Kathleen Kathleen

Mysteries, problems, oddities
Upper-Intermediate level


This lesson will begin by introducing the topic through visual stimulation and personal interest. Followed by a brief brainstorming of the vocabulary related to the topic and a matching activity to practice. Followed by pair work to associate relevant adjectives with the context and feedback. Then finally with a class discussion and feedback.


Abc Word cards
Abc Text book cut out

Main Aims

  • To provide a opportunity for the SS to use words they are familiar with in relation to the context. The aim is to get SS comfortable with speaking in pairs, groups and delivering to the class, with appropriate adjectives, intensifiers and nouns.

Subsidiary Aims

  • To provide practice of miracle, hoax, telepathy. in the context of Sci-fi and mysteries. Whilst also introducing the new vocabulary and advanced words about oddities in a fun active way.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Begin by showing pictures of strange oddities such as, two headed animal, big foot, UFO, magic trick. Then CCQ what the things come under as a topic? What kind of mystery is this? Where do you here about such things? What is your personal opinion about why (point) this happens? Has anyone seen a UFO/had a premonition/seen a miracle?

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

For Q1 have the 12 texts printed and cut up into pieces, along with the possible answers a-l cut out as well. Put the SS into groups of 3-4. What the SS must do is try and match the text with the possible answer. Once they have completed this task they can then stand up and check the other groups answers, work in four groups. Then on the projector, project the texts and ask for the answers, CCQ as to why they gave what they did?

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

Have a list of five meanings (definitions) stuck to the board. Ask the SS to find the word from their list that matches the definition. Select a S to come to the board and stick it beside the definition and peer check with the rest of the class. Then with each word elicit, check concept, drill and write phonics and stress under the word. CCQ :- Would it be a coincidence to have lightening strike twice in the same place? Where in a casino might you see a coincidence? Can you think of a famous hoax in Scotland? What kinds of people claim to have premonitions? What might be a natural phenomenon in Japan? Why might a murder go unsolved? Take the rest of the cut outs of the words and phrases in Q1 and stick them on the board in a list, have the adjectives from Q2 written down the opposite side of the board. Then get the SS into pairs. Each pair must take a situation from the list in Q1 and discuss:- 1. What adjective they would pair it with? Why? 2. A explanation of the word? 3. An example from a story or movie, if they can? Then they can present their findings and opinions to the class.

Productive Task(s) (15-17 minutes) • To provide an opportunity to practice target productive skills

Have the S work alone to prepare for five minutes a story about:- 1. A case they know similar to the stories today? 2. Or a story that has happened to themselves or someone you know that is similar to today's stories? In small groups have them discuss their stories and retell. They then must find the most interesting story in their group, before presenting the story to the class. The rest of the class can then share their opinion on the story.

Feedback and Error Correction (5-8 minutes) • To provide feedback on students' production and use of language

In groups. Have a collection of words from today's lesson printed on a strip of paper. The SS must then describe the word or give hints about the word, but they can not say the word. The rest of their group must then try and guess what their word is. Make sure to use plenty of ICQ's for this task.

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