I will ask my students to discuss about the picture they see and answer: *What animal is that? *Is it a domestic animal or a wild animal? *Do you like it?

I will ask my sudents to read the following sentences and then they will answer some CCQs about them to check their understanding. 1.- MEANING Students will match sentences and images *My dog has MANGE and now it's skin is irritated. CCQs: Is my dog healthy? Is my dog's skin alright? *I really like the FUR your coat, it's so soft! CCQs: is the texture of my coat comfortable or uncomfortable? Is the texture plain or fluffy? *I can’t stand that animal scent! CCQs: which of the 5 senses is inferred in the sentence? (sight, hearing, touch, smell, taste) Is it a positive or negative message? 2.- FORM 1.- Elicit the form from my students. For example on sentence 1, what's the function of that word in the sentence? (it's a noun, verb) 3.- PRONUNCIATION 1.- Say the words aloud to my students and ask them to look at my mouth. Show the phonetic transcript 2.- Ask my students to identify number of syllables and stress to each (each word has 1 syllable so there's no stress) 3.- Drilling (2 times/word)

1.- I will ask my students to listen to the audio in order to answer general questions about it: * What inspired Rachel to make a programme about foxes? *What was her initial attitude to foxes? * What did the people in the neighbourhood think about the foxes? 2.- The students will check their answers in pairs in the BOR 3.-OCFB

1.- I will ask my students to listen to the audio again answer a True or False task on google forms. 2.- Students will check this in pairs on BOR 3.- OFCB (*Remember to ask why some sentences were false)

The students will discuss the following questions: *What do you think people can do in order solve the foxes problem? *Think of the possible consequences of not taking action on the case