Name: Gulnaz Ablitipova - 05 Aug 2015 - TP #1A
To review country vocabulary and introduce nationalities in the context of talking about where people are from.
To introduce and practise the singular positive form of 'to be'.
Procedure (38-48 minutes)
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
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.
- Ex 5:T tells them listen to Audio CD track 2.3 and repeat. - T might dril if it's needed
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'.
!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.