Teacher will: - initially, before the class, write name, date, and lesson plan on the board. Lesson plan should state: 1. Asking and answering about jobs 2. Using the verb "to be" and a side column should have the verb "to be" conjugated with its contractions (in a different color) to stay for the length of the period. I am (I'm) You are (You're) He/She/It is (He's/she's/it's) We are (We're) They are (They're) - when class is ready, greet the class. T: "Hello, my name is...?" (Points to own self while eye-contacting a random student, preferably at a central location) S: "Lamis." T: "What's your name?" S: "XXXXXX." T: "Nice to meet you. Where are you from?" S: "I'm from XXXXXX." T: "I'm from Lebanon. Where do I work? What do I do?" S: "You teach." T: "What's my job?" S: "You're a teacher." T: "What do you do?" S: "I XXXXXX." T: "What's your job?" S: "I'm a XXXXXX." - Teacher will ask 5 other students randomly "What is your job? What do you do?"

Teacher will: -select students randomly, asking about their jobs, and indicating to the whole class, loudly and clearly, phrases such as: She is a XXXXXX. He is a XXXXXX. They're XXXXXX. I am a teacher. She (looking at a CELTA student) is a teacher. We're teachers. You are a XXXXXX." - students will be guided to look at the conjugation column of the verb "to be" on the board for extra emphasis.

Teacher will: - handout the HO-Emergency Workers - will ask the students to fold the page in half longitudinally - will indicate the conjugation reference box at the top right corner of the page. - will ask students to complete Grammar ex. 1 in pairs - will monitor - will indicate that contractions are used for informal purposes, for example while speaking. After about 5min, teacher will: - ask specific students to answer - write the contracted form on the board - will repeat the whole phrase aloud once - will ask the whole class to repeat the whole phrase once Teacher will then dedicate the next 5 minutes to completing Grammar ex. 2 in a similar way. While students are solving, teacher writes a certain number of jobs on a column on the board, in preparation for the next exercise - the number of jobs to be discussed depends on the number of attendees.

- There will be two bowls, one with job cards and the other with job description cards - Half the students will select jobs, while the other half will select job descriptions. Teacher will: - with the help of two strong students, demo the selection of a card from each bowl, demo the matching experience of finding a job and its job description. -while demo-ing, give direct, clear instructions: "Select a job card. Write your phone number on the back. Select a job description card. Read the card. It is the description of a job. Look at the WB. There is a list of jobs. Write down the correct job. Everybody stand up. Find the person who has this job and give him/her your card. Use the question" What is your job? What do you do?" " - monitor the activity and students' use of English in jobs, job descriptions, and the verb "to be"

Teacher will: - draw a table on the WB, with four columns, entitled: "My name is, I am from, I'm a My phone number is" - choose to write one job occupations on the WB - ask the students who has this occupations to come to the WB and fill in his/her corresponding information. - whole class will observe the culmination effect of all of what they have learned. - if there is time, more verbal practice will be done while students are in their seats, practicing the verb "to be" in its tenses- "What is your job? He is a XXXXXX. You are a XXXXXX."