T will have ss work on their own to think of and write down five singular nouns. T will then put ss into pairs and have them practice aloud saying the plural version of their partner's singular nouns.

T will write out five dashes on the WB and ask Ss to point out which letters of the alphabet are vowels (a, e, i, o, u).

T will place pieces of papers with the names of countries on the walls of the classroom. The words will be without vowels. T will ask that ss get up and move around the room to look at each piece of paper (country word) and, on their own sheet of paper, fill in the missing vowels. Once students are finished filling in vowels, T will ask individual students to spell out a country word.

T will introduce "nationality" by writing the word on WB. T will ask ss how to pronounce word and see if they know what it means. If they do not, T then will then write "where are you from?" on the board above "nationality" and put an arrow between the two. T will proceed to explain that when you are talking about which country you come from, you are discussing "nationality." T will then write "nationalities" on the WB and explain that this is the plural version. T will ask ss to repeat at least twice.

T will pass out HO and go through two examples Brazil and Russia of matching and then ask ss to match the country with the correct nationalities by drawing a line between the two. T will work through two exthen ask students to pair up and compare answers. After going through answers, T will then place corresponding nationalities next to country names on the WB with country cutouts on WB. After sticking nationalities on WB, underline the endings and then explain that nationalities often end in -n, -an, -ian, -ish and -ese.

T will play R 2.1 recording for class and ask them to repeat. T will replay recording once more. T will then line up countries ("I'm from") with nationalities ("I'm") on pieces of paper on WB (NOTE: be sure to keep track of TB page for stress in case T forgets) T will then ask students to say both words together (Russia, Russian). T will write Brazil, Brazilian and explain that the stress on the syllable remains the same in most nationalities. T will note some nationalities in which stress shifts; Italy vs ItAlian; Egypt vs EgYptian and China vs ChinEse.

From the matching HO, T will then have students pair up and direct one partner to say a country while the other partner says the nationality.

T will write "I'm from + country" and "I'm + nationality" on the WB. T will elicit examples from each structure. "I'm from Germany." "I'm German." "I'm from Spain. I'm Spanish." T will then ask that students refer back to matching exercise and asking that ss pair off and practice saying the countries with the correct nationalities with a partner. T will then write Japan--Japanese, France--French, and Colombia--Colombian on the WB and ask that students repeat JapAn/JapanEse so that T can highlight different stress pattern.

T will put a picture of a car up on the WB and elicit a response as to what the object is. T will then pass out HO and chest focus students on photos A-D ONLY for the time being. SS will pair off and complete the exercise. T will monitor ss progress and write any common mistakes heard on board. T will then go through answers.

T will write "to be" on WB and describe that this is a positive verb. T will then write "I am" "you are" "he is" "she is" "it is" on the board and explain that these are the different forms of "to be." T then elicits responses by saying "I am" (closes fingers together" and enunciating "I'M". "You are" "YOU'RE". Have them repeat several times. T then instructs ss to complete exercise 4 (NOTE: be sure to chest) on their own. Once they complete, instruct them to do PW to check their answers.

T will have ss repeat the sentences in ex. 4. After they are done repeating once, T will then ask "I am what?" And have them respond "I'm British" or "She's Brazilian." T will then post pictures of Tarkan, Brad Pitt and Shakira on WB to continue practice of "He is from the USA. He is American." T will listen to pronunciation to gauge if ss need more repeating.

T will tell students that they are now allowed to look at exercise 6. T will instruct (chest) students to answer the questions at the bottom of the HO by themselves. After monitoring and gauging task completion, T will then instruct ss to do PW in order to compare the answers they have written down. SS will say answers aloud as a whole class once.

T will ask ss if they have any questions.