Five-Minute Activities for Young Learners

Box 108
Personal descriptions
Physical descriptions
Personal
Skills sentence stem:
sentence stems: 
attributes
You can . . .
You have . . . 
sentence stem:
You are . . .
You are a/an . . .
person.
You have beautiful, clean hair.
clever
catch, throw, hit, kick a
You have lovely, big, dark eyes.
excellent
ball very well
You have nice, small, soft hands.
friendly
draw, paint, colour
You have strong, straight legs.
good
pictures very well
You have beautiful, straight,
happy
study, learn, read, 
white teeth.
interesting
speak, sing very well
You are tall and thin.
kind
run, swim, climb, 
You are small and strong.
quiet
dance, skate, ski very
helpful
quickly / very well
5.17 Healthy and unhealthy foods
Level
***
Language focus
Graph, comparatives and superlatives
Skills focus
Writing
Thinking focus
Analysing
Teaching approach
Promote creativity – accept errors
Interaction
Pairwork, suitable for large classes
Preparation
Draw the graph on the board. Write the sentence stems from
Box 109.
Procedure
1 Direct the children to the graph on the board. Point out that one shade
represents the weekly eating habits of Ann and the other shade represents
the weekly eating habits of Sally.
2 Now refer to the sentence stems and together try to complete a few
examples.
3 Finally, ask the children to write one sentence about the graph.
4 When they have finished, ask them to exchange their work with a partner.
Encourage them to proofread the sentence and make suggestions about
how to improve the text.
Healthy bodies
121

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Box 109
Eating habits
Graph
Sentence stems
. . . eats more . . . than . . .
. . . likes . . . the most.
. . . has a healthier diet than . . .
. . .’s favourite food is . . .
Both Ann and Sally like . . .
Follow-up
• Ask the children, in pairs, to draw a graph of their own eating habits and
write sentences describing their graphs. Display the graphs and the
explanations in the classroom.
• For other graphs and diagrams, see Activities 3.9, 4.13, 5.18, 6.15.
5.18 Food pyramid
Level
***
Language focus
Diagram, vocabulary: food
Skills focus
Listening for details, spelling
Thinking focus
Sorting information
Teaching approach
Promote accuracy – correct errors
Interaction
Pairwork, suitable for large classes
Preparation
Draw the food pyramid on the board. See Box 110.
Procedure
1 Refer to the food pyramid on the board and give one example of the
kinds of foods that belong in each section of the pyramid.
2 Tell the children to copy the pyramid, allowing enough room to write in
food types.
3 Read from the list of foods in Box 110, choosing food items from different
categories each time. Allow the children time to think about where to
write the food in the pyramid.
4 When you have finished, ask the children to check their answers with a