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Erasing words

Spelling.

Procedure: Write on the board about ten words which are difficult
to spell, and give the class a minute to 'photograph1 them. Points
to one word, then erase it; the students write it down from
memory. And so on, until all the words have been erased. Check
the spellings.
Evidence

Information-gap discussion; use of the 'logical necessity' modals
can and must.

Procedure: Two students stand with their backs to the board: they
are the 'detectives'. You write up a brief situation (for examples,
see the Box). The rest of the class are 'witnesses' and suggest,
orally, concrete evidence (sounds, sights, smells, etc.) for the
existence of the situation, without mentioning the situation itself;
the 'detectives' have to deduce it from the evidence.
For example, if the situation is 'The school must be on fire', the
'witnesses' might say:
I can smell smoke.
It's getting hotter in here.
I can hear the alarm bell.
People are jumping out of the window.
Variation: If you have more time, the activity can be organised as
a team game, with each team taking it in turns to provide
'detectives' and be 'witnesses'.
She must love reading.
The lesson must be boring.
They can't like me very much.
That child must be ill.
He can't have studied for the test.
Someone must be at the door.
She must have run all the way
That car must have been in an

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