Kateryna Kholodniak Kateryna Kholodniak

TP 5: The survivors' club
Upper-Intermediate level


In this lesson, Ss are going to practice speaking and talk about different emergency situations and also, they will read a summary of a book called "The Survivors Club" about people's reactions to disaster. We will focus on vocabulary, use the words that express feelings (devasted, stunned etc.) and practice their pronunciation.


Abc English File Student's book
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Main Aims

  • To provide gist and scan reading practice using a text about "How to eat an elephant" in the context of the survivors' club

Subsidiary Aims

  • To provide fluent and accurate speaking practice in the means of discussing ideas in groups and expressing students' point of view


Lead-in (3-5 minutes) • To set lesson context and engage students

1) I introduce myself to the Ss; 2) I ask Ss to write on pieces of paper their names; 3) I show Ss the picture of Robinson Crusoe and ask them to describe the situation the man on the picture is (Slide 1); Do you know this man is? Who is he? What is he doing? What life situation is he in? 4) After discussing man's situation, I will ask Ss to guess the topic of the lesson.

Pre-Reading (5-10 minutes) • To prepare students for the text and make it accessible

1) I will first ask Ss if they had any serious life situations and how they managed to cope with them; 2) I ask the Ss to imagine the situation that they are all reading a magazine and there is a test of how people react in different life situations. 3) Ss work in pairs, answer the questions and discuss the answers they chose in pairs; 2) after that we discuss the best variant for each of the given situations.

While-Reading (10-15 minutes) • To provide students with less challenging gist and specific information reading tasks

1) I ask students to read the text for gist and answer the questions of ex.1b, p.44; 2) I set up the time limit for the Ss and remind St that they shouldn't worry about unknown words for now; 3) after Ss have read the text they discuss the answers to those questions in groups and then express their ideas for the whole class; 4) I ask Ss to look at the highlighted words and phrases and to try to work out what they mean. I remind them to read the whole sentence or paragraph. 5) I make sure Ss understood all the highlighted words and deal with some other new vocabulary items; 6) if these words are too difficult we will discuss them all together and drill the pronunciation; 7) Then I will ask Ss to use the highlighted words and phrases from the text and match them to the definitions; 8) Ss check their answers in pairs; 9) then I ask students to write the answers for each of the definitions on the board (Slide 2).

Post-Reading (8-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1) I divide students into 3 groups; 2) each group receive three different texts on different colour paper; 3) their task is to read the text and find the specific information about what should we do and what we shouldn't do in different emergency situations; 4) While Ss are working I am monitoring and helping them if they have questions; 5) then I ask the Ss to get into the groups of three and give each other information about surviving tips. Ss make notes while listening; 6) I ask the Ss to move back to their colour groups and we start checking what the Ss have learnt from their partners; 7) at the end of the lesson, I would like Ss to look back at their answers to questions 2-4 of the test if they chose the right answers.

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