I monitor and early finishers are asked to think of some more ideas. Students discuss possible reasons in pairs and write a sentence using the form on the board. I write the next clue on the board: ‘His clothes are damaged and he looks hurt.’ We also take this opportunity to clarify the difference between might and must, since it’s too soon to make any conclusions about what ‘must’ have happened. Next we remove the sentences in the present tense, explaining that we want to know what event happened before he arrived. I also include any examples that students call out that are in the present tense, but write them to the side and ask them to explain the difference (it’s easier for students to see the difference between the past and present modals side by side).Īfter a short feedback, with help where required for vocabulary and to correct sentences, the board should look like this: I then write a short guide in the top right of the board (see below) and go back to other students who made suggestions and write additional sentences on the board. I elicit the correct sentence, with a little support if necessary, so that we have:
One of the students said ‘woke up late?’ So I ask her again while writing the following on the board: I ask the class why he might be late and we discuss it for a minute coming up with various suggestions, while I keep a mental note of some of the suggestions. I write the following on the board: ‘A man arrives at work an hour late.’ Cut up enough cards for one for every student. The ‘mystery’ cards can be downloaded by clicking here. It was made for a group of B1+ students who were familiar with modals from previous lessons. This is a game that helps students practice and produce past modals in a fun context and encourages them to be creative. The plan below includes detailed instructions and the game cards.
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