The teacher asks students questions about their professional experiences, encouraging them to answer in complete sentences. Suggested questions: - What are your main responsibilities at work? - Who do you usually work with? - Do you have your own patients? - Who helps you when you have a difficult case? - What is something you are proud of achieving? After each response, the teacher asks another student to report what their classmate said. Example: Student A: "I work with two veterinarians." Student B: "She works with two veterinarians. They help her with her patients." The teacher observes grammatical errors to address during the review. Purpose: Activate prior grammar knowledge, assess difficulties, and create a natural transition to the new vocabulary.

The teacher introduces the 10 general vocabulary words using short definitions, examples, and personalized questions. Target vocabulary: achievement, responsibility, confidence, reliable, opportunity, professional, experienced, motivated, commitment, develop. Procedure: 1. Students read the words and attempt to explain any they already recognize. 2. The teacher clarifies meanings, models pronunciation, and checks comprehension. 3. Each student selects three words and creates sentences related to their professional experience. 4. Students share their sentences, and classmates ask follow-up questions. The teacher encourages pronouns and possessives in the responses. Example: "My biggest achievement was graduating. It gave me confidence in my abilities."

The teacher introduces the 10 veterinary terms: diagnosis, symptom, treatment, physical examination, patient, infection, recovery, prescription, vaccine, prognosis. Procedure: 1. Students match each term with its English definition. 2. The teacher checks answers and clarifies differences between potentially confusing terms, particularly diagnosis, symptom, and prognosis. 3. In pairs, students describe a simple veterinary case using at least five target terms. 4. Students explain their partner's case to the group, replacing repeated nouns with appropriate pronouns. Example: "The puppy had an infection. Its symptoms included fever and loss of appetite. The veterinarian examined it and prescribed its treatment."

The teacher introduces the five phrasal verbs through demonstrations and short clinical situations. Phrasal verb Context Check out Let me check him out. Look over I'll look her over first. Calm down Give him time to calm down. Lie down Can you help it lie down? Pick up You can pick her up at 4 p.m. Students match the phrasal verbs with their meanings and then complete short oral dialogues. Example: A: "My dog is very nervous." B: "Let's give him a few minutes to calm down." The teacher draws attention to object pronoun placement, especially in separable phrasal verbs: pick her up, not pick up her.

The teacher briefly reviews the four grammatical categories using examples from the vocabulary introduced earlier. Category Example Subject pronoun She is an experienced veterinarian. Object pronoun The owner trusts her. Possessive adjective Her diagnosis was correct. Possessive pronoun That responsibility is hers. Instead of giving a lengthy explanation, the teacher presents sentences containing mistakes. Students identify the error, correct it, and explain why. Examples: - "Her is a reliable veterinarian." - "The patient is my." - "I need to check out he." - "This is hers prescription." - "The technician helped we."

Each student receives a role: - Student A: Veterinarian - Student B: Veterinary technician - Student C: Pet owner - Student D: Receptionist The teacher provides a simple situation: A dog arrives at the clinic with an infection. The team must examine the patient, communicate with the owner, and organize the treatment. Students discuss the situation using the vocabulary and target grammar. Suggested prompts: - Whose patient is this? - Who will look him over? - Is the prescription yours or hers? - Who is responsible for his treatment? - When can the owner pick him up? Students rotate roles after the first conversation.

Students work in two pairs. Each pair receives six incomplete or incorrect sentences combining the week's vocabulary with pronouns and possessives. They complete or correct the sentences, then exchange their work with the other pair. Examples: - "The veterinarian gave the prescription to ___ (she/her)." - "This is ___ (our/ours) responsibility." - "The owner will pick ___ (he/him) up later." - "The vaccine belongs to our clinic. It is ___ (our/ours)." The teacher reviews answers and asks students to explain their grammatical choices.

Each student completes a brief individual assessment: - Two sentences using general vocabulary. - Two sentences using veterinary vocabulary. - Two sentences using phrasal verbs with object pronouns. - Two sentence corrections involving possessive adjectives and possessive pronouns. The teacher reviews answers and identifies areas to revisit in the next class.