Put the Facebook logo up on the board via PT. Ask students to offer information that would be put on a Facebook profile. Write responses, on board, connected to the logo.

Put students into pairs (not those who usually sit next to one another) and put Ellie's FB profile up on the board via PP. Hand out white sheet which matches left hand column of Ellie's profile and green pieces of paper with the right hand column of her profile. Have students arrange. Whole class feedback (all at once) by having the students come up and put the answers on the board.

With Ms. Green's FB profile still on the board, briefly detail the pronunciation (individually and chorally) of TL. Pay special attention to the 't' in 'first name.' Address' is new vocab and 'age' could be mispronounced. CCQ by individually asking a student to pronounce the TL.

Collect the white page from (CCQ: what do I need? the white sheet.) Exposure and individually have student's fill in gap fill from NHB, page 19, exercise 2. Pair check and play CD track 2.5 to further check. Let students chorally and individually repeat questions and answers.

Write questions on board, highlighting 'Where is she from' and 'How old is she,' because these questions do not match up nicely with the 'country' and 'age.'

Put up slide of John Doe with 8 vocab words. Have each student ask one question while another students writes the answer on the board.

Hand out cards from NHB, page 140, and have students stand up and mingle. They should ask one another the 8 questions related to this activity. Keep modeled questions on the board, but erase midway through the exercise. Walk around and check. ICQ to check with questions like, 'Are you going to show your partner your card?'

Divide class into two groups and have each group line up facing the board. Put sample personal info on the board. Ask appropriate question and challenge students to group corresponding info. Have students ask the questions in the second round.