A LESSON ON UNEXPLAINED MYSTERIES
LEVEL: B1+
TASK OUTCOME: To produce a TV programme on Unexplained Mysteries
LANGUAGE FOCUS: degrees of probability (might be, could be, might have been, must have been etc)
TIME: probably two lessons depending on length

STAGE 1 
Write the title Unexplained Mysteries on the board and get the students to make suggestions. Some of the more well-known ones are: The Yeti, The Bermuda Triangle, The Roswell Incident, Atlantis, The Green Children of Woolpit, The Pyramids in Egypt, Crop Circles, The Marie Celeste, The Loch Ness Monster.
Elicit what the students already know about these mysteries.
Alternatively, you could show pictures of some of the mysteries and get the students to tell you what they know about them.

STAGE 2
Explain that the class is going to make a TV programme about unexplained mysteries. Each pair or group must choose one of the topics to present. Make sure that each group has chosen a different one.
Each group finds out the main facts about their mystery on the internet. If computers are not available, you may have to print out information before the class but nowadays so many young people have their own smart phones and ipads with internet access that it should not be a problem.
Stress that they must make written notes about their mystery and they must not copy it word for word from the internet. Their presentation must sound natural, not reading from a script.
Their presentation must contain the following:
- A description of the mystery. (what happened? Where? When?)
- The different theories that people have put forward to explain what     happened. Remind them of the kind of language they might need for this activity but they can ask you for any help.
Give the students a set time in which to do this and go round monitoring and helping them. Also give a time limit for the actual presentation (otherwise it will eat into other lessons).
Some students like to do a Powerpoint presentation. If so, this will have to be prepared at home. A few visuals are enough. Make it clear that you will be assessing them on clarity and naturalness of speaking. Basically, how it would sound to the viewers.

STAGE 3
The students take turns to give their presentations. If you are allowed to film them, it can be useful and more authentic as it is supposed to be a TV programme. They really enjoy seeing themselves and it is an opportunity to identify any mistakes they have made.