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For more FUN English Lesson WorksheetsVisit:http://www.efl4u.com All at the Same Time - Lesson Collection Set #EFL4U.co
pick up the baby get the clothes
go to the door
What would you do first?
First, I would
Second, I would
Third, I would
Finally, I would
answer the phone
because...
because...
because...
because...
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Teachers Instructions(1/2)
For more FUN English Lesson Worksheets All at the Same Time [Lesson Collection Set #2 Lesson 4]
Visit:http://www.efl4u.com EFL4U.com
All At The Same Time
1. Student ability:Beginner ~ Intermediate2. Approximate length of lesson:10+
3. Number of students necessary:Any
4. Preferred age/maturity:JHS, HS, College, Adult5. Type of lesson:Pair / Whole class
* * * * *
Language Target: Making choices, using
the conditional would, and explainingreasons for ones choices.
Setting Up: This is a quasi psychology
test but wait until its over to explain
the meaning of their choices. (Meanings
are given at the bottom).
Make enough copies of theworksheet for every student in class.
Getting Started -(Pair-work Version 1):
While most of the class is busy doing
something, ask one student to come to
the front of the class. Give him/her a
copy of the worksheet and whisper the
story written below (other students cant
hear the story). The student indicates
his/her choices (with reasons) on the
worksheet.
Do not tell them the meaning of their
choices, yet. Then, hand that student anadditional worksheets and tell him/her towhisper the same story (from memory) to
another student in the class. This
students, in turn, writes his/her choices
on the worksheet and is given a new
worksheet. Now, he/she selects another
student in class and continues the
process. The original student tells another
student who then tells another student
and so on until every student has heard
the story and made his/her choices.
(Pair-work Version 2):
Networking. While most of the class is
busy doing something, select two
students and ask them to come to the
front of the class. Give each of them acopy of the worksheet and tell them the
story written below. Have them indicate
their answers on the worksheet and their
reasons.
Do not tell them the meaning of
their choices, yet. Then, hand each
student two additional worksheets and
tell them to each pick two students fromthe class and retell the story from
memory. These students, in turn, write
their choices on the worksheet and are
given new worksheets. Now, they each
select two other students in class and
continue the process. (The original two
students each contact two new studentswho then contact two new students and
so on until every student has heard the
story and made his/her choices 2 x 4 x
8 x 16 x 32....).
(Whole Class Version 1):Hand out the
worksheet to each student. Tell the story
and give students time to write their
answers (and reasons).
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Teachers Instructions (2/2)
For more FUN English Lesson Worksheets All at the Same Time [Lesson Collection Set #2 Lesson 4]
Visit:http://www.efl4u.com EFL4U.com
Do not tell them the meaning of
their answers, yet. Then, in pairs, tellstudents to explain their answers to their
partners.
Whole Class Version 2: Same as above, but
after telling the story, pair the students
and have them interview each other writing down their partners answers on
the worksheet.
Do not tell them the meaning of
their answers, yet.
The Story: You are alone at home. You
have a young baby. Suddenly, your baby
starts crying. At the same time, the
telephone begins ringing. And then,
suddenly, at the same time, someone
starts knocking on the door. And then,
suddenly, at the same time, it starts
raining and all your clothes are outsideon the line getting wet. Remember, your
babys crying, the phones ringing,
someone is knocking at the door and it
starts raining and your clothes are
getting all wet all at the same time!
What would you do first?And why?
What would you do second, third and
fourth? And why?
Interpretations: The amusing part of this
lesson is when students are told the
psychological meaning of each of thechoices. Each item symbolizessomething.
The Baby symbolizes family. If a
student chooses take care of the baby as
No. 1, it reveals that his/her family is the
highest priority.
The Telephone symbolizes career or
business.
The person at the door symbolizes
friendship.
The clothes symbolize the importance of
romance (or sex for mature learners)
and its importance in life.
Building Fluency:Once students have been
presented with the psychological
interpretations of their choices, some of
them will naturally disagree. On the
board, write down some phrases ofagreement or disagreement such as:
I'm sorry, I disagree with that. I
dont really think my career is moreimportant than my family, etc.
I think that my friends may be the
most important thing in my life, but Im
sure my family is not the least important,
etc.
In small groups, students practice
these and similar structures for agreeing
and disagreeing politely, especially in a
social situation.
Note: Students should write the number oftheir choices on the gray arrows that arepointing toward the middle of the
worksheet. This makes it easy for other
students to see the priorities.
Contributed by Kala Rasiah
Illustrated by Chris Kennett
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