Five-Minute Activities for Young Learners

parts
stems
experiences:
experiences:
sample answers
sample answers
eye
see
Once I saw . . .
flower/beautiful face/unfriendly 
It was . . .
nose
smell
Once I smelt . . .
food/delicious 
fish/dead 
It was . . .
ear
hear
Once I heard . . .
music/lovely
alarm clock/loud
It was . . .
tongue
taste
Once I tasted
ice cream/sweet
lemon/sour
. . .
It was . . .
finger
touch
Once I touched
cat/soft
cooker/hot
. . .
It was . . .
Five-Minute Activities for Young Learners
116

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5.14 An accident
Level
***
Language focus
Recount, vocabulary: medical, time-sequencing signals
Skills focus
Reading and speaking
Thinking focus
Sequencing, cause and effect
Teaching approach
Promote accuracy – correct errors
Interaction
Pairwork, suitable for large classes
Preparation
Write the random vocabulary on the board from Box 106.
Write some of the time-sequencing signals from the activity
on the board, e.g. First, then, next, after that, finally.
Procedure
1 Ask the children to read the random vocabulary from Box 106.
2 Divide the class into pairs and ask them to order the words into an
accident timeline. Encourage the children to use time-sequencing signals,
e.g. What happened first? What happened next? What happened after
that?
3 Call on pairs to share their answers with the class, using time-sequencing
signals.
Box 106