Ss write as many pets as they know. They check it in pairs. Then they can find one pet, they do not know in English, in a dictionary (SS started working with it 2 weeks ago). They come to the board to write them down. They drill pronunciation together and individually. "How many" questions and singular and plural forms of nouns are learnt passively.

SS read a description of a pet individually then answer the questions. The dictionary can be used If necessary. Answers are checked out in pairs. Meanwhile, T work with weaker SS in a group (translation, pronunciation practise), SS answer the questions individually but check in pairs. Stronger SS keep on filling the empty gaps in other descriptions until the weaker SS finish the basic text (work with dictionary included). The basic text is read and translated loudly.

SS choose a flashcard with a pet, nobody can see which one it is. They are asked to describe the animals to the class, other SS draw according to the description (one of them on the backside of the board.) Pictures are compared. SS have a couple of minutes to prepare. Weaker SS can make notes, T help them.

T elicits names of the pest, show them on the flashcards and models pronunciation.