The Top Shelf · Tutor Plan

Lesson aim

Evidence to collect

The learner follows a short story with a twist, finds the clues that prepare it, and uses might, could, must, and can’t to reach conclusions from evidence.

Language lens

Reach a conclusion from evidence

We use must when the evidence makes us almost sure something is true, and can’t when the evidence makes us almost sure it is not true. We use might or could when something is only possible. The evidence often comes in the next sentence.

Suggested sequence

Timing

1. 3 min · Discuss shared kitchens and small workplace problems.
2. 5 min · Read to find out who took the lunch.
3. 4 min · Complete comprehension and find the clues.
4. 4 min · Notice how the characters use modals of deduction.
5. 3 min · Analyze how the writer prepares the twist.
6. 3–5 min · Retell from Jo’s view or write a mystery scene.

Anticipated problems

Watch and respond

• The learner may use must not for a negative deduction instead of can’t.
• The learner may use must without giving any evidence for the conclusion.
• The learner may call Jo a thief without noticing that she believed the food was free.

Short lesson

If time is limited

Read the story once for the twist, answer questions one, four, and five, practice two deduction checks, and give a short retelling.

Extended lesson

If the learner needs more

The tutor describes a different missing object at work. The learner suggests explanations with might and could, rejects them with can’t and evidence, and decides with must.