Island Survival Game

[Pages:17]About the worksheet This activity is a role playing game based on a popular TV show. The images and materials here were all sourced from the internet with the intention of showing how you could make a similar activity, game or lesson of your own. The language you focus on and how deep you go with the role play is up to you and your students. The role play I'm using here is based on the TV show LOST but could easily be based on other shows if you so chose like The Walking Dead or Under the Dome etc. About the lesson(s) The lessons I'll outline below can be used individually or as a series. Although I hope these lessons are a lot of fun for you and your students I mostly hope they will have an opportunity to practice useful language patterns and be inspired to speak as much as possible throughout. These lessons have been designed for students from intermediate level and up.

Lesson 1: Island Survival

1. Give students the topic of travel or exotic vacations.

Students discuss as the teacher listens and offers correction / help where needed. 2. Show students the "Island Survival" sheet with the question, which of these items would you like to have with you on a deserted island? (You might try limiting them to three items and giving reasons why they would want to use those items more than others.) Be sure to focus on practicable language points as they come up: Conditionals: I would want the tarp if I were in that situation . . . Supporting reasons: . . . because it could be used as a shelter . . . Offering alternates: . . . or even to collect rain water.

Island Survival

Lesson 2: The Crash

1. Setup the situation: The plane the students were traveling on has crashed on a deserted island. There is little hope of rescue. A number of items that look useful are on a piece of the plane that is quickly sinking or being washed out to sea. The students have to quickly decide which items they wish to get. Students get six items per group or one per person. Variation: Students have six items they choose at random from a hat. Variation: Students only get the items successfully if they use clear language to explain why they want them. 2. Set up the game: Each item is worth points. Ten points equals one day of survival on the island. Getting more items or performing tasks earns the teams more points. One day lasts X number of turns. (You can decide.) Each day, each team loses points automatically. Day 1 - 0 points. Day 2 -5 points. Day 3 - 6 points. Day 4 - 7 points. 3. Continue the story: The students must discuss and come to a decision about what to do next. The teacher decides how difficult or easy it is to do that action. Digging a whole or cutting down bamboo might be very easy. (Especially if they have the saw or shovel.) Stealing water from the other group might not be. Each action is a "turn." Between turns the students must decide what to do in their next turn.

EXAMPLE: Students in one group have the saw and decide to use it to cut down bamboo. This isn't so hard to do so they roll a sixsided die and if it's over three they are successful and get lots of bamboo to use. If it's under three they still get the bamboo but maybe not so much of it. They then get time to decide what they'll do next. On their next turn they tell you they want to use the bamboo to make a raft. This is much harder so you can see a VERY high number for this. Say a twelve. If they get a twelve they can successfully build the raft but if it's under twelve they are unsuccessful and the raft falls apart or is attacked by wild boar. 4. The Story: The most important thing is that students have a good time speaking English while using lots of language. In order to create a little mystery you can take the story anywhere you like. But be creative. Maybe they are only there for a day or two before rescue, maybe they are there for years. It's all up to you. (See the "History of the Island" page for my version.

Real World: A great variation would be to choose a real island which is threatened by global warming or other environmental factors. Challenges the students meet on the island could reflect those situations and raise awareness of the plight of people living on those islands.

Starting Items knife saw jacket

fishing pole tarps

suntan lotion plastic bottles ramen noodles

radio hat magnifying glass tent compass dog lighter iPod glass bottle hammer flare gun med kit toilet paper sewing kit gun mirror sleeping bag belt gas stove duct tape rucksack matches pens rope shovel hiking boots cooking pot

Points 17 8 8 10 10 5 12 2 4 2 14 17 11 6 8 2 10 8 6 7 2 3 15 9 8 8 7 8 9 8 4 15 9 12 11

Bonus has a hollow handle can be used to catch food can be used as shelters

can start fires friendly

has survival videos on it

Downside the tip is dull the handle is loose

small bottle

runs out quickly only picks up a stronge signal in French

fits four only points to a nearby mountain

looks hungry

if someone sees it, you can be rescued very strong

only good for light sickness runs out quickly no needles only two bullets has a crack

very long new

not waterproof size twelve

Map of the Island

History of the Island

The islands original inhabitants were Polynesian tribes who immigrated to the island in small boats over a long period of time. Some evidence of them is still found on the island, much of it hidden in the jungle. During the early 1600's, the British set up camps and trade posts on the island as part of the the East India Company. The introduction of new diseases wiped out the native population as did the hostile invaders. Some of the natives intermarried with the British inhabitants and left the island before the rest of the native population was wiped out. When these people returned to the island and found the natives all gone, fighting broke out between them and the new inhabitants. Eventually the British were expelled from the island. The island was never again resettled by outsiders.

During WWII the Japanese Navy set up a small supply base on the island, built several shelters a dock and a radio tower but this was soon abandoned. In the late 1940's the American Navy found the island and used it for target practice. The few modern-day inhabitants of the island have little contact with the outside world and only when they choose. Modern technologies like solar energy panels and computers have helped them manage their island and to keep it off most modern maps. They do everything they can to keep the island a secret. Everything, and anything. When playing the game I have the students occasionally find things like footprints, paths, a key and other things that lead them to explore the island. I suggest and hint at the things above and only let them know about it when they find something tangible like the bomb shelter or if they meet . . . the others!

The Others

This variation involves a second group, either in the same class, or from another room. This role play is done separately from the role play the "Survivors" team works on and for the same amount of time. In this section the two groups come together. During the survivors game, hints should be given that there may be others living on the island. Footprints may be found. Members of their groups may go missing. Supplies could disappear and if they find the map above they will find a huge clue, "others" is clearly marked on the map. 1. Setup the situation: The Others have lived on this island all their lives. This is their island and they love and protect it always.

They have a high level of technology but usually don't use it, they try to live in balance with nature. The Others are very suspicious of outsiders. Outsiders who have come to the island in the past have caused nothing but trouble. 2. The Others are given a map of the island and the history of the island to discuss and become familiar with. The map contains

information about the island and the secrets hidden on it. 3. Role Play: A boat full of drug smugglers has landed on the island. They have plenty of supplies, guns and other materials.

Poppies grow naturally on the island. These men are not willing to live in peace. They want to take the island for themselves and use it as a post for smuggling drugs. In turn-by-turn story telling, the others must decide how they will deal with this situation using the tools at hand. (It is 1990.) 4. Collision: At the end of the adventure with the smugglers. The Others are given more information bringing them up to the present. The Island has remained undisturbed since the pirates came. The Others know that if outsiders ever find the island they will try to use it and its resources for no good. No one who comes to the island is ever allowed to leave. If they do, the outside world would be tempted to exploit or know more about this place. A large airplane crashed on the island. There may be hundreds of people living on the other side of the mountains. If they are rescued, the peaceful days of the island's privacy may be over. 5. At this point a series of encounters may occur whose story are up to the teacher. One group may choose to send an ambassador to the other group. One of the survivor groups (if you have multiple groups,) may sell out and join the Others to defeat the other plane crash survivors. Ideally the students should come to learn about the other groups and the reasons they have arrived at the opinions and beliefs they have. Note: This is a tough role play to do. It requires you and other teachers to coordinate several classes and careful timing and could easily be done over several hours or days.

The Others

Hatch: Leading to an old bomb shelter full of supplies. It serves as shelter in case of any emergency. CCTV allows you to see what is happening there from the village. You have one of two keys. The other was lost years ago.

Radio Tower: built years ago, it broadcasts a jamming signal that prevents other radios from working.

The Crater: Poppies grow near here.

The Village: Protected from harsh weather and intruders, the village has a dock for boats, a solar power station, access to water and comfortable living conditions, gardens, and livestock.

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