The Grammar
Activity Book
Bob Obee
PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE
The Pitt Building, Trumpington Street, Cambridge CB2 1RP, United Kingdom
CAMBRIDGE UNIVERSITY PRESS
The Edinburgh Building, Cambridge CB2 2RU, United Kingdom
40 West 20th Street, New York, NY 10011–4211, USA
10 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 Press
1999 P H O T O C O P I A B L E ’ may be photocopied free of charge for classroom use by the purchasing
individual or institution. This permission to copy does not extend to branches or additional schools of an
institution. 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
The Grammar Activity Book
Map of the book
KEY : E=ELEMENTARY; P=PRE-INTERMEDIATE; I=INTERMEDIATE; U=UPPER-INTERMEDIATE
Activity title
Language focus
Level
Time
(minutes)
Introduction
Page
6
Unit 1 Time like the present
1.1 Global animal bingo
1.2 Wildlife whoppers
1.3 Adverb backgammon
1.4 Behind the screen
Present simple/questions
Present simple: facts
Time adverbs/simple/continuous
Present simple/continuous
E–P
I–U
I–U
E
20
25
25
20
8
10
12
14
Unit 2 Questions and answers
2.1 So what’s the question?
2.2 Sporting chances
2.3 Do card quiz
2.4 Zig-zag questions
Phrasing of common questions
Present continuous questions
Subject questions
Appropriate short answers
P–I
P–U
P–I
P
30
25
40
25
15
18
20
22
Unit 3 Talking about things past
3.1 Round about when
Time adverbs: simple past
3.2 Joke go-betweens
Simple past questions
3.3 Last week’s news
Simple past/past continuous
3.4 Past identities
Past continuous: background detail
P–I
I
P–U
P–I
20
25
30
30
24
26
28
29
Unit 4 Making comparisons
4.1 Line up accordingly
4.2 Psychic partners
4.3 Comparative short straws
4.4 Ratio roulette
Comparative adjectives/adverbs
Superlative adjectives/adverbs
Degrees of comparison
Degrees of comparison
P
I
U
I
25
30
20
20
30
32
34
36
Unit 5 Describing things
5.1 Sort yourselves out
5.2 Four-card adjectives
5.3 Collocation bridges
5.4 Square routes
Adverbs: word order
Order of adjectives
Adjective/noun collocation
Use of adjectives/adverbs
E–U
P–I
I–U
P–I
25
25
15–20
25
37
38
40
42
Unit 6 Looking to the future
6.1 Arrangement squares
6.2 Pantomime fish
6.3 Collecting evidence
6.4 Dedication poem
Present continuous (future)
Use of will
Be going to (present evidence)
Conjunctions/use of will
P
P–I
P
I–U
20
25
25
25
44
46
48
50
Unit 7 Using the perfect
7.1 Point in a story
7.2 Record-breakers
7.3 What have you done!
7.4 Jigsaw mischief
7.5 Adverb rummy
Present perfect simple (just/already/yet)
P–I
Present perfect simple (unspecified past time) P–I
Present perfect simple (present result)
P
Present perfect continuous (present effect) I–U
Present perfect simple/continuous/past simple I–U
20
20
20
30
20
51
52
56
58
60
Activity title
Language focus
Level
Time
(minutes)
Page
Unit 8 Things we can count
8.1 Determiner dominoes
8.2 Pieces of me
8.3 Building captions
8.4 Open ‘the’ doors
Use of determiners
Partitive nouns
Use of the/zero article
Use of zero article with certain classes of nouns
P–U
I–U
I
I–U
25
25
25
10–15
62
64
66
68
Unit 9 Conditional meanings
9.1 Homophone healing
9.2 Blanks and brackets
9.3 Seeking scruples
9.4 Memory consequences
zero conditional
First conditional (if/will/in case)
Second conditional
Third conditional
I
I
I
I–U
30
20
35
20
70
72
74
76
Unit 10 Obligation and possibility
10.1 Headline investment
Must/can’t/might/could (possibility)
10.2 Streetwise surveys
Must/mustn’t/have to … (obligation)
10.3 Royal behaviour
Must have/couldn’t have (past speculation)
10.4 Rules and lines
Must/mustn’t/have to (obligation)
I
P–I
I–U
I
25
30
20
25
78
80
82
84
Unit 11 Indicating time, movement and place
11.1 Last card wins
Prepositional phrases: time place manner
11.2 Opposite moves
Verbs of movement (prepositions)
11.3 Time pieces
In at on (time)
11.4 Preposition chequers
In at on (place)
P–I
U
P–I
P–I
25
25
25
25
86
88
90
92
Unit 12 Using the passive
12.1 Signs of the passive
12.2 Whose house?
12.3 A causative day out
12.4 Fairytale jigsaw races
Use of passive in signs/different tenses
Simple past/past perfect passive
Causative structure: have things done
Simple past passive by + agent
I
U
U
I–U
25
30
25
30
95
98
100
102
Unit 13 Functional exchanges
13.1 Answer keys
13.2 On the floor debate
13.3 Conversation pyramids
13.4 Answer hopping
Short exchanges
Common discussion markers
Short answers and follow-ups
So/neither responses/tag questions
P–I
I–U
P–I
E–P
25
30
15–20
25
104
106
108
110
Unit 14 What someone said
14.1 Beyond belief
14.2 No more than seven words
14.3 Connecting speech
14.4 Who asked you …
You said/told me that …
Sentence patterns after reporting verbs
Contrasts between say, tell, speak, talk
Reported questions
I
I–U
I–U
I–U
25
30
25
30
112
114
116
119
Unit 15 Revision games
15.1 Slide rules
15.2 Tense squares
15.3 Throw-out puzzles
15.4 Sole mates
Various structures
Revision of tenses
Various structures
Various structures
I–U
P–U
P
E–I
25
20
30
35
120
122
124
126
1
unit 1 Time like the present
1.1 Global animal
Level
elementary –
pre-intermediate
Class size
whole class
Language focus
present simple Have … got
questions about facts and
habitual actions
Pronunciation
weak forms: do you /dju/
you /j´/
Preparation time
5 minutes
Game time
20 minutes
bingo
Before class
Make one copy of one Bingo card (p.9) for each learner or each pair
of learners, depending on the size of the class.
In class
1 Explain to learners that they are going to play a game like bingo, which is
popular throughout the English-speaking world. The game here, however, also
involves 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 the
grid is a sentence about an animal and three pieces of information about that
animal: 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 on
his/her card.
3 The aim of the game is to be the first learner to cross off all the phrases on
his/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 is
very important that learners do not reveal any other details about the animal.
On introduction, other learners in the class should pose questions to the
animal, based on phrases in their Bingo cards. For example, for the African
elephant, the following is written:
Hello, I’m an African elephant: I have a small tail, I eat leaves and I’ve got
relatives in India.
The learner introducing himself/herself says: Hello, I’m an African elephant …
The other learners then scan their Bingo cards for any phrases that might
relate to the African elephant, and ask the elephant any questions that the
phrases suggest.
1 long grass
leaves
seals
BINGO
sitting
A learner with
these bingo
squares thus might
bamboo
sealsask: Do you eat leaves?
down
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.
Anotherlong
learner
with these
same bingo squares
grass
dancing
queenmight ask: Do you eat
long grass?
The African elephant answers: No, I don’t (because this is not a detail in
front of him/her).
After a question from three or four different learners, move on to another
learner, who introduces himself/herself: Hello, I’m a polar bear, and so on.
5 If there is more than one African elephant etc. in the class, this simply
means that learners may ask the African elephant questions again.
8
1.1 Global animal bingo
✂
Bingo cards
sitting
down
bamboo
seals
long grass
dancing
queen
Hello, I’m a pelican: I live in Romania, I eat fish and
I like going on holiday.
BINGO
3
China
holiday
longer than
people
Romania
long sleep
seals
leaves
fish
yellow and
brown
Hello, I’m a bee: I have a queen, I like dancing
and I like flowers.
BINGO
5 long grass
holiday
bamboo
leaves
small tail
group
white
relatives
grass
small birds
Hello, I’m a polar bear: I like swimming under ice,
I eat seals and I like a long sleep.
BINGO
7
zebras
long grass under ice
small
birds
sitting
down
fish
relatives
in India
China
queen
Hello, I’m a tortoise: I live longer than people,
I have a yellow and brown shell and a long neck.
2
BINGO
grass
Romania
leaves
relatives
in India
holiday
queen
group
zebras
fish
longer than
people
Hello, I’m an African elephant: I have a small tail.
I eat leaves and I’ve got relatives in India.
4
grass
flowers
BINGO
small
tail
zebras
dancing
6
under ice
sitting
down
flowers
small birds long sleep
leaves
white
relatives
China
✂
relatives
in India
small tail long sleep
longer than
people
group
Hello, I’m a rhinoceros: I eat grass, I have white
relatives and I like small birds on my back.
8 long grass
✂
under ice
Hello, I’m a giant panda: I live in China, I eat
bamboo and I like sitting down.
BINGO
under
ice
BINGO
BINGO
1
dancing
✂
Romania
in
long neck relatives
India
grass
yellow and small birds
brown
seals
Hello, I’m a lion: I live in a group, I like long grass
and I eat zebras.
From The Grammar Activity Book by Bob Obee © Cambridge University Press 1999
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