Ask a S for the name and origin of the person next to them. Write this information on WB ("S is from _____"). Ask Ss, "Who can tell me what his/her job is?" Add this information to WB ("S is a _____"). Drill information for pronunciation. Ask Ss, "What questions do you ask me so that I'll tell you this?" Elicit, "Where's his/her from?" and "What's his/her job?" or "What does he/she do?" Add these questions to WB. Drill questions for pronunciation, including intonation. Ask Ss, "If I ask you what's his job, what do you tell me?" Elicit, "He's/She's a _____". Add to WB. Ask Ss, "If I ask you where he's from, what do you tell me?" Elicit, "He's/She's from _____". Add to WB. Drill responses for pronunciation. Repeat for at least one more S, preferably sitting next to one with a different gender of the first example. Explain to Ss it is not necessary to use a person's name twice in a row in coversation. Ask a S, "Tell me someone on your list and his or her job." Elicit response, "S is a ______." Write name and job on board. Ask S, "Where's he/she from?" Elicit, "He's/She's from _____." Write origin on board. Ask a S, "Tell me someone on your list and where he or she is from." Elicit response, "S is from _____." Write name and origin on board. Ask S, "What's his/her job?" Elicit, "He's/She's a _____." Write job on board. Ask a S, "Tell me everything about someone on your list." Elicit response, "S is a _____." He's/she's from _____." or "S is from _____. He's/she's a _____." Repeat until Ss correctly respond to all questions.

Write "Lee is from Hong Kong" on WB. Ask, "Does anyone know where Hong Kong is?" Elicit response "China", put map on WB. Ask, "Does anyone know what this is?" Show picture of paramedic. Elicit response "paramedic," write "Lee is a paramedic" on WB. Elicit responses from Ss to statement/question pairs, "Lee is a paramedic. Where's he from?" and "Lee is from Hong Kong. What's his job?" Write answers on WB. Ask for corrections from class if necessary. Explain to Ss, "You will ask each other these questions and you will write down the answers. So, you need to know how to spell the words." Erase "Hong Kong" and "paramedic" from board. Ask a S "What's his job?" Elicit response "paramedic" and ask "Can you spell paramedic?" Follow up with, "What do you ask if you don't know how to spell 'paramedic?'" Elicit response "How do you spell paramedic?" from WC. Write "P - A - R- A - M - E - D - I - C" on WB. Ask a S, "Where is he from?" Elicit response "Hong Kong" and ask S, "Can you ask a partner to spell it?" Encourage S to elicit response from another S and write answer on WB. Correct as necessary.

Show HO 1 to class. Explain to Ss they are going to ask each other questions about the people on the HO using the questions they reviewed as a class. Divide class into pairs with one S from the front row and one S from the back row (when possible). Give part A of HO to one student in each pair and part B to the other. Ss work together to fill in the information gaps in the HO. When they are finished, they can look at each others' parts to check their answers.

Give a copy of HO 2 to the pair. Instruct them to take turns guessing a character that the other person has selected. Model the use of "Is he or she a teacher?" and the "yes/no" response. Tell them to track the number of guesses used with the goal of guessing as quickly as possible.

Review labels and pictures of jobs and places from HO 3 with WC. Drill for pronunciation as necessary. Place pictures and labels face down on a desk in front of the room in a random four by eight grid. Split the class into two groups and invite one person from each group at a time to take turns flipping over the sheets. Every time they get a match, they get to keep the pair and get a point. Continue until all matches have been made.

Write tongue twisters from HO 4 on WB and ask Ss to repeat, word by word. Repeat as needed for difficult sounds.