Before the lesson, teacher tacks some pictures of endangered animals ,including fox, to the wall around the class. T tells learners they are going to discuss some given questions to them with their partners while walking around the class and taking a look at the pictures. T highlights the fox and get some feedback for the specific questions about it before starting to read the text and answer the question. T asks learners to guess the answer of the question in the second exercise with the help of title and the picture of the text and gets some feedback before learners read and find the answer. After reading the text and reaching the final answer, T asks about learners` opinions about the protests in the text and who they support with their reasons and gets some feedback telling that they are going to listen to a debate related to exactly this news.

T gives a worksheet of probable unknown words from the listening with their matching definitions and asks learners to work in pairs while matching. T gives information about the listening and show some papers that introduce the speakers on the audio. T gets feedback from the learners and elicits some guesses about the mode and participants of the listening.

Teacher will be sure of students' understanding the concept of debate. Teacher will have the students listen to the debate and tell them work in groups while doing the exercise 3. The correct order will be accomplished by whole class.

Teacher lets the ss listen to the script again. Ss may have the idea of either agree or disagree of the listening topic. Then teacher gives them a few minutes to let them read and discuss about the words' meaning and what they are referring to. Then check the ss if they understand the words. Explain the words that are unperceived.

In pairs, Ss will discuss on which of the two speakers is better at putting their point across and which speaker they agree with. Listen again and read the transcript for pronuncation practicing.