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Ideas for using the Emergency Fire sequence story by Natalie Greenly, Resource Coordinator, ELP Auckland Central 2012

Emergency - Fire – ideas for using the sequence story Note for Tutors: Activities referred to in Ideas for using the sequence story are related to the suggested Vocabulary and text which you can find on page 10 of this document. Warm up Before looking at the picture, ask your learner if s/he has ever had to call emergency services, in her country or in NZ. Check that your learner knows the number for emergency services – 111. Write down emergency services and brainstorm any vocabulary you associate with the topic Focus on key vocabulary (See page 10 for suggested vocabulary) Either provide the learner with a list of target vocabulary and ask her to match the words to what she can see in the picture (Lower level), or brainstorm words with the learner (Higher level) Question stories (See page 11 for suggested questions) Ask a series of questions relating to the sequence. The learner’s answers can guide them to retell or write the story of sequence. You could then compare the learner’s version with the original text. Alternatively encourage the learner to ask you some questions about the story. Learners often get more practice answering than asking questions. Jumbled pictures (speaking) Cut the pictures up and jumble them up. Tutor and learner look at them one by one, and discuss what is happening in each picture. When you have discussed each picture put them in order and tell the story. This allows for good recycling of vocabulary. Alternative class activity. Put the learners into small groups of up to six. Show the learners the first and last pictures and ask them to speculate what the story will be about. Give each learner one or two of the cut-up pictures. Tell them not to show it to the others. Learners take it in turns describe their pictures to the group. The group listens and decides on a good order for the pictures. Finally the learners look at all the pictures and revise their story if necessary. Jumbled sentences – reading (see page 12 for photocopiable sentences) Cut up the text into strips. Each strip relates to one of the pictures. Jumble up the strips. Look at the picture story and ask the learner(s) to match the appropriate sentence to the right picture.

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Ideas for using the Emergency Fire sequence story by Natalie Greenly, Resource Coordinator, ELP Auckland Central 2012

Adapt the story: to extend more advanced learners After working with the basic version of the text, brainstorm some more advanced words that could also be incorporated into the story. Use these words to enrich the story by adapting the existing text. You can also change the story to the past and use more complicated sentence structure:

One evening, Sara was cooking dinner in the kitchen whilst listening to the radio. Her older children were sitting at the kitchen table doing their homework while her toddler was playing with his toys under the table. Suddenly the toddler hit his head and started crying. She rushed over to comfort him, leaving the stove unattended. She started talking to her older children, forgetting that she had left the pan on the stove. The pan caught fire and she didn’t notice. The radio was still on. All of a sudden the smoke alarm went off and she turned around and noticed the fire. She quickly gathered her children, grabbed the phone and rushed out of the house....

Point of view: Rewrite the text from one person’s point of view (for example one of the children). Gapped text (use the text on page 10) Gap out some words in the text after reading it with your learner. The learner completes the text by referring to the pictures. Depending on your learner’s needs, you can focus on particular words: e.g. content words from the target vocabulary in the picture (this helps with revision)

Sara and her children are in the ___________. Sara is ___________ dinner. The radio is on. Two of her children are sitting at the ___________table. Her other child, a toddler, is playing under the ___________.

“grammar” words: e.g. prepositions

Sara and her children are ______ the kitchen. Sara is cooking dinner. The radio is ______. Two of her children are sitting ______ the dining table. Her other child, a toddler, is playing ______ the table.

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Sara and her children are in ______ kitchen. Sara is cooking dinner. ______ radio is on. Two of her children are sitting at ______ dining table. Her other child, a toddler, is playing under ______ table.

Kim’s game (speaking or writing class game) The learners look at the pictures for a set period of time. In pairs they discuss what they can see. The pair turns over the picture and collaboratively try and recall the pictures in the sequence and what was happening (they can do this orally or in writing). They then turn the picture back over and discuss what they left out.

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Ideas for using the Emergency Fire sequence story by Natalie Greenly, Resource Coordinator, ELP Auckland Central 2012

Listening practice: True/false Say some sentences about the picture, some true, some false: e.g. Sarah is washing up. (False) There are two children at the dinner table (True) There are three possible activities here:

The learner simply says true for the true ones and false for the false ones. The learner repeats the true sentences and stays silent for the false ones (So

it’s a kind of drill, but the learner has to process the meaning as well as repeat) The learner says true for the true ones and corrects the false ones: e.g. no,

she’s not washing up, she’s cooking dinner.

In a higher level class the learners can work in pairs. One learner can say a true/false sentence and the other responds. Then they swap roles. Dialogues

Imagine the conversation between the mother and the children before the fire starts. Write short dialogues

Imagine the mother is telling her partner/husband what happened.

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Ideas for using the Emergency Fire sequence story by Natalie Greenly, Resource Coordinator, ELP Auckland Central 2012

Extension activities What to do in the event of a fire: After going through the story, brainstorm what to do in the event of a fire in the

house. Find the missing words in the Fire Service’s motto:

Get________________, Get_________________, Get______________________” See what to do in the event of a fire How would your learner get out? (See here for a discussion of escape plans)

Discuss the importance of smoke alarms and how to maintain them and check

them regularly: Smoke alarms installation

Discuss how to prevent fires in the first place. Here are things to consider:

Kitchen and cooking Smokers and smoking Using candles Christmas trees Heaters and fireplaces Electrical equipment and electricity Electric Blankets Barbecues Children’s nightwear

Excellent advice is to be found on the Fire Service’s website:

When to call 111: Discuss in what situations you would (and would not) call 111: e.g.

There is a burglary and you think the burglars are in the house (Call 111)

vs

You have come home from holiday to find that your house has been burgled, but you are sure the burglars have gone (Call the local police station – help your learner find the number in the phone book)

If you don’t call 111, what else could you do – e.g. call animal control, go to the doctor or local ER, call the poisons centre on 0800 764 766, call Healthline on 0800 611 116.

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Ideas for using the Emergency Fire sequence story by Natalie Greenly, Resource Coordinator, ELP Auckland Central 2012

Some other situations:

There is a car crash in front of your house. No one is hurt but the cars are badly damaged.

There is a fire in your unit building. You know that a man who uses a wheelchair is in his unit next to the one on fire

Your co-worker falls on the stairs. He can’t get up and his leg is probably broken.

Your friend trips and falls on the deck. She can walk but says her ankle hurts. It is swelling.

Your wife is going to have a baby. She thinks that it is time to go to the hospital.

Your child swallows ant poison that you have under the sink. You cut your hand while working on the lawnmower. The cut is deep and

bleeding a lot. You burn your wrist on the car radiator. The burn is small. Your child tries to pat the dog next door. The dog bites her and breaks the

skin. Your friend complains of numbness in his arm and pain in his chest. He is

having trouble breathing. You slip on a wet floor and fall. You are bruised and scratched. A car runs into a telephone pole in your front yard. The driver does not

answer you and does not move. Emergency 111 conversation Rehearse emergency 111 conversations with your learner. Make sure you do one for fire, ambulance and police. These are the questions your learner needs to be able to understand and answer in English:

Nature of the emergency: Do you need help from Fire, Ambulance or Police? What happened? How many details do you know? What should have the most importance? In general, the most important thing is why you need assistance (e.g. an unconscious bleeding person), followed by what caused you to need assistance (e.g. a car accident)

Where is the emergency? The emergency is not always located where you are calling from. Always be aware of your surroundings and where you are. Try to keep a watch out for the road signs, business names and intersections whenever you may travel. Tell the dispatcher the street address, the suburb, the name of the city, and the nearest intersection, and any landmarks, business names etc that can help the rescue team find you quickly

Your phone number, name, and address. The dispatcher will need instructions on how to get to where you are, and may need to call back for more information. Know the phone number of your phone.

More information on the NZ police website.

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Ideas for using the Emergency Fire sequence story by Natalie Greenly, Resource Coordinator, ELP Auckland Central 2012

Help your learner describe a series of common emergency situations e.g.

fire burglary mugging car accident somebody collapsing a suspected crime in progress a public hazard which could be dangerous for others

First Aid Discuss some common first aid problems - what would you do in these situations:

unconscious and not breathing unconscious but breathing stroke shock fractures heart attack breathing problems wounds and bleeding severe allergic reaction head injuries effects of heat and cold poisoning

Information can be found on the UK St John’s website, with some interesting videos that can also be used for listening practice: Your learner might also consider doing a first aid course.

Learners with an iPad or iPhone might also like to download an app called the Healthline Symptom Checker, which lets you enter your symptoms on a body map or search by name from a list – eg, ‘knee injury’.

Once the symptoms have been found, courses of action are suggested. Based on the type and severity of the illness, that could be to call an ambulance, see the doctor within 24 hours, or advice on how to manage the condition at home.

The app can also store health providers’ contact details and some emergency numbers.

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Ideas for using the Emergency Fire sequence story by Natalie Greenly, Resource Coordinator, ELP Auckland Central 2012

How can you make your house safer?

Look at these pictures with your learner and identify potential hazards. Is there anything that your learner (or you!) could do to make your houses safer?

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Ideas for using the Emergency Fire sequence story by Natalie Greenly, Resource Coordinator, ELP Auckland Central 2012

You could then write some suggestions on how to childproof your house, or how to make it safer.

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Emergency - Fire! – suggested text and vocabulary Note for Tutors: For ideas about how to use this suggested vocabulary and text, refer to Ideas for using the sequence story on page 2 of this document. Target Vocabulary (see page 2) stove, on (to be on/off), catch fire, notice, smoke alarm, go off (alarm), shocked, scared, grab, rush, dial, 111, operator, emergency, on fire, worried, fire service, neighbour, put out (a fire) Basic Story for Lower Levels Sara and her children are in the kitchen. Sara is cooking dinner. The radio is on. Two of her children are sitting at the dining table. Her other child, a toddler, is playing under the table. Suddenly, he hits his head and starts crying. Sara goes to him and picks him up. The dinner is still cooking in the pan. While she comforts her toddler, her other son starts talking to her. The pan is still on the stove and the radio is still on. While she is talking to her children at the table, the pan catches fire. Sara doesn’t notice the fire until the smoke alarm goes off. She turns around and sees the fire. Her children run to her. They are all shocked and scared. She grabs the phone and tells the children to get out of the house quickly. They all rush out of the house and she closes the door. When they are outside, Sara dials 111 on the phone. An operator answers the call and asks her what she needs for her emergency - Fire, Ambulance or Police. Sara says “Fire!” The operator asks her where the fire is. She gives the operator her address. The operator asks her about the fire. Sara tells her the kitchen is on fire. The operator asks if there is anyone in the house. Sara tells her that they are all outside the house. The operator asks for her phone number. Sara gives the operator her phone number. The children stay close to their mother while she is on the phone. They are worried. A few minutes later the fire service arrives. A neighbour comes over and checks that Sara and her family are all okay and that they are all out of the house.

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Questions for “Question stories” (see page 2) Pic 1: Who is in the picture? Where are they? What is the mother doing? What is she listening to? What are the children doing? Pic 2: What is the toddler doing? Why? What is the mother doing? Why? Is the stove still on? Is the radio still on? Pic 3: What is the mother doing? Where is she? What’s happening at the stove? Does the mother notice? Why/why not? Pic 4: What can they hear? Can they see the fire? How do they feel? Pic 5: What does the mother grab? What does she say? Where are they going? Pic 6: What is the mother doing? Where are they going? Pic 7: Where are they? What is the mother doing? Who is she speaking to? What does the operator ask her? How do the children feel? Pic 8: Who is in the picture? What does the woman ask Sara? What is arriving? What is going to happen next?

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Descriptions for “Jumbled sentences” (see page 2) Photocopy and cut up.

While Sara is cooking dinner, her youngest son hits his head on the dining

table and starts crying.

Sara picks up her son and comforts him.

While she is talking to her children at the table, the pan catches fire.

Sara hears the smoke alarm. She turns around and notices the fire in the

kitchen.

She grabs the phone and tells the children to get out of the house quickly.

They all rush out of the house and she closes the door.

When they are outside, Sara dials 111 on the phone. She asks for the fire

service.

The fire service arrives. Sara’s neighbour checks they are all ok and

everyone is out of the house.