Vantage                  Course:  17                        Unit:  2                        Day:  9                        Lesson:  B                    Session:  2   FFI  

I  can’t  explain  it!  
Lesson  Learning  Objectives:    
By  the  end  of  the  class,  students  will  be  able  to:  
• learn  and  practice  using  verbs  of  belief  to  express  degrees  of  certainty  
• develop  skills  in  listening  for  main  ideas  and  details  
• develop  skills  in  understanding  vocabulary  in  context  
• read  for  specific  information  making  inferences  
• give  a  personal  reaction  to  a  reading  
 
Context:  
Use  verbs  of  belief  to  express  degrees  of  certainty  (e.g.,  be  certain,  be  positive,  know  for  a  fact,  
assume,  bet,  doubt,  figure,  guess,  have  a  hunch,  suppose,  suspect).  Develop  skills  in  listening  for  main  
ideas  and  details  in  a  recording  about  myths  and  mysteries.  Give  a  personal  reaction  to  a  reading  
about  amnesia.  
   
Important  considerations:  
• Students  may  not  come  up  with  enough  ideas  by  themselves,  so  be  prepared  to  use  some  
cues/prompts.  
• Refrain  from  overspeaking.  
• Encourage  peer-­‐  and  self-­‐correction.  
• Do  not  interrupt  Ss  in  the  middle  of  accuracy-­‐based  activities.  
• Please,  keep  in  mind  that  after  presenting  grammar  or  vocabulary,  you  should  move  on  to  a  
practice  stage  in  which  students  ask  and  answer  questions.  
• Insist  on  getting  long/complete  answers.  
• Keep  to  a  50/50  teacher/student  participation.  
 
Previous  preparation/Materials  needed  
Markers  &  eraser,  Student’s  Book,  CD  player,  CD  1,  word  search  puzzle  (Appendix  Activity  5),  word  
cards  (Appendix  Activity  10),  vocabulary  box,  pieces  of  paper  (Activity  14)  
 
Activity   Procedure   Grouping   Material   Time  
pattern  
1   Homework   1. Check  homework.   Total  class     5’/5’  
  review   HW:   Ask   Ss   to   write   about   a   strange   event   they    
know.   Ss   write   comments   to   try   to   explain   the    
event   and   react   to   the   situation.   Remind   Ss   to   use  
modals.  
 
If  most  of  the  Ss  have  arrived,  start  with  the  class  
so  as  to  promote  punctuality.  
2   Warmer   1. Have  Ss  discuss  the  following  questions  in   Total  class     4’/9’  
pairs.  
“Do  you  believe  that  there  are  things  in  our  
universe  that  cannot  be  explained?  Can  you  
give  some  examples?”  

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2. Have  a  few  Ss  share  their  thoughts.  
3   Vocabulary   1. Write  the  following  scrambled  verbs  or  verb   Pair  work   Board   8’/17’  
Presentation   phrases  on  the  board.  Have  Ss  work  in  pairs      
to  unscramble  the  words.  The  pair  that     Notebook  
 
finishes  first  will  be  the  winner.  Check  
 
answers  with  the  class.  Have  Ss  write  the    
verbs  on  the  board.    
Usmase    
Eb  intacer    
Eb  sivepoti    
Be  ruse    
Etb    
Ubdot    
Refigu    
Essgu    
Veha  a  chhun    
Wokn  fro  a  tafc    
Seposup    
spesuct    
   
Answers:    
Assume,  be  certain,  be  positive,  be  sure,  bet,   Total  class  
doubt,  figure,  guess,  have  a  hunch,  know  for  a    
fact,  suppose,  suspect    
   
2. Write  on  the  board  as  column  headings:    
Certain,  Not  certain    
   
3. Explain  that  Ss  are  going  to  put  each  verb  or    
verb  phrase  into  the  correct  column,  based   Pair  work  
on  its  degree  of  certainty.  Ss  do  this  in  pairs.    
 
 
 
4. Go  over  answers  with  the  class.  
Total  class  
Certain:  be  certain,  be  positive,  be  sure,  know    
for  a  fact    
Not  certain:  assume,  bet,  doubt,  figure,  
guess,  have  a  hunch,  suppose,  suspect  
4   Speaking  &   1. Have  Ss  work  in  groups  of  three  or  four.   Groups   Board   15’/32’  
Vocabulary        
  2. Prepare  sets  with  the  following  scrambled      
  sentences.  Give  one  set  to  each  group  of  Ss.        
Game      
• necks?  /  have  /  Why  /  giraffes  /  do  /  long  
   
• some  hotels?  /  a  thirteenth  floor  /  isn't  /  in      
/  Why  /  there  /      
• Is  /  life  /  planets?  /  there  /  other  /  on      
• doesn't  /  hurt?  /  Why  /  a  haircut      
   
• people  /  in  love  /  at  first  /  Why  /  do  /  some  
   
/  fall  /  sight?  
   

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• blood?  /  color  /  insect's  /  an  /  What  /  is      

     
3. Ss  work  in  groups  to  unscramble  the  six      
questions.  As  groups  unscramble  each      
   
question  have  them  write  it  on  the  board.  
   
Discuss  any  mistakes.        
     
Answers:   Total  class    
Why  do  some  giraffes  have  long  necks?      
Why  isn’t  there  a  thirteenth  floor  in  some  hotels?      
Is  there  a  life  on  other  planets?      
Why  doesn’t  a  haircut  hurt?      
Why  do  some  people  fall  in  love  at  first  sight?      
What  color  is  an  insect’s  blood?      
     
Board  Game      
4. Give  each  group  a  copy  of  the  game  board     Appendix  
template  (See  Appendix  Activity  4).  You  could     Activity  4,  
also  draw  the  template  on  the  board  and     notebook  
have  Ss  create  their  own  game  board  in  a    
recycled  piece  of  paper  or  in  their  notebooks.      
 
 
 
5. Have  groups  create  their  own  game  board  by  
Groups  
writing  the  questions  in  the  squares  on  the    
template.  There  are  more  than  six  squares,    
so  you  should  ask  Ss  to  create  more    
questions  similar  to  the  ones  in  the  study  set.    
For  example:    
 
Why  do  some  birds  have  eyes  on  the  side  of  
 
their  heads  and  some  have  them  in  the  
 
front?  
 
Why  is  grass  green?  
 
 
 
6. Groups  complete  their  game  boards.    
 
   
7. Have  groups  exchange  their  game  boards.  
 
Have  groups  play  using  their  new  game    
boards.  Each  group  determines  who  goes    
first.  Each  player  rolls  the  dice  in  turn.      
   
8. On  their  turns,  Ss  move  their  game  pieces    
along  the  path  according  to  the  number  of    
 
spaces  indicated  by  the  dice.    
 
   
9. When  Ss  land  on  a  space,  they  should  read    
the  question  aloud  and  discuss  the  answer    
with  the  group.      
   
 

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10. Tell  Ss  to  use  the  verbs  that  express  belief  in    
their  answers/examples  so  that  they  can  be    
considered  correct  and  move  a  space.    
 
 
 
11. The  game  continues  until  one  or  all  players  
 
reach  the  Finish  space.      
   
12. Have  a  few  Ss  share  interesting  or  surprising   Total  class  
findings  with  the  rest  of  the  class.  
5   Vocabulary   1. Give  each  pair  a  copy  of  the  word  search   Pair  work   Appendix   8’/40’  
Presentation   puzzle.  Pairs  first  need  to  read  the     Activity  5  
clues/definitions,  find  the  word  in  the  puzzle,    
 
and  write  the  word  next  to  the  definition.  See  
 
Appendix  Activity  5.     Total  class  
 
2. Go  over  the  answers  with  the  class.  Discuss  
any  mistakes.    
6   Listening   1. Tell  Ss  to  listen  to  Sheila  and  Adam  discussing   Individual   Track  1.12   8’/48’  
some  myths  and  mysteries  researched  by  the   work    
TV  show  Solving  Mysteries.  Ask  Ss  to  write     Notebook  
 
one  sentence  to  summarize  each  myth.    
 
   
2. Play  CD  1  Track  12.  Ss  listen  and  write.  Play    
the  recording  if  needed.    
   
3. Ss  compare  their  answers  in  pairs.       Pair  work  
   
4. Go  over  the  answers  with  the  class.  For   Total  class  
example:    
1. Using  a  cell  phone  can  cause  a  fire  at    
 
a  gas  station.  
 
2. Talking  to  plants  for  a  short  time  will    
help  them  grow  better.    
3. A  person  can  break  a  glass  using  just    
his  or  her  own  voice.    
4. Yawning  is  contagious.    
   
5. Ask,  “Which  myths  were  discovered  to  be    
Individual  
true?”  Play  the  recording  again.  Ss  write  the  
work  
answer.    
   
6. Check  answers  with  the  class.   Total  class  
Answers:  A  person  can  break  a  glass  using  just  his    
or  her  voice.  Yawning  is  contagious.  
7   Listening     1. Tell  Ss  to  listen  again.  Ask,  “What  ideas  did   Individual   Track  1.13   8’/56’  
Sheila  and  Adam  originally  have?”     work    
    Notebook  

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2. Play  CD  1  Track  13.  Ss  listen  for  the  answers    

only.    
   
3. Play  the  recording  while  Ss  listen  and  write    
 
the  answers.    
 
  Total  class  
4. Go  over  the  answers  with  the  class.  
8   Speaking   1. Have  Ss  form  groups.  Ss  discuss  the  mysteries   Group     8’/64’  
they  brainstormed  during  the  warmer   work  
(Activity  2).  Ask  groups  members  to  give    
 
explanations  to  the  mysteries,  if  they  can.    
 
Encourage  them  to  use  the  new  vocabulary.    
 
 
2. Have  groups  report  the  most  interesting  
Total  class  
ideas  to  the  class.  
9   Speaking   1. Ss  work  in  small  groups  to  discuss  the   Small     13’/77’  
Game   questions:     groups    
What  does  amnesia  mean?  What  are  some      
things  that  might  cause  amnesia?      
     
Game:  Amnesia      
  Total  class   Notebook  
2. In  this  activity,  the  student  who  is  “it”   or  teams  
 
presumably  did  several  things  yesterday  that  
 
he  doesn’t  remember.  The  class  knows  what    
those  activities  were,  however,  and  will    
answer  yes/no  questions  to  help  him/her    
cure  his  amnesia.  If  your  class  is  big,  you    
could  have  more  than  one  student  with    
“amnesia”  playing  the  role  at  the  same  time    
 
in  two  different  teams.    
 
   
3. Send  one  student  out  into  the  hallway  or    
another  room  where  he  cannot  hear  what’s    
going  on.  Once  this  student  is  out  of  earshot,    
have  the  rest  of  the  class  think  of  three  to    
five  activities  he  did  yesterday.      
   
4. Make  sure  someone  in  the  class  (or  team)    
 
has  the  activities  written  down,  and  then  
 
invite  the  amnesiac  back  into  the  room  to    
figure  out  what  he  did  yesterday.  He  can  ask    
the  class  yes/no  questions  until  he  guesses  all    
the  activities  correctly.  Focus  on  correct    
question  structure  and  past  tense  verbs.    
 
 
 
5. Repeat  the  process  with  other  students  
Pair  work  

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playing  the  role  of  the  amnesiac.    

   
6. Ask,  “What  would  be  some  of  the  problems    
you’d  face  if  you  ever  forgot  everything?”    
 
Have  Ss  discuss  the  answer  to  the  question  in  
 
pairs  or  small  groups.    
  Total  class  
7. Have  a  few  Ss  report  their  answers  to  the  
class.  
10   Vocabulary   1. Write  on  the  board:   Total  class   Board   7’/84’  
Presentation   Amnesia  spoils  newlywed’s  bliss      
     
2. Show  a  visual  of  a  married  couple.  Ask  Ss  to     Visual  
guess  the  meaning  of  the  words  newlyweds      
   
and  bliss.    
   
 
   
3. Have  Ss  guess  what  the  title  of  the  article      
(written  on  the  board)  means.  (two  people      
who  just  got  married  had  their  happiness      
ruined  by  amnesia)      
     
4. Before  class,  prepare  cards  with  words  and   Mingle   Word  Cards  
cards  with  the  definitions  of  those  words.  See     Appendix  
  Act.  10  
Appendix  Activity  10.    
   
   
5. Give  one  card  to  each  student.  Have  them    
mingle  around  to  find  their  match  (word-­‐  
definition).      
   
6. Check  answers  with  the  class.  Discuss  any   Total  class  
mistakes.  
11   Reading  and   1. Student’s  Book  p.17.  Have  Ss  read  the  article   Individual   SB  p.17   10’/94’  
Vocabulary   silently  to  themselves.     work    
    Board  
2. Ask  Ss  to  call  out  vocabulary  that  is  new  for   Total  class  
 
them.  Write  it  on  the  board.  
 
   
3. Ask  other  Ss  to  explain  the  meaning  using  the  
context,  if  they  can.  Discuss  any  mistakes.  
 
4. Ask,  “What  would  you  have  done  if  you  had  
been  in  Amy’s  position?”  Elicit  answers  from  
the  class.  
12   Retelling  and   1. Ask  Ss  to  summarize  and  retell  the  story  to   Total  class     4’/98’  
checking   you.  Have  all  students  participate  and  share  a  
comprehension   piece  of  the  story.    
13   Speaking     Role  play   Pair  work   Notebook   7’/105’  

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1. Have  Ss  work  in  pairs  and  role-­‐play  an    
interview  with  the  people  from  the  reading.      
   
2. Student  A  is  either  Amy  or  Sean  McNulthy.    
 
Student  B  is  a  journalist.  Student  B  interviews  
 
Student  A  about  how  he  or  she  felt  during    
the  first  year  of  marriage.  Have  Ss  make    
some  notes  to  help  them  remember  their    
lines.  Then  Ss  change  roles  and  role-­‐play    
again.      
   
3. Have  a  few  pairs  present  their  role-­‐play  to    
Total  class  
the  class.  
14   Vocabulary   1. This  task  can  be  done  in  class  if  there’s   Total  class   Vocabulary    
Activity   enough  time.   box,  pieces  
(optional)     of  paper  
Vocabulary  Box  
2. You’ll  need  a  small  box,  such  as  a  shoe  box;  it  
will  become  a  vocabulary  box.  You  also  need  
small  blank  cards  or  pieces  of  paper.  
 
3. Either  you  or  your  students  should  write  
words  from  the  lesson  on  different  cards  
(slips  of  papers).  
 
4. These  cards  are  then  placed  in  the  vocabulary  
box.  If  you  have  time,  and  with  stronger  
classes,  you,  or  the  students,  may  write  a  
definition  of  the  word  on  the  reverse  of  each  
card.  
 
5. Go  around  the  class  and  have  Ss  take  one  
card.  Ss  say  a  sentence  using  one  of  the  
verbs,  for  example:  I’m  certain  that  the  blue  
and  green  honey  is  caused  by  pollution.  I  
doubt  that…,  etc.      
15   Homework   1. Have  Ss  think  of  another  unsolved  mystery   Individual   Notebook    
they  have  heard  about.  Have  them  write   work  
about  explanations  that  there  might  be  for  
the  mystery.  
 
2. Ask  them  to  bring  some  old  magazines  next  
class.  
**Each  activity  has  a  suggested  time.  You  may  adjust  the  time  as  needed.  
 
 

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Appendix  
Activity  4.  Board  Game  Template  

 
 
 
 

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Activity  5.  Word  search  puzzle  

 

 
Instructions:  Read  the  following  clues  and  definitions.  Find  the  words  and  phrases  in  the  puzzle,  
and  then  write  the  words  or  phrases  below.  Words  are  hidden  Ú  Üand  à.  
1. A  line  of  light  or  energy  coming  from  a  source:    b  _  _  m  
2. Cause  a  fire  to  start:  i  _  _  _  t  _  
3. Studied  something  in  order  to  get  more  information  about  it:  i  _  _  _  _  _  _  g  _  t  _  d  
4. Tried  something  to  find  out  more  about  it:  e  _  _  _  r  _  m  _  _  _  _  d  
5. A  very  small  electrical  charge  that  gives  off  a  small  flash  of  light:  s  _  _  _  k  
6. Opening  the  mouth  wide  and  taking  in  a  deep  breath,  usually  when  tired:  y  _  w  _  _  _  g  
7. A  small  ape:  c  _  _  m  _  _  _  _  _  e  
 
 
 
 
 
 
 
 

D.R.  ®  2018  Organización  Harmon  Hall,  A.C.   9  

  

Solution:  

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

D.R.  ®  2018  Organización  Harmon  Hall,  A.C.   10  

  

Activity  10.  Word  Cards  

the  first  date  for  two  people  
who  have  never  met  or  seen  
blind  date  
each  other  before,  often  
arranged  by  a  friend  or  relative  
   
Coma   a  state  of  unconsciousness  
 
 
 
 
a  trip  or  vacation  taken  by  a  
Honeymoon  
newly  married  couple  
 
 
 
  a  period  of  time  for  two  people  
Courtship   in  a  romantic  relationship  
  before  they  get  married  
 
 
returned  in  large  amounts  and  
flooded  back  
very  quickly  
 
 
 
 

D.R.  ®  2018  Organización  Harmon  Hall,  A.C.   11