4 accident prone

8/13/2019 4 Accident Prone

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7:30am7:00am

-2-2

Fell outof bed

Broke mycollar bone

8:00am

-1

Kicked a chairin the dark

Stubbedmy big toe

Drank veryhot coffee

Burnedmy tongue

8:00pm

Tripped inthe bathtub

Have a frozenjaw

8:30am

-2

Sliced breadwith a knife

Cut mythumb

9:00am

-1

Banged my elbowon a desk

Have a tinglingfunny-bone

1:00pm

-0

Spilledketchup

Stained myshirt

9:30pm

-2

Fell downthe steps

Fracturedmy ankle

9:30am

-2

Bicycled intoa fence

Scratchedmy knee

4:30pm

-3

Shut the dooron my hand

Smashed twofingers

10:30am

Slipped on abanana pee

Sprainedmy wrist

11:30am

-

Stepped ina pot hole

Twistedmy back

4:00pm

-1

Sat ona tack

Puncturedmy bum

3:00pm

-1

Walked into acoffee table

Bruised myshin bone

3:30pm

-3

Crashed intoa wall

Dislocatedmy shoulder

2:00pm

-4

Stumbledon a rock

Broke myright leg

1:30pm

-1

Poked myselfwith a fork

Have aswollen cheek

12:00 noon

-1

Smashed my faceinto a pole

Have ableeding lip

5:30pm

-2

Touched a hotfrying pan

Burned myhand

6:00pm

-1

Stood too closeto the fire

Singed myeyebrows

6:30pm

-1

Bumped intoa cabinet door

Have a lumpon my head

7:30pm

-3

Droppedan iron

Broke twotoes

9:00pm

-1

Picked up aheavy box

Pulled a backmuscle

Clinic+2

10:00am

Clinic+2

2:30pm

Clinic+2

7:00pm

SAFE

FOR

NOW!

SAFE

FOR

NOW!

SAFE

FOR

NOW!

SAFE

FOR

NOW!

SAF

EFOR

NOW!

SAFE

FOR

NOW!

SAFE

FOR

NOW!

Doctor+3

11:00am

Doctor+3

5:00pm

Hospital+4

12:30pm

Hospital+4

8:30pm

INISH

FINI

SH

ST RT

START

You look terrible. What happened?

-1-2

ore FUN English Lesson Worksheets

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Accident Prone Lesson C


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Teachers Instructions(1/2)

For more FUN English Lesson Worksheets Accident Prone [Lesson Collection Set #3 Lesson 4]

Visit:http://www.efl4u.com EFL4U.com

Accident Prone

1. Student ability:High Beginner ~ Advanced2. Approximate length of lesson:40+

3. Number of students necessary:3+

4. Preferred age/maturity:JHS, HS, College, Adult5. Type of lesson:Small Group Activity

* * * * *

Language Target: Using *past test verbs to

describe a simple causes and effects.Students string together a number of these

cause / effect circumstances as they tellgroup mates about their various accidents.

*For practice present and/or past perfect tenses,

see Variation #4.

Materials:One die for every group or 4 or 5

students. Markers coins, beans,paperclips, etc. Enlarge the Worksheet

and give one worksheet to each group.

Setting Up: Write the following on the board:

You look terrible. What happened?

Students: You look terrible. What happened?

Teacher: At 8:30 I walked into a chair and I

bruised my shin bone. (Rub shin bone.)And

then, At 9:00 I drank very hot coffee and

burned my tongue. (Continue speaking with

your tongue stuck out )

And then, at 9:30 I slammed the drawer on

my hand and I smashed two fingers. (Rub

shin bone and hold up two gnarled fingers.)And then, (tongue still out) at 10:30 I

slipped on a wet floor and twisted my back,

(Rub shin bone, hold up two gnarled fingers

and massage back.)

Explain the cause (I walked into a chair) and

the effect (I bruised my shin bone).

Group students, hand out one ENLARGED

Worksheet to each group and one Score

Sheet to each student. [This lesson takes

about 40 minutes with a group of four. Foreach additional student, add 15 minutes.]

Review all vocabulary on the worksheet

both verbs and nouns. Even high level-

ability students will learn some new words.

Getting Started: In groups, one student rolls

the die and moves his/her marker the

appropriate number of spaces. If he/she

lands on an Accident Square, the dialogue

proceeds as follows:

Group members:

You look terrible! What happened?

Injured student (for example):At 7:00 I fell out of bed and I broke my

collar bone.(Rubs collar bone.)

Group members:Be careful!

Injured student: Thanks. Ill try.

While the first student writes the cause, effect

and points on his/her Score Sheet, the nextstudent rolls the die and so on. After

everyone in the group has had a turn, the

first student rolls again. If he/she has a

second accident, then a full report of the

days accidents needs to be reported. Forexample (after a couple of turns):

Group members:

You look terrible! What happened?

Injured student (for example):

At 7:00 I fell out of bed and I broke my

collar bone. (Rubs collar bone.) Then, at
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3/3

Teachers Instructions (2/2)

For more FUN English Lesson Worksheets Accident Prone [Lesson Collection Set #3 Lesson 4]

Visit:http://www.efl4u.com EFL4U.com

8:30 I sliced bread with a knife and I cut my

thumb. (Holds up cut thumb.)Group members:Be careful!

Injured student: Thanks. Ill try.

Little by little, students will acquire a long list

of injuries which they report to their group.

Its really fun to get students to pantomimeall of the accidents in their report.

Clinic / Doctor / Hospital: When a students

land on one of these squares, they can

receive assistance for any of their injuries.

Note: One student in the group assumes the

role of Medical Assistant (MA):

MA:May I help you?

Student: Oh doctor. At 7:00 I fell out of bedand I broke my collar bone. (Rubs collar

bone.) Then, at 8:30 I sliced bread with a

knife and I cut my thumb. (Holds up cutthumb.)

MA: OK, heres something for your cut thumb,(Pantomimes a remedy)

Injured student: Thanks, doctor.

MA: Youre welcome. Please be careful!

Students receive assistance equal to or less

than the points written on the worksheet. If

a student with a total of minus 7 points

lands on a hospital square, up to 4 points

may be remedied. No more than 4 points,

however. If a student with a total of onlyminus 2 points lands on the hospital square,only 2 points may be remedied. (Points can

not be applied to future accidents.)

Once a student has received medical assistance

(clinic, doctor or hospital), the points on theScore Sheet should be erased.

The winner is the player with the least injury

points as they limp across the finish line.

Variation 1: For lower-ability students, limit

the number of injuries in the report to theone, two or three most recent ones.

Variation 2: Students may move either

forward or backward. (This will add a

considerable amount of time to the activity).

Variation 3: With mature students, tell them

that they will die if they incur 10 points or

more during the game.

Variation 4:Try using present perfect in their

injury reports: At 4:00 I bicycled into a

fence and I have had a scratched knee.

Then, at 5:30 I touched a hot frying pan and

I have had a burned hand, OR past perfect:

I had had a swollen check before I went to

the hospital,etc.

Variation 5: As students receive medicalattention, have them include the visit in

theirreports:At 4:00 I bicycled into a fence

and I had a scratched knee, but then I went

to the doctor and he gave me something for

my knee. Then, at 5:30 I touched a hot

frying pan and I had a burned hand, but I

went to the hospital and the doctor game me

something for my burn.

Building Fluency: Discuss the meaning of

accident prone and clumsy. Ask

students what kind of accidents they havehad and begin a discussion using Who,What, When, Where, Why and How

questions to get more of the details.

Writing Practice: Students write an essay

about an accident they have had.

Similar Lesson:

Aches & Pains

(Lesson Collection Set #1 Lesson 16)

Illustrated by Chris Kennett

Contributed by Kurt Scheibner
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