T. asks students if they have heard any stories about using animals in search-and-rescue missions? What are they? Which animal do you think is most difficult for rescue missions? Why? to elicit the word dogs. They discuss in pairs.

T. puts some rescue dog pictures on duty. Students try to talk about the pictures through Where...? Why...? How...? questions in pairs. T. tries to elicit some vocabulary related to the text they'll read. She writes them on the board around the pictures.

Teacher gives the title of the text "Shirley and Cinnamon" and they make some guesses that who are they? They discuss in pairs.

Students quickly read the text and they find out who are Shirley and Cinnamon are? Then t.asks the topic of the text. She asks where does the text come from? Is it an article or a story?

T. gives a handout which includes some numbers from the text. They quickly find out the significance of those numbers, discuss in pairs and t. checks the answers.

T. wants them to change the seats and gives the instructions to read the text again to answer the questions on the handout. Then they discuss those questions in pairs. T. gives feedback to each single question. Meanwhile teacher monitors them and notes the common mistakes done during the activity.

T. writes on the board. Advantages and disadvantages of using dogs in rescue missions? divides the class into two and they write 2 possible answers and present to the class.