Stage 2 of 7 — Exposure
Time: 12 minutes
Source: SB p. 2, Exercise A Career Plans and Exercise B Zoom-In; TB T2 A–B
Interaction: Pairs → individual listening → pairs
SB 2A — Career Plans
- Before audio, ask pairs: What job does the person probably want? What qualities or experience might make someone suitable?
- Play the authorized audio once without pausing.
- Students compare answers in pairs and agree on one answer before brief class feedback.
Answer anchor for the teacher
- Job he wants: a job in restaurant management.
- Why she considers him an ideal candidate: he has spent the last two years working as a freelance restaurant reviewer for a local newspaper while studying. That relevant experience should make him a strong candidate.
SB 2B — Zoom-In
- Preview only the featured expressions needed for comprehension.
- Play the audio or use the read-and-listen version once.
- Pairs retell Shannon’s story in three steps: original situation → decision → result or future plan.
- Each pair selects one useful expression and explains why it fits the situation.
Content anchor
- Original situation: Shannon had always been interested in law but had never seriously pursued it. She researched becoming a lawyer and took a practice test.
- Decision: after doing extremely well on the test, she decided to apply to law school.
- Future plan: complete the application, submit recommendations and essays, prepare for the admissions test, study law and become a lawyer.
Useful-expression reference — select, do not teach all eleven
| Expression |
Simple meaning |
| Don’t take it personally. |
Don’t think it was intended to offend or hurt you. |
| buckle down |
Start working seriously and with concentration. |
| put something off |
Postpone or delay it. |
| what it takes |
The qualities, skills or effort needed to succeed. |
| I aced it! |
I did extremely well. |
| bragging |
Talking too proudly about achievements. |
| clinched it |
Made the decision certain or final. |
| a no-brainer |
A very easy or obvious decision. |
| right up your alley |
Very well suited to your interests or abilities. |
| I mean that as a compliment. |
I am saying something positive. |
| better late than never |
Doing it late is better than not doing it. |
Teacher evidence
Listen for the main decision, one supporting detail and a coherent three-step retell. Avoid line-by-line comprehension checking.
Planned balance: 5 minutes student talk / 2 minutes teacher talk / 5 minutes listening and setup.
Stage complete when: pairs can explain the decision and the evidence supporting it. Continue to Highlighting.
