7:30am 7:00am

-2 -2
Fell out
of bed
Broke my
collar bone
8:00am
-1
Kicked a chair
in the dark
Stubbed
my big toe
Drank very
hot coffee
Burned
my tongue
8:00pm
Tripped in
the bathtub
Have a frozen
jaw
8:30am
-2
Sliced bread
with a knife
Cut my
thumb
9:00am
-1
Banged my elbow
on a desk
Have a tingling
funny-bone
1:00pm
-0
Spilled
ketchup
Stained my
shirt
9:30pm
-2
Fell down
the steps
Fractured
my ankle
9:30am
-2
Bicycled into
a fence
Scratched
my knee
4:30pm
-3
Shut the door
on my hand
Smashed two
fingers
10:30am
-2
Slipped on a
banana peel
Sprained
my wrist
11:30am
-2
Stepped in
a pot hole
Twisted
my back
4:00pm
-1
Sat on
a tack
Punctured
my bum
3:00pm
-1
Walked into a
coffee table
Bruised my
shin bone
3:30pm
-3
Crashed into
a wall
Dislocated
my shoulder
2:00pm
-4
Stumbled
on a rock
Broke my
right leg
1:30pm
-1
Poked myself
with a fork
Have a
swollen cheek
12:00 noon
-1
Smashed my face
into a pole
Have a
bleeding lip
5:30pm
-2
Touched a hot
frying pan
Burned my
hand
6:00pm
-1
Stood too close
to the fire
Singed my
eyebrows
6:30pm
-1
Bumped into
a cabinet door
Have a lump
on my head
7:30pm
-3
Dropped
an iron
Broke two
toes
9:00pm
-1
Picked up a
heavy box
Pulled a back
muscle
Clinic
+2
10:00am
Clinic
+2
2:30pm
Clinic
+2
7:00pm
S
A
F
E

F
O
R
N
O
W
!
S
A
F
E

F
O
R
N
O
W
!
S
A
F
E

F
O
R
N
O
W
!
S
A
F
E

F
O
R
N
O
W
!
S
A
F
E

F
O
R
N
O
W
!
S
A
F
E

F
O
R
N
O
W
!
S
A
F
E

F
O
R
N
O
W
!
Doctor
+3
11:00am
Doctor
+3
5:00pm
Hospital
+4
12:30pm
Hospital
+4
8:30pm
F
I
N
I
S
H
S
T
A
R
T
You look terrible. What happened?
-1 -2
For more FUN English Lesson Worksheets
Visit: http://www.e4u.com
Accident Prone Lesson Collection Set #3
EFL4U.com
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 ~ Advanced
2. Approximate length of lesson: 40+
3. Number of students necessary: 3+
4. Preferred age/maturity: JHS, HS, College, Adult
5. 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 tell
group 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. For
each 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 next
student 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. For
example (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
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 pantomime
all 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 bed
and 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 cut
thumb.)
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 only
minus 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 the
Score 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 the
one, 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 medical
attention, have them include the visit in
their reports: 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 have
had 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