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they
are called managers.
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Free Lesson Plan by Bibi Baxter
PROBLEM-SOLVING FUN EXERCISE
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Overview of Lesson Plan + Classroom Management
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Section
1
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Class Discussion: Make-up (brands, problems,
etc.)
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Pre-teach new words from text
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Pre-teach constructions required for Sections 2
& 3
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Pairwork: Dictation to practise listening,
pronunciation, writing & spelling
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Section
2
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Pairwork, then class discussion (using COULD +
INFINITIVE)
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Regroup students for 2nd dictation to practise
listening, pronunciation, writing & spelling
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Section
3
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Speculating, guessing, anticipating, hazarding a
guess (using BE GOING TO + INFINITIVE or SIMPLE FUTURE TENSE)
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Regroup students for 3rd dictation to practise
listening, pronunciation, writing & spelling
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Milling exercise in pairs to discuss the meaning of
the final sentence
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Section
4
NOTE
The dictation exercises are extremely worthwhile for all
levels and they are not overly long; therefore, allow students to work
at their own pace. Do not hurry them, or attempt to shorten the
exercise. Early finishers should be given additional tasks to
allow the slower ones to complete the whole exercise without pressure,
because it is valid in a range of different ways.
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SECTION 1
CLASS DISCUSSION
- GIRLS ONLY CLASSES: Ask
if any of the girls use lipstick, or whether they know anyone who
does.
- Discuss how it is
put on and blotted to stop smudging.
- Ask whether it
leaves a stain on glasses and their boyfriends' face.
- Ask whether they
leave imprints on letters, or elsewhere
- BOYS ONLY CLASSES: Ask if they have any
girlfriends, or sisters who use lipstick
- Discuss their age and which
colour
they use
- Ask which brands they prefer and why
- Find out if the
lipstick causes problems, e.g.
allergies, stains, etc.
- MIXED CLASSES: Ask
if they know anyone who uses lipstick.
- Ask if they are
male, or female (actors? pop-stars? homosexuals? etc.)
CLASSROOM MANAGEMENT
- Divide students into pairs A & B
- Instruct students NOT to look at their
partner's worksheet. ( The use of telephones is ideal for this
exercise.)
- Give out the worksheets for students A & B
- Encourage students to spell out words if their
partner cannot understand their pronunciation.
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SECTION 1
STUDENT A WORKSHEET |
A n_ _ _ _ _ of _ _-year-o_
_ girls w_ _ _ beginning t_ use l_ _ _ _ _ _ _ and
w_ _ _ _ put i_ on i_ the b_ _ _ _ _ _ _. That
w_ _ fine, b_ _ after t_ _ _ put o_ their l_ _ _ _ _ _
_ they w_ _ _ _ press t_ _ _ _ lips t_ the m_ _ _ _ _ leaving
d_ _ _ _ _ of l_ _ _ _ _ lip p_ _ _ _ _. Every n_ _ _
_ the m_ _ _ _ _ _ _ _ _ _ man w_ _ _ _ remove t_ _
_ and t_ _ next d_ _ the g_ _ _ _ would
p_ _ them b_ _ _. Finally t_ _ principal
d_ _ _ _ _ _ that s_ _ _ _ _ _ _ _ had t_ be
d_ _ _.
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SECTION 1
STUDENT B WORKSHEET |
A number o_ 12-y_ _ _-old g_ _
_ _ were b_ _ _ _ _ _ _ _ to u_ _ lipstick a_
_ would p_ _ it o_ in t_ _ bathroom. T_ _
_ was f_ _ _, but a_ _ _ _ they p_ _ on t_ _ _ _ lipstick t_ _
_ would p_ _ _ _ their l_ _ _ to t_
_ mirror l_ _ _ _ _ _ dozens o_ little l_ _ prints.
E_ _ _ _ night t_ _ maintenance m_ _ would
r_ _ _ _ _ them a_ _ the n_ _ _ day
t_ _ girls w_ _ _ _ put t_ _ _ back.
F_ _ _ _ _ _ the p_ _ _ _ _ _ _ _ decided t_ _
_ something h_ _ to b_ done.
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SECTION 2
- Instruct students to discuss in pairs possible
ways in which the principal could solve this problem, using COULD +
INFINITIVE (e.g. Well, she could ban lipstick from the school,
or she could threaten to ......)
- Allow 5 minutes in pairs, then encourage
feedback as a class discussion.
- Regroup students so all the Bs move on to a
different partner
- Give out the next worksheets for students A²
& B²
- Instruct students NOT to look at their
partner's worksheet.
- Most students will be keen to know what
happens next and will tackle this exercise with enthusiasm.
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SECTION 2
STUDENT A² WORKSHEET |
S_ _ called a_ _ the
g_ _ _ _ to t_ _ bathroom a_ _ met t_ _ _
there w_ _ _ the m_ _ _ _ _ _ _ _ _ _ man. S_
_ explained t_ _ _ all t_ _ _ _ lip p_ _ _
_ _ were c_ _ _ _ _ _ a major p_ _ _ _ _
_ for t_ _ custodian w_ _ had t_
clean t_ _ mirrors e_ _ _ _ night. T_ demonstrate
h_ _ difficult i_ had b_ _ _ to c_ _ _
_ the m_ _ _ _ _ _, she a_ _ _ _ the
m_ _ _ _ _ _ _ _ _ _ man t_ show t_ _ girls
h_ _ much e_ _ _ _ _ _ was r_ _ _ _ _ _ _.
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SECTION 2
STUDENT B² WORKSHEET |
She c_ _ _ _ _ all t_ _ girls
t_ the b_ _ _ _ _ _ _ and m_ _ them
t_ _ _ _ with t_ _ maintenance m_ _. She
e_ _ _ _ _ _ _ _ that a_ _ these l_ _ prints w_
_ _ causing a m_ _ _ _ problem f_ _ the
c_ _ _ _ _ _ _ _ who h_ _ to c_ _ _ _ the m_ _ _
_ _ _ every n_ _ _ _. To d_ _ _ _ _ _ _ _ _
_ how d_ _ _ _ _ _ _ _ it h_ _ been
t_ clean t_ _ mirrors, s_ _ asked t_
_ maintenance m_ _ to s_ _ _ the g_
_ _ _ how m_ _ _ effort w_ _ required.
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SECTION 3
FUNCTION: ANTICIPATING,
GUESSING, SPECULATING, HAZARDING A GUESS,
(The following constructions have
identical meaning, but only when speculating)
INSTRUCTIONS:
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Pre-teach
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Encourage students (in pairs) to
anticipate what the maintenance man will do, using the above
constructions for speculation.
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Ask for feedback as a class
discussion.
- Regroup students so all the Bs move on to a
different partner
- Give out the next worksheets for students A³
& B³
- Instruct students NOT to look at their
partner's worksheet.
- Most students (even the unmotivated) will be
very keen by now to know what happens next and will tackle this
exercise with great enthusiasm.
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Finally, ask students to mill
and discuss the meaning of the final sentence with other pairs
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SECTION 3
STUDENT A³ WORKSHEET |
H_ took o_ _ a
long-h_ _ _ _ _ _ squeegee, d_ _ _ _ _ it i_ the
t_ _ _ _ _ and c_ _ _ _ _ _ the m_ _ _ _ _
with i_. Since then, there have been no lip prints on the mirror.
Since t_ _ _, there h_ _ _ been n_ lip p_
_ _ _ _ on t_ _ mirror.
<>()<>
T_ _ _ _ are t_ _ _ _ _ _ _ and t_ _ _
there a_ _ educators.
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SECTION 3
STUDENT B³ WORKSHEET |
He t_ _ _ out a l_ _ _-handled
s_ _ _ _ _ _ _, dipped i_ in t_ _ toilet a_
_ cleaned t_ _ mirror w_ _ _ it. S_
_ _ _ then, t_ _ _ _ have b_ _ _ no l_
_ prints o_ the m_ _ _ _ _.
<>()<>
There a_ _ teachers a_ _ then
t_ _ _ _ are e_ _ _ _ _ _ _ _.
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SECTION 4
Composition, or Role-play |
COMPOSITION SUGGESTIONS
- Write about the story as if you are one of the girls who used to
kiss the mirror
- Write about the story as if you are the caretaker
- Write about the story as if you are the principal
- Vary your composition by:
- Creating a different problem
- Creating a different ending
- Changing the setting, problem &
characters
CREATE A ROLEPLAY using the following characters:
- Girls playing with make-up and lipsticks, comparing and admiring lip
shapes, etc.
- Caretaker, complaining to the principal after trying to complain to
the girls
- The principal, discussing the matter with the caretaker and trying
to decide the best course of action.
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The above text was received as a
joke email. Many thanks to the unknown person who first wrote it and
to my daughter Ellie for sending it to me. |
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