[Bob Obee] the Grammar Activity Book a Resource B(BookFi.org)

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The GrammarActivity BookBob Obee


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PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGEThe Pitt Building, Trumpington Street, Cambridge CB2 1RP, United Kingdom

CAMBRIDGE UNIVERSITY PRESSThe Edinburgh Building, Cambridge CB2 2RU, United Kingdom40 West 20th Street, New York, NY 100114211, USA10 Stamford Road, Oakleigh, Melbourne 3166, Australia

Cambridge University Press, 1999

The pages in this book marked From The Grammar Activity Book by Bob Obee Cambridge University Press1999 may be photocopied free of charge for classroom use by the purchasingindividual or institution. This permission to copy does not extend to branches or additional schools of aninstitution. All other copying is subject to permission from the publisher.

First published 1999

Printed in the United Kingdom at the University Press, Cambridge

ISBN 0 521 575796

P H O TO C O P I A B L E


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The Grammar Activity BookMap of the bookKEY : E=ELEMENTARY; P=PRE-INTERMEDIATE; I=INTERMEDIATE; U=UPPER-INTERMEDIATE

Activity title Language focus Level Time Page

(minutes)Introduction 6

Unit 1 Time like the present 1.1 Global animal bingo Present simple/questions EP 20 81.2 Wildlife whoppers Present simple: facts IU 25 101.3 Adverb backgammon Time adverbs/simple/continuous IU 25 121.4 Behind the screen Present simple/continuous E 20 14

Unit 2 Questions and answers 2.1 So whats the question? Phrasing of common questions PI 30 152.2 Sporting chances Present continuous questions PU 25 18

2.3 Do card quiz Subject questions PI 40 202.4 Zig-zag questions Appropriate short answers P 25 22

Unit 3 Talking about things past 3.1 Round about when Time adverbs: simple past PI 20 243.2 Joke go-betweens Simple past questions I 25 263.3 Last weeks news Simple past/past continuous PU 30 283.4 Past identities Past continuous: background detail PI 30 29

Unit 4 Making comparisons 4.1 Line up accordingly Comparative adjectives/adverbs P 25 304.2 Psychic partners Superlative adjectives/adverbs I 30 324.3 Comparative short straws Degrees of comparison U 20 344.4 Ratio roulette Degrees of comparison I 20 36

Unit 5 Describing things 5.1 Sort yourselves out Adverbs: word order EU 25 375.2 Four-card adjectives Order of adjectives PI 25 385.3 Collocation bridges Adjective/noun collocation IU 1520 405.4 Square routes Use of adjectives/adverbs PI 25 42

Unit 6 Looking to the future 6.1 Arrangement squares Present continuous (future) P 20 44

6.2 Pantomime fish Use of will PI 25 466.3 Collecting evidence Be going to (present evidence) P 25 486.4 Dedication poem Conjunctions/use of will IU 25 50

Unit 7 Using the perfect 7.1 Point in a story Present perfect simple ( just/already/yet ) PI 20 517.2 Record-breakers Present perfect simple (unspecified past time) PI 20 527.3 What have you done! Present perfect simple (present result) P 20 567.4 Jigsaw mischief Present perfect continuous (present effect) IU 30 587.5 Adverb rummy Present perfect simple/continuous/past simple IU 20 60


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Activity title Language focus Level Time Page(minutes)

Unit 8 Things we can count 8.1 Determiner dominoes Use of determiners PU 25 628.2 Pieces of me Partitive nouns IU 25 648.3 Building captions Use of the /zero article I 25 668.4 Open the doors Use of zero article with certain classes of nouns IU 1015 68

Unit 9 Conditional meanings 9.1 Homophone healing zero conditional I 30 709.2 Blanks and brackets First conditional ( if/will/in case ) I 20 729.3 Seeking scruples Second conditional I 35 749.4 Memory consequences Third conditional IU 20 76

Unit 10 Obligation and possibility 10.1 Headline investment Must/cant/might/could (possibility) I 25 7810.2 Streetwise surveys Must/mustnt/have to (obligation) PI 30 8010.3 Royal behaviour Must have/couldnt have (past speculation) IU 20 8210.4 Rules and lines Must/mustnt/have to (obligation) I 25 84

Unit 11 Indicating time, movement and place 11.1 Last card wins Prepositional phrases: time place manner PI 25 8611.2 Opposite moves Verbs of movement (prepositions) U 25 8811.3 Time pieces In at on (time) PI 25 9011.4 Preposition chequers In at on (place) PI 25 92

Unit 12 Using the passive 12.1 Signs of the passive Use of passive in signs/different tenses I 25 9512.2 Whose house? Simple past/past perfect passive U 30 9812.3 A causative day out Causative structure: have things done U 25 100

12.4 Fairytale jigsaw races Simple past passive by + agent IU 30 102

Unit 13 Functional exchanges 13.1 Answer keys Short exchanges PI 25 10413.2 On the floor debate Common discussion markers IU 30 10613.3 Conversation pyramids Short answers and follow-ups PI 1520 10813.4 Answer hopping So/neither responses/tag questions EP 25 110

Unit 14 What someone said 14.1 Beyond belief You said/told me that I 25 11214.2 No more than seven words Sentence patterns after reporting verbs IU 30 11414.3 Connecting speech Contrasts between say, tell, speak, talk IU 25 11614.4 Who asked you Reported questions IU 30 119

Unit 15 Revision games 15.1 Slide rules Various structures IU 25 12015.2 Tense squares Revision of tenses PU 20 12215.3 Throw-out puzzles Various structures P 30 12415.4 Sole mates Various structures EI 35 126


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1 leaves seals

long grass dancing queen B I N G O

long grass

sittingdown bamboo seals

Before classMake one copy of one Bingo card (p.9) for each learner or each pairof learners, depending on the size of the class.

In class1 Explain to learners that they are going to play a game like bingo, which ispopular throughout the English-speaking world. The game here, however, alsoinvolves learners asking questions. If bingo, or an equivalent, is played in your

country, you can tell learners about it.2 Give each learner a Bingo card . On it there is a grid of phrases. Beneath thegrid is a sentence about an animal and three pieces of information about thatanimal: what it has/has got, eats, likes doing, or where or how long it lives.During the game, each learner will assume the identity of the animal onhis/her card.

3 The aim of the game is to be the first learner to cross off all the phrases onhis/her Bingo card and tell the class which animal each phrase referred to.

4 During the game, each animal must introduce himself/herself. However, it isvery important that learners do not reveal any other details about the animal.

On introduction, other learners in the class should pose questions to theanimal, based on phrases in their Bingo cards. For example, for the Africanelephant, the following is written:

Hello, Im an African elephant : I have a small tail , I eat leaves and Ive got relatives in India .

The learner introducing himself/herself says: Hello, Im an African elephant The other learners then scan their Bingo cards for any phrases that mightrelate to the African elephant, and ask the elephant any questions that thephrases suggest.

A learner with these bingo squares thus might ask: Do you eat leaves? The African elephant answers: Yes, I do. (This is a detail on the card.)and all the learners who have this bingo square can cross it off.

Another learner with these same bingo squares might ask: Do you eatlong grass?

The African elephant answers: No, I dont (because this is not a detail infront of him/her).

After a question from three or four different learners, move on to anotherlearner, who introduces himself/herself: Hello, Im a polar bear , and so on.

5 If there is more than one African elephant etc. in the class, this simplymeans that learners may ask the African elephant questions again.

11.1 Global animalbingounit 1 Time like the present

Levelelementary

pre-intermediate

Class sizewhole class

Language focuspresent simple Have got

questions about facts andhabitual actions

Pronunciationweak forms: do you / dju / you / j /

Preparation time5 minutes

Game time20 minutes

8


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P H O TO C O P I A B L E From The Grammar Activity Book by Bob Obee Cambridge University Press 1999 9

1.1 Global animal bingo

Bingo cards

1 smalltail grass

long grass dancing queen B I N G O

underice

sittingdown bamboo seals

Hello, Im a pelican: I live in Romania , I eat fish and I like going on holiday .

3 holiday longer thanpeople

leaves fish yellow andbrown B I N G O

China

Romania long sleep seals

Hello, Im a bee: I have a queen , I like dancing

and I like flowers .

4 dancing under ice

zebras leaves whiterelatives B I N G O

grass

flowers small birds long sleep

Hello, Im a giant panda: I live in China, I eat

bamboo and I like sitting down .

2 leaves relativesin India

zebras fish longer thanpeople B I N G O

Romania

holiday queen group

Hello, Im an African elephant: I have a small tail .I eat leaves and Ive got relatives in India .

7 long grass under ice

relativesin India China queen B I N

G O

zebras

smallbirds

sittingdown fish

Hello, Im a tortoise: I live longer than people ,I have a yellow and brown shell and a long neck.

8 dancing Romania

yellow andbrown small birds seals B I N

G O

long grass

long neck relatives inIndia grass

Hello, Im a lion: I live in a group , I like long grassand I eat zebras .

5 holiday bamboo

whiterelatives grass small birds B

I N G O

long grass

leaves small tail group

Hello, Im a polar bear: I like swimming under ice ,I eat seals and I like a long sleep .

6 China relativesin India

flowers longer thanpeople group B I N G O

under ice

sittingdown small tail long sleep

Hello, Im a rhinoceros: I eat grass , I have whiterelatives and I like small birds on my back.


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88

unit 11 Indicating time, movement and place

1111.2 Before classMake one set of the Sentence cards and one set of the Opposite cards (p.89)for each group of three learners (six learners if the game is played in pairs).

On the back of the Sentence cards write the verb + preposition opposite thehighlighted phrase in the sentence (key below).

In class1

This game is a simple card game based on matching opposites.2 Divide the class into groups of three (six if the game is to be played in pairs).

3 Give each group one set of both the Sentence cards and Opposite cards andask one of the three players to deal an equal number of Opposite cards face-down to each player. Tell players to pick up their cards and conceal them fromother players. When this has been done, place a set of the Sentence cards inthe middle of each group, with the sentence on the first card showing. All thesentence cards should be in a pack sentence-side up, i.e. so the oppositephrase is hidden.

4 Ask one player in the group to write the name of each player on a piece

of paper.Nominate one player to start. He/she picks up the Sentence card and places itin the middle of the group. This player then has the first option to lay down anOpposite card from his/her hand, i.e. a card which he/she believes correspondsto the opposite phrase written on the back of the Sentence card . The twoother players can then also lay down an Opposite card if they wish. TheSentence card is then turned over.

The person who has put down the correct Opposite card is the winner of theround. He/she keeps the Sentence card . If no-one is correct, the sentence issimply put at the bottom of the pack.

If a player puts down a card which is incorrect, he/she has an X writtenagainst his/her name on the piece of paper.

Players take back their Opposite cards each time.

The game continues with a different player starting each round.

5 The game ends when either all the Sentence cards have been used or whenone player has three Xs against his or her name. The winner of the game is theplayer with the most Sentence cards at the end.

Opposite moves

Levelupper-intermediate

Class sizegroups of three (or six)

Language focusprepositions

complementing verbs ofmovement

Pronunciationweak forms: at / t / to / t /

into / Int / of / v /

Preparation time10 minutes

Game time25 minutes

Key:He left Spain on Friday. (arrived in) The train left the station on time. (arrived at)We drove through Luxembourg. (stopped in) She got off the bus. (got on)The cat climbed up the tree. (got down from) The train arrived at platform six. (left from)

The door was locked but we still got in . (got out) She got in her car and left. (got out of)We boarded the plane quickly. (got off) They walked away from us. (came towards)The train passed through two stations. (stopped at) The rabbit came out of its hole. (went into)He arrived from Italy yesterday. (went to) He got there after we arrived . (departed)She opened the car door and got out . (got in) They left home yesterday. (went back)The cars went onto the ferry smoothly. (came off) We came out of the main entrance. (went in through)She went in just before the end. (came out) Sheila went to the fridge. (moved away from)


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89P H O TO C O P I A B L EFrom The Grammar Activity Book by Bob Obee Cambridge University Press 1999

11.2 Opposite moves

Sentence cards He left Spain on

Friday.The train left thestation on time.

We drove through Luxembourg. She got off the bus.

The cat climbed up the tree.

The train arrived at platform six.

The door was lockedbut we still got in .

She got in her carand left.

He arrived from Italyyesterday.

He got there afterwe arrived .

She opened the cardoor and got out .

They left homeyesterday.

We boarded the planequickly.

They walked away from us.

The train passed through two stations.

The rabbit came out of its hole.

The cars went onto the ferry smoothly.

We came out of themain entrance.

She went in justbefore the end.

Sheila went to the fridge.

Opposite cards

arrived in arrived at stopped in got on

got down from left from got out got out of

went to departed got in went back

got off came towards stopped at went into

came off went inthrough came outmoved away

from


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Documents

[Bob Obee] the Grammar Activity Book a Resource B(BookFi.org)