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another and do the same again. After two minutes, invite students
to read out their sentences without identifying the exclamations
that gave rise to them; the rest of the class guess what the
exclamations were.

BOX: What has just happened?
Oh! Oh? Congratulations!
I'm sorry! Great! What?
No! Thanks! Welcome!
Never It's a deal! Hello?
mind! Thank goodness! Yes, of course!
Goodbye!
Ow! Bad luck! Great!
What might you do with it?

Simple sentences using might or could.

Procedure: One or two students stand with their backs to the
board; they are the guessers. You write on the board the name of a
well-known household object: for example, a pencil, a cup, or a
box of matches. The rest of the class help the guessers to find out
what the object is by suggesting things they might (or could) do
with it. They should use their imaginations, and not give away the
answer by suggesting the obvious use - at least, not immediately!
For example, if the object is a pencil, they could say things like:
I could pick it up.
I might throw it at someone.
I might point at something with it.
I could scratch my head with it.
Note that in this case might and could are used interchangeably.

What's the explanation?

Asking questions.

Procedure: Describe to the students a brief situation or event
which seems on the face of it strange or inexplicable. They ask

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