Would you rather ?

- Activity: Speaking
- Topic: Would you rather questions
- Age group: Upper secondary; Adults
- Time: 60 minutes (+ follow up)
- Material: Video, transcripts and handout
- Language level: B1 +
- Language point: Hypothetical would; 2nd conditional

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Materials and preparation

1. For this activity, you will need the Simon and Garfunkel song, El Cndor Pasa:
https://www.youtube.com/watch?v=pey29CLID3I
2. You will also need a video in which Jess and James (two friends of mine) contemplate a
would you rather question:
https://www.youtube.com/watch?v=Rq2m4IHLFHU
3. For each student, make a copy of the Handout on page 7, the Adapted video
transcript on page 8, and the Actual video transcript on page 9.
4. Finally, you will need a countdown timer. You may have a function on your mobile
phone or tablet computer. If not, there are many online possibilities such as this one:
http://www.online-stopwatch.com/countdown-timer/

Notes on the activity

This speaking activity involves setting up five mini-discussions in pairs or small groups.
Each of these involves a would you rather question. Although you can choose your own, I
suggest the following:
Would you rather be able to speak English like a native English speaker, or speak 12
other languages at elementary level?
Would you rather spend a month in prison or a year alone on a desert island?
Would you rather walk to work naked or eat a sheep's eye ball?
Would you rather be the world's best singer or the world's best dancer?
Would you rather be able to fly or make yourself invisible?
These questions create a context for talking about hypothetical situations. As
demonstrated in the video transcripts (pages 8 and 9), this requires language such as:
I would / Id
I wouldnt
Would you ?
You would have to
You would be able to / You could
Second conditional structures (e.g. If I had enough books, I would choose a desert
island.)
In this activity, this is the target language. During each mini-discussion, it is your job to
evaluate how well students use it. Make a note of things that you hear strong and weak
examples of language use. This does not have to be restricted to the target language.
After each mini-discussion, offer language feedback: Draw attention to good examples of
language that you heard. In weaker examples, elicit corrections and reformulations when
possible. Remind students to use the target language in the next mini-discussion.

Would you rather ? - Jamie Keddie 2015 - Lessonstream.org

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Activity outline
Part one: Introduction
1. On the board, write the following:
Id rather be a sparrow than a snail.
Id rather be a hammer than a nail.
Id rather be a forest than a street.
2. Say to students: Do you recognise these lines? They are from a famous song. Do you
know which song it is?
Note: A sparrow is a small bird. You can use an image search site to show students a
picture of one.
3. Play El Cndor Pasa by Simon and Garfunkel. Then ask students the following questions:

What is this word? (Answer: Id is a contraction of I would)

Id rather be a sparrow than a snail.

}
Look at these words. Can you think of a different way to say
them? (Possibilities include: I would prefer to be )
Why do you think that Paul Simon would rather be a sparrow
than a snail? (Perhaps because sparrows eat snails?)

Part two: First question

1. Put students into pairs or small groups and say: OK, so I have five questions for you to
discuss. These are all serious questions and I want you to think carefully about them
and share your ideas. To make sure that you do this, I am going to set a timer for
three minutes and you cant stop speaking during that time!
Note: Three minutes is the shortest time that I would recommend on the timer. You could
even go higher. Negotiate this with your students.

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2. Write the first question on the board:

Would you rather be able to speak English like a native English speaker, or speak 12
other languages at elementary level?
3. Make sure that everyone understands the question. Set the timer and then say: Dont
forget to give reasons for your answers. And dont forget to ask your partner(s)
questions about theirs. OK, start speaking! (Start the timer).
4. While students speak, go around the room and monitor their language. Make a note of
things that they say, especially focussing on the target language (see Notes on the
activity).
5. When time is finished, say: OK, so what did you decide? Would you rather be able to
speak English like a native English speaker, or speak 12 other languages at elementary
level? (Invite a few students to share their thoughts).
6. Whenever possible, work with students language. You can also make use of the
examples that you wrote down in step 4. For example, you could say:

Someone said: If I can speak English like a native English speaker

How can we improve that?
Answer: If I could speak English like a native English speaker
Someone said: With 12 languages, I will travel everywhere.
How can we improve that?
Answer: With 12 languages, I would travel the world / go travelling

Part three: The adapted video transcript

1. Give out copies of the Adapted video transcript on page 8. Say: This is a transcript
from a video in which two people discuss a Would you rather question. Read the
dialogue and try to guess what the question is.
If asked, explain the following words:
Adequate: (Before a noun): The necessary amount of
Resources: Things that people and countries need like water, food, energy, etc.
Suncream: (Or sunscreen) Cream for your skin that protects you from the sun.
Scenic: With pleasant, natural things to see (trees, lakes, sea, mountains, etc.)
Whereas: A conjunction used to compare things (similar to on the other hand.)
To work out: To do exercise, especially at the gym.
Your memoirs: Your biography.

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2. After taking students ideas, write the question on the board:

Would you rather spend a month in prison or a year alone on a desert island?
3. Say: In the text, there are a number of second conditional structures. Who can give me
an example of a second conditional structure? (E.g. If I won the lottery, I would travel
the world.) Read the text again and this time, try to find all of the second conditional
structures.
4. Say: Now, compare your answers with a neighbour.
5. Go over the answers:

If you were in prison, you would have company.

If you were on a desert island, you would be left alone.
It would be fun if you had adequate resources.
If I had enough books, I would definitely choose a desert island.
If you were on a desert island, it would be nice and scenic.
If you were in prison, youd get really fit because youd work out all of the time.

6. Say: Now I want you to discuss this same question: Would you rather spend a month in
prison or a year alone on a desert island? As before, you cant stop speaking until you
hear the timer. Give reasons for your answers and ask your partner(s) questions about
theirs.
7. Start the timer and say: OK, start speaking!
8. As before, monitor students use of the target language and make a note of the things
that they say.
9. When the time is finished, find out what students decided and then give language
feedback.
Note: During feedback, you can refer students to the text to show good examples of target
language.

Part four: The remaining questions

Repeat this discussion and feedback process for the remaining questions:
Would you rather walk to work naked or eat a sheep's eye ball?
Would you rather be the world's best singer or the world's best dancer?
Would you rather be able to fly or make yourself invisible?

Would you rather ? - Jamie Keddie 2015 - Lessonstream.org

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Follow up
In this follow up, students explore the differences between the Adapted video transcript
and the actual words in the video. With their teachers guidance, there are a lot of things
to discover. Many of these are described on the Handout on the next page.

Please read the Handout on the next page

before you continue
1. Say: Now, you still havent seen the video where Jess and James share their thoughts.
Before we watch it, have another look at the transcript.
2. Draw students attention to the title on the handout (Adapted video transcript) and
say: Did you notice this word adapted? Can you explain what it means? What is an
adapted text? (Answer: A text which has been changed: the words in the text are
different to the words in the video. It has been changed for learners of English.)
3. Say: OK, I am going to play the video. Watch and listen carefully. I want you to pay
attention and listen to the ways in which Jess and Jamess actual words are different.
4. Play the video two or three times. It has subtitles and you can turn these on after the
first viewing. After viewing, give copies of the Actual video transcript on page 9.
5. Give students some time to compare the two transcripts (the adapted and the actual)
and then ask: So what differences can you describe between the language in the video
and the language in the adapted text?
6. Try to elicit and introduce students to some of the ideas on the Handout on the next
page. You can give them a copy for their reference.
7. Say: I want you to compare the texts again. I want you to choose eight pieces of
language that you like they can be from either version of the text. These can be
words, phrases, idioms, grammar structures, or exchanges between Jess and James. I
want you to choose eight things that you would like to remember after this class.
8. Once students have done this say: Now I want you to compare your choices with a
partner. Tell your partner why you have chosen them.
Note: This follow up could be given as a homework task. That way, students would be able
to access the video and watch it as many times as they like, pause it, etc

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Page 7

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There are many differences between the Adapted video transcript and the actual words in
the video. Here are some of them:

1. Hypothetical / non-hypothetical
In the Adapted video transcript, all of James and Jesss ideas are expressed hypothetically
(as if they are not real). They make constant use of would, could, past simple, and
second conditional structures. Consistency like this is unusual in natural spoken English. In
the video, Jess and James move in and out of the hypothetical and the non-hypothetical.
Ideas and decisions suddenly become real. They become part of the present.
James:
Jess:

Plus, you have to think suncream ... you know ... you get books in prison.
Then Ill sit in the shade. I dont know. Hmm ...

2. Complete structures
The Adapted video transcript has six complete second conditionals. However, in natural
conversation, this is unusual. It is more usual to use shorter structures such as:
James: And youd feel like a free person.
Jess: ... itd be like a holiday. But then you wouldnt see anyone for two years and
probably go crazy.
In this case, it isnt necessary for Jess and James to use whole conditional structures. That
would involve repeating information. They know that they are talking about desert islands
here.

3. Other features of spoken language

False starts

Jess

Itd be like ... itd be like a holiday.

Ellipsis (missing words) James (On) a desert island, youre left alone.
Language that breaks
the rules

James The problem for prison rather than The problem

with prison.

Finishing each others

thoughts

Youd get really ripped because youd probably ...

Jess
James ... youd work out all the time.

4. Adapted words
Some low-frequency words were replaced with higher-frequency or less cultural synonyms:
depressing rather than grim, fit rather than ripped, choose rather than pick.

5. Problems with the Actual video transcript

In fact, the Actual video transcript is not completely true to the video. It does not
capture moments when Jess and James speak at the same time, or interrupt each other.

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Page 8

Adapted video transcript

Would you rather ________________________________________________________________________________?

James:

Oh, a month in prison, definitely.

Jess:

Why?

James:

Because, if you were in prison, you would have company. It would only be a month and people
would take care of you. If you were on a desert island, you would be left alone.

Jess:

But that would be fun.

James:

Well, it would be fun if you had adequate resources.

Jess:

If I had enough books, I would definitely choose a desert island.

James:

What about water and food?

Jess:

Well, yeah. Hmm ... I wouldnt be very good at that.

James:

Also, you would have to think about suncream. And in prison, you would get books.

Jess:

Then Id sit in the shade. I dont know. Hmm ...

James:

What would be the problem with prison for you?

Jess:

It would just be a bit depressing. If you were on a desert island, it would be nice and scenic.

James:

Yeah. And youd feel like a free person.

Jess:

Itd be like a holiday. But then you wouldnt see anyone for two years and you would probably go
crazy.

James:

Two years is quite a long time ...

Jess:

Yeah

James:

Whereas one month is ...

Jess:

Maybe Id choose prison as well.

James:

Yeah

Jess:

Also, if you were in prison, youd get really fit because youd work out all of the time.

James:

Yeah, thats true.

Jess:

Really fit and really intelligent.

James:

Yeah. Well, youd only have a month.

Jess:

And you could write your biography.

James:

Youd only have a month, Jess.

Jess:

Oh yeah

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Page 9

Actual video transcript

Jamie:

Would you rather spend a month in prison or two years alone on a desert island?

James:

Oh, a month in prison, definitely.

Jess:

Why?

James:

Because, a month in prison, you have company for a start. Its only a month long and you get
adequate care taken of you. A desert island, youre left alone. You dont have that.

Jess:

But thats kind of fun.

James:

Well, its fun if you have, you know, adequate resources.

Jess:

If I had enough books, I would definitely choose a desert island.

James:

What about water and food?

Jess:

Well, yeah. As in like ... hmm ... yeah, I wouldnt be very good at that.

James:

Plus, you have to think suncream ... you know ... you get books in prison.

Jess:

Then Ill sit in the shade. I dont know. Hmm ...

James:

What would be the problem for prison for you?

Jess:

It would just be a bit grim. Like at least if you were on a nice island, it would be nice and scenic.

James:

Yeah. And youd feel like a free person.

Jess:

Itd be like ... itd be like a holiday. But then you wouldnt see anyone for two years and probably
go crazy.

James:

Two years is quite a long time ...

Jess:

Yeah

James:

Whereas one month is ...

Jess:

Maybe Id pick prison as well.

James:

Yeah

Jess:

Youd also get really ripped because youd probably ...

James:

... youd work out all the time.

Jess:

Yeah

James:

Yeah, thats true.

Jess:

Really ripped and really intelligent.

James:

Yeah. Well, youve only got a month.

Jess:

And you could write your memoirs.

James:

Youve only got a month, Jess.

Jess:

Oh yeah

Glossary
Adequate (Before a noun): The
necessary amount of
Resources: Things that people and
countries need like food, water, energy,
etc.
Sun cream: (Or sunscreen) Cream for
your skin that protects you from the
sun.
Grim: Depressing.
Scenic: With pleasant, natural things to
see (trees, lakes, sea, mountains, etc.)
Whereas: A conjunction used to
compare things (similar to on the other
hand.)
To pick: to choose.
Ripped: With a muscular abdomen
(quite slang.)
To work out: Do exercise, especially at
the gym.
Your memoirs: your biography: a book
about your life.

Would you rather ? - Jamie Keddie 2015 - Lessonstream.org

jamie
keddie
.com