-show slides 2-7 of pictures of animals on the board -on each slide, ask Ss: Are you scared of (this animal)? -ask Ss: Why are you scared of (this animal)? -ask other students: Do you agree or disagree with...? Why?

-show slide 8 of all the previous animals on the board -Ask Ss to speak about 2 questions in groups: 1. Which of the animals do you think are the most and least dangerous? 2. How good do you think your chances are of surviving an attack by these animals? -Tell Ss: I put the questions in the chat box. Please take a screenshot/ picture of the animals to remember in BORs. -ICQs (IF needed) What do you need to talk about? (?s above) Do you need to talk about HOW to survive these animals? (no, just what you think your chances are and why) -Make BORs of 2-3 Ss per group (depending on the class size that day) -monitor students in BORs with mic and camera off -send Ss back to the main room after 2 minutes -Ask Ss: What are your reactions to other people's reasoning? Did you all agree or disagree?

-pre-teach vocabulary on slide 9 -ask Ss CCQs to elicit definitions/ understanding: Harmless- Does it have a positive or negative connotation/ is this usually a good or bad thing? (positive/ good) Is it dangerous? (no) Trap – Are people usually trapped in something they like or don’t like? (don’t like) Would I be trapped in a 5-star spa or a prison? (prison) Pepper spray- Is it used for making food spicy? (no) Is it used for defending yourself? (yes) Against people or animals? (both) Does it hurt your eyes? (YES) Punch – Does your hand need to be open or closed? (closed) -reveal each definition after that word's CCQs have been answered -show slide 10 on the board -tell Ss: Please read the article "How to Survive an Animal Attack" on your own for about 2 minutes. Read to check if you were correct about the most and least dangerous and your ability to survive them. (from exposure 1) -stop Ss after 2 minutes -ask Ss: Were you correct? What are the most and least dangerous animals? Who thinks they can survive?

-show slide 11 -tell Ss: Please read the article again. This time I will give you more time to read. Decide which of these statements are true. -ICQs (IF needed) What do you need to do now? (above) Do you need to do anything more than mark the true sentences? (no, only this) -stop Ss after 3 minutes -put Ss in BORs in pairs to compare their answers -monitor students in BORs with mic and camera off -bring Ss back to the main room after 1 minute -elicit Ss to give their answers and reasoning: Which were correct? Why is 3 false? Why is 6 false?

-show slide 12 -tell Ss: Please complete the statements with your OWN endings. It doesn't have to be exactly from the text. But here is the text to give you an idea. Write your answers in the chat box. -ICQs (IF needed) Do you need to find the exact answer from the text? (no) -start feedback after 2 minutes -elicit Ss to share interesting responses

-show slide 13 -tell Ss: Here are the book examples. Read these sentences alone. You have 1 minute. -stop Ss after 1 minute and tell them: Now read questions a-e. In groups, answer the questions. -ICQs (IF needed) Do you need to write any new sentences? (no) What sentences are the questions about? (1-5) -put Ss in BORs in groups of 3 (if enough students in the class) -monitor students in BORs with mic and camera off -bring Ss back to the main room after 3 minutes -click through the animations to show the answer key -move on if there are no questions

-show slide 14 -tell Ss: Please match the grammar rules together. For example, number 1. Anyone? -show the answer to number 1 -ICQs (IF needed) What are you doing now? (matching grammar rule statements) -Tell Ss: You have 2 minutes -stop Ss after 2 minutes and show Ss the answers on slide 14 and 15 -move on if there are no questions

-show slide 16 -tell Ss: Please match the green boxes to the blue boxes to make the form rules. For example, number 4, anyone? -show number 4 answer -give students an example of the form: You won't survive UNLESS YOU RUN -tell Ss: Then match that to the purple boxes for the example sentence of that rule. Number 4, anyone? - show number 4 show example -ICQs (IF needed) What are you matching first? (green and blue boxes) What are you matching second? (blue and purple boxes) -stop students after 2 minutes -show answers on slide 16 and 17 -tell Ss: The green arrows show sentences ii. i. and iv. are examples of the main clause and the subordinate clause using these verbs. Is anything unclear? Do you have doubts? -CCQs (use some, but not all if not needed) i. Did you pet my cat? (no) Did my cat bite you? (no) Will my cat bite you? (yes, when you pet him) What happens first, petting the cat or the cat biting? (petting) v. Is she unsure of the past, present, or future? (future) Did she see animals already/ before? (no) Is she seeing animals now? (no) How many possibilities does she have for this future? (two, see them or don't see them) iii. Is it possible to see animals? (yes) Do you need to be quiet or not be quiet to see animals? (be quiet) What will make you NOT see animals? (not be quiet) -ask Ss to repeat sentence examples i.-v.

-show slide 18 (only activity a) -tell Ss: In pairs, please read the sentences in activity a and decide which sentences are correct. Correct the incorrect sentences. -ICQs (IF needed) What do you do to the correct sentences? (make a tick/ say they are correct) What do you do to the incorrect sentences? (fix them/ correct) -send students to BORs in pairs -monitor students in BORs with mic and camera off -send students back to the main room after 3 minutes -ask Ss: Which sentences were correct? Which were incorrect? Why is ... incorrect? How did you fix it? -show answers -show activity b -tell Ss: In pairs, please read the activities in activity b and join the 2 sentences with the word in brackets. -ICQs (IF needed) Do you need to make a new sentence? (yes, combining the other 2 sentences) -send Ss to breakout rooms in pairs -monitor students in BORs with mic and camera off -send Ss back to the main room after 4 minutes -show the answer key

-show slide 19 -tell Ss: In groups, please complete the sentences with your own ideas using the form we saw. - give a short demo: For example...elicit suggestions! Sharks won't attack you unless YOU SWIM AWAY. If you hit a crocodile on the nose IT WILL STOP. -ICQs (IF needed) Do you need to write down the sentences? (no) Do you need to access the link to play to game? (yes) -put students in BORs in groups of 3 (if there are enough students) -monitor students in BORs with mic and camera off (take mistakes for feedback stage) -bring students back to the main room after 6 minutes -ask Ss: As a group, did anyone have a very interesting or scary sentence? What sentences were the most realistic?

(have put mistakes AND correct sentences from Free Practice in the Mistakes? column on slide 20 before bringing students back to the main room) -show slide 20 -tell Ss: In pairs, decide which are mistakes and correct them. -put Ss in BORs in pairs -monitor students in BORs with mic and camera off -bring Ss back to the main room after 1 minute -ask Ss: Which sentences are INCORRECT? Why? What should it be? -write corrections in the corrections column as students explain them