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Grammar 1 Games and Activities

Teacher’s Notes

Up, down, left, right

Time: 20-30 minutes

Type of activity: Giving and receiving

instructions in pairs

• 60 fun activities per book for practising and

revising key grammar points

• Wide range of activities at all levels including

jigsaw-reading, bingo, questionnaires and much

• Photocopiable handouts, full teaching notes and

answer keys

Grammar points

Using the imperative to give instructions

start, go, copy

Prepositions

in, up, down, left, right, above, below

Method

1 Revise prepositions up, down, left, right

using arrows on the board. Then draw two

stars to revise above, below .

2 Divide the class into pairs (A and B) and

give each student the appropriate handout.

They must keep this sheet a secret from

each other.

3 If necessary, revise the names for the ten

objects on the sheet.

4 Student A starts by reading the instructions

1-6 out loud to Student B, slowly enough

for Student B to follow them and draw the

object in the appropriate square. Student A

can repeat the instructions but must not

point to the correct square or give any

other help.

5 When this is finished, students change

roles and it is now Student B’s turn to read

out their instructions (1-6) for Student A

to follow.

6 When both have finished, they look at the

answer on each other’s sheets.

7 As a follow-up, ask students to draw in five

more objects in their answer grid (these

could be the same objects or completely

new ones). Then they find a new partner

and give this partner instructions. This is

good practice of the grammar points as of

course they have to use the imperatives and

prepositions in their own sentences.

8 This could be extended to homework

where they make up grids and write the

instructions.

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Up, down, left, right

Student A

Read the following out to your partner. He/she is going to draw what you tell

him/her to draw. (Don’t let him/her see your paper.)

1 Start in the square above the picture of a ﬂower.

2 Go left 2 squares, then down 2 squares. In this

square copy the picture in the square below.

3 Go right 4 squares and copy the picture in the

square on your left.

4 Go up 2 squares, then left 1 square. In this

square copy the picture in the square above.

5 Go left 3 squares then right 2 squares. In this

square copy the picture in the square below.

6 Go down 2 squares then left 3 squares. In this

square copy the picture in the square above.

Answer

Now check your drawings.

Now it’s your turn to listen to instructions. Have a pen or pencil ready. Follow your

partner’s instructions and draw what he/she tells you to draw. When you have

ﬁnished, check your drawings.

PHOTOCOPIABLE From Grammar Games and Activities 1 © Penguin Books 2000

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Up, down, left, right

Student B

Have a pen or pencil ready. Follow your partner’s instructions and draw what

he/she tells you to draw. When you have ﬁnished, check your drawings. But hide

the bottom part of your paper from Student A.

Now it is your turn to give your partner

instructions. Read out the following. He/she is

going to draw what you tell him/her to draw.

1 Start in the square below the house.

2 Go down 2 squares, then left 1 square. In this

square copy the picture in the square on your left.

3 Go left 2 squares, then up 2 squares. In this

square copy the picture in the square on your

right.

4 Go down 1 square, then right 4 squares. In this

square copy the picture in the square on your left.

5 Go down 1 square, then left 5 squares. In this

square, copy the picture in the square above.

6 Go up 3 squares, then right 3 squares. In this

square copy the picture in the square on your left.

Answer

Now check your drawings.

4 PHOTOCOPIABLE From Grammar Games and Activities 1 © Penguin Books 2000

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Grammar 2 Games and Activities

Personal pronouns

he/she/it

can/cannot/can’t

He can’t come this weekend.

Subject and object personal pronouns

Maya and I have the same birthday./She invited

Maya and me.

Use of apostrophe (it’s/its)

It’s a nice day./The cat cleaned its ears.

Method

1 Write the words ‘Grandma Grammar’s

Problem Page’ on the board and invite

students to tell you what they would

expect it to be about. Tell them Grandma

Grammar has taken a holiday and so they

are going to have to answer the letters she

has received this week.

• 60 fun activities per book for practising and

revising key grammar points

• Wide range of activities at all levels including

jigsaw-reading, bingo, questionnaires and much

• Photocopiable handouts, full teaching notes and

answer keys

2 Give each student one of the letters

(numbers do not have to be equal). They

have ten minutes to circulate in the class

to tell different people their problem and

note down any answers. They should

underline the answers they think are true.

3 After this, students should form small

groups with others who had the same

problem and talk together to come up with

the best and clearest answer. They should

write this in a few sentences and give some

examples.

Teacher’s Notes

4 Now proceed to whole class feedback. Each

group reads out their problem and their

answer. The rest of the class can be invited

to comment. Do they ﬁnd the answer clear

and useful? If not, how could it be better?

Ask Grandma Grammar!

Time: 25 minutes

Activity type: Mingle and group work

Preparation: Make enough copies of pages 6

and 7 so that each student has

one of the problems to answer; cut

out the individual letters.

Grammar points

Use of deﬁnite and indeﬁnite articles

the sea/a river

Future idea expressed by present continuous

I’m visiting my mother on Sunday.

There is/There are

There is a woman with a baby.

few/little with countable and uncountable nouns

a little butter/a few apples

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Ask Grandma Grammar!

Dear Grandma Grammar,

Please help me! Why do we talk

about the sun but a star? Is it a

moon or the moon?

I have a question about the future

tense. Is it better to say ‘I’m

having a party next week. Would

you like to come?’ or ‘I’ll have a

party next week. Would you like

to come?’ Or are both correct?

Dear Grandma Grammar,

In an English cookbook, I read

‘You need a little milk and a few

eggs’. How do you know when to

use ‘few’ and when to use ‘little’

and can you say ‘little eggs’?

I know ‘he’ and ‘she’ are only

used for people in English, but

what do I use when I talk about

my cat, Sooty. Do I say ‘she’ or

must I say ‘it’?

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