New lesson plan: Teaching Practise 1 Nationalities Lesson

sema babacan

Teaching Practise 1 Nationalities Lesson - Beginner level

Teaching Practise 1 Nationalities Lesson
Beginner level

Description

Students learn about the MFP ofcountries and nationalities through famous places and celebrities and practise them with positive/singular form of verb to be . The lesson starts with pictures to introduce the topic and goes on with exercises of countries, nationalities, practise of sentence completion and creating their own sentences with the given words and practise them in pairs. e.g. Where is Javier Bardem from? He/from/ Spain. He/Spanish.

Materials

Yxmse4bqmdfgfydgij4a countries with missing vowels

countries with missing letters

celebrities and countries

verb to be exercises

countries

matching countries with nationalities

verb to be positive form

countries with missing letters

celebrities and countries

verb to be exercises

countries

matching countries with nationalities

verb to be positive form

Main Aims

To enable students to better understand and pronounce the countries and nationalities (e.g.Italy/Italian) in the context of introducing celebrities and practise orally by asking and answering questions

Subsidiary Aims

To enable students to use the short form of positive/singular verb to be (e.g. I'm, she's) in the context of nationalities and countries.

Procedure (38-46 minutes)

Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

Post pictures of famous places/things of the target countries on the board and elicit the country from students. After eliciting them, write _ t a l y and ask for the missing letter. After eliciting it, tell that it is a vowel and ask for the other vowels. (a,e,o,u) Then tell students that there are countries with missing vowels, put around the room. Make them take notes of the countries on a paper. Then get FB from individual students. Make them spell out the countries and write them on the board.

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

Write on the board "I am from Turkey. I am........" Elicit the word "Turkish". Then give students the handouts and ask them to work in pairs to match the countries and nationalities. when it is time to get feedbacks, make one student say the country and the other nationality. Do a demo.

Highlighting (1-1 minutes) • To draw students' attention to the target language

Draw students' attention to the difference between countries and nationalities. Write "countries" and "nationalities" in colour above the each group of words..

Clarification (7-9 minutes) • To clarify the meaning, form and pronunciation of the target language

Make students listen to the audio. (Italy/Italian) Mark on the board where the stress is in each word. Make them repeat. (Pronunciation) Write I am Italy and I am from Italy on the board. Ask which one is correct. (I am from Italy) Write I am Italian and I am from Italian on the board. Ask which one is correct.( I am Italian.) (Meaning) Write the suffixes on the board (-ish, -n/-an/-ian, ese, other) and let the students put each word under the related group.

Controlled Practice (8-9 minutes) • To concept check and prepare students for more meaningful practice

Elicit "Where are you from?" from the students and make a drill with Pavarotti -Where is he from? -He is from Italy. What is his nationality? -He's Italian. Then give the handouts and tell them to work in pairs as A and B. Then get feedback from each pair. Then give the other set of the pictures, changing students’ letter. Get feedback.

Semi-Controlled Practice (5-6 minutes) • To concept check further and prepare students for free practice

Show the picture of car and elicit the word. Then write it on the board. I am Alfredo and it's my car.It's ...... . give students the HOs and tell them to work individually and then let them do peer check. Then check with audio.

Highlighting (2-2 minutes) • To draw students' attention to the target language

Highlight the words I'm You're She's He's and it's and make = to elicit am is are and draw their attention that they are all positive.

Semi-Controlled Practice (5-6 minutes) • To concept check and prepare students for more meaningful practice

Show students the exercises and do a demo with one of them. Then give them the HOs. Let them work in pairs and peercheck. Nominate some students to get feedback.