Archive for role play

Sit back and relax with ‘Good Hair’

Posted in ESL, Movies, you tube with tags , , , , , , , , , , , , , , , , , , , , , , , , , , , , on September 10, 2010 by EslImaginarium

‘Hair is important spiritually, culturally and integral to our self esteem.’

Good Hair

Official trailer:

The Plot:

Chris Rock, a man with two daughters, asks about good hair, as defined by Black Americans, mostly Black women. He visits Bronner Brothers’ annual hair convention in Atlanta. He tells us about sodium hydroxide, a toxin used to relax hair. He looks at weaves, and he travels to India where tonsure ceremonies produce much of the hair sold in America. A weave is expensive: he asks who makes the money. We visit salons and barber shops, central to the Black community. Rock asks men if they can touch their mates’ hair – no, its decoration. Various talking heads (many of them women with good hair) comment. It’s about self-image. Maya Angelou and Tracie Thoms provide perspective.

Click the title below for listening and reading comprehension questions about the trailer and the plot:

Good Hair worksheet 1

How much does it cost?

Click on the title below for a student worksheet on the above clip and also some extra questions.

Good Hair worksheet 2

Bad hair day

Below is a clip from an article featured in the ‘Wall Street Journal.

Click here for the full article.

‘When A Bad Hair Day Brings You Down’

Scientists at P & G, with help from a Yale psychology professor, surveyed women, before and after using Pantene products, using a questionnaire that psychology researchers use to measure mood. They found women felt less “hostile,” “ashamed,” “nervous,” “guilty” or “jittery,” depending on the hair products they used, while at other times they said they felt more “excited,” “proud” and “interested.”

Lets talk about hair:

Celebrity hair styles

Ask the students if they can think of any celebrity hair icons.

Show students the following icons and ask them if they have ever had a similar hair cut or would like a hair cut like these celebrities.

Crazy hair styles

Ask students if they think a hair style can reflect your personality.

Show students the following photos and ask what they think the models personalities are.

Click below for the accompanying worksheet :

Good Hair worksheet 3

Selling a style

Ask students if they are influenced by hair advertising.

Show students the following hair adverts.

‘Because we’re worth it’:

‘Hair comes alive’:

Discuss the adverts:

Students are put into groups and have to discuss the questions on the worksheet.

After discussing the questions they have to come up with a slogan to sell a hair product.

Each group presents their slogan and the class vote on the best slogan.

Please click on the title below for the accompanying worksheet:

Good Hair worksheet 4

Hair Styles

Ask students if they know the names of different hair styles e.x. short/long etc.

Wordle time– Do you recognise any of the styles? can you match them with the pictures below?

Click for the accompanied worksheet: Good Hair worksheet 5

Male styles

Female Styles

Role play:

After completing the worksheet the students make pairs and pretend they are going to get their hair cut.  One student will play the role of the hair dresser and the other as the customer.

Monitor and give advice to the students.  Ask the best pairs to demonstrate their role play to the class.  Students vote on the best role play.

Some final words

For more media on this subject you should check out this excellent documentary by pop star, Jamile and  this episode from the Tyra Banks chat show.

After all this talk about hair I just realised it’s time to go for a haircut.  So I will leave you with this:

Any suggestions or comments are welcomed below & for more activities from the imaginarium please sign up.  Cheers and happy hair cuts.

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Working this F*$#!ing job

Posted in ESL, Music, Uncategorized, you tube with tags , , , , , , , , , , , , , , , , , , , , on May 21, 2010 by EslImaginarium

*Warning NSFC-Controversy in the classroom*


Show this clip at the students discretion only.  Advise the students that the following clip is a little controversial and that if they are of a sensitive disposition then maybe it’s best that they do not watch the clip. This clip contains risky language and some scenes of violence.  You could easily edit it so that the words are deleted from the video.

Watch the music video:

Drive by truckers – Working this job

Controversy issues:


Start a discussion about censorship in videos.  Ask the following questions.

1. Why do you think they use the “f-Word” ?

2. What do you think about the use of violence in this clip?

3. What impact did the violence and language have on you?

4. Is it really necessary to include the violence and f-word?

5.  Does it relate to the song and video?   Why?

6.  Is this clip being controversial just to provoke people, which will in turn generate more sales through the media exposure?

Lights, Camera, Action

Students choose from 3 scenes in the clip.  They write a dialogue for the scene and then act it out.

(0.43) Scene outside ‘burger world’.  Dialogue between the  boss of ‘burger world’ and the protagonist.

(2.05) Scene with the man robbing the store. Dialogue between the store clerk and the protagonist.

(3.25) Scene with the police confrontation.  Dialogue between the policeman and the protagonist.

Lyrics – What lyrics do you hear?

Students listen to the clip a few times and write down as many lyrics as they can.

The students compare the lyrics they have written with the other students.

Story time


The students use the lyrics to help them write a story about the clip.

Ask some questions for them to think about.

Why did the man do this?

What were his responsibilities?

“What makes it all worthwhile?”

“Can a family live on fast food wages?”

Game–  In groups students try to write down as many jobs as they can in a set time limit (5mins).

Each group reads out the jobs they have written and if the other groups have the same word then they score it out.  The groups only get points if they have a different word from the other groups.  Subtract points for wrong spelling.

Word magnet-(My first attempt)

Please click here to watch Russell Stannard’s training video about word magnets.

If students have computers in your class room then this application is really good.  If they don’t then use sheets of paper.

Students have to write down as many job words as they can and then separate them into what they consider to be worthwhile jobs and  not worthwhile.

Let’s debate about jobs


When they have divided the jobs into categories the students have a debate about their opinions and why they consider some jobs more worthwhile than others.

Call out a job and have the students who think it is worthwhile go to one side of the classroom and the other students go to the other side.  Both sides think about what they can say to support their arguments in a debate.  Each side is given a time limit to present their ideas.

Some final words

Students have to think about and then discuss what they think is important in life and what responsibilities they have.