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Roll called the Sunrise Swirl

Step into a courtroom drama where you examine witness statements, compare evidence, and decide whether Maya Patel copied a rival bakery’s secret recipe or created a similar roll by accident. You’ll build persuasive arguments, use cautious language like must, might, and could, and present a final verdict based on the most convincing evidence.

C1 Advanced60 minutesEnglishTeacher

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1. Image

Riverside City Court is in session. Look at the people, evidence, and tension in the room.

Teacher note: Riverside City Court is in session. Look at the people, evidence, and tension in the room.

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2. Vocabulary

  • allegation
    a statement that someone has done something wrong, but it has not been proven
  • witness statement
    a person’s account of what they saw, heard, or know
  • cross-examination
    detailed questioning of a witness by the other side
  • evidence
    facts, objects, messages, or statements that help prove what happened
  • contradiction
    a detail that does not match another detail or statement
  • motive
    a possible reason someone may have acted in a certain way
  • claim
    an assertion that may be true, but still needs support
  • verdict
    the final decision made after considering the case
  • reasonable doubt
    serious uncertainty that stops you from deciding someone is guilty
  • copycat recipe
    a recipe that is very similar to another one, often because it was copied or closely imitated
  • agree politely
    I see your point, and I think… / That’s a fair point, but… / I’d partly agree because…
  • disagree respectfully
    I understand your view, however… / I’m not convinced because… / I’d look at it differently.
  • must have
    used when you feel something is almost certain
  • might have
    used when something is possible, but not certain
  • could have
    used when there is another possible explanation

Teacher note: Courtroom and opinion language for the Sunrise Swirl trial.

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3. Grammar

Modal Verbs for Deduction and Polite Argument

1) What these forms do

We use must have, might have, and could have to talk about past actions when we are making a deduction or considering possibilities.

  • must have + past participle = strong certainty
  • might have + past participle = possible, but not sure
  • could have + past participle = another possible explanation
  • because = gives a reason for your opinion or deduction

We often combine these forms with opinion phrases such as:

  • I think...
  • In my view...
  • It seems that...
  • I’m not completely convinced...
  • That suggests...

2) Form

Strong deduction

Subject + must have + past participle

  • Maya must have seen the email.
  • The witness must have noticed the glaze first.

Possibility

Subject + might have + past participle

  • Maya might have tested a similar filling.
  • The bakery might have shared a supplier.

Alternative possibility

Subject + could have + past participle

  • The difference in texture could have come from baking time.
  • The recipe could have changed during development.

Giving reasons

  • The rolls look similar because they use the same spice profile.
  • I think the claim is weak because the timeline is unclear.

3) Example sentences

  1. The email must have shown that the recipe discussion was private.
  2. Maya might have written the notes for a new version, not a copied one.
  3. The lighter crumb could have resulted from a different oven setting.
  4. The witness must have heard the launch plan mentioned in advance.
  5. The two products might have looked alike by coincidence.
  6. The defense could have argued that the similarity was accidental.
  7. I think the prosecution is stronger because the timing fits the accusation.
  8. In my opinion, the evidence is not enough because there is still reasonable doubt.

4) Common mistakes

  • ✕
    Maya must to have copied the recipe.
    • ✓
      Maya must have copied the recipe.
  • ✕
    The roll might copied the bakery’s version.
    • ✓
      The roll might have copied the bakery’s version.
  • ✕
    It could have to be coincidence.
    • ✓
      It could be coincidence / It could have been coincidence.
  • ✕
    I think because the evidence is strong.
    • ✓
      I think the evidence is strong because the details match.

5) Quick reminder for courtroom language

Use must have when the evidence feels strong. Use might have when you want to stay cautious. Use could have when you want to offer an alternative explanation. Use because to explain your reasoning clearly.

Teacher note: Modal deduction and cautious judgment in a trial context.

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4. Listening

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Listen to the witness statements about the Sunrise Swirl dispute. Then answer the questions about who said what, what details match, and where the timeline becomes unclear.

Teacher audio script
Judge: The court will now hear two brief statements about the Sunrise Swirl case.
Nora: I supply flour and spices to Riverside Bakery every Monday morning. On the day before the café launch, I saw Maya Patel asking about the cinnamon ratio and the glaze finish. She wrote notes on a tablet and seemed cautious, not secretive.
Ethan: I visited the café on Friday afternoon. The roll in the display case had a shiny top and a neat spiral, but the crumb was lighter than the bakery’s version. I also remember the icing tasting less sweet, so I was not sure it was a direct copy.
Judge: Thank you. The jury should compare the details carefully and notice any differences in timing, tone, and product design.

Teacher note: Listen to two witness statements and identify the details that do not fully match.

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5. Multiple choice

Choose the best answer for each question.

1.

Which detail was mentioned in the contract email about the bakery consultation?

2.

What detail from the photo made the comparison less straightforward?

3.

Which witness said Maya was taking notes on a tablet?

4.

Why did the jury still need to think carefully before deciding?

Teacher note: Check the key facts from the trial evidence.

Answer key (teachers only)

Students do not see this. Add or update questions and answers below the activity.

  • Q1A. A private tasting was arranged for Thursday evening
  • Q2C. The rolls had different shapes and glaze finishes
  • Q3A. Nora
  • Q4C. Several facts could be interpreted in more than one way

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6. True / false

Mark each statement True or False.

  • Maya Patel manages a small café.

  • The rival bakery is accused of copying Maya’s recipe.

  • The class must examine contradictions in the evidence.

  • The final verdict should be based on one piece of evidence only.

Teacher note: Decide whether each courtroom statement is true or false.

Answer key (teachers only)

Students do not see this. Add or update questions and answers below the activity.

  • 1. Maya Patel manages a small café.True
  • 2. The rival bakery is accused of copying Maya’s recipe.False
  • 3. The class must examine contradictions in the evidence.True
  • 4. The final verdict should be based on one piece of evidence only.False

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7. Image

Compare the two cinnamon rolls carefully. What looks similar, and what looks different?

Teacher note: Compare the two cinnamon rolls carefully. What looks similar, and what looks different?

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8. Pick the caption

Choose the best caption for each image.

Caption slide 1
Image 1 / 2

Teacher note: Pick the most accurate caption for each courtroom evidence image.

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9. Speaking

Class speaking activity — read, then practise aloud with your teacher or partner

Pair discussion: prosecution vs. defense

Your roles

  • Student A: prosecution
  • Student B: defense

Task

Use the evidence from the case to argue your side. Keep your tone serious, clear, and respectful. You should not try to “win” by speaking loudly; you should sound convincing by giving reasons and using cautious language.

Speak about these points

  1. Which detail from the witness accounts seems most reliable, and why?
  2. What part of the photo supports your side, and what part creates doubt?
  3. Does the email suggest planning, coincidence, or something in between?
  4. Which explanation is stronger: copied idea, shared inspiration, or accidental similarity?
  5. What would you ask the other side if you were in cross-examination?
  6. Which fact would you present first to a jury, and why?

Useful language

  • I think Maya must have… because…
  • She might have… if…
  • The evidence could have another explanation.
  • I see your point, but I’m not fully persuaded.
  • That may be true, however…
  • From my perspective, the strongest detail is…
  • I’d question that interpretation because…

Mini-challenge

After both students speak, agree on one sentence that starts with:

  • The most convincing evidence is…

Then add one sentence that begins with:

  • However, there is still reasonable doubt because…

Teacher note: Role-play prosecution and defense using cautious courtroom language.

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10. Writing task

Choose one side: prosecution or defense.

Write a short note for the jury that includes:

  • the strongest evidence for your side
  • one contradiction or weakness in the other side’s argument
  • a clear conclusion
  • at least one sentence with must have, might have, or could have
  • at least one sentence using because to explain your reasoning

Keep your tone formal, persuasive, and focused on the case. Write enough detail to support an oral presentation later.

Aim for at least 70 words.

Teacher note: Write concise prosecution or defense notes for the jury.

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11. Matching

Match each phrase with its meaning.

Column A

Column B

Teacher note: Match courtroom and opinion language to clear meanings.

Answer key (teachers only)

Students do not see this. Add or update questions and answers below the activity.

  • 1. reasonable doubtserious uncertainty that prevents a definite guilty decision
  • 2. cross-examinationquestioning a witness carefully by the opposing side
  • 3. I take your point, but…a polite way to disagree while showing respect
  • 4. That implies…a conclusion drawn from evidence
  • 5. must haveused for a very strong past deduction
  • 6. could haveused for one possible past explanation

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12. Grammar practice

Choose the best answer for each sentence.

1.

The email mentions a private meeting, so Maya ______ known the recipe discussion was confidential.

2.

The icing looks different, so the café roll ______ been copied exactly.

3.

Which sentence sounds most cautious?

4.

The customer review praises the lighter texture, so the new roll ______ a different baking method.

5.

Choose the best reasoned deduction: The spiral and glaze are close, so the two products ______ come from a shared inspiration.

6.

Which sentence is grammatically correct?

Teacher note: Choose the best modal form to express deduction and cautious opinion.

Answer key (teachers only)

Students do not see this. Add or update questions and answers below the activity.

  • Q1A. must have
  • Q2B. might not have
  • Q3C. Maya could have developed a similar roll.
  • Q4B. might have used
  • Q5A. could have
  • Q6A. She might have adapted the filling because the supplier changed.

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13

13. AI conversation

Roles set by your teacherRole-play

Who is responsible for what

Stay in your role during the live voice chat. The AI partner follows the other role.

You (student)

Jury member questioning a witness

AI partner

Witness from the rival bakery

What to do

  • Use your microphone and ask short follow-up questions about the evidence.
  • Stay in role for about 5 minutes and keep the conversation on the court case.
  • Use polite disagreement and deduction language like must have, might have, and could have.
  • Try to find contradictions and decide which facts seem most convincing.

Students connect here for a live 5-minute AI voice conversation.

Teacher note: Courtroom role-play: the student questions a witness in the Sunrise Swirl trial using evidence and cautious deduction language.

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14. Short answer

Answer both questions in a few clear sentences.

1.

Which piece of evidence was most convincing, and why?

2.

What is your verdict: stolen recipe or accidental similarity? Explain in one or two sentences.

Teacher note: Write the jury’s final reasoning in a concise response.

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15. Speaking

Class speaking activity — read, then practise aloud with your teacher or partner

Jury Deliberation and Verdict

You are now the jury. Work in pairs or small groups to agree on a final decision, then share it with the class in a clear, formal way.

Your task

  1. Decide whether the evidence proves that Maya Patel copied the Sunrise Swirl recipe.
  2. Explain which evidence was most persuasive.
  3. Say which points were less convincing and why.
  4. Deliver a verdict as if you were speaking in court.
  5. Finish with a short reflection on whether any argument changed your opinion.

Discussion prompts

  • Which single piece of evidence carried the most weight for your group?
  • Which detail seemed reliable, and which detail seemed weak or incomplete?
  • Did the contract email, the witness accounts, or the product comparison matter most? Why?
  • Was there enough proof to remove reasonable doubt, or did uncertainty remain?
  • What part of the prosecution’s argument was strongest?
  • What part of the defense’s argument was strongest?
  • Did anyone in your group change their mind during the lesson? What caused that shift?
  • If you were the judge, what would you say in one short sentence after hearing the verdict?

Useful language

  • In our view, the most convincing evidence was... because...
  • We are not fully persuaded by... since...
  • That argument sounds strong, but it does not completely prove...
  • The evidence suggests that...
  • We still have some doubt because...
  • After hearing both sides, we have changed our opinion / kept the same opinion.

Verdict frame

Use this model if you want:

  • We find Maya Patel guilty / not guilty because...
  • The most important evidence was...
  • The least convincing point was...
  • Overall, our judgment is based on...

Reflection

After the verdict, answer this together:

  • How can strong language make an argument sound more convincing, even when the evidence is limited?

Teacher note: Final class speaking stage: students deliver a jury verdict, justify the decision with evidence, and reflect on how persuasion affected their views.

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