Follow-up
• You could conduct a class survey about weekend activities. The class
could then rank their own weekend activities from the least healthy to the
healthiest. The results could be recorded in a graph.
• You could ask the children to make suggestions about how to include
more healthy activities in their own lifestyle.
5.10 Our feelings
Level
**
Language focus
Verb
to be + a complement +
when
Skills focus
Speaking
Thinking focus
Giving examples
Teaching approach
Promote creativity – accept errors
Interaction
Group work, suitable for large classes
Preparation
Write the six feeling words on the board, along with the
group questions and sentence stems. See Box 102.
Procedure
1 The children will be familiar with some of the feelings on the board, such
as
happy,
sad,
afraid and
sorry. However, you may need to talk to them
about feeling quiet, i.e.
peaceful or reflective, and feeling strong, i.e.
brave or determined.
2 Divide the class into groups with six children in each group. Allocate one
of the feeling words to each child in the group. If you cannot divide your
class evenly into groups of six, then allow two children to work together.
For less confident learners, give them the simpler words like
sad or
happy
and challenge your more able learners with
quiet and
strong.
3 Give the children a few minutes to think about
circumstances when they
have had these feelings.
4 Everyone in the group then takes a turn to tell the others about when they
have had these feelings. For example, the group says to one member
When are you sad? The response could be
I am sad when I see hungry
children on TV.
5 Continue until everyone in the group has had a turn to speak.
Five-Minute Activities for Young Learners
112
Box 102
Expressing feelings
Feeling
Sentence stem and
Sentence stem and sample answers
words
group questions
Afraid
When are you afraid?
I am afraid when I watch a scary movie.
Happy
When are you happy?
I am happy when I get birthday presents.
Sad
When are you sad?
I am sad when I see hungry children
on TV.
Sorry
When are you sorry?
I am sorry when I hurt a friend.
Quiet
When are you quiet?
I am quiet when I look at the stars at
night.
Strong
When are you strong?
I am strong when my football team does
not win the game.
Follow-up
Ask the children to write sentences about each member of the group. Remind
them that they now need to pay attention to the third person singular verb
endings, e.g.
Tom is quiet when he looks at the stars at night. The children
could illustrate their sentences and display them in the classroom.
5.11 Absent from school
Level
**
Language focus
Absentee letter, vocabulary:
days of the week, ailments
Skills focus
Writing
Thinking focus
Explaining
Teaching approach
Promote creativity – accept errors
Interaction
Individual work, suitable for large classes
Preparation
Make a classroom poster displaying the letter scaffolding in
Box 103.
Procedure
1 Talk to the children briefly about the occasions when they have been
absent from school with an illness. Tell them that they are going to write
a note to their teachers explaining why
they have been absent from
school.
Healthy bodies
113
2 Refer the children to the letter scaffolding in the poster. Your less able
learners will be able simply to supply one-word answers in the gaps,
whereas you should encourage your more confident learners to expand
on their reasons for being absent.
3 When they have finished, get the children to swap their writing with a
classmate. Ask them to read the letter and make suggestions to their
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