The teacher asks the students, "Have you ever pursued a dream or fought for something you really wanted?" She encourages a few volunteers to share their experiences with the class, prompting them with follow-up questions such as "What was the dream?" or "What did you do to achieve it?" The teacher asks the students to watch the video and pay close attention to both the overall message and specific information. After viewing, she directs them to complete Activity B, which focuses on identifying the main ideas. She then moves to Activity C, where students focus on the details from the video. Finally, for Activity D, the teacher asks students to reflect on the expression, “What makes you tick” She explains the meaning of the phrase as “what motivates or drives you,” and encourages students to think about what inspires them personally. A short class discussion follows to share ideas and connect the theme of the video to their own experiences.

The teacher introduces Prepare to Read – Activity A, where students complete sentences using the vocabulary words related to the reading. She instructs them to read each sentence carefully and choose the word that best fits the context. She then moves on to Activity B and asks students to discuss a set of questions in pairs. She encourages them to use the vocabulary from Activity A in their responses. Once they are ready, the students read the main text. After the reading, the teacher introduces Activity A, where students focus on understanding the main idea of the text. Next, she moves on to Activity B, which focuses on pronoun references The students read specific sentences from the text and identify what each pronoun refers to. The teacher reminds them to look back at the previous sentences to find the correct noun. Finally, for Activity C, the teacher asks students to identify the pros and cons mentioned in the text.

The teacher asks the students to read the model of an argumentative paragraph carefully. She explains that the paragraph presents a clear opinion, supporting reasons, and a concluding sentence. After reading, students complete the outline by identifying the topic sentence, supporting ideas, and conclusion. The teacher reminds them to pay attention to how the argument is structured and how each part supports the writer’s opinion. Once finished, the class reviews the outline together to confirm understanding of the paragraph’s organization.

The teacher introduces the writing task and explains the steps students will follow to prepare their argumentative paragraph. In activity A, students brainstorm the pros and cons of using animals in veterinary research. They list their ideas in two columns, considering ethical, scientific, and practical aspects. The teacher encourages balanced thinking and supports students in generating a variety of points. In activity B, students choose their position and write their main argument — a clear sentence stating whether they support or oppose the use of animals in veterinary research. In activity C, students use their brainstorming and main argument to complete the outline of their paragraph. They fill in the topic sentence, supporting ideas, and concluding sentence, ensuring the structure supports their opinion clearly and logically. The teacher monitors progress and provides guidance as needed.

The teacher asks the students to write their first draft based on the completed outline. She reminds them to include a clear topic sentence, supporting details, and a concluding sentence. Students work independently while the teacher monitors and provides feedback.