| LESSON OVERVIEW
The main objectives of this lesson are to:
- debate mysteries and real-life occurrences;
- practise vocabulary for talking about mysteries and theories;
- watch a video on Amelia Earhart’s disappearance.
In this lesson, students discuss mysteries and watch a video about the disappearance of Amelia Earhart. They learn vocabulary related to mysteries and theories (e.g. credible theory, disconcerting, dubious), explore opinions about Earhart’s case and share their thoughts. Students also compare opinions on mysteries and true crime, explain their point of view and discuss real-life stories using the target vocabulary.
C2 / Proficiency60 minStandard LessonUnlimited Plan
WARM-UP AND VIDEO
This lesson starts with a warm-up. Students read a quote about the importance of mystery in life and discuss questions about the topic. Afterwards, they watch a video about the mystery surrounding the real-life disappearance of Amelia Earhart. First, students say what they know about her. They then watch the video and make notes on the most important facts. Then, students use them to write two sentences to summarize the video. Moving on, they watch part of the video again and complete the gaps with words for talking about mysteries and theories (e.g. outright hoax, a complete and deliberate lie or trick). Next, students explain what the phrases mean. After that, they discuss questions about real-life mysteries.
VOCABULARY AND DISCUSSION
In this part of the lesson, students read the opinions about Amelia Earhart’s disappearance. They then match adjectives (e.g. dubious, outlandish, stumped) with their synonyms. Moving on, students choose one of the opinions from the previous task and say to what extent they agree or disagree with it. Following that, they read pairs of opinions on mysteries and true crime. Then, students complete gaps with the adjective from the previous activity. Afterwards, they look at the opinions again and say which one in each pair they relate to more. Students give their reasons. Next, they look at people and places (e.g. Banksy, the Bermuda Triangle) and say what mysteries are connected to them. Finally, students read information about real-life mysteries related to the previous exercise. They engage in talking about mysteries and theories by answering questions. Students use the target vocabulary from the lesson.
HOMEWORK/REVISION
This lesson plan also includes an additional task that you can use as homework or revision. In the task, students complete gaps to form words for talking about mysteries and theories. They then write a comment on what they think happened in the story. The task is available in the teacher’s version of the worksheet. You can print it and hand it out to your students. It’s also included in the e-lesson plan.
WORKSHEETS
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Great lesson! Just a minor thing, I think that on slides 22, 23, and 25 it should be “faze” instead of “phase”.
Glad you enjoyed the lesson. Thanks for that – we’ll get it sorted! 🙂