Greet the students and ask how they feel. Tell students that you will tell a mini-story together about the people of the city. Show the girls and boys figures and tell them they work in different places. Tell them that you will show them pictures and they will try to guess where each person works.

Stick the first card on the board and take one of the figures. Elicit answers by asking where does he/she work? She/He works at the..... Wait for Ss to try to answer. If they answer correctly, ask Ss to repeat the word once again after you and write the word under the first card. Continue till you have done all the cards. If students are not able to say the place, say it out loud, drill it, and write the word under the card. You may want to ask Ss to open the books and play the audio related to the vocabulary, pause and ask Ss to repeat. Once finished, point to the cards randomly and ask Ss to say the word. You can ask Ss to raise their hands and volunteer. You may also want to challenge them by erasing the words and then asking the places.

Tell Ss to open page 72. Ask them to look at the pictures in the story. Ask a few questions like: What do you see in the pictures? Where are they? Tell them that they will listen to the story and read. ICQ: Are we going to write anything? No Play the audio file. After listening to the story, ask a few CCQs like: Where does she work? Now, tell Ss they will role-play the story. Ask Ss to raise their hands to volunteer. Then put students in pairs. Give them 2 minutes to practice the short dialogue. Walk around and listen. Then ask 2-3 pairs to perform for the class (positive feedback only)

Use Page 72 pictures and dialogue. Point to a picture (e.g., nurse in hospital). Ask: “Where does she work?” Elicit a full answer. Write on the board: She works in a hospital. Then write: She ___ in a school. Ask: “Work or works?” Students discover the -s. Next, write: Where ___ she work? Ask: “Do or does?” Students discover. Write: Does she work in a hospital? → Yes, she does. Elicit the short answer form. Stick one of the workplaces on the board (airport). Ask: “Does she work in a school? No, she...?” (Elicit: No, she doesn’t) Write the answers on the board. For CCQs you can stick two of the workplaces and job cards on the board and ask similar questions.

Ask Ss to look at the activity on page 73. Tell them to complete the exercise alone. Tell them they have 3 minutes. ICQ: Are you going to do it together? No Students write answers to questions independently (e.g., “Where does she work?” → “She works in a hospital.”). Monitor without interrupting. For faster students: ask them to write 2 extra sentences of their own about a family member’s job. Give whole-class feedback by asking the students to raise their hands and answer the questions.

Students work in pairs. Student A points to a picture on Page 72 or 73. Student B asks: “Where does she work?” Student A answers. Then switch roles after 1 minute. ask 1-2 pairs to demonstrate for the class.

Give each student a card. Half have job pictures (pilot, nurse, firefighter, teacher, doctor, police officer,...). Half have workplace pictures (airport, hospital, fire station, school, clinic, police station,...). Ask students to stand up and walk. They ask: “Does she work in a...?” (pointing to their card if needed). When they find their match, they stand together and say: “She works in a [place].” Give whole-class feedback by asking a few pairs to ask and answer questions. Do delayed error correction if necessary. (Write the 3–4 errors on the board (no names). Then elicit the correct sentences.)