1. T shares Slide 1 showing the four pictures from SB p.100. 2. T asks simple, open questions to encourage guessing: "What do you think is happening in these pictures?" "Who do you think the people are?" "What do you think might have happened to the woman?" 3. Students respond in open class, T encourages short guesses without correcting grammar. 4. T reformulates where needed to maintain a natural context.

1. T shows Slide 2: “Listen and answer two questions: Where were Leonor and Clara going? What happened after Eleanor called the doctor?” 2. T plays audio (T9.3). 3. Students listen individually. 4. Students type short answers in the chat OR say them orally. 5. T conducts brief OCFB confirming answers ONLY for gist (no detail). ICQs: Are you listening for small details? No. For the main idea? Yes. Rationale: To reduce cognitive load before listening.

T plays audio T9.3. Students answer gist questions: 1. Where were Leonor and Clara going? 2. What happened after the doctor was called? Students answer in chat or orally. T conducts brief OCFB. ICQs: Small details? No Main idea? Yes Rationale: To help learners obtain general meaning before focusing on details.

T shows Slide with detail questions. Students listen again and answer individually. Ss compare in Breakout Rooms (1 minute). OCFB to confirm answers. ICQs: Full sentences? No Short answers? Yes Rationale: To deepen comprehension and support the next highlighting stage.

T displays 3–4 sentences with past modals (Slide 4): – “He must have been very busy.” – “She could have misheard the time.” – “She might have returned early.” Students identify modal phrases in chat. T asks: – “Is the speaker sure or guessing?” – “Is it about the past?” – “Fact or speculation?” T confirms that these are deductions about the past. ICQs: Rewrite? No Identify only? Yes Rationale: To help learners notice the target language in context before clarification.