Class version: Everyday. Everyday uses shorter language, shorter reading and more support for adult situations. Go further offers longer turns and less support. Choose the topic and depth separately from language level; an advanced speaker may prefer concrete situations. Both keep the same speaking purpose; Go further adds one related language extension to practise in the conversation. The original recording is unchanged; use the adapted reading if the recording is too demanding. These versions are teaching choices, not certified CEFR levels.
Language focus: Deductions: must / might / can’t. I let the student speak first, show support if needed and return to one or two useful phrases at the end.
The British Council player was checked and the official transcript supports the comprehension answers. Watch on the original page; Read is my adapted summary. The source labels the material B1 and B2; this is not a student assessment. The source includes a pretend murder game. The video is a detective warm-up: observe Ashlie’s mistake before trying a different case. The classroom case is a separate, non-violent invented missing-painting mystery; its staff, records, witness interview and clues are fictional. My 45-minute core: catch up 6, prepare 6, source 8, one museum conversation 10, inspect clues 12, final director exchange 3. For 60 minutes, add the witness interview and director conversation. Do not invent source-video answers from the painting clues. Everyday practises present deductions. Go further also uses modal + have + past participle for possible earlier events; keep the time reference clear. Must expresses a strong deduction here, not an obligation; can’t is the strong negative deduction, not mustn’t. In preparation, distinguish an observation from a conclusion. In the challenge, do not reveal the final record until the student has explained alternatives. The quiet alarm alone does not rule out theft. A planned loan is ruled out as an authorised explanation by the lender’s restriction, not every possible unauthorised move. Accept cautious, well-supported reasoning rather than scoring the student’s theory. Reveal the record shows evidence only. The learner gives a present deduction before opening the separate suggested conclusion. In the preparation, might can be appropriately cautious even with strong evidence; must is a stronger choice, not the only grammatical one.
Optional speaking game: Bet on the evidence. Open it from Let’s talk. I ask for a spoken reason before selecting an option, reveal the new information, then invite the student to reconsider. Use this instead of the main challenge when time is limited. The scenarios are invented and independent of the source comprehension questions. “Possible reasoning” offers guidance, not a script or automatic speaking assessment.
It might be … because …
The painting might be in the repair room.
“Let me think…” · “One thing that comes to mind is…” · “For example…” · “The best part was…”
Optional vocabulary: clue · information that helps explain a mystery · evidence · information that supports a conclusion · assumption · something accepted without enough proof.
They are taking part in an organised murder-mystery game. Ashlie thinks a living guest is another victim. Both answers are supported by the official British Council transcript and the adapted summary.
Original resource: B1 / B2. Source date: Undated · archive fiction. My adapted summary. Original resources are linked below.
Original video ↗
Next time: I start next time with the take-home discovery. If we did not reach the challenge, I continue there.
Clear this class’s answers, choices and activities, and return to Catch up. Saved session history stays unchanged.