Nashira Jahir Nashira Jahir

It's a Dog's Life
Beginner level


This lesson will cover speaking in the context of lifestyles, reading texts about dogs and their jobs, practicing vocabulary (technology words), practicing present simple grammar questions with short answers, and functional language skills (saying emails and website URLs).


Abc Straight Forward Teacher's Book
Abc HO_2

Main Aims

  • For students to review speaking, reading, vocabulary, grammar, and functional language in the contexts of dogs and their jobs as well as asking for emails and URLs.

Subsidiary Aims

  • To provide accuracy speaking practice in answering questions about the text and comparing answers in the context of dogs and their jobs.
  • To provide clarification and practice of technology in the context of emails and URLs.
  • To provide detailed reading practice using a text about dogs in the context of their various jobs
  • To provide practice of writing wimple questions and answers.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

I will spend the first few minutes of the lesson asking the students about dogs and if they like them of not. I will also ask them what sorts of jobs that dogs do in order to elicit the different types of jobs. I will use photos from the internet and ask students if the recognize and can possibly name the different types of jobs. After, I will confirm the names by writing the job titles under each of the correct pictures.

Reading (3-5 minutes) • Students will read for specific details to answer questions about the text.

I will have a HO prepared for the students from the student book. I will then separate them into two groups, a and b, and pass around the handout. They will be asked to look at the photo of the dog that they have. There will be two different texts/pictures so there will be two answers. Students should guess which kind of job the dogs have without reading the text. I will give students 2 or 3 minutes to read the text. Students have some questions to answer. Once they have read the text and answered the questions, they can discuss their answers with someone from the other group. As part of FB, one or two students will be called on to share information about their partner's dog.

Speaking (3-5 minutes) • To provide an opportunity to practice target productive skills

After the students have read and discussed their answers, I would like them to find two similarities and two differences about their dogs. I will write the words 'similarities' and 'differences' on the WB to be sure they understand the meaning. As an example I can draw 2 circles for similarities and a circle and a heart for differences. I want them to write down their answers, after they have their answers, they will share their answers with the class. In FB, I will ask one or two students to give me the similarities and differences of their dogs.

Grammar (6-8 minutes) • To provide students with practice writing questions regarding the text.

I will provide a HO for students that contains 10 questions. First, I will write the first statement on the WB as it appears in the HO. After, I will try to elicit the correct answer from the class. Then, I will write the correct answer on the WB as an example of what I expect from them in this task. They will be given 3-4 minutes to complete the task. After, I ask them to compare answers with a partner before I check with the WC. Once students have verified their answers with a partner, students will ask their partner the questions and answer them while I monitor their progress.

Vocabulary (5-6 minutes) • To expose the students to new vocabulary which can be found i. The crossword puzzle.

This part of the lesson will include a HO with a crossword puzzle containing words related to technology.. I will give them a couple of minutes before I write the suggested words on the WB for them to find , then they can have one more minute to complete the puzzle. After they have completed the puzzle, they should compare and discuss with a partner. The bottom of the HO has a second exercise which contains a matching problem. I will give them one minute to match the correct symbols to the correct words.

Listening (3-5 minutes) • To have students listen for specific information and find the correct answer

The HO contains 3 exercises. This is exercise 3. I will play a recording and ask students to circle the correct answer in exercise 3. I will play the recording a minimum of two times and a third time if and only if students need it repeated. They should compare their answers with a partner before I ask the WC for the correct answers.

Language Practice (3-5 minutes) • To provide students with practice of the task language

In A/B pairs, students will read a HO provided from the SB. A will receive page 116 and B will receive page 114. First I will explain URL to the class. Everyone should understand d what email is but if it requires, I will clarify its meaning. Students will practice saying emails and website URLs. Their partner should write down what the other student says. I will ask some students to share their findings with the class. I will ask if they know any other URLs. If so, someone can share with the class.

Speaking (3-6 minutes) • To allow students to practice the TL

The class will be divided into groups of 4-5. I will draw a table on the board containing the words from SB page 49. As an example, I will ask a question to one of the students. They can answer the question if they have understood the intention of the lesson. After, students will be asked to interview everyone in their group one by one. I will give approximately 1 min or so for each set of questions before I tell them to switch. As FB, some students can share their findings with the class.

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