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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

http://www.cambridge.org/0521520339

http://www.cambridge.org


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






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






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






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






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






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






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






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.






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






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.






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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






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Documents

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