B2 Unit 1 level
To provide review of narrative tenses in the context of survival stories
To provide clarification and practice of expressions with get in the context of survival narraties
To provide clarification of future time clauses in addition to review and practice of future conditionals in the context of surviving attacks by animals.
To provide fluency speaking in the context of surviving natural disasters and animal attacks.
To provide gist reading practice using a text about being lost at sea and surviving wild animal attacks in the context of survival
To provide gist listening practice using a text about animals and the environment in the context of surviving wild animal attacks
Procedure (67-93 minutes)
Books closed. Elicit places where it might be dangerous to go on holiday or to visit, for example the Arctic, the jungle, the desert, etc. Explain this might be because of the weather, the animals or for other reasons. Write students’ ideas on the board and select one of the places for this activity. Tell students that they are going to visit this place and they can take five things with them to help them survive. Ask students to suggest items and write their ideas on the board. In pairs, students discuss the items and choose the five most important things to take. Ask students for their choices and reasons during feedback.
As a class, ask students to look at the pictures and describe them. Encourage them to say where the people are, what they’re doing, what might have just happened, what might happen next and how the people might be feeling. Students tell you what they would be most afraid of in each situation and why. Remind students to use might or could for speculation.
Tell the class that they are going to listen to a conversation between two people. One of the people is telling the other about a holiday. Play the recording for students to say which picture is being described and where the holiday was. Tell students not to worry about understanding all the details at this stage. Answer d
Tell the class that this time they need to listen for details in order to put the events in the correct order. Read through events a–h with the class. If you wish, give students the information from the Culture notes below. Play the recording for students to order the events correctly, if necessary pausing after three/six events have been described, to give students time to note down their answers. A stronger group may be able to do this without listening again. In this case, play the recording for students to check their answers. Answers a 7 b 3 c 5 d 4 e 2 f 8 g 1 h 6
Write the word get on the board and tell students that we can use this verb in many ways and in many phrases. Write some sentences showing different uses of get on the board, for example I got the time wrong and I was late for the meeting (not understand correctly); I got to know Sandra really well when we went on holiday together (know a person’s habits, likes and dislikes, etc.). Then ask students if they can remember any phrases with get from the conversation in 1b. If they can, write these on the board too. Explain that expressions 1–10 are sentences using get and a–j are different meanings of get in these sentences. Put students into pairs to do the matching activity. Monitor and help where necessary. Answers 1 d 2 c 3 e 4 f 5 g 6 b 7 a 8 j 9 i 10 h
Individually, students complete the sentences. Answers 1 get (the policeman’s) attention 2 got over 3 get the feeling 4 got to 5 got into trouble 6 get hold of 7 got swept away 8 getting anywhere 9 get away 10 couldn’t get over
Ask students for an example of a problem they encountered when they were last on holiday. Select one appropriate event and ask detailed questions about it using a range of past tenses, for example When did this happen? What were you doing when? Had you done this before? Had it been raining?, etc. Then ask the class how many tenses you used in your questions and if they can remember which ones. Write answers on the board. In pairs, students then look at the verbs in bold in Lost at Sea and match them with the uses. Check answers as a class. Answers 1 d 2 c 3 a 4 b
CAREFUL! Students often over-use the past simple instead of the past continuous if this tense does not exist in their own language, e.g. I arrived at school. Jacky played a game. (Correct form = When I arrived at school, Jacky was playing a game. Another mistake is using the present tense of be in the past, e.g. I am walking home yesterday when I saw a fast car. (Correct form = I was walking home yesterday when I saw a fast car.), or I am walking down the road when I saw … (Correct form = I was walking down the road when I saw …) Sometimes, students use the past simple instead of the past perfect, which can make the time sequence of events confusing, e.g. We already swam for 12 hours when a boat appeared. (Correct form = We had already been swimming for 12 hours when a boat appeared.) or When they found her she was under the snow for two days. (Correct form = When they found her, she had been under the snow for two days.) Play the recording for students to say which verb is stressed and how had been is pronounced. Check answers as a class. Play the recording again for students to listen and repeat. Answers The main verb is stressed (diving, swimming, wearing). We pronounce had been as /hədbɪn/.
Ask students to look at the pictures and elicit where the people are, what they are doing and what problem they might have. Put students into pairs and assign A and B roles. Ask each student to read a different story. They should read quickly to answer the two questions. Check answers as a class, but without going into details at this stage. Answers Student A 1 in the mountains 2 yes Student B 1 the Australian bush 2 yes Students read the stories more carefully to underline the correct verb forms in the texts. Monitor carefully and point out any errors to encourage self-correction. If possible, pair Student As and Student Bs together to check their answers. Answers Student A 1 was going 2 came 3 remembered 4 ’d seen 5 had been searching Student B 1 had been living 2 was driving 3 stopped 4 had eaten 5 ’d lost
A) Read through the task with the class and ask students to suggest some examples to help with ideas, for example stranded on a desert island, lost in a desert, trapped in an elevator, etc. Then give students five minutes to make notes individually. Monitor and help as necessary. B) Students use their notes to tell their stories to a partner. Encourage them to use all the narrative tenses they have looked at in the lesson. Students should ask each other questions to get more details about the stories. Monitor and note examples of good language and any common errors to deal with during feedback. Take feedback as a class, and ask for examples of interesting stories.
Students look at the pictures with ideas for surviving attacks and say which animals are shown. Read through the different possible ways of dealing with an attack and ask students to choose which they think are the best and why. They can discuss this in pairs, or small groups. Check ideas as a class. Ask students to turn to SB p.127 and read the texts to check their answers. Ask students to discuss the question in 1b in pairs, and give reasons for their choice. Take feedback as a class. Answers 1 a 2 b, c 3 b
A) Write the beginnings below on the board and ask students to complete them with their own endings. It is not important for students to remember the exact wording from the text; the focus is on eliciting the correct verb forms. Take feedback as a class. Then read the full sentences 1–5 with the class. Bears will only fight if … They won’t attack people unless … Bears will usually move away as soon as … Provided you stay absolutely still, the bear … As long as you don’t panic, a shark … Put students into pairs or small groups to discuss questions a–e. Monitor and help where necessary. Answers a Provided, As long as b 1 c 2 d If you stay still, the bear will go away. e The present tense comes after the words and phrases in bold, and a future time clause is used in the other part of the sentence. B) Students work individually to find another example of each of the words and phrases. They compare answers with a partner. Check answers as a class. Answers 1 pushing your thumbs into their eyes will also work well, as long as you press hard enough 2 Most animals won’t attack people unless you do something to make them angry; Wolves won’t normally attack unless they are very hungry 3 Provided you seem bigger and more dangerous than the animal, it will probably leave you alone
Ask students to complete the sentences in pairs. Monitor and help as necessary. Take feedback as a class. Suggested answers 1 Sharks won’t attack you unless they think you’re food. 2 Wolves will only attack if they’re very hungry. 3 Tarantulas won’t bite you provided you let them walk over you. 4 If you hit a crocodile on the nose, you might survive.