Procedure: 1. T shows the pictures from the SB (the sequence showing Eleanor, her mother, the doctor, and the hotel). 2. T asks the class: "What do you think is happening in these pictures?" "What do you think happened to the woman in the orange dress?" 3. Ss share ideas in open class; teacher accepts all predictions without confirming. ICQs: Are we reading or just discussing? Just discussing.

2a. Mini Vocabulary (2–3 min) (from the SB “mini-dictionary” box) Procedure: 1. T displays 4 essential words from the SB box: conspiracy – mental asylum – hotel register – trace someone 2. T: "Check these quickly in your mini-dictionary." 3. Ss check individually; T provides a SHORT definition only if absolutely necessary. ICQs: Do I explain the words? No. Do YOU check them? Yes. 2b. Listening for Gist (3–4 min) Procedure: 1. T: “Listen for the main idea. Don’t worry about details.” 2. T plays Audio T9.3 Part A from SB. 3. Ss answer SB gist question via Google Form: What is the main problem in the story? A mysterious disappearance. 4. Quick OCFB. 2c. Listening for Detail (7–8 min) Procedure: 1. T: “Now listen again and answer the detail questions.” 2. Ss answer SB detail questions (a–e) through Google Forms: Why did they leave India? What did the manager say? Why did she call the doctor? Where did the doctor send her? What happened when she returned? 3. Pair check → OCFB. Interaction: Ss individually → T–Ss

Procedure: 1. T shows three example sentences from the SB listening: "The hotel manager must have lied to Eleanor." "Her mother might have gone to another room." "The doctor could have been involved.” Meaning (guided discovery) 2. CCQs: Is this about the past? Yes. Is she sure? (must have) Yes. Is it possible? (might/could have) Yes. Is it impossible? (can’t have if it appears) Yes. Form 3. T highlights: modal + have + past participle (Ss underline the pattern in the example sentences.) Pronunciation + Weak Forms 4. T models and drills: must’ve lied might’ve gone could’ve been Sentence Stress (“stress words”) 5. T shows stress on the participle (SB model): must have LIED might have GONE 6. Ss repeat chorally → individually. ICQs: Is the stress on the modal? No. Is this about the past? Yes.

Procedure: 1. T shares a Google Form with 6 multiple-choice SB-based sentences: Eleanor ___ misunderstood the doctor. The staff ___ moved her mother. The manager ___ told the truth. The doctor ___ been involved. Eleanor ___ gone to the wrong room. They ___ hidden something. 2. Ss choose the correct modal. 3. Pair-check → brief OCFB. ICQs: Do you choose one answer? Yes.

Procedure: 1. T puts Ss in pairs (breakout rooms). 2. In pairs, Ss discuss these prompts (SB-related): Why do you think the mother disappeared? What might the hotel staff have done? What could the doctor have done behind the scenes? 3. Requirement: use at least 3 past modals. 4. T monitors and notes errors/good language. 5. Back in main room: share 2–3 theories. 6. DEC (2 minutes): T highlights good sentences + corrects common errors. ICQs: Do you need to use past modals? Yes. Do you need to invent a full story or just theories? Just theories.