| LESSON OVERVIEW
The main objectives of this ESL lesson on adventures are to:
- discuss adventure experiences;
- examine why people choose not to have adventures;
- read a short text and watch a video about micro-adventures.
Students talk about adventures, share personal experiences and use adjectives to describe adventures (e.g. unexpected, inspiring, challenging). Students explore excuses people use to avoid adventures, suggest ways to change people’s minds and read a short text about micro-adventures. They also watch a video about micro-adventures, express their opinions and plan their own micro-adventure for the weekend.
60 minSpeaking ClassUnlimited Plan
This is a Speaking Class worksheet. It includes a variety of tasks that let your students practise their speaking skills. This lesson format does not focus on grammar or vocabulary. Learn more about it here.
WARM-UP AND DISCUSSION
This ESL lesson on adventures starts with a warm-up. Students look at adjectives to describe an adventure (e.g. stressful, exciting, unforgettable) and decide if they are positive, negative or neutral. They explain why. Afterwards, students discuss questions about adventures and personal experiences. Moving on, they look at some common excuses people use to avoid adventures (e.g. I don’t like being uncomfortable). Then, students choose three and say what they would say to change the person’s mind. Following that, they read a text about trying simple local adventures. Students finish the last sentence with two more ideas about why micro-adventures are a good idea.
VIDEO AND MORE DISCUSSION
In this part of the ESL lesson on adventures, students watch a video of a person who teaches people to have micro-adventures. They say what skills, tips or ideas they think the speaker shares on his channel. Afterwards, students say if they agree or disagree with opinions on micro-adventures and outdoor activities (e.g. Camping is fun and relaxing). They give reasons or examples. Next, students match types of people (e.g. a creative person, a family with kids) with the micro-adventures in pictures (e.g. going swimming and kayaking, having a picnic). They explain the adventure and why the person (or people) would like it. Finally, students think about a micro-adventure they want to do this weekend. They discuss it by answering questions about planning (e.g. Where will you go?).
WORKSHEETS
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This lesson plan led to a really positive lesson. Just the list of adjectives at the start led to a lot of great stories that took up half the lesson. I think more and more that very open-ended and straight-forward prompts like this can be gold.
So glad to hear that! Simple prompts can work wonders 🙂