Life Stories

This lesson is designed to build your critical-thinking skills in English as you read, listen, and answer different types of comprehension and discussion questions.

Although these questions are related to classroom instruction, independent learners can reflect on the ideas and topic to prepare for the listening portion of the lesson.

1. Predicting the Story: Have students look at the title and the introductory paragraph of the story. Ask them to make predictions about the main character, Miss Wobbleton, and what might happen in the story. Encourage them to discuss their ideas with a partner or in small groups. Consider the meaning of “wobble” in the teacher’s name? What hints does this word give to the theme of the story?
2. Vocabulary Exploration: Introduce some key vocabulary words from the story, such as “prestigious,” “nervousness,” “empathetic,” “mischievous,” “vulnerability,” and “humility.” Have students work in pairs or small groups to discuss the meanings of these words based on context clues or prior knowledge. Encourage them to use the words in sentences to deepen their understanding.

Listen and read the story and answer the questions. Key vocabulary words are marked in bold.

A language activity at Randall’s ESL Cyber Listening Lab.

Once upon a time, in the small town of Wordville, there was a brand-new English teacher named Miss Wobbleton. She had just graduated from the prestigious School of Language Arts and was thrilled to embark on her teaching journey.

However, Miss Wobbleton had a little secret: despite her impressive qualifications, she had a tendency to get extremely nervous whenever her students asked basic questions on grammar, vocabulary, and pronunciation.

On the first day of school, the classroom was buzzing with anticipation as the students settled into their seats. Miss Wobbleton walked in, trying her best to exude confidence.

“Good morning, class. I’m Miss Wobbleton, your new English teacher!” she said with a shaky voice, trying to keep her nerves in check.

As the days went by, Miss Wobbleton tried her best to teach the class. She would come prepared with detailed lesson plans and fun activities, but as soon as a student asked a simple question, she would become flustered and turn beet red. For example, one day, a student asked, “Miss Wobbleton, can you explain the difference between “affect” with an A and “effect” with an E?”

“Uh, well, you see . . . it’s . . . it’s . . . oh dear, let me think for a moment,” she stammered, clearly not at ease.

Word about Miss Wobbleton’s nervousness spread like wildfire through the school, and some students couldn’t help but tease her. They would purposely ask the most basic questions just to see her reaction. Despite this, the majority of the students were understanding and empathetic. They could see the genuine passion she had for teaching and knew that nerves could happen to anyone.

One day, a particularly difficult student named Ethan decided to put Miss Wobbleton to the test. He raised his hand and asked, “Miss Wobbleton, what’s the correct way to use the verbs, “lay” and “lie,” in a sentence?

The class held their breath, knowing that this question could be quite confusing for many. Miss Wobbleton took a deep breath, trying to steady her nerves, and said, “Ah, an excellent question, Ethan! ‘Lay’ is a transitive verb, which means it requires an object. It’s used when you put something down or place it in a resting position.

“For example, you could say, ‘I lay the book on the table.’ On the other hand, ‘lie’ is an intransitive verb, which means it doesn’t require an object. It’s used when someone or something reclines or is in a resting position without anything or anyone acting upon it. Like ‘I lie down to take a nap.'”

The class erupted into applause, impressed by Miss Wobbleton’s ability to handle such a tricky question with grace. Even Ethan couldn’t help but crack a smile, realizing that she was indeed knowledgeable despite her nervousness.

Miss Wobbleton’s vulnerability and humility continued to earn the respect of her students. They saw her as not just a teacher but also a fellow learner, someone who was willing to face challenges head-on and grow from them.

As the school year progressed, Miss Wobbleton’s fear of answering questions gradually faded away. She became more comfortable with herself and started to embrace her imperfections. The students respected her even more because they saw a teacher who was willing to learn and grow alongside them.

By the end of the year, the class had not only learned about grammar, vocabulary, and pronunciation but also the importance of empathy and understanding.

Miss Wobbleton’s genuine passion for teaching, combined with her newfound ability to laugh at herself, created a classroom environment where everyone felt supported and encouraged. She was even awarded “Teacher of the Year” for her efforts.

And so, in the heartwarming town of Wordville, Miss Wobbleton’s journey from a nervous new teacher to a confident and beloved educator became a cherished tale, passed down from one class to another, reminding everyone that even the most uncertain beginnings could lead to the most beautiful transformations.

1. What was Miss Wobbleton’s secret despite her impressive qualifications?
a) She was a mischievous student.
b) She had a tendency to get nervous with basic questions.
c) She couldn’t remember her lesson plans.
d) She was not passionate about teaching.

2. How did Miss Wobbleton react when a student asked a difficult question?
a) She laughed it off and avoided answering.
b) She became flustered and turned beet red.
c) She confidently answered every question.
d) She ignored the question and changed the topic.

3. What did some students do when they found out about Miss Wobbleton’s nervousness?
a) They teased her and asked difficult questions on purpose.
b) They offered to help her with her lesson plans.
c) They ignored her during the classes.
d) They praised her confidence and ability to answer any question.

4. What did Ethan, the difficult student, ask Miss Wobbleton to explain?
a) The difference between “there,” “their,” and “they’re.”
b) The correct way to use “lay” and “lie.”
c) How to pronounce difficult vocabulary words.
d) The past tense of the verb “run.”

5. How did Miss Wobbleton handle Ethan’s question?
a) She avoided answering the question.
b) She asked another student to answer the question.
c) She confidently explained the question with clear examples.
d) She pretended not to know the answer.

1. What was Miss Wobbleton’s secret despite her impressive qualifications?
Correct Answer: b) She had a tendency to get nervous with basic questions.

Explanation: Miss Wobbleton’s secret, as described in the story, was that despite her impressive qualifications, she had a tendency to get extremely nervous when her students asked basic questions on grammar, vocabulary, and pronunciation.

2. How did Miss Wobbleton react when a student asked a difficult question?
Correct Answer: b) She became flustered and turned beet red.

Explanation: The story mentions that when a student asked a difficult question, Miss Wobbleton became flustered and turned beet red, indicating her nervousness.

3. What did some students do when they found out about Miss Wobbleton’s nervousness?
Correct Answer: a) They teased her and asked difficult questions on purpose.

Explanation: The story reveals that some students teased Miss Wobbleton and purposely asked difficult questions to see her reaction when they found out about her nervousness.

4. What did Tim, the mischievous student, ask Miss Wobbleton to explain?
Correct Answer: b) The correct way to use “lay” and “lie.”

Explanation: In the story, Ethan asked Miss Wobbleton to explain the correct way to use “lay” and “lie,” which she answered correctly.

5. How did Miss Wobbleton handle Ethan’s question”?
Correct Answer: c) She confidently explained the difference between the two.

Explanation: Miss Wobbleton confidently explained the difference between “lay” and “lie” when Ethan asked her, impressing the class with her knowledge and ability to handle tricky questions.

Intermediate (Analyze and Interpret):

1. What was Miss Wobbleton’s initial reaction when students asked her basic questions about grammar and vocabulary? How did this change as the story progressed?

2. How did the students in Miss Wobbleton’s class react to her nervousness and vulnerability? How did their reactions impact her journey as a teacher?

3. Explain the difference between “lay” and “lie” as taught by Miss Wobbleton in the story. Can you give examples of sentences using each of these words correctly?

4. In what ways did Miss Wobbleton’s humility and willingness to learn from her mistakes earn her the respect of her students? Why do you think vulnerability can be a strength in teaching?

5. Reflect on a teacher or mentor in your own life who faced challenges but showed resilience. How did their attitude and approach to learning impact you as a student?

Difficult (Analyze and Interpret):

1. Analyze the theme of vulnerability and humility in the story. How does the character of Miss Wobbleton exemplify these qualities, and how do they contribute to her growth as an educator?

2. In what ways did Miss Wobbleton’s background and education from the School of Language Arts contribute to her nervousness about answering basic questions? Discuss the concept of imposter syndrome and how it might have played a role in her initial struggles.

3. Explore the impact of empathy and understanding in the classroom environment. How did the majority of the students react to Miss Wobbleton’s nervousness, and how did their reactions differ from those of the mischievous student, Tim?

4. Discuss the importance of a growth mindset in the context of teaching and learning. How did Miss Wobbleton’s willingness to learn from her mistakes influence her development as an effective teacher?

5. Miss Wobbleton’s journey from a nervous new teacher to a confident and beloved educator is depicted as a transformational tale. How can this story inspire and guide other educators facing similar challenges in their teaching careers?

6. Reflect on the statement, “The best teachers are lifelong learners.” How does this statement align with Miss Wobbleton’s experiences, and how can teachers maintain a sense of curiosity and continuous growth in their profession?

1. Role Play and Reflection: Divide the class into small groups and assign each group a specific scene from the story, such as the first day of school, the mischievous student’s question, or the moment Miss Wobbleton is awarded “Teacher of the Year.” Have the groups role-play the scenes, and then ask them to discuss how they would feel if they were in Miss Wobbleton’s shoes during those moments. Encourage students to reflect on the challenges and growth opportunities she faced.

2. Teacher Appreciation Day: Organize a “Teacher Appreciation Day” in the classroom. Ask students to write heartfelt letters or create cards expressing their gratitude to a teacher who has made a positive impact on their lives. This activity fosters empathy and appreciation for educators, just like the students in the story showed for Miss Wobbleton.

3. Grammar Puzzles and Challenges: Create fun grammar puzzles and challenges related to the story’s focus on ‘lay’ and ‘lie.’ For instance, have students complete fill-in-the-blank sentences with the correct verb or rewrite sentences using the appropriate form. You can also organize a grammar quiz with scenarios where students have to choose between ‘lay’ and ‘lie’ based on the context.

4. “My Transformational Journey” Essay: Ask students to write a personal reflection on their own transformational journeys in learning. Encourage them to share experiences of facing challenges, overcoming obstacles, and how those experiences have shaped them as learners. Students can draw parallels between their own stories and Miss Wobbleton’s transformation throughout the school year.

5. Creating Classroom Environment Posters: In small groups, have students design posters that depict the characteristics of an ideal classroom environment, emphasizing empathy, understanding, and support for both teachers and students. They can include key quotes and illustrations that represent the spirit of the story. Display these posters around the classroom to promote a positive learning atmosphere.

6. Language and Education Podcast: Assign students the task of creating a podcast episode discussing the importance of language learning and the role of teachers in their educational journeys. They can discuss specific challenges they have faced while learning a new language and how teachers’ approaches can impact their confidence and growth. Encourage creativity in recording and editing the podcast, and have a listening session where each group shares their episode with the class.

Here’s a possible classroom language game based on the story and topic:

Game Name: “Grammar Maze Adventure”

Objective: Help Miss Wobbleton navigate through a maze of grammar challenges and reach the Teacher of the Year Award!

Materials Needed:

1. A large printed maze with paths and obstacles (can be drawn on a large poster or printed on a sheet)
2. Markers or colored pencils
3. Index cards with grammar questions related to the story (e.g., questions about “lay” and “lie,”
   “affect” and “effect,” etc.)
4. Index cards with “Advantage” tokens (for hints or shortcuts)
5. Dice

Game Setup:

1. Prepare the maze, making sure to include dead-ends and twists to create a challenging path.
2. On the back of each index card with a grammar question, write the correct answer.
3. Scatter the grammar question cards throughout the maze, face down, and place the “Advantage” tokens at strategic points.

Game Rules:

1. Divide the class into small groups and have each group choose a team name.
2. Each team will take turns rolling the dice to move through the maze.
3. When a team lands on a square with a grammar question card, they must answer the question correctly to proceed. If they answer correctly, they move forward one step; if not, they stay in place.
4. If a team lands on a square with an “Advantage” token, they can use it for either a hint to answer a question or take a shortcut to move forward in the maze.
5. The first team to reach the end of the maze and reach the Teacher of the Year Award wins the game.

Game Play:

1. Let the first team roll the dice to determine who goes first.
2. The teams take turns rolling the dice and moving through the maze, answering grammar questions along the way.
3. Encourage teamwork and discussion within each team to solve the grammar challenges.
4. The teams can strategize whether to take risks and move further or use their “Advantage” tokens strategically.
5. Celebrate the winning team and acknowledge the efforts of all participants.

Variations:

• To add excitement, you can create special squares with bonus points or additional challenges.
• You can also design different levels of mazes with varying levels of difficulty, suitable for different skill levels of students.

This interactive game “Grammar Maze Adventure” turns grammar practice into a fun and engaging activity, reinforcing the concepts taught in the story while encouraging teamwork and problem-solving skills. The element of competition and the thrill of navigating the maze will make it an exciting learning experience for the students.

Game Cards for the “Grammar Maze Adventure” Game:

Set 1: Word Cards: Lay, Lie Question: Use ‘lay’ or ‘lie’ to complete the sentence: “Please ____ the book on the table.”

Set 2: Word Cards: Affect, Effect Question: Choose the correct word: “The rain will _____ our plans for the picnic.”

Set 3: Word Cards: Their, There, They’re Question: Select the appropriate word for the sentence: “______ books are on the shelf.”

Set 4: Word Cards: Your, You’re Question: Fill in the blank: “______ going to have a great time at the party!”

Set 5: Word Cards: Its, It’s Question: Complete the sentence: “The dog wagged ______ tail happily.”

Set 6: Word Cards: Then, Than Question: Use the correct word: “I’d rather be early _____ late.”

Set 7: Word Cards: Your, You’re Question: Choose the right word to complete the sentence: “_____ my best friend.”

Set 8: Word Cards: To, Too, Two Question: Select the appropriate word for the sentence: “I want ______ pieces of cake.”

Set 9: Word Cards: Whether, Weather Question: Use the correct word: “I wonder _____ it will rain tomorrow.”

Set 10: Word Cards: Principle, Principal Question: Fill in the blank: “The school ______ announced a new _____.”

Set 11: Word Cards: Accept, Except Question: Choose the correct word: “Everyone was invited to the party, _____ John, who couldn’t make it.”

Set 12: Word Cards: Its, It’s Question: Fill in the blank: “The cat licked ____ paws.”

Set 13: Word Cards: Who, Whom Question: Use the correct word: “______ should I talk to about the issue?”

Set 14: Word Cards: Loose, Lose Question: Select the appropriate word for the sentence: “Don’t _____ your keys!”

Set 15: Word Cards: Advise, Advice Question: Complete the sentence: “I need some ____ on how to study for the exam.”

Set 16: Word Cards: Complement, Compliment Question: Use the correct word: “The wine will _______ the flavors of the meal.”

Set 17: Word Cards: Its, It’s Question: Choose the right word to complete the sentence: “The elephant uses ____ trunk to pick up food.”

Set 18: Word Cards: Your, You’re Question: Fill in the blank: “_______ going to love the surprise!”

Set 19: Word Cards: Passed, Past Question: Select the appropriate word for the sentence: “I saw her just ______ the corner.”

Set 20: Word Cards: Lie, Lying Question: Use “lie” or “lying” to complete the sentence: “The cat is _____ in the sun.”