Volume 04 Issue 07-2024
20
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
07
P
AGES
:
20-25
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Several scientists and educational researchers have worked on the concept “time”, they were interested in how to
express time in speech. In this article, we studied their works and wrote about teaching temporal words to elementary
level students at the same time a few methods were given that help to teach temporal words.
KEYWORDS
First, next, then, after that, finally, skills, knowledge, learning, activities, methods, approaches.
INTRODUCTION
Time is fundamental to human experience. We
structure our lives around it, always trying to arrive on
time or get things done ahead of the deadline. But,
time itself is a very abstract concept. We cannot feel it,
touch it or hear it; yet, it plays a central role in our
everyday lives. How are we able to make sense of such
an abstract concept? To address this question, Lakoff
and Johnson [3] proposed that our concrete
experience of being embodied within and moving
through space structures our understanding of
abstract concepts including time. Time is an extremely
multi-faceted concept and can refer to our perception
of the passage of time, as well as our conceptualization
of time.
Temporal words, also known as time-order words, play
a crucial role in helping students understand the
sequence of events. These words are essential for both
reading comprehension and writing, as they clarify the
order in which events occur. Teaching temporal words
Research Article
TEACHING TEMPORAL WORDS TO ELEMENTARY LEVEL STUDENTS
Submission Date:
July 06, 2024,
Accepted Date:
July 11, 2024,
Published Date:
July 16, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue07-04
Samadova Svetlana Jontoshevna
Independent researcher, Chirchik Pedagogical University, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 07-2024
21
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
07
P
AGES
:
20-25
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
to elementary students can be both engaging and
educational with the right strategies. This guide
provides practical tips and activities to effectively
teach temporal words to young learners. Temporal
words are used to describe the timing of events.
Common examples include:
Before: before, earlier, previously
Beginning: first, initially, at the start
Middle: next, then, after that
End: finally, last, in conclusion
Strategies for Teaching Temporal Words
The most important task for teachers is to teach
temporal words to students. In this article we outlined
several techniques how to explain such words to
elementary students.
In order to start by explicitly teaching the meaning and
function of temporal words we use simple definitions
and examples that are easy for students to understand.
For instance, “first” indicates the beginning of a
sequence, while “finally” signals the end.
Another way to teach temporal words are Visual Aids.
In this case we use charts, timelines, and graphic
organizers to visually represent the sequence of
events. Visual aids can help students grasp the concept
of order and see how temporal words fit into the
structure of a story or event.
In reading aloud technique first all we choose books
and stories that clearly use temporal words. As we
read, pause to highlight and discuss these words. We
ask students to predict what might happen next using
temporal clues.
We create a video tutorial explaining how to complete
a task or activity then choose a task we are familiar
with (e.g., baking a cake, assembling a model,
performing a dance routine). Plan the steps involved in
the task from start to finish.
Write a script that includes clear, sequential
i
nstructions using temporal words like “first”, “next”,
“then” “after that” and “finally”. Record the video,
demonstrating each step as you explain it. Edit the
video to ensure clarity and coherence.
Personal Narrative Essay
Students write a personal narrative about a
memorable event in their life. Think of a significant
event that you experienced (e.g., a family vacation, a
school competition, a special celebration). Outline the
sequence of events from beginning to end.
Write the narrative, focusing on the order of events
and using temporal words to guide the reader through
the story (e.g., “when I was seven”, “during the
summer”, “after we arrived”, “later that evening”).
Include vivid descriptions and reflections on the event,
revise and edit your essay for clarity and flow.
Scientific Experiment Report
Conduct a simple scientific experiment and write a
report explaining the process and results. Choose a
basic experiment (e.g., growing a plant from a seed,
creating a volcano with baking soda and vinegar).
Follow the scientific method: hypothesis, materials,
procedure, results, and conclusion. Document each
step of the procedure using temporal words to show
the sequence (e.g., “initially”, “next”, “after two days”
“finally”). Take photos or draw diagrams to i
llustrate
the process. Write a report detailing each part of the
Volume 04 Issue 07-2024
22
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
07
P
AGES
:
20-25
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
experiment, ensuring the use of temporal words to
describe the steps clearly.
Storybook Creation
Write and illustrate a short storybook for younger
children. Brainstorm a simple story idea suitable for
young children. Outline the plot, focusing on the
sequence of events. Write the story, using temporal
words to guide the young readers through the
narrative (e.g., “one morning”, “later that day”,
“suddenly” “in the end”). Create illustrations t
hat
complement the story. Assemble the story and
illustrations into a book format, either by hand or using
a digital tool. These projects will help students practice
using temporal words effectively while engaging in
creative and analytical thinking. Choose books and
stories that clearly use temporal words. As you read,
pause to highlight and discuss these words. Ask
students to predict what might happen next using
temporal clues. Here are a few book and story
suggestions that effectively use temporal words.
These can be used to highlight and discuss temporal
language with students, and to engage them in
predicting future events using temporal clues.
1. “Frog and Toad Together” by Arnold Lobel. [1] In this
story, Toad decides to plant a garden after being
in
spired by Frog‘s garden. As you read, pause to
highlight temporal words such as “first”, “next”,
“then”, “finally”, and “after a few days”. Ask students
why these words are important and how they help
understand the sequence of events. Have students
predict what will happen next using clues from the
temporal words. For example, “What do you think
Toad will do next after planting the seeds?”
2. “If You Give a Mouse a Cookie” by Laura Numeroff
This circular tale follows the consequences of giving a
mouse a cookie, leading to a series of events driven by
the mouse‘s needs. Identify words like “first”, “then”,
“when”, “after”, and “finally”. Discuss how each
action leads to the next and why the temporal words
are crucial in understanding the sequence. Encourage
students to predict what the mouse will ask for next
after each event. Use temporal clues to guide their
predictions.
3. “The Very Hungry Caterpillar” by Eric Carle. This
classic book follows the transformation of a caterpillar
into a butterfly, detailing what the caterpillar eats each
day. Focus on words like “on Monday”, “on Tuesday”,
“next day”, “after” and “finally”. Discuss the
importance of these words in showing the progression
of time and the caterpillar's growth. Have students
predict what the caterpillar will eat next or what will
happen to it as the days pass.
4. “Alexander and the Terrible, Horrible, No Good, Very
Bad Day” by Judith Viorst [2] Alexander experiences a
series of unfortunate events throughout his day.
Identify phrases like “when I woke up”, “after
breakfast”, “later”, and “finally”. Discuss how these
words structure Alexander's day and help the reader
follow the sequence of events. Ask students to predict
what bad thing might happen next to Alexander using
the temporal clues.
5. “Harry Potter and the Sorcerer's Stone” by J.K.
Rowling. [4] The first book in the Harry Potter series
introduces Harry and his journey into the world of
magic. Look for temporal phrases such as “at the
beginning of the term”, “after lunch”, “then”, “next”,
“later that night”, and “finally”. Discuss how these
words help keep track of the timeline of events at
Volume 04 Issue 07-2024
23
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
07
P
AGES
:
20-25
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Hogwarts. Encourage students to use temporal clues
to predict what might happen next in the story.
Implementation Steps:
- In Pre-Reading introduce the concept of temporal
words and why they are important in understanding
sequences in stories.
- In While Reading read the chosen book or story aloud,
pausing at key points to highlight and discuss temporal
words. Ask students to explain how these temporal
words help them understand what is happening and
what might happen next. Have students make
predictions about future events in the story based on
the temporal words and context clues.
In the third step that is in Post-Reading Reflect on the
predictions and discuss how the temporal words
guided their understanding and anticipation of the
story's events.
Using these books and activities, students can develop
a deeper understanding of temporal words and their
importance in structuring narratives and processes.
Provide students with sentence strips or picture cards
depicting events. Have them arrange the events in the
correct order and use temporal words to describe the
sequence. For example, give students cards illustrating
the steps to plant a seed and guide them to narrate the
process: "First, we dig a hole. Next, we plant the seed.
Then, we water it. Finally, it grows into a plant."
How to Make a Sandwich
Making a sandwich is easy and fun. Follow these steps
to create a delicious sandwich.
Materials Needed: Two slices of bread, Your favorite
spread (like mayonnaise or mustard), Some slices of
cheese, Some slices of ham or turkey, Lettuce and
tomato (optional), A knife
First, gather all the ingredients and materials you need.
Make sure you have everything ready before you start.
Next, take the two slices of bread and lay them flat on
a plate or cutting board. Then, use a knife to spread
your chosen spread (mayonnaise or mustard) on one
side of each slice of bread. After that, place the slices
of cheese on top of the spread on one slice of bread.
You can use as much cheese as you like. Next, add the
slices of ham or turkey on top of the cheese. Again, use
as many slices as you prefer. Then, if you like, add some
lettuce and tomato slices on top of the ham or turkey.
This will add a nice crunch and some freshness to your
sandwich. Finally, take the second slice of bread and
place it on top of the lettuce and tomato (or
ham/turkey if you skipped the vegetables), spread side
down.
Last, cut your sandwich in half with the knife if you
want, and enjoy your delicious sandwich!
Encourage students to use temporal words to clearly
explain each step in their own "How-To" guides. This
helps them organize their thoughts and improves their
writing skills.
Games and Activities: Incorporate games like
"Sequence Bingo" or "Temporal Word Relay." In
Sequence Bingo, students mark off temporal words as
they hear them in a story. In Temporal Word Relay,
students work in teams to arrange events in the
correct order and describe them using temporal
words.
Assessing Understanding
Volume 04 Issue 07-2024
24
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
07
P
AGES
:
20-25
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
To assess students' grasp of temporal words, use a
variety of formative and summative assessments:
Watch for the use of temporal words in students' oral
and written communication. Provide exercises where
students must fill in the blanks with appropriate
temporal words or sequence events correctly.
Exercise 1: Fill in the Blanks
Fill in the blanks with the appropriate temporal words:
“first”, “next”, “then”, “after that”, and “finally”.
________, wash your hands with soap and water.
________, take out two slices of bread and place them
on a plate.
________, spread butter on one side of each slice of
bread.
________, place a slice of cheese and some ham on one
of the buttered slices.
________, put the second slice of bread on top,
buttered side down, to complete your sandwich.
Answers: First, Next, Then, After that, Finally
Exercise 2: Below are steps to brush your teeth, but
they are out of order. Write the steps in the correct
sequence.
a. Spit out the toothpaste and rinse your mouth with
water.
b. Put toothpaste on your toothbrush.
c. Rinse your toothbrush and put it away.
d. Brush your teeth for two minutes.
e. Wet your toothbrush with water.
Answers: e, b, d, a, c
Exercise 4: Below are steps for planting a flower, but
they are out of order. Write the steps in the correct
sequence.
a. Water the flower lightly.
b. Dig a small hole in the soil.
c. Place the flower into the hole.
d. Cover the roots with soil and pat it down gently.
e. Choose a suitable spot in the garden.
These exercises will help students practice using
temporal words and understanding the correct
sequence of events.
Project 1: Personal Narrative Essay
Write a personal narrative about a memorable event in
your life. Think of a significant event that you
experienced (e.g., a family vacation, a school
competition, a special celebration). Outline the
sequence of events from beginning to end. Write the
narrative, focusing on the order of events and using
temporal words to guide the reader through the story
(e.g
., “when I was seven”, “during the summer”,
“after we arrived”, "later that evening”). Include vivid
descriptions and reflections on the event. Revise and
edit your essay for clarity and flow.
Project 2: Scientific Experiment Report. Conduct a
simple scientific experiment and write a report
explaining the process and results. Choose a basic
experiment (e.g., growing a plant from a seed, creating
a volcano with baking soda and vinegar). Follow the
scientific method: hypothesis, materials, procedure,
Volume 04 Issue 07-2024
25
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
07
P
AGES
:
20-25
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
results, and conclusion. Document each step of the
procedure using temporal words to show the
sequence (e.g., “initially”, “next”, “after two days”,
“finally”). Take photos or draw diagrams to illustrate
the process. Write a report detailing each part of the
experiment, ensuring the use of temporal words to
describe the steps clearly.
Project 3: Storybook Creation. Write and illustrate a
short storybook for younger children. Brainstorm a
simple story idea suitable for young children. Outline
the plot, focusing on the sequence of events. Write the
story, using temporal words to guide the young
readers through the narrative (e.g., “one morning”,
“later that day”, “suddenly”, “in the end”). Create
illustrations that complement the story. Assemble the
story and illustrations into a book format, either by
hand or using a digital tool. These projects will help
students practice using temporal words effectively
while engaging in creative and analytical thinking.
CONCLUSION
Teaching temporal words to elementary students is an
essential component of literacy education. By using a
mix of explicit instruction, interactive activities, and
consistent practice, educators can help students
master the use of temporal words, enhancing their
reading comprehension and writing skills.
REFERENCES
1.
Arnold Lobel “Frog and Toad” published by Harper
and Row, 1970.
2.
Judith Viorst, Alexander and the Terrible, Horrible,
No Good, Very Bad Day" published by Atheneum
Books, imprint of Simon & Schuster, 1972
3.
Lakoff and Johnson, “Metaphors We
Live By”,
published by University of Chicago Press, 1980.
4.
Murodova E. (2023). The importance and
advantages of learning a second language.
Экономика и социум, (12 (115)
-1), 501-504.
5.
Rowling J.K Harry Potter and the Sorcerer's Stone"
published in the United Kingdom under the title
"Harry Potter and the Philosopher's Stone" by
Bloomsbury June 26, 1997.
6.
Xaldarchayeva G. S. Methods of teaching creative
thinking to students based on the design of
creative
tasks
in
English,
https://euroasianjournals.org/index.php/pc/index
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