ADJECTIVES

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Cambridge University Press
978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger Learners
Caroline Nixon and Michael Tomlinson
Excerpt2
MOVING ON
2.7
PRIMARY
VOCABULARY
Active adjectives
BOX
Before class
Make a copy of the
Active adjectives
worksheet for each pupil and one set of prompt cards
with the adjectives (‘big’, ‘small’, ‘tall’, ‘short’, ‘fat’, ‘thin’, ‘young’, ‘old’, ‘happy’, ‘sad’) written
on them.
ACTIVITY TYPE
whole class TPR and
crossword
In class
1
Mime each of the adjectives in turn, 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
: legs straight together, arms straight by your sides and cheeks sucked in
tall
: arms straight above your head, legs straight together and on tiptoe
short
: legs together and bent deeply at the knees, arms straight by your sides
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 a baby in your arms and make baby crying noises
old
: mime an elderly person walking with a bent back, one hand on your back and holding
an imaginary stick with shaky hands
happy
: grin widely and laugh
sad
: mime crying with a downturned mouth and rub your eyes
2
Drill the above mimes as a whole class and then play a game by calling out the adjectives
as prompts which pupils mime. Go faster and faster to catch pupils out. Pupils who respond
incorrectly sit down and watch. Practise the game several times before playing to get a
winner.
3
Write the adjectives on the board and ask individual pupils to spell them aloud. Pupils copy
the adjectives into their notebooks.
4
Draw the following on the board
VOCABULARY
FOCUS
basic adjectives:
big, small,
tall, short, fat, thin, young,
old, happy, sad
LEVEL
2
AGE RANGE
9–10
SKILLS
reading and writing
TIME
40 minutes
MATERIALS
a copy of the
Active
adjectives
worksheet per
pupil, prompt cards with
adjectives written on them
and write ‘g b i’ beside it.
5
Mime the adjective ‘big’ to elicit a verbal response.
6
Say
Can you spell ‘big’
?
Write the word in the squares on the board as your pupils dictate it
to you, crossing out each letter of the anagram as you do.
7
Give a worksheet to each of your pupils and ask them to complete the crossword in the
same way.
8
Circulate to monitor and help.
9
Correct the crossword orally. Ask pupils to spell the adjectives as you write them on the board.
Extension
Play a whole class game. Ask a pupil to come to the front of the class, read a prompt card
silently, and mime the adjective for the other pupils to guess. The pupil who guesses the
adjective can come up to the front to mime the next word.
56
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 Cambridge University Press
978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger Learners
Caroline Nixon and Michael Tomlinson
Excerpt2
Active adjectives
PRIMARY
VOCABULARY
BOX
2.7
1 gbi
2 nith
3 lalt
4 pypha
b
i
6 trosh
g
5 lasml
8 dol
9 tfa
7 ngoyu
10 dsa
From
Primary Vocabulary Box
by C. Nixon and M. Tomlinson © Cambridge University Press 2003
PHOTOCOPIABLE
57
www.cambridge.org
Cambridge University Press
978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger Learners
Caroline Nixon and Michael Tomlinson
Excerpt2
FLYING HIGH
3.7
PRIMARY
VOCABULARY
BOX
Word spider
ACTIVITY TYPE
individual collocations puzzle
Before class
Make a copy of the
Word spider
worksheet for each pupil.
VOCABULARY
FOCUS
do, play, have
and
collocations (see key below)
In class
1
Revise or pre-teach the necessary vocabulary (see key below for the list of words).
2
Explain the task by example on the board:
LEVEL
3
do
play
have
AGE RANGE
11–12
a shower
table tennis
some work
Say
Do a shower
?
in a questioning tone of voice, to elicit the response
No
. Repeat with
Play
a shower
?
to elicit the response
No
again. Finally say
Have a shower
?
to elicit the response
Yes
, and write ‘a shower’ in the column under ‘have’.
Repeat the process with
table tennis
and
some work
, to elicit
play table tennis
and
do some
work
. Explain that these are pre-made combinations (and, if you wish, tell them that they
can be called ‘collocations’).
3
Give each pupil a copy of the
Word spider
worksheet.
4
Ask pupils to complete the worksheet by writing the words in the appropriate spider,
depending upon which verb they combine with.
5
Circulate to monitor, but try to encourage pupil autonomy; do not tell them answers, but
rather prompt and suggest.
6
When pupils have completed the task, ask them to correct it, first by comparing their sheets
in small groups, and then collectively writing the answers on the board.
SKILLS
reading, writing
TIME
20 minutes
MATERIALS
a copy of the
Word spider
worksheet per pupil
Key
do: the housework, the dishes, an exercise, a project, the cooking, the shopping, your
homework, a crossword
play: the piano, volleyball, the guitar, a game, tennis, football, basketball, the violin
have: a bath, breakfast, dinner, a sandwich, a holiday, lunch, a rest, a party
Extension
In groups of three to four, pupils write sentences about each spider with their corresponding
verbs, e.g.
‘Danny did the housework yesterday.’
‘Polly plays the piano on Mondays.’
‘Harry has a rest after lunch.’
Set a time limit (ten minutes). Correct collectively. Groups read their sentences aloud for you to
write on the board.
86
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 Cambridge University Press
978-0-521-52033-1 - Primary Vocabulary Box: Word Games and Activities for Younger Learners
Caroline Nixon and Michael Tomlinson
Excerpt2
Word spider
PRIMARY
VOCABULARY
BOX
3.7
Put these words with the correct verb.
the housework
✓
breakfast
lunch
the dishes
a game
the shopping
the piano
dinner
basketball
volleyball
tennis
a rest
an exercise
the cooking
your homework
a project
football
the violin
a bath
a sandwich
a party
the guitar
a holiday
a crossword
the housework
Danny
do
Polly
play
Harry
have
From
Primary Vocabulary Box
by C. Nixon and M. Tomlinson © Cambridge University Press 2003
PHOTOCOPIABLE
87
www.cambridge.org
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