see www.connexxions.com.au Alan Maley worked for the British Council from 1966 to 1988, serving as English Language Officer in Yugoslavia, Ghana, Italy, France, and China, and as Regional Representative in South India (Madras) From 1988 to 1993 he was Director-General of the Bell Educational Trust, Cambridge From 1993 to 1998 he was Senior Fellow in the Department of English Language and Literature of the National University of Singapore, and from 1998 to 2003 he was Director of the graduate programme at Assumption University, Bangkok He is currently a freelance consultant Among his publications are Literature (in this series), BeyondWords, Sounds Interesting, Sounds Intriguing, Words, Variations on a Theme, and Drama Techniques in Language Learning (all with Alan Duff), The Mind's Eye (with Frangoise Grellet and Alan Duff), Learning to Listen, and Poem into Poem (with Sandra Moulding), Short and Sweet, and The Language Teacher’sVoice Foreword There are few topics which arouse more heated and passionate debate than grammar And the debate extends even to young learners, with some advocating the necessity of inculcating grammatical concepts and rules with this age group, and others equally resistant to such practices The authors of this book take a middle passage between the shoals of grammatical prescriptivism and of communicative overindulgence They take the view that meaning will always be primary at this level, so that grammar will be integral to activities rather than taught as a separate area.The extent to which grammar is made explicit will also clearly depend on factors such as age and cognitive maturity within an age range from to 14 Their aims are threefold: to enable learners to express themselves as clearly as possible in English, to increase their grammatical accuracy, and to raise awareness of grammatical features—rather than to teach explicit rules They this by offering a rich variety of activities, many of which are game-like in nature, but all of which are based on the most common essential grammatical features of English T he activities take account of the learning style preferences of the learners, and are flagged for physical, aural, spatial, and verbal emphases This is particularly im portant for younger learners, who often have a preference for activities involving movement and the manipulation of objects Those teachers who have already used other books in this series by G ordon Lewis will not be disappointed in this collection, written in collaboration with Hans Mol, who brings his own long and extensive experience of working with younger learners to bear Teachers of younger learners will find this an invaluable addition to the Young Learners titles in this series Alan Maley Introduction ‘We shouldn ’t lose sight of the one thing children best: have f u n ’ (Kenna Bourke) ‘What is grammar?’is the kind of question that seems easy to answer until somebody asks i t ’ (Michael Swan) What is grammar to you? G ram m ar is certainly one of the most controversial areas of language teaching In fact, your approach to gram mar will in many ways determine your position on communicative language teaching, task-based learning, lexical grammar, and any other of the many methodologies and approaches in the world of language teaching Maybe you’ve never stopped to think about grammar much Before you continue reading this introduction, the following activity (either for yourself or with colleagues) Tick the statements which best represent your own beliefs about grammar in English language learning If you can’t find anything that suits you, think about your own opinion or belief My experience is □ Children love grammar! They are keen to follow rules, enjoy doing grammar exercises and coming up with the correct answer IJ Children understand grammar if you don’t bother them with abstract rules I I Children don’t like grammar They get bored because it’s hard to understand ] Very young learners don’t need explicit grammar; older young learners lH My students expect me to teach grammar because they (or their parents) are convinced it is of value to them It takes children a long time to understand grammar I notice it can take years sometimes, so children have to keep on repeating what I teach them, and I need to keep on explaining it iIt’s O K to make mistakes, because applying grammar without errors is a long process that most people will never achieve If there is a gram mar point I want to deal with, I just make sure I use it in everything I say or I don’t teach explicit grammar EJ I find it hard to explain grammar, because my grammar is not perfect either So, I avoid it i IN T R O D U C T I O N □ I feel comfortable teaching grammar to my young learners—it gives me something to hold on to, because it tells my students that certain things work in certain ways CJ I always focus on both form and meaning—the one can’t exist without the other The grammar continuum For many teachers, grammar is the backbone of all language learning ‘Structure’, as it is often called, is perceived as the core thread of the language syllabus and, indeed, the majority of school curricula and the majority of course books are designed according to grammatical criteria At the other end of the grammar spectrum, a huge population of communicative language teachers oppose the explicit teaching of grammar They object to isolating grammar as a system within a system For many who adhere to the notion of communicative language teaching with a capital ‘C ’, grammar should be learnt intuitively through context; grammar should be inferred through meaning and task We feel there is no place for explicit grammar instruction for very young learners, if only because they are not cognitively ready for it; not in their first language and certainly not in their second We feel, however, that for older young learners (6-13) there is a place for a focus on grammar: not the grammar of abstract rules, but fun grammar which works through examples, games, and activities that let learners ‘make sense of this m adness’ through an age-appropriate critical and creative analysis of language The learners And what about these learners? If grammar is taken so seriously and so much attention is paid to it, we believe that children might as well have fun doing it! Children as well as teens tend to like activities that are challenging and slightly out of the ordinary and yet which give them the satisfaction that they are actually learning something useful It can be argued that teachers of young learners are in a special position because their students are at a highly receptive age when everything around them interests them, and are therefore most likely to remember and correctly use what they have learnt We feel that we should take advantage of these factors to teach gram mar in a fun and motivating way In this book, we take a middle approach, which we hope will appeal to both sides of the grammar debate If only because learners have widely varying learning styles, we advocate an eclectic approach to IN TR O D U C TIO N language teaching We believe that meaning should always be our main focus in language learning, as communication is in essence the act of transferring messages from one person to another We not believe the study of grammar needs to be isolated outside the meaning framework It is an intrinsic part of it For us, gram mar is a system that helps make meaning more precise It is possible to introduce gram mar not as something difficult and abstract, but as something in which social skills, physical activity, intellectual thinking skills, creative challenges, and personalization can be combined to improve the learner’s communicative performance However, since grammar is a system with a set of rules, it also needs to be learnt An analogy with sports can illustrate this A football team can train and work on strategy all day long, but the players will also need to practise some basic fundamentals before any strategy can work: they need to be able to pass the ball and shoot—and to this effectively they need to drill these skills It’s the same with grammar Before we can conceptualize things like time and agency, we need to understand the elements of how to express them H ere is where a focus on form can also be helpful Three goals and many tasks This book presents activities for young learners that seek to achieve three goals: - to teach learners to express themselves as clearly as possible with confidence - to strengthen grammatical accuracy in a fun and purposeful way - to increase gram mar awareness among young learners In this we’re most interested in grammatical performance and awareness rather than knowledge of grammatical concepts or rules We’ve chosen to offer a wide range of activity types, including activities that involve drawing and writing on the board, story telling, songs and chants, games, board games, and lots of T P R (Total Physical Response) activities that require children to move about Generally speaking, you will find the following five types of activities: - Input task: children read or listen to an input text and study this to find examples of the grammatical structure; - Noticing task: the activity shows examples, or sets a task that makes children aware of the grammatical topic without explaining it; - Awareness task: children analyse examples and think about, for instance, what certain grammatical words are called or what parts grammatical structures consist of; 140 W O R K S H E E T 17.2 Photocopiable © Oxford University Press 141 W O R K S H E E T 19.12 nicely d iffe r e n t open \ hate d r iv in g morning h a rd usually sunny la u g h -ro a d " xm often phone s ©Hirj g le ft finished bird a n g ry : c a r e fu lly : answer easy 1U! early F ' Photocopiable © Oxford University Press h is p e re d 142 W O R K S H E E T 19.3 Who’s got a dog? I have! I’ve got a dog and it goes Who’s got a cat? I have! I’ve got a cat and it goes Who’s got a bird? I have! I’ve got a bird and it goes And And And the dog likes the cat likes the bird flies the the away! like this! like this! like this! cat bird Who’s got a fish? I have! I’ve got a fish and it goes like this! Who’s got a hamster? I have! I’ve got a hamster and it goes like this! Who’s got a horse? I have! I’ve got a horse and it goes like this! And And And And And And And And And the fish likes the hamster the hamster likes the horse the horse runs away! the dog likes the c a t the cat likes the bird the bird likes the fish the fish likes the hamster the hamster likes the horse they all run away! Photocopiable © Oxford University Press under non-exclusive licence from Fracas English 143 W O R K S H E E T 19.5 J i £1 o- w, E cC O CO c -C io — _| oCD oc _ o |< IC Q CD 1L _co c c— o H flC O * o> CO H ° 52 co o D o> o>, i— CO O o_ Q C c !0 *.0, > C O o co £ CO sz co O "sy> C sz CO -4—' £ sz c O o 1— o — to E O E o a_ n n zs § I COC O o> >.c o -f— ' £ CO v O % M C O CO CO CO ^ < ^ £ ^ _ -w i_ ro CO 0 "go co sz 'co CO CO £ = ° E -2 O X X > CO CO o 0 C>^-> o>, > CO £C O $ E CO c O >- 'co O 1D ) =3 -f =3 CO CD b_ ■ oCD "co Q co0 sx E ~C/3 c o E sz c 0— "O CO CL T3 C CO CD > CO CD CO s — (~ -f-' HCO — ~o c CO L_ CD CO 0 ^ m 'co Z3 CO CO C 0O c Zi CO > o JZ o CO c> c sz CO C/3 c Cl -t CO sz sz oCO oCD o- o o — o =3 CD CD o o>, D o CD C>- 0> o> > oD >> 05 0> CO o c =5 ^ c > CO i— =3 O >, CO i I CO "co SZ E CO c o =3 -t—' Cl >- c CO 4— T3 c CO CO CO CO p T3 oCD o oCD o E E o 5o o o o£ o o5 o5 o5 ^£ X x > x > X X X X X *> I i_ CL o CO x: n “ go W>-n L j O c n c~ E c 1— =5 C c^- jQ o CO "O o> ■c c O0 CO E CO c > O > E CO c I3 O o CQ < Photocopiable © Oxford University Press s— r3 >, 03 ro sz ooZD o sz > Cl 13 0 o co T3 O $ o > T3 -t—< D o>, y> CO >1 sz JD 13 o C/3 IZ o X o > L_ s— > -1^ o CO =3 O o ■4— CO 144 W O R K S H E E T 19.5 )e H tc o Q V ) 03 c +-> c CD < 03 (/> UJ o- m JD m o X K O >■ K3 _£2 O o 22 x: CD •s_ -c =3 O >, > CO o T3 o >, c C OC — o t O Is co o T3 'i — o O > 03 c TO3 O > o =3 T o c CD C /3 5= — O = CO ^ != ^ X H CD £ c *- o O o ro ■J /3 03 C o O +-> O CL co CD CC CO >- ° O "O +-* > O > H o ■O +-> TO O 03 x: * o >_ o> >I ■2 > < LU O" CD Q - o co o GQ I* U ) C /3 C /3 O (/) CL C/3 GO Q c E E H—' E =3 13 03 =3 C/3 < O -o W ~0 Q c Z III ■4-= _ a IL cc c X2 o =3 CO ^ O -Q > -C H— £ ro O w E 03 03 GQ < o >> M— o Q 0 =S =! =3 o o o o O O a3 CO -C > CO i- z < o o il ul jQ > o -C o o E ® Z 13 o O) < O Z3 =3 03 > CO > 03 =3 13 o O o ° o 03 O O IL IL 03 "O c 0 J* — O > o > C /3 o o JZ C O C O— sz o E C O 03 > C O -*— * c JO b > _ C O C O • — < C O o i— JZ o -t— "O 03 ' o C O "O !q c c O O o o o =3 C o C O -Q C O C O "o o x: Z oco +-> o ♦V ■=.» T> ? o ro H CD O 0 H £ x CO CO CO +>-> O C 0 o 0 m C/3 SI sz sz < h- 1— 1— 3g £ o > o S_ > CO CD Q O w CD 9- -c 03 a o E >“ > D ^^ +C -» c sZ 03 o c , Photocopiable © Oxford University Press CD C/3 03 0 CD sz \- >■ H o CQ < o0 o sz o o sz CO o CO 1— D o o >, oo o 0 sz E E CO 03 c c sz CO CD CO >, 4— 4— a C^c cq_3 ■+-• 0 (/) a SZ -Q o > »I co § o- O3 ■C/3+>, > 03 c ro 03 JZ CO T3 o 14 c/3 sz o 0O co X co" CD Q 2= =3 =3 CO CO 03 03 o o >, c sz 146 W O R K S H E E T 19.5 Js c/3 c c =3 o E CD sz < /> co J2 Q co CD o 05 SZ O +■> o CC ^ O >■ § > co 73 I T =3 o o 5= nT o o O XI 0 sz ±; ■ —< \ > O ro O V_ =3 > 55 S u.° C/3 E O o a e CO a) o 0 c a o +■> ■5 c SZ E k t; CO o £ O TJ 52 >* O o « o _l LU £ > CO ro SoZ T3 cCO c o < £ CO -*—■ c a 'c/3 E o E C O 35 ■Q D X3 co c a) CO C/3 c/3 03 C c CO _ C/3 "c "c Crr< CO CO o o “ — I^ £= — s c/3 w DC O cn > -*0 —* H D 13 O GQ < o > o CO CL o Q — 03 c Q O C CO CO +-* =3 O C/3 "O ^ § o > +-* o 03 > cCO "a3 J* C C D2 n "E a o C a C O| CO 0) c CT< -t— C =3 o > CO M — >, c CO o c CO o /3 ^ CC CO O CO 4— CO Q O CD SZ \- Photocopiable © Oxford University Press C \l CO -Q c CO III OC D h3 IL >s CO $ o S — Z 5' -4 — H— SZ o -i—< c c 'a3 ~COco T3 c CO A P P E N D IX 147 Classroom language chart Greetings Instructions Are you OK? Hello How are you? I’m not well I’m very well What’s wrong? Can you help me? Clean/wipe the board, please Close the door, please Come here, please Come up to the board, please Do/Did you understand? Do this in pairs Do this in pencil Do this on your own Get up, please Give (me) an example of Go to the top/bottom of the page Hand in your worksheets Listen carefully Open the window, please Open your book Pass your worksheets to the front, please Put your books away, please Take the books from the shelf/ cupboard Take your exercise book Turn the page Turn the page Turn to page twelve Praise Give [name] a clap! I’m very happy about that Perfect That was a good job That’s right Very good! Well done! Yes, that’s it Encouragement Can you say that again? Much better! That’s really nice Now let’s That’s a good guess Try again You could better Participation Hurry up It’s your go Who can give me the answer? Who wants to answer? Who wants to ask a question? Who wants to come to the board? Photocopiable © Oxford University Press 148 APPENDIX Exercise instructions Discipline Colour this in Draw (a box, a ) Pill in the gaps Go to exercise Let’s sing a song Listen and repeat Look at the pictures Put a tick or a cross Say true or false Talk with a classmate Tick the correct answer Underline these words Work in twos/threes/pairs/groups You read first, please Are you listening? Can you see me after class, please? Can you stop that, please? Don’t pack away yet I don’t want any noise One at a time, please Pay attention, please Please get on with your work Put your pencils down, please Sit straight, please You can start now Don’t that again I don’t like that Quiet, please Sorry That’s wrong Stop talking That’s not very good Instructions for operating machines I’ll pause/stop it for you Open the file Press eject Press fast forward Press play Press rewind Press that button Save the file Scroll the window Switch it on Tap that box Assessment Average Brilliant Excellent Great Fantastic Good OK Not (too) bad Poor Interesting work It’s not clear Very good Fine Well done! Ending the lesson Have a good day/evening/weekend Off you go See you next time See you tomorrow Thanks, everybody That’s it You can go now Well done, everybody Photocopiable © Oxford University Press 149 A P P E N D IX Past verbs chart: Irregular verbs Starters ate came carried caught chose could did drank drew drove flew found gave got had lost hurt put on meant thought took woke up went shopping lay down left let made met put ran read rode said sang sat (down) saw sent slept smelt sold spelt held hit knew learnt was went were spent spoke stole stood up swung swam taught threw told took took a photo/ picture tried understood went out won wore wrote Movers brought bought got hid got dressed Flyers began broke cut fell felt forgot found out grew heard Photocopiable © Oxford University Press 150 A P P E N D IX Past verbs chart: Regular verbs Starters added answered asked bounced cleaned closed coloured completed crossed enjoyed jumped kicked learned liked listened (to) lived looked loved opened painted phoned picked up played (with) pointed showed smiled started stopped talked tested ticked walked wanted watched waved Movers called climbed cooked cried danced dreamed dropped emailed filmed fished helped hopped invited laughed looked for moved needed planted rained sailed shopped shouted skated skipped snowed texted waited washed worked ended explained fetched finished followed glued guessed happened hated looked after minded mixed posted preferred pulled pushed raced remembered scored skied sledged sounded stayed studied tasted thanked tidied turned used visited whispered whistled wished Flyers agreed arrived asked believed brushed burned camped combed decided Photocopiable © Oxford University Press 151 A P P E N D IX Adverbs chart Movers f r e q u e n c y : always rarely m a n n e r often never sometimes best loudly quietly better near slowly : badly carefully quickly well Flyers f r e q u e n c y suddenly m a n n e r angrily nicely cleverly cheaply funnily : usually : beautifully sadly easily; dangerously lightly Photocopiable © Oxford University Press happily busily weakly excitedly noisily 152 A P P E N D IX Adjectives chart Starters angry beautiful big black blue brown clean correct dirty English favourite funny good great green grey (US gray) happy long new nice old open orange pink purple red right (as in correct) sad short small sorry ugly white yellow young clever cloudy cold curly different difficult easy exciting famous four fat fine hot hungry last loud naughty oval quick quiet round slow square straight strong sunny surprised tall terrible thin thirsty tired weak well wet windy worse worst wrong far fast foggy friendly full fun glass gold grumpy half hard heavy high important interesting kind late lazy light little lovely low married metal noisy paper plastic poor ready rich silver soft square strange striped tidy unfriendly unhappy untidy warm Movers afraid alright awake bad best better blonde boring busy careful Flyers active busy cheap dangerous dark dry early empty excellent excited expensive Photocopiable © Oxford University Press Index acting out 1,4.7,9.1 adjectives ,3 ,6 ,8 ,8 ,8 ,8 , (Worksheets AB) 8.5, (Worksheet) 8 1 9 C h art A pp comparative (Worksheet) 15.1, (Worksheet) 15.2, (Worksheet) 15.3, (Worksheet) 15.4,15.5, (Worksheet) 15.6 com pared with adverbs 9.5 irregular 15.4,15.5 position 8.4 superlative (Worksheet) 15.1,15.2, (Worksheet) 15.3, (Worksheet) 15 4,15.5,15.6 adverbs 8.2, (Worksheet) ,9 ,9 , 9 1 9 C h art App com pared with adjectives 9.5 of frequency 9.3, (Worksheet) 9.4, App irregular 9.2,9.5 of m anner 1,9.2, A pp of sequence 16.1,16.3 a lso 3.5 a l w a y s 3 ,3 ,3 ,9 answers incorrect 5.1,18.3 short 1.3,3 ,5 y e s / n o ,1 ,5 ,6 ,6 articles 18.4 a / a n 2.3,11.1 auxiliaries ,3 ,4 ,5 , ,5 ,1 1.2,1 ,1 questions with 1.3,2.2, 5.2,5.3, 5.4, 15.4 b u t 7.4 b e \A , Can d o ll A 5.2 c a n / c a n ^ ,1 1 ,1 , (Worksheet) 11.3,11.4,11.5 categorizing 10.3,19.2 chants 7.1,14.3 chart interpretation (Worksheet) 15.2 classroom language chart A pp com m ands 17.3,17.4 com parison 2.1 with adjectives 15.1,15.2, (Worksheet) 5.3 ,1 ,1 5 ,1 conjunctions 12.6 containers 10.1, (Worksheet) 10.5 c o u l d 1 ,1 ,1 ,1 ,1 C a n I a sk? 10.1,10.2, (Worksheet) 10.3,10.4,10.5,15.2 H o w o fte n ? 9.3 countable nouns 1,10.2,10.3,10.4, 10.5 cross-curricular approach 14.5,16.5 H o w m uch? description with adjectives ,8 ,8 ,8 ,8 , I know 8.6 with adverbs ,9 ,9 ,9 ,9 of everyday life 13.2 incorrect 13.4 of a process (Worksheet) 16.2, (Worksheet) 16.3, (Worksheet) 16.5 of self and others 1 ,1 ,1 ,1 dialogue 11.2,14.1 dictation, picture-to-picture (Worksheet) 17.2 dictionaries 3.3,12.6 d i d , questions with 4.5, (Worksheet) 5.5 directions 12.5 D o y o u h a v e ? 2.3 D o /D o e s ? 3.5, (Worksheet) 5.7 ,5 ,7 , 7.3, (Worksheet) ,9 ,1 ,1 encouragem ent 2,6.5, A pp errors, correcting 5.1,17.5,18.3 e v e r y 3.2 explanations 12.6 14.5 imperatives 12.1,12.2,12.3,12.4,12.5, 12.6.17.3.17.4 infinitives 4.1 - i n g endings 7.2,7.3,7.5,13.1,13.2, 13.3.13.4.13.5 instructions 5.6,12.1,12.2,12.3,12.4, 12.5,12.6,16.1,16.3, A pp reading (Worksheet) 13.2,15.1 intention 14.5,18.1 interviews 3.2,5.1,5.5,14.4,18.3 introductions 1.1,1.2, 5.4,17.6 I s it? /A r e th e y ? (Worksheet) 5.6,6.2,11.1 lik e 7.1 + - i n g 7.2,7.5 + noun 7.3, 7.4 likes and dislikes 7.1,7.2,7.3,7.4,7.5 linking words 7.4,12.6,16.1,16.2,16.3, 16.4.16.5 1.3 noun or - i n g A , ,7 ,7 ,7 h a v e (g o t) ,2 ,2 ,2 ,2 ,8 headlines (Worksheet) 8.4 h is /h e r ,/th e ir 1.1 h is /h e r s /th e ir s 2.5 H o w ? ,1 ,1 ,1 H o w m a n y ? ,1 ,1 , (Worksheet) ,10.4,10.5,15.2 noun or lo v e + -in g A , 7.2,7.3, 7.4,7.5 10.2,10.3,10.4,15.2 m ap 12.5 m easurem ent 10.2 m eeting and greeting (Worksheets AB) 1.2,5.4, A pp m em ory 2.4,10.5 question tags 6.3 mime 6.1,6.4,6.5,9.2, 13.1,13.5,18.1 m in e gap-filling (Worksheet) 3 ,8 ,1 gerund 7.2,7.3 g o in g to 14.1,14.3, (Worksheet) 14.4, 14.5,14.6 g o t 1,2.2, 2.3 ,2 ,2 guessing 1.4,2.5, ,6 ,6 ,6 ,9 , 9.2,12.2,14.1 1.3,1.4,5.2 I t ’s m any flashcards 17.5,17.6 flow charts 16.5 future 18.5 with g o in g to 14.1,14.3, (Worksheet) 14.4,14.5,14.6 intent 18.1 with w i l l (Worksheet) 14.2,14.5 7.5 I f I w i l l / I ’m g o in g to m uch 2.5 10.2,10.3,10.4,15.2 n e v e r , 9.3,9.4 notebook, personal (Worksheet) 19.5 nouns 2.1,6.4,8.2,8.3, 18.4,19.1,19.2, 19.4 countable 10.1,10.2,10.3,10.4,10.5 uncountable 10.1,10.2,10.3,10.4, 10.5 H a s it? h a te , + o fte n 3.4,9.3,9.4 opinions 7.1,7.2, 7.3,7.4,7.5 opposites 8.5 ours 2.5 paragraphs 4.7,18.2,19.1 parts of speech 19.1,19.2,19.3,19.4,19.5 154 INDEX identifying 18.4,19.1,19.2, (Worksheet) 19.3,19.4 using to create sentences 18.4,19.2, 19.5 past continuous 4.5,13 ,1 past simple ,4 ,4 ,4 ,4 , (Worksheet) 4.6,4.7, 9.3,18.5 chart A pp com pared with the present simple 18.1 irregular ,4 ,4 , A pp questions ,5 ,5 ,6 ,6 ,6 phrases expressing preferences 7.4 h o w to 16.2 useful 1.2,5.2, App pictures describing ,8 ,1 identifying details in 2.2 of a process 16.4 plans 14.5,18.1 P le a s e 12.3 possession 2.1,2.2, 2.3 ,2 ,2 - s (Worksheet) 2.5 possessive pronouns (Worksheet) 2.5 praise 6.2,6.5, A pp prediction 14.1,14.2,14.5 preferences ,7 ,7 ,7 ,7 prepositions ,1 ,1 ,1 ,1 , 17.5,17.6 o f place 13.2,17.1, (Worksheet) 17.2, (Worksheet) 17.3,17.4 present continuous ,1 ,1 ,1 3 , 13.4 com pared with the present simple 18.1 present simple 3.1, 3.2, 3 ,3 ,3 , (Worksheet) 16.5,18.5 com pared with the past simple 18.1 com pared with the present continuous 18.1 questions ,5 ,5 , 5.4, 5.8,6.1, 6 presentation skills 10.4, 11.4,14.5,14.6, 18.5 processes 16.1, (Worksheet) 16.2, (Worksheet) 16.3,16.4,16.5 pronouns personal 1.1,3.3, 7.1,14.3 possessive 2.5 pronunciation 9.5 quantities 10.1,10.2 ,1 ,1 , (Worksheet) 10.5, 12.2 question tags 6.1,6.2, (Worksheet) 6.3, 6.4.6.5 positive with negative m ain clauses 6.3 questionnaires 5.3,9.3 questions 1.4,3.4,4.2 verbs ,6 ,8 ,8 ,1 ,1 ,1 , with be 1.3,2.2, 5.2, 5.3, 5.4,15.4 19.4 with d i d 4.5, (Worksheet) 5.5 action 3.3,12.2 with d o I d o es 3.5, (Worksheet) 5.7,5.8, ending in - i n g \ , 13.2,13.3,13.4, 7.2,7.3, (Worksheet) ,16.2,18.4 13.5 with h a v e (got) ,2 ,2 ,2 irregular 4.1 for meeting people 1.2 see also auxiliaries; imperatives with m u c h / m a n y 15.2 vocabulary 4.7, 3,14.4,16.3, 16.5, multiple-choice 15.4 17.5,17.6 open 15.4 food 10.1,12.2 with w h - words 3 ,4 ,4 ,5 ,5 , jobs 5.8,6.1 ,5 ,5 ,5 ,5 ,5 ,1 ,1 weather 18.5 y e s /n o ,1 ,2 ,5 ,6 ,6 quizzes (Worksheet) 5.3 w a s /w e r e ? 4.5 weather reports 18.5 r e ly 9.4 W e ll d o n e 6.2,6.5 recipes 10.2, (Worksheet) 12.2 W h a t? 3 ,4 ,4 , ,5 ,5 ,6 , 7.4, reported speech 4.4 9.1.14.6.18.3 W h a t a re y o u g o in g to role-play 5.1,13.2,18.3 d o ? ! W h a tc h a g o n n a d o ? 14.3,14.6 routines ,3 ,3 ,9 ,1 4 ,1 W h a t c a n y o u d o ? 11.2 W h a t d o y o u d o w h e n ? 9.4 scrapbook 19.4 W h a t h a v e y o u g o t? I W h a t d o y o u h a v e ? sentences 2.4 adverbial 9.5 W h a t ’s t h i s ? / W h a t a r e th ese? 1.4,11.1 corrcct order 12.2,16.1,18.4 W h e n ? ,5 ,5 ,5 ,9 ,1 ,1 form ation 14.6 ,1 ,1 ,1 ,1 , W h e r e ? ,4 ,5 ,5 ,5 ,1 ,1 , 18.5.19.5 18.3 generating 13.3 W h ic h ? 3,15.4 I f I w i l l / I ’m g o i n g to 14.5 W h o ? 3 ,4 ,5 ,5 ,5 ,7 ,1 linking words 16.1 16.2,16.3,16.4, W h y ? 4.5 16.5 w i l l (Worksheet) 14.2,14.5 simple and complex 13.3 word burst 10.3 using parts o f speech 18.4,19.1,19.2, word splash (Worksheet) 19.2 19.5 word web 8.2,11.5 s h o u l d 11.5 words s o m e tim e s 3.4,9.4 combinations of 8.3 songs 1.2,3 ,1 ,1 ,1 in correct order 8.4,18.4 spoken language, com pared with w ritten labelling as parts of speech 19.3 language 14.3 linking ,1 ,1 ,1 ,1 , sports com m entator 13.2 16.4.16.5 statement, changing into a question 6.1, sequencing 16.1,16.3 6 6 which fit into m ore than one category story-telling ,4 ,6 ,1 19.2 surveys (Worksheet) 9.3 w o u l d 9.4 w ritten language, com pared with spoken tenses 2.1,19.1,19.2 language 14.3 and sentence form ation 18.1,18.2, 18.3.18.4.18.5.19.5 y o u r s 2.5 t h a t j th o se 17.5,17.6 T h a t ’s r i g h t l T h a t ’s i t 6.2,6.5 th e r e is/ th e r e a re (Worksheet) 5.6 th is /th e s e 4,11.1,17.5,17.6 time expressions 3.2,18.2 to o uncountable nouns 10.1,10.2,10.3, 10.4.10.5 ... is currently working on new young learners materials (Take Shape) and, with Gordon Lewis, he is preparing a new C O L series for young learners and teens For more information see www.connexxions.com.au... Children don’t like grammar They get bored because it’s hard to understand ] Very young learners don’t need explicit grammar; older young learners lH My students expect me to teach grammar because... explicit grammar EJ I find it hard to explain grammar, because my grammar is not perfect either So, I avoid it i IN T R O D U C T I O N □ I feel comfortable teaching grammar to my young learners? ??it