Students work individually to recall as many Week 1 vocabulary items as possible without consulting their notes. The teacher provides three categories: General Vocabulary, Veterinary Vocabulary, and Phrasal Verbs. Each student then selects three words and creates sentences containing the target grammar. Example: - "My colleague is very reliable. I trust her with my patients." - "The puppy had an infection, but its recovery was excellent." The teacher briefly reviews any vocabulary that students have difficulty remembering.

The teacher presents 10 sentences containing either correct or incorrect pronoun and possessive structures. Students must: 1. Identify whether each sentence is correct. 2. Correct any grammatical mistakes. 3. Explain their correction. 4. Replace a noun with an appropriate pronoun when possible. Examples: - "The veterinarian gave she the prescription." - "This is our responsibility, not their." - "The technician looked him over before the examination." - "Her is a very experienced veterinarian." - "The dog received its vaccine yesterday." Students compare their answers in pairs before discussing them with the teacher.

Students work in pairs and interview each other about professional experiences. Suggested questions: - What professional achievement are you most proud of? - Who has helped you develop your veterinary skills? - What responsibilities are yours at work? - What qualities make someone a reliable veterinarian? - What opportunities would you like to have in the future? After the interviews, each student reports their partner's answers to the group. Example: "Her biggest achievement was performing her first surgery independently. It helped her develop confidence in her abilities." Students are encouraged to use subject pronouns, object pronouns, and possessive forms rather than repeating names.

Each pair receives a short veterinary case containing information about a patient, its symptoms, diagnosis, treatment, and prognosis. Students must discuss the case and prepare a short oral report. Example case: "Max is a three-year-old dog brought to the clinic because of vomiting and loss of appetite. The veterinarian suspects an infection and recommends a physical examination. The owner is worried about the dog's recovery." Students answer questions such as: - What are his symptoms? - Who should look him over? - What treatment might the veterinarian recommend? - How would you explain his prognosis to his owner? - What responsibilities belong to the veterinarian and which belong to the owner? Students present their reports using at least six vocabulary items and examples of the target grammar.

Students participate in a veterinary clinic simulation. Each student receives a role: veterinarian, technician, receptionist, or pet owner. Scenario: A clinic is managing several patients. One needs a vaccine, another has symptoms of an infection, and a third is recovering from surgery. The staff must communicate about patient responsibilities, treatments, and discharge instructions. During the simulation, students must naturally incorporate: - At least five veterinary vocabulary terms. - At least two general vocabulary words. - At least three phrasal verbs. - Examples of all four grammatical categories. Suggested language: - "I'll check him out before we decide on his treatment." - "Is this patient yours or hers?" - "His recovery is going well." - "You can pick her up this afternoon." The teacher monitors and records recurring mistakes for later feedback. Students switch roles halfway through the activity.

Each student writes a short clinical handover of approximately 70–90 words. Their report must include: - A description of a veterinary patient. - Its symptoms or diagnosis. - The treatment or recovery plan. - At least five Week 1 vocabulary items. - Examples of all four grammatical categories. Students exchange their reports and check for errors involving pronouns, possessives, and vocabulary usage. The teacher provides final corrections and asks students to explain selected changes.

Students complete a brief assessment to evaluate their mastery of the grammatical structures and vocabulary. Part A — Grammar Complete sentences using the correct pronouns or possessive forms. Part B — Vocabulary Choose appropriate vocabulary items to complete sentences in professional and veterinary contexts. Part C — Error Correction Identify and correct mistakes involving the target grammar. Part D — Speaking Each student describes a veterinary situation using at least three vocabulary items and three different target grammatical categories. The teacher provides brief individual feedback on accuracy, vocabulary use, and fluency.