Speaking and Reading
To provide integrated skills reading and speaking. Ss will have the opportunity to read and speak about adventures and mishaps.
To provide fluency speaking practice in a conversation and discussion in the context of adventure
Procedure (43-57 minutes)
T shows Ss some photos of a famous animation 'up' (2009) and elicit information about each pictures (even if they have not seen it before). Then teacher shows a short clip of flying house scene to the students. When finished, teacher put ss in pairs to discuss about what they saw and again elicit about what happened. Then, pre-teach the word 'adventure'.
Ask ss to do the quiz on page 28 in pairs and take a note of their partner's answer. Then, they should re-read their partner's answers and decide how adventurous he/she is. Then they should give feedback to the WC.
T sets a scene by drawing a boat on the board. Ask ss to name the boat and to suggest what they are doing on the boat. Then draw lightning on the board. Explain that the boar has been hit by a storm and has started sinking in the water. Now divide the ss into groups of three or four and hand out a copy of the worksheet to each s. Tell the ss that there is a desert island nearby and that the ss must choose four items from the worksheet to take with them to the island. The students then talk about their choice of items and their reasons for choosing them in their groups. Then they should find out what challenge they face on the island by picking a card. Each group pick a card and makes a plan of what they will do to survive on the island and how the four items they brought will help them. The groups then present their plans to the class. All groups assess each group's chances of survival according to their plans and how risky their ideas are. Award each group a score between zero to 3. Then give each group a dice to roll. the number of the dice will be added to their score. Groups need score 4 or more to survive and more than 6 to thrive on the island. Depending on the score T make an end for each group's tale. For example a group with a score of 4 may barely survive, e.g. they may get their arms eaten by a gorilla or lose some fingers, etc. A score of 6 would mean everything happened as the group planned and five would be somewhere in between.
Ss should be divided to groups of 3 and they should be given a set of card (each group one set). They should shuffle them and put the deck on their desk while the face is down. One s choose the firs card and read the question for the s next to him/her. He/she should now answer to the Q. Then the s who answered should choose another card and ask a Q and so on. Finally ss should talk about different Q in the class and share their ideas.