Gulnaz Ablitipova Gulnaz Ablitipova

Name: Gulnaz Ablitipova - 05 Aug 2015 - TP #1A
A1 level


In this lesson students will learn how to say where people are from using countries and nationalities. They will talk to each other using made-up passports to practice sayin their names, nationalities and where they are from according to their new passports. Then they will be introduced to the singular positive form of 'to be'. They will follow this up with a mingle activity to practice the singular positive form of 'to be'.


Abc Cut up flash cards with the country words with some vowels missing in them.
Abc Passports
Abc Worksheet with exercises from the coursebook
Abc Pictures withe famous people, places and things of different nationalities
Abc Audio CD Track 2.3
Abc 2 set of cards with the letters (of the word 'COUNTRY') in it.
Abc Audio CD Track 2.2
Abc 8 nationalities flash cards

Main Aims

  • To review country vocabulary and introduce nationalities in the context of talking about where people are from.

Subsidiary Aims

  • To introduce and practise the singular positive form of 'to be'.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

- T divides the students into 2 teams and tells them they are going to make one word out of the given letters. - As an example, T writes on the board the letters 'O, O, K, B', and asks the students what the word is. - After that T gives out the sets of cards with the letters of the word 'COUNTRY' and tells them to find out what the word is in 30 seconds. - The team, who guesses the word first, will win. - WC FB. T elicits from students the meaning of the word. Works on pronunciation.

Pre-teaching vocabulary (5-6 minutes) • To review country words and prepare students for introducing 'Nationality' words.

- T puts the country words with the vowels missing on the walls of the classroom. - T asks students which letters in the Alphabet are vowels (a,e,i,o,u) - T asks students to write the number 1 through 8 for to write the country names by doing the same on WB. - Students go around and write down the countries in their notebooks. - When they finish, T will have them do peerchecking by asking questions "What's #1?" - "How do you spell it?" - WC FB: T gets individual students to spell out the words and writes them on WB.

Introducing vocabulary (5-6 minutes) • To prepare students for speaking activity where they practice about where they are from

- T pre-teaches the word 'nationality' by putting up the 'Nationality' flash card. T elicits from the students first: T asks 'Your country?' - students should be able to say 'Turkey'. Then T asks 'your nationality', if they can't answer, T just can give the answer. - T asks the students to write the nationality words for each country written on WB, just to see if they can do it or not. - After 30 seconds, T puts up the flashcards on WB and asks them to work in pairs and try to match countries with nationalities. - T does WC FB by asking individual students for the correct answers.

Pronunciation (4-5 minutes) • to practice saying countries and nationalities and work on the stress patterns.

- Students listen to T saying the country and nationality words like 'Italy- Italian', and T has them repeat. - While drilling T puts the stress on the words. - Highlights that the same syllable is stressed in most nationalities. - Circles the different stress patterns, like in Italy - Italian. - T takes the flashcards off the board, so now students could check each other in pairs: one student tells a country, the other one gives a suitable nationality. - T plays a game - have 2 teams" one person from each team stands up and T shows the country word. Whoever says a nationality word first, gets a point.

Controlled speaking (5-6 minutes) • to provide students opportunity to practice countries and nationalities to talk about where they are from.

- T writes on WB 'I'm from _______. and I'm _______________.' Then T shows students her passport and elicitsthe answers. After T drills a bit as a class. - T shows her passport again and says 'I'm Deniz. I'm from Turkey. I'm Turkish.' - T gives out their new passpots and tells them to learn who they are and where they are from. - T asks several students to tell about themselves according to their new passport. Sometimes T might ask two students practice for the class. T elicits 'Nice to meet you'. - Now T tells them to stand up and talk to at least 5 people.

Introducing Grammar (2-3 minutes) • to introduce the positive singular form of the verb 'to be'

- T asks students to look at the photos A-D in ex 3 on the worksheet. - T tells them to fill in the blanks in pairs. T can do the 1st one with them. - T has them listen to the audio CD track 2.2 and check. - WC FB by asking individual students.

Practicing Grammar (4-5 minutes) • to convey the meaning of positive singular form of the verb 'to be'

Ex 4 - Pre-teach 'Positive' by writing on WB: 'I like Istanbul' - and put + and say this is POSITIVE; Write 'I don't like raki.' and ask is this "positive"? - NO. - Have students fill in the gaps with 'm, 's, 're - Peer checking - WC FB: - check if they know I, you, he, she, it.T tells them that we use 'it' - for things. - T makes sure that students understand what 'be' is by drawing a diagram on WB. - T has to mention about contraction in spoken and written English and that it's very common.

Listening (2-3 minutes) • to practice the pronunciation and prepare students for another speaking activity

- Ex 5:T tells them listen to Audio CD track 2.3 and repeat. - T might dril if it's needed

Grammar and Speaking practice (5-6 minutes) • to provide students with more challenging grammar and speaking activity.

ex 6: - T asks them to fill in the blanks individally. - WC FB if it's needed. - T asks students this question 'Who's your partner?' in order to keep them in pairs. - T asks them to match the sentences with the pictures A-D. - After they finish, T says 'sooo, 6 sentences'... and reads #1, asks one student for the correct answer and asks the question 'Why?' - and students has to be able to say, 'because Sao Paolo is in Britain.' - Then, have them finish the rest by doing the same. Elicit the meanings of the words 'why and because'.

'Flexi' activity (4-5 minutes) • to provide students opportunity to use the target language in a more challenging way

!In order to be flexible, previous two stages can be skipped. - T shows the students all the pictures and says the appropriate sentences like ''He's from the USA or It's German and so on'. - T drills the sentences. - T gives the pictures out to for each students. - T demonstrates the activity: T tells about her picture and lets a student tell about his, and exchanges their cards and finds another partner. T makes sure that everyone sees that process. - After T feels the students get it, they can stand up and start the activity. - WC FB.

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