Stage 3 of 7 — Highlighting
Time: 10 minutes
Source: SB p. 2, Exercises C–D, plus SB p. 4, Exercise A
Interaction: Pairs → pair-to-pair explanation
Part 1 — Notice vocabulary in context
- Pairs complete a reduced, high-value selection from SB 2C.
- They explain two expressions from SB 2D in plain English using the context, rather than copying a definition.
- Check through partner justification. Do not publicly check every line.
SB 2C answer anchor
- If you get a great grade on a test, you can say you aced it.
- If the reason for a decision is obvious, you can call it a no-brainer.
- When you know you must concentrate on a task, you have to buckle down.
- Bragging about your accomplishments is immodest.
- Something right up your alley is something you would be very good at.
SB 2D simplified meanings
- Don’t take it personally. — Don’t think it is about you or meant to hurt you.
- I can’t bear the idea of putting this off for another year. — I can’t accept delaying it for another year.
- Acing the practice test clinched it for me. — Doing very well made the decision certain.
- I mean that as a compliment. — I am praising you, not criticizing you.
- Better late than never. — Doing it late is better than never doing it.
Part 2 — Notice past-time relationships in SB 4A
- Students scan Kang’s account and mark one action that happened before another, two actions happening simultaneously and one earlier action already in progress.
- Pairs draw a three-point timeline: earlier action → later event → now.
- Each pair explains its timeline to another pair. The listening pair asks: Which action came first? Which action was in progress?
Teacher evidence
Look for context-based meaning, sequence, simultaneity and duration. Do not explain the grammar yet; students should first notice the pattern.
Planned balance: 8 minutes student talk / 1 minute teacher talk / 1 minute scanning and transition.
Stage complete when: students can point to evidence in the text and explain the timeline. Continue to Clarification.
