1. Download the file for the first activity suggested in the MED section and make copies for students of anagram 1

2.Have the beam projector ready to sow the video for the second activity.

3. Students are going to work with critical thinking along with the unit so we recommend that the activities are presented as challenges, games, or speaking activities.

4. Explain what an anagram is, a word, phrase, or name formed by rearranging the letters of another, such as cinema, formed from iceman.

5. Tell students this is good practice to activate vocabulary and the beginning to ‘solve’ a problem.

6. Distribute the worksheet and ask students to work individually.

7. Go over the example that is self-explanatory but offer help as needed.

8. Set a time limit for the activity and when time is up ask students to read the words they got and try to complete the activity by sharing answers.

9. Ask the class to check how many words they need to complete the exercise and to find a partner to complete the activity.

10. These are the answers: 1. nap/pan 2. horse/shore 3. bread/beard 4. gallery/allergy 5. leap/pale 6. Wolf/flow 7. paws/wasp 8. sink/skin

9. leapt/plate 10. lemon/melon

11. Review what a riddle is, a puzzling question posed as a problem to be solved or guessed: conundrum, enigma. Remind students that this unit is about riddles, mysteries, enigmas, and ‘thinking’ activities.

12. Students will be presented with riddles to be answered before time runs out.

13. Model the activity with riddle #1: A woman and 9 friends are under one umbrella but nobody gets wet. Why?  Students need to answer in 5 seconds. Answer: Because it is not raining. Wait for reactions.

14. You may consider asking students to answer in their notebooks within those 5 seconds, share their answers, then, show the answers in the video.

15. Play the video again, ask students to copy at least 3 riddles, and try them with their classmates.

1. Download the file for the activity suggested in the MED section and make copies for students.

2. Have the beam projector ready to show the video for the second activity.

3. Students are going to work with fun activities and use their logic and critical thinking skills to find out answers.

4. Ask students to define 'mystery' and 'clues'.

5. Students are going to work in groups of four. These are the original instructions for the activity, however, feel free to modify them according to your class'needs.

6.  While one student is the secretary, the other three are detectives. Next, students walk around the classroom searching for clues. After the detectives find each clue, they memorize and report it to the secretary in English. When they return to the secretary, the secretary writes down the clue.

7. After the detectives collect all the clues, each group has to solve the puzzle worksheet.

8. These are the answers,

1.       The woman with the cat is 30 years old

2.       Edward is to the left of Bob

3.       The tallest man is 40 years old

4.       Sally likes music.

5.       Kumar is 55 years old

6.       Janet is next to the oldest man

7.       The youngest woman is 25 years old

8.       One of the men is 35 years old

9. There are 27 seven riddles in this video. Decide beforehand which ones you want to show and work with.

10. Model the activity with riddle #1: The police have caught the robber. Wait for reactions.

11. Play the rest of the riddles chosen by you and pause the video to let students discuss and find the answer using the clues.

12. If the class has found the answer, continue with the next riddle, but if they haven’t, ask them WH_questions to get to the answer.

13. Encourage students to participate in this fun activity which is going to trigger speaking skills.

14. Ask students if they know any riddles of this type in Spanish, and let them try them in class.

1. Download the files for the activities suggested in the MED section and make copies for students. There are two exercises on the same page, the first part is for this session, while the second one will be used in session 4.

2. In this session, students are going to work with mysteries and practice asking questions in order to find out information.

3. Review questions in present simple (yes/ no and WH_)

4. Distribute the worksheet and ask students to walk around the class asking questions in their bingo sheet.

5. If the answer is “yes”, they mark X on their Bingo sheet. These are the questions,

• 1.        Did you eat rice this morning?
• 2.        Is your favorite color blue?
• 3.        Do you like to eat raw fish?
• 4.        Have you ever been to Disneyland?
• 5.        Do you have a boyfriend/girlfriend?
• 6.        Are you good with computers?
• 7.        Can you swim?
• 8.        Do you like to play sports?
• 9.        Do you read every day?
• 10.     Is your favorite school subject English?
• 11.     Have you ever been in an airplane?
• 12.     Do you like to travel?
• 13.     Are you good at math?
• 14.     Have you ever gone fishing?
• 15.     Do you remember your dream last night?
• 16.     Have you ever been on a horse?
• 17.     Did you take a bus to school?
• 18.     Can you dance well?
• 19.     Do you like when it rains?
• 20.     Do you wear glasses?
• 21.     Is your birthday in summer?
• 22.     Will you go to university after school?
• 23.     Did you eat fruit today?
• 24.     Do you ever sing the shower or bath?

6. Next, they have to ask a different person another question in the ESL Bingo sheet.

7. The first student with a line presents it to the teacher and wins.

8. Ask students to talk about past events in the BINGO and get more information from their classmates.

9. Ask students how important clues are in solving a mystery.

10. Distribute the worksheet and ask students to work individually.

11. Students need to spell a 5-letter word using the clues below so it is very important they read carefully and follow instructions.

12. Ask students to work on the clues and set a time limit. Try to set a short one.

13. When time is up, ask students to work in pairs and compare their clues so they can finish the activity. The answer is SILLY.

14. Ask students to write a similar ‘mystery word’ to challenge students in the class.

1.Download the files for the activities suggested in the MED section and make copies for students. There are two exercises on the same page for activity 1, the second part is for this session.

2. Tell students they are going to work with some more ‘mysterious’ words in a fun activity about homophones.

3. Remind students that homophones are words that have the same sound but different spellings and meanings, such as there/their/they’re.

4. Distribute the worksheet and ask students to work in pairs.

5. They need to read the question and find the answer.

6. Set a time limit and when time is up, ask pairs to sit with another pair and complete the activity.

7. Set another time limit.

8. When time is up, read the questions and give the answers. Wait for reactions.

9. Ask students to practice asking these questions in pairs and practicing answers.

• Answers:
• 1. Because it was hole (whole) wheat bread.
• 2. Electrical currents (currants).
• 3. Because they both are due (dew).
• 4. Bundt (bunt) cakes.
• 5. Pare (pear) it.
• 6. Because it was a little horse (hoarse).
• 7. By its fairy tale (tail).
• 8. With hare(hair) spray.
• 9. Just bee (be) yourself!
• 10.Lake Erie (Eerie).
• 11.The beet (beat).
• 12.Take a fowl (foul) shot

10. Distribute the worksheet and ask students to work individually.

11. Students need to spell a 5-letter word using the clues below so it is very important they read carefully and follow instructions.

12. Ask students to work on the clues and set a time limit. Try to set a short one.

13. When time is up, ask students to work in pairs and compare their clues so they can finish the activity. The answer is PIRATE.

14. Ask students to write a similar ‘mystery word’ to challenge students in the class.