Communicative Activities (R.A.D.I.O.

):

DESERT DILEMMA
Sources: Jeremy Harmer (1983): The Practice of English Language Teaching, Longman

Type: l Information gap - problem-solving

Recommended 5-7
Levels:

Preparation/mater Copy lists (see next page)

ials:

Instructions: Groups of 3-5 students for Phase 1, remixed

groups for Phase 2, then stay in same groups for
Phase 3

Phase 1: (collaborative)
• Nametags
a) Individual decisions
• proj set up
Each student has a list of items depending on the scenario • 6 separate tables
(see next page). Individually they decide the seven most
important items for survival (approx. 26 ss)
• Narrate disaster with PROJ
b) Group decision
(ask ss to repeat key vocab)
Groups of 3-5 students negotiate a new list or rank order.
This will involve each member of the group changing their
• SS read and discuss questions
list to some extent. • Give out lists – Steps 1 and 2
• New groups – Step 3
Phase 2: (exchange) • If time, the group may, if they wish, then try to
negotiate a final list, which they may then
In new groups, each student explains the list arrived at by explain and justify to the whole class.
their first group, including the reasons for the decision, and
which items they had difficulty dropping.

Phase 3: (discussion)

The same groups then discuss the 3 or 4 lists they have

from the first groups and decide:

- which of the lists is the best and why

- which items they all agree are essential

If time, the group may, if they wish, then try to negotiate a final list, which they may then explain and justify to
the whole class.
A desert dilemma

It is about ten o'clock in the morning in July. You and your group were the passengers on a small
plane. You have just crashed in the Sonora desert in Northern Mexico. The pilot and co-pilot are
dead. One of you has a broken leg. The plane is burnt-out.

The radio is broken. You think that they were about 100 kilometres off course when you crashed.
Just before the crash the pilot told the passengers that they were 120 kilometres south of a small
mining camp.

From experience you know that daytime temperatures can reach 43°C and night-time
temperatures reach freezing. All the passengers are dressed in light clothes. The area is flat and
dry as far as the eye can see.

Discuss in your group:

• One of you has a broken leg. Why is this important?
• How far is the plane from its planned course? Why is this important?
• All the passengers are dressed in light clothes. Why is this important?

STEP ONE Individual task:

o You can only choose 7 things from the list to use.
o Tick the 7 things that you want to use.
STEP TWO Group task:
o The group can only choose 7 things to use.
o Agree on what seven things your group will use.
o Talk about why
STEP THREE New group task:
o Explain why your old group chose the 7 items on their list.
o Agree on which list is the best and why.
o Which items do you all agree on?
(adapted from Harmer: The Practice of English Language Teaching, Longman 1983)
A list of items that you can find around the plane:

___ ___ ___ a flashlight with four batteries

___ ___ ___ a jack-knife

___ ___ ___ a detailed pilot's map of the area

___ ___ ___ a large plastic poncho

___ ___ ___ a compass

___ ___ ___ a loaded .45 pistol

(loaded = with bullets in it)

___ ___ ___ a red and white parachute

___ ___ ___ an instrument to measure blood pressure

___ ___ ___ a bottle of 1,000 salt tablets

___ ___ ___ one litre of water per person

___ ___ ___ a book called "Edible Desert Animals" (edible = you can eat it)

___ ___ ___ one pair of sunglasses per person

___ ___ ___ two bottles of vodka

___ ___ ___ one overcoat per person

___ ___ ___ a pocket mirror