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while still leaving a grammatically acceptable - though possibly
ridiculous -text. Sections are eliminated for as long as it is possible
to do so. For example:

Variation: The students then try to reconstruct the original text.

Damaged property

Guessing; using the past tense and passives.

Procedure: Present a brief description of a piece of property that is
damaged: a watch that has stopped, for example, or a suitcase with
the handle missing. You need to have in your mind the reason for
the damage; the students try to guess what it is. Allow 'narrowing-
down' questions ('Did it happen because of carelessness?') and
give hints ('It happened while I was cooking . . . ') to maintain pace
and ensure the students' ultimate success in guessing. The
successful guesser can suggest the next damaged item.
It is best if the items can be genuine, with genuine histories -
yours or the students'. Or use the examples in the BOX.

BOX: Damaged property
1. A watch that has stopped (dropped into the soup while I was
cooking).
2. A suitcase with the handle missing (a thief tried to steal it, I
pulled it back, he got away with the handle).
3. An umbrella with a hole in it (someone's lighted cigarette fell on
it).
4. A pencil with the lead broken off (I tried to open my desk
drawer with it).
5. A book with some pages torn out (took it camping and urgently

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