Five-Minute Activities for Young Learners

Box 21
A dog’s life – sample answers
Police dog
Guide dog
Farm dog
Sentence
stems
I help the police
I help blind  
I am the 
I am . . .
to find missing 
people to shop,
farmer’s best 
children or lost 
and to catch
friend. 
people.
buses and trains. I help the farmer 
I help . . . to . . .
I help the police to I 
am a friend to a  to round up 
catch criminals.
disabled person.
sheep or cows. 
I save time for
I save time for
I save money
I save money 
. . . because . . .
the busy  
for blind  
for the farmer
policemen  
people because because 
I save money for
because I can 
I can help 
I do not 
. . . because I
smell.
them walk.
need petrol.
can/do not . . .
Follow-up
• Ask the class to describe the personal attributes these working dogs have
in common. Suggestions are in Box 22.
• For another debate, see Activity 2.17.
Box 22
Attributes of working dogs
These working dogs are: loyal, trustworthy, hard-working, clever, quick learners,
strong, they serve the community.

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2
Journeys
2.1 A beach holiday
Level
*
Language focus
Common nouns: kinship terms, simple present tense
Skills focus
Pronunciation: consonant sounds
Thinking focus
Giving a reason for a choice
Teaching approach
Promote accuracy – correct errors
Interaction
Whole class work, suitable for large classes, pairwork
Preparation
Write the sentence stems on the board. See Box 24.
Procedure
1 Ask the children to recall all the people they know and then list the
vocabulary on the board. Suggestions are contained in Box 23. Some
children may suggest the given name of a brother, sister or friend.
Acknowledge the response, and then ask for more information about the
person, e.g. Katherine . . . Yes . . . And Katherine is your . . .
friend/sister/baby sister/big sister?
2 Then say Imagine you are going on a beach holiday. Choose eight of these
people to come with you. The children write their lists of people.
3 Ask the children to think about why they are choosing these eight people.
4 Refer to the sentence stems on the board, and ask the children to share
their list with a partner and give reasons for their choices. Some examples
of answers are in Box 24.
5 Draw the children’s attention to the final s sound when using
contractions, possessives or third person, and for internal consonant
sounds, e.g. brother, baby, sister.