pick up the baby

get the clothes

go to the door

answer the phone

What would you do rst?

First, I would because... Second, I would because... Third, I would because... Finally, I would because...
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Teachers Instructions (1/2)

All At The Same Time

Do not tell them the meaning of their choices, yet. Then, hand that student an additional worksheets and tell him/her to whisper 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 a copy 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 from the 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 students who 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).

1. Student ability: Beginner ~ Intermediate 2. Approximate length of lesson: 10+ 3. Number of students necessary: Any 4. Preferred age/maturity: JHS, HS, College, Adult 5. Type of lesson: Pair / Whole class

*****

Language Target: Making choices, using the conditional would, and explaining reasons 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 the worksheet 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.
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All at the Same Time [Lesson Collection Set #2 Lesson 4] EFL4U.com

Teachers Instructions (2/2)

Do not tell them the meaning of their answers, yet. Then, in pairs, tell students 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 outside on 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 the choices. Each item symbolizes something. 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 of agreement or disagreement such as: I'm sorry, I disagree with that. I dont really think my career is more important 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 of their choices on the gray arrows that are pointing 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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All at the Same Time [Lesson Collection Set #2 Lesson 4] EFL4U.com