T shows a picture of a dog which is helping a blind man to get off from a train and asks students to discuss two questions in their groups: 1)How does the dog help the man in the photo? 2)In what other ways do dogs help people?

keeper: T says I work at the zoo, I feed the animals, I clean their cages, I'm a ....? and tries to elicit the word from the students. T writes the word on the board with its part of speech and phonetic form. the bubble burst: T says what can we say when there was a sudden change from one state to another? and tries to elicit the word. If the students cant say it,T says the word,it goes on the board,drills it and give the phonetic form. breaking-in period: T says I had a dog years ago,at first he didn't know how to do things and it used to bother me a lot, but now, it breaks-in period and does everything correctly. T asks the meaning of the word from the students and tries to make the students guess it. Then T drills the word,it goes on the board and the phonetic form. gel together: T simply gives the synonym:get on with each other or T shows 2 different pictures,one of them is man who is yelling at his dog and the other one a lady who is having fun with her dog and using these pictures, T can show the difference and convey the word.

T tells students that they are going to listen to an interview with a trainer of guide dogs for the blind. She focuses the students on exercise 2, asks the students to listen and tell which one of the questions does she answer. Then, students check in pairs and T gets the feedback.

T focus the students on exercise 3 and tells them that they have to listen again and answer all of the questions in exercise 2. Then, the students check their answers in pairs.

T asks "Would you like to be a guide dog trainer? Why or why not? " . Students talk in their groups and give their opinions about it.

T focuses the students on exercise 1 on page 23 and have them complete it. The students check their answers in pairs and then the whole class together.

T focuses the students on exercise 2 on page 23. T says: replace the verbs in italics with a different verb or phrase from exercise 1(a-f). Students do the task, pair check and then, whole class feedback

T gives students a text which they have to rewrite it by replacing the word got and making any other necessary changes. Students will check their answers in pairs and then, the whole class feedback.