CHAPTER 8

THE ISLAND ADVENTURE

SCRIPT + GRAMMAR REFERENCE: Dont forget to continue reading

Draculas book. First read one chapter and then send them the next one to
read at home. As homework, make them do sentences with the vocabulary
that they have found. Try to use this vocabulary in your examples or
questions as well, in order the students to remember it.
1

S: I had a mysterious visitor last night. As I was out enjoying the night
life , a woman came into my room.
2

JS: You always had trouble with women, Steve.

S: When I got back she was hiding behind the door3. I tried to stop her,
but she escaped. I think she was looking for the Captains gold!
N: Listen, Steve. We understood your telegram, except the Captains gold.
What are you talking about?
S: Captain Kidd,
JS: Youre kidding!
S: No, Im not. Im serious. I found his Skull and a strange gold ring. A few
days ago, I made a fascinating discovery4. I was taking some tourist around
the island. We went to a cove. As I was looking through the glass I saw
something strange. I returned the next day and jumped into the water. I
swam down about 20 feet and found this Skull. I was looking at it when I
noticed something shinny. It was this gold ring.
JS: You brought us all the way to Barbudos for this?
N: Why do you its the skull or Capitan Kidd?
S: Because I took it to an expert. Its two hundred years old. Im telling
you, its Captain Kidd skull. And the ring is pure gold. Be careful, its broken.
1
Make your students describe what is happening at the beginning of the video for them to use PAST TENSE
and new vocabulary: PIPE, MATCH, and MATCHBOX.
2
Introduce AS (TIME-REASON). First start explaining AS FOR TIME making them realize that its the same
usage as WHILE. In magazines look for pictures in which some people are performing an action at the same
time than the other and make them use AS to connect the ideas. Or you can take them outside for them to see
what other people are doing and use those actions in examples. After you practice by speaking, in the classroom
ask them questions like: Were you playing soccer yesterday as it was raining? Were you listening to me as I
was speaking?. Then make them improvise questions asking outside. If you have a standard fast student you
can teach AS FOR TIME AND REASON IN THE SAME CLASS but if you have a slow student do not do it.
Next class, after you explain AS FOR TIME, explain them that AS can be used in different ways, another form
to use AS FOR BECAUSE. And you start giving your own examples: As I have bad grades, I have to study
more and you make them realize that its like saying Because I have bad grades, I have to study more.
Besides, make them realize that this structure must have 2 sentences; one of them is the cause and the other the
effect. Then write sentences on the board, for example: As I dont have money/ As tomorrow is holiday/ As my
mother is really sick, etc. Make them realize that you gave them the causes so they must give the effects. After
practicing by speaking write on the board some questions for them to ask outside but you MUST write different
questions using AS for time and reason using key words. Extra Material Grammar Book pg 212
3
Reinforce PREPOSITIONS OF PLACE, the difficult ones. Including through.
4
Reinforce ING ADJECTIVES. Try to give them more vocabulary. You can ask questions about boring movies,
interesting books, amazing places, exciting activities, etc.
N: Its no broken. Its an earring.
JS: A pirate earring? This is getting more interesting5.
S: Jack, look at the writing inside, the letters look like bones. I think its a
code. 6

JS: Theyre no letters. Theyre numbers, roman numerals. You see, Steve,
but you dont observe. 23/73
N: Maybe theyre latitude and longitude lines7.
S: Thats it! Theyre coordinates! They indicate a beach. Its fifteen miles
north of St. Augustine. I found the ring very near there!
VOS: You two are amazing. Teamwork!
MM: Two heads are better than one.8
9

5
Introduce: GET. First explain them GET+ SOMETHING OR SOMEBODY means receive/ buy or find.
Give them examples (Its difficult to get a job (find) Where did you get those shoes? (buy) Did you get my
letter last week? (receive) and then ask them for their own examples. Then explain them GET + ADJECTIVES
means BECOME. Give them examples (If you dont eat youll get hungry, I hope you get better soon, etc) and
give them adjectives for them to give you examples. Then explain GETTING + ADJECTIVES Im getting
more interested in English / your coffee is getting cold So explain them that the coffee was hot before but know
is in process to be cold, its becoming cold Then ask them for examples. GET TO + PLACE means arrive (I
usually get to Quality at 9:00am) practice with more examples. An also give them the exceptions like get
married, get lost, get in-get out, get on-get off. Practice with questions outside. Extra material pg. 100
6
Introduce: AS VS LIKE. Dont forget to start giving them examples. LIKE means similar to or the same as:
(what a beautiful house! Itss like a palace) LIKE could be use with a noun (like a palace, like an animal, etc) , a
pronoun (like me, like this) or with verb + ing ( like walking, like dreaming) But do not give them the
grammatical names, just a simple explanation with a lot of examples. After practicing in class explain that AS
can be use with: AS+SUBJECT+VERB (Leave everything as it is, Do as I showed you) and with nouns (as a
hospital, as a waiter) but it is different from like because you use LIKE to compare with something unreal ( Its
like a palace but it isnt really a palace) and you use AS to say what something really is or was (that house was
used as a hopital- it really was) or when you talk about someones job ( she works as a waiter) Dont forget to
practice a lot in class and to ask questions outside. Extra material Grammar Book pg. 214
7
Vocabulary: LATITUDE AND LONGITUDE LINES. Then introduce: MODALS. Start with may/might for
possibilities. Dont forget to give first your own examples, then ask for examples ( Do not think that just
because your student is able to give an example he or she understood, try to give different cases or situations)
Extra material pg. 50. Then continue with SHOULD and ask them for advices but you give them situations.
Practice with different situations. And also asking questions outside. Extra material pg. 54. If you have a
standard student until here could be one class, if you have a slow student one by one and if you have a fast
student you can advance faster. Dont forget either that if you give two different modals, in the questions that
they are going to ask outside you must mix them for them to think which of them they are going to use. After
SHOULD explain CAN COULD with all their usages (abilities, possibilities and favors) Then explain HAVE
TO and MUST and make them realize the difference. Use key words for the students to remember them for
example: MAY-MIGHT (POSSIBILITIES), SHOULD (RECOMMENDATIONS), CAN-COULD
(ABILITIES), HAVE TO-MUST(OBLIGATIONS-NECESITIES) After teaching all of them make a reinforce of
everything but when you ask questions outside put the key words for them to remember, for example ___/
I/wear a dress for my party (Recommendation)?. ___/Correa/walk on Sept 31st?(Ability) and so on.
8
You can start a kind of short debate about this topic. For instance you can ask them if they agree with the
phrase two heads are better than one. Or the advantages and disadvantages of teamwork.
9
When you reach this part you must give them the tricky questions for them to do it as homework.Check their
summary, grade it and practice for the fluency. Dont forget to practice for the MIDTERM PREINTER
EXAM. Giving similar examples from the test. Do not forget also that they must have taken the exams of
Dracula (vocabulary 4-7 and understanding 1-7) before they start chapter 9.