Lesson 3

Adventure Tales
1. Locate the following places in these pictures.
a

Word Bank
1. barbed-wire fence
2. trail
3

3. town
4. waterfall

2. Read the text and identify the meaning of the words in red.
A group of school students took a tour of
a natural park for their summer vacation. The
tour guide knew the trails of the region very
well. In the afternoon, he invited the school
kids to join him in an adventurous hike to a
waterfall. The kids screams of excitement

how to begin the trail and continue the climb
to the waterfall. Some kids walked really
fast when they reached a barbed-wire fence.
One girl had a cut on her arm, so a teacher
had to go back to the town with this girl to
see a doctor. Then two other students took
a shortcut and ended up lost, so the guide
cancelled the trip to the waterfall to start the

Reading
Strategy
Recombine your
knowledge of
vocabulary and
grammar to identify
details in the text.

a. Region means:
1. area
2. city
3. park
b. Adventurous means:
1. audacious
2. timid
3. generous

search along with the

Reading
local police for these
Strategy
two students. In the
Use words with
evening, the authorities
similar meanings
were looking for the
to demonstrate
two students while
the group was walking
comprehension.
back to the hotel. Three
hours later, while the
group was watching a video of the waterfall,
the phone rang. They had found the missing
    
for the kids while they were trying to set up a
tent in the forest; it was midnight. They were


c. Shortcut means:
1. road
2. trail
3. shorter route
d. Lost means:
1. found the way
2. missed the way
3. on the way

e. Search means:
1. exploration
2. lose
3. call
f. Scared means:
1. happy
2. sad
3. frightened

3. Answer the following questions about the sequence of events in the story.
a. What happened when some kids walked very fast?
They reached a barbed-wire fence.
b. What happened when two students took a shortcut?
They ended up lost.
c. What were the authorities doing while the group was walking back to the hotel?
The authorities were looking for the missing students.
d. What was the group doing when the phone rang?
The group was watching a video of the waterfall.
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e. What were the missing students doing while the police were searching for them?
They were trying to set up a tent.

Lesson 3

Adventure Tales
Planning
Goals
This lesson will
enable students to
develop their reading
comprehension by
identifying words with
similar meanings.
Students will be able
to write a narrative
divided into its main
components: beginning,
middle and end.

Indicators
Works out meaning from
context and establishes
semantic similarity with
synonyms.
Identifies details in a
narrative text.
Identifies details in a
sequence of events
through a set of whquestions.
Summarizes a story using
synonyms.

WARM UP

them that in each series there should be two words that are
synonymous. Give them one example. Then have them work
individually. At the end of the dictation have students share
their answers. Clarify any doubts regarding their choice of
words. Make sure you include words that have appeared
in the previous lessons and words that will be part of the
reading.

Pre-Reading
1. Locate the following places in these pictures.
Have students match the words with the pictures by
placing a number in each circle. Make sure they understand
these words as they are central for comprehension of the
reading. Tell them to predict what the reading will be about,
connecting the words corresponding to the pictures into a
possible story.

While-Reading
2. Read the text and identify the meaning of the
words in red.
         
in red. This activity is intended to help students exploit the
context to understand better and to be able to express their
meaning in English. Sometimes they may require a dictionary
to look up the meanings of certain words, but at other
times they may work with word associations. You may ask
students for the meaning of the entire sentence associated
with the synonym they chose so that they actually exploit

Vocabulary and
Structures

Strategies

Vocabulary
region, shortcut, search,
lost, adventurous,
search, scared, tour
guide, join, screams of
excitement, barbedwire fence, cut,
waterfall, look for, walk,
watch, rang, missing,

tired

Recombining knowledge of
grammar and vocabulary to aid
reading comprehension
Using words with similar
meaning to demonstrate
comprehension
Mapping the events of a story
into a narrative map in terms of
beginning, middle and end
Summarizing with paraphrases
Mapping events in a story

the context. Tell students to solve the vocabulary activity

and discuss the reasons for their answers.

Post-Reading
3. Answer the following questions about the
sequence of events in the story.
Have students go back to the reading and establish the
events in the story. Have them number the events. Discuss
with them the order of the events and have them describe
the sequence. You may encourage them to use when and
while as well as other sequence words in order to piece
together the narrative. Then tell them to solve the questions.
If students are interested in drawing, you can ask them to
illustrate the story. You may also ask them for the possible
reasons students might have gotten confused about the
order.
Work with students to rephrase the content of the story
to check both their understanding and establishing the
sequence of events.
Tell students to go back to the vocabulary activity in the
reading. Have them look at the synonyms that match the
red words from the reading. Tell them to complete the
paragraph using some of the words.

4. Use synonyms to complete the summary of the

reading in a few ideas.
Tell students to go back to the vocabulary activity in the
reading. Have them look at the synonyms that matched
the red words from the reading. Tell them to complete the
paragraph using some of the words.

59

Reading and Writing

4. Use synonyms to complete the summary of the reading in a few ideas.
A group of students toured a(n)
hike when two students took a(n)
exploration

frightened
night. They were

audacious
area
(a) of a natural park.They were in an
(b)
shorter route
missed the way
(c) and
(d) in the forest. Police
(e)
(f).

5. The two students gave their report to the police. Unscramble their report to determine the
beginning (B), middle (M), and end (E) of their personal narrative.
(B) We were walking ahead of the group when we
saw a sign indicating the way to the waterfall.

e did
back, but w
go
to
d
ie
tr
We
ere
group. We w
not find our
the
ur tent when
setting up o
or a
We walked f
d.
ve
ri
ar
e
c
li
po
ized
when we real
few minutes
us
d
in
as not beh
the group w
ead
ah
were walking
e
W
.
re
o
ym
a
an
when we saw
p
u
o
gr
e
th
of
the
g the way to
sign indicatin
an
ed d did
e were scar
W
l.
al
f
er
at
w
here to go.
not know w

(M) We walked for a few minutes when we realized

the group was not behind us anymore. We tried
WRJREDFNEXWGLGQRWQGRXUJURXS:HZHUH
scared and did not know where to go.
(E) We were setting up our tent when the police
arrived.

6. Look at the following pictures of a travel mishap. Fill in the blanks to complete it. Then follow the
model to write, in your own words, a personal narration.

Writing Strategy

Beginning

Middle

End

One morning my friend and I (swim) were swimming (a) in a lake

got
when he (get)
(b) a cramp in a leg, so he didnt feel well.

Map the events in a

narrative to a story map.
Beginning: setting
Middle:
End: resolution

could nt (d) swim any more.

asked
I (ask)
(c) for help when he (can)
sat
(e) at the shore when our coach (arrive) arrived (f).
We (sit)
massaged
(massage)
That afternoon my friend and I (not swim)
back home.

(g) his leg and he (get)

GLGQWVZLP

got

(h) well soon.

(i) anymore and we (go)

Project Stage 3

Present your narrative to your classmates.

went

(j)

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