[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-417989-105":59,"doc-detail-417989-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-haircut-ideas-for-using-the-sequence-story","The Haircut - ideas for using the sequence story","","A tutor-focused set of language-learning activities built around a picture sequence titled “The Haircut”. The material compares two versions (basic action pictures and a speech-bubble conversation), then provides warm-up prompts, vocabulary focus, question-story retelling, jumbled-picture and jumbled-sentence tasks, and extensions for advanced learners through richer vocabulary, tense changes, and point-of-view rewriting. Additional practice includes gapped text, true/false listening, dialogue creation, and class games to support speaking and writing.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-haircut-ideas-for-using-the-sequence-story/417989/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-haircut-ideas-for-using-the-sequence-story/417989.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the two versions of the picture sequence used for these activities?","Question",{"text":112,"@type":113},"The document describes a basic version showing actions and a more complex version with speech bubbles showing the conversation between the hairdresser and the client.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are jumbled pictures used in the speaking activity?",{"text":117,"@type":113},"The pictures are cut up and discussed one by one, then ordered again and used to tell the story; an alternative group activity uses the first and last pictures to predict the story before arranging the rest.",{"name":119,"@type":110,"acceptedAnswer":120},"What listening practice options are included for true/false sentences?",{"text":121,"@type":113},"Learners can say true/false for each statement, repeat only true sentences, or correct false sentences; higher-level classes can do the task in pairs and swap roles.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},417989,1790693745,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","(A Bad Hair Day!)  \n©ENGLISH LANGUAGE PARTNERS NEW ZEALAND  \n(A Bad Hair Day!)  \n©ENGLISH LANGUAGE PARTNERS NEW ZEALAND  \nThe Haircut – ideas for using the sequence story  \nNote for Tutors: Activities referred to in Ideas for using the sequence story are related to the suggested Vocabulary and text which you can find on page 8 of this document.  \nPlease also note that there are two versions of this picture sequence:  \n􀁸 Page 1: a basic version showing the actions  \n􀁸 Page 2: a more complex version with speech bubbles showing the  \nconversation between the hairdresser and the client  \nWarm up  \nBefore looking at the picture, discuss where you and your learner get your hair cut –what sort of styles has she had, where does she go now.  \nWrite down hair and brainstorm any vocabulary you associate with the topic  \nFocus on key vocabulary (See page 8 for suggested vocabulary)  \nEither provide the learner with a list of target vocabulary and ask her to match the words to what she can see in the picture (Lower level) or brainstorm words with the learner (Higher level)  \nQuestion stories (See page 9 for suggested questions)  \nAsk a series of questions relating to the sequence. The learner’s answers can guide them to retell or write the story of sequence. You could then compare the learner’s version with the original text. Alternatively encourage the learner to ask you some questions about the story. Learners often get more practice answering than asking questions.  \nJumbled pictures – speaking  \nCut the pictures up and jumble them up. Tutor and learner look at them one by one, and discuss what is happening in each picture. When you have discussed each picture put them in order and tell the story. This allows for good recycling of vocabulary.  \nAlternative class activity. Put the learners into small groups of up to six. Show the learners the first and last pictures and ask them to speculate what the story will be about. Give each learner one or two of the cut-up pictures. Tell them not to show it to the others. Learners take it in turns describe their pictures to the group. The group listens and decideson a good order for the pictures. Finally the learners look at all the pictures and revise their story if necessary.  \nJumbled sentences – reading (See page 10 for photocopiable text)  \nCut up the text into strips. Each strip relates to one of the pictures. Jumble up the strips. Look at the picture story and ask the learner(s) to match the appropriate sentence to the right picture.  \nAdapt the story: to extend more advanced learners  \nAfter working with the basic version of the text on page 8, brainstorm some more advanced words that could also be incorporated into the story. Use these words to enrich the story by adapting the existing text. You can also change the story to the past and use more complicated sentence structure,  \nMaria was having another bad hair day so she decided she needed to have her haircut. She looked through the phone book and found a hair salon near to her house in Newtown. She called and made an appointment for the following Saturday at 2pm. When Saturday came, she made her way to Kelly’s Hair Salon in time for her 2pm appointment   \nAnd you can draw attention to the structure: have/get something done: e.g.  \nHave one’s hair cut, have one’s hair dyed, have one’s legs waxed, have one’s housecleaned.  \nPoint of view:  \nRewrite the text from Kelly’s point of view.  \nGapped text  \nGap out some words in the text on page 8 after reading it with your learner. The learner completes the text by referring to the pictures.  \nDepending on your learner’s needs, you can focus on particular words: e.g.  \n􀁸 content words from the target vocabulary in the picture (this helps with revision)  \nMaria wants to have a   She looks in the phone book for a    \n  near to her house in Newtown. She calls Kelly’s Hair Salon and    \nan appointment for Saturday at 2pm.  \n􀁸 “grammar” words: e.g. prepositions  \nMaria wants to have a haircut. She ","cbCaiq5P7PAfpPYQ","https://ap.wps.com/l/cbCaiq5P7PAfpPYQ","pdf",1212904,"English","# Warm up\n# Question stories\n# Jumbled pictures – speaking\n# Jumbled sentences – reading\n# Adapt the story: extend more advanced learners\n# Point of view\n# Gapped text\n# Kim’s game\n# Listening practice: True/false\n# Dialogues\n# Extension activities","[{\"question\":\"What are the two versions of the picture sequence used for these activities?\",\"answer\":\"The document describes a basic version showing actions and a more complex version with speech bubbles showing the conversation between the hairdresser and the client.\"},{\"question\":\"How are jumbled pictures used in the speaking activity?\",\"answer\":\"The pictures are cut up and discussed one by one, then ordered again and used to tell the story; an alternative group activity uses the first and last pictures to predict the story before arranging the rest.\"},{\"question\":\"What listening practice options are included for true/false sentences?\",\"answer\":\"Learners can say true/false for each statement, repeat only true sentences, or correct false sentences; higher-level classes can do the task in pairs and swap roles.\"}]","The Haircut - ideas for using the sequence story | PDF",1790611502,25]