Speaking:
What Happened?
Grouping:
Time:
Small groups (3-4)
15 minutes
Aim
Students will use modal verbs for deduction to guess what happened based on picture prompts.
Materials
• A set of pictures showing different situations (e.g., an empty wallet, a broken window, a person looking sick).
• A list of modal verbs on the board for reference.
Preparation
• Print or display pictures depicting ambiguous situations.
Activity Breakdown
1. One student picks a picture and describes what they see.
2. The group discusses possible explanations using modal verbs (e.g., It must have been stolen! / He might be sick).
3. They present their final deduction to the class.
Instructions
1. Pick a picture and describe it.
2. Discuss what might have happened.
3. Use modal verbs (must, might, could, can’t).
4. Agree on the most likely explanation.
5. Present your idea to the class.
Concept Checking Questions
• “If we say He must be tired, are we sure?” (Yes, almost certain).
• “What’s weaker: might or must?” (Might).
Examples
• He must be lost—he looks confused.
• She can’t have stolen the phone—she wasn’t here!
Extensions/Varations
• Harder: Add past deductions (must have been, can’t have gone).
• Easier: Provide a list of possible explanations.
Error Correction
• Teacher corrects incorrect modal usage and encourages full sentences.
Writing:
Solve the Case
Grouping:
Time:
Individual → Pairs
20 minutes
Aim
Students will write a short detective-style story using modal verbs for deduction.
Materials
• A worksheet with a crime scenario (e.g., A diamond was stolen from a locked room).
Preparation
• Provide a list of useful modal verbs.
Activity Breakdown
1. Students read the mystery scenario.
2. They write a detective report using must have, might have, can’t have.
3. They swap stories with a partner and add more deductions.
Instructions
1. Read the mystery.
2. Write a detective report using modal verbs.
3. Swap with a partner.
4. Add more deductions.
5. Read your favorite deduction to the class.
Concept Checking Questions
• “If we say must have, are we guessing or certain?” (Very certain).
• “Which is weaker: could have or must have?” (Could have).
Examples
• The thief must have known the security code.
• She can’t have been home—there were no footprints.
Extensions/Varations
• Harder: Students write a longer mystery.
• Easier: Provide sentence starters.
Error Correction
• Teacher checks for logical modal usage.
Listening:
Eavesdrop & Deduce
Grouping:
Time:
Pairs
15 minutes
Aim
Students will listen to short conversations and deduce what is happening.
Materials
• A set of recorded dialogues or a teacher-read script.
• Example:
• A: Look at those dark clouds!
• B: It must be about to rain.
Preparation
• Prepare a transcript with missing modal verbs for students to complete.
Activity Breakdown
1. Students listen to a dialogue twice.
2. They write down any modal verbs they hear.
3. They compare their answers with a partner.
4. The teacher reviews the answers as a class.
Instructions
1. Listen to the conversation.
2. Write down any modal verbs you hear.
3. Compare with your partner.
4. Listen again and check.
5. Discuss the meanings.
Concept Checking Questions
• “What does must be tired mean?” (It’s very likely).
• “Can we use must for a possibility?” (No, might is better).
Examples
• She must have forgotten her keys.
• They might be on holiday.
Extensions/Varations
• Harder: Students write their own dialogues.
• Easier: Provide multiple-choice answers.
Error Correction
• Teacher corrects incorrect modal verb choices.
Reading:
Mystery Sentences
Grouping:
Time:
Pairs
15 minutes
Aim
Students will match sentences with logical deductions.
Materials
• A worksheet with scenarios and possible conclusions.
• Example:
• The door is open. → Someone must have forgotten to lock it.
Preparation
• Prepare 6-8 scenarios with missing deductions.
Activity Breakdown
1. Students read each scenario and choose the best deduction.
2. They write their own possible deduction using modal verbs.
3. They compare with a partner.
Instructions
1. Read the situation.
2. Choose the best deduction.
3. Write your own deduction.
4. Compare with a partner.
5. Check with the teacher.
Concept Checking Questions
• “What does must have been tired mean?” (It’s a strong guess).
• “Is might have been a strong or weak guess?” (Weak).
Examples
• She must have gone home early.
• It might have been an accident.
Extensions/Varations
• Harder: Students write their own scenarios.
• Easier: Provide matching sentences.
Error Correction
• Teacher checks if students are choosing the correct modal for certainty.