Jeremy Schlichter Jeremy Schlichter

Teaching Practice 2
Beginner level


International Train: In this lesson students will be introduced to colour vocabulary as well as various nationalities of the world


Main Aims

  • To provide vocabulary of Colours and Nationalities

Subsidiary Aims

  • To provide speaking practice


Introduction (3-5 minutes) • To set the overall theme of the lesson

-Hold up world map for class and get class to identify it -Ask where on the map is Turkey located by identifying a few false locations at first to gain some audience participation -Repeat with Canada (identify location) -Begin identifying the 6 demo flags one by one, placing both the flag and the corresponding country name on the board. If students seem unfamiliar with a country name, will identify it's location on the world map to provide context.

Vocabulary Introduction (6-8 minutes) • To quickly review colours and introduce the concept of nationalities

-Ask students what do we know about these flags, try to elicit "colour" -Proceed through all 6 flags, marking the target colour vocab (red, white, blue, black, yellow, green and brown) next to all applicable flags. Drill a few times only to ensure correct pronunciation -Identify the column headers "Flags" and "Countries" and ask the class what people from Turkey are called. ie. If I am from turkey, I am a "blank" person. Try to elicit "turkish" -Repeat with canada and "canadian" -Place remaining nationality names next to applicable countries drilling unfamiliar nationalities

Clarify Key Vocab Word (2-4 minutes) • Provide more information about the word Nationality

-Identify the remaining column on WB as "Nationalities" -Repeat a couple times and ask class how many syllables (5) and where the stress is located (second a), drill a few more times to ensure acceptable level of pronunciation -Identify the usage of the word nationality (how it describes people, but can also describe things).

Controlled Practice (8-10 minutes) • To get the students to practice speaking colour and nationality vocab

-Refer back to the flag column and get them to identify the flags as turkish, canadian etc. reinforce that people are also referred to by these adjectives. -Number flags 1-6 and number students as 1-6 as well. -Ask ICQ here: "What number are you?" "so you are?" (turkish), "what colour is your flag?" (red &white) -assign pairing to students and have them identify their nationality and describe their flag to their partners -after checking concept, can renumber so they can try different colour vocab

Sorting Nationalities (10-12 minutes) • Call attention to the various common ways nationalities end

-Clear board of Previous Examples -Draw the columns on the board with headings -Identify the ending to "turkish" ask someone from the class to place it in the correct column on the board. -Introduce the HO with basic instruction -ICQs- Are we working individually or pairs? (individual), Writing or speaking? (writing) -Allow several minutes to sort the nationalities by columns, allow pair checking afterwards. -Take up answers as a class, identify any pronunciation problems, and drill those words -Provide students with answer key HO

Free Practice (8-10 minutes) • Get students to practice speaking nationality vocab

-Mix up pairs (if time) -Distribute nationality cards from previous exercise and instruct students to not show them to anyone but themselves. Ask ICQ here- "can my partner see my nationality card?" (no) -Instruct to remember their nationality, and then to guess what their partner's nationality is -Provide a demo with a volunteer A:"Are you french?", B: "No, I'm not french"....keep guessing until you get the correct vocab, then switch who asks. -If time remaining, have everyone stand up and repeat the exercise with a mingle situation -after several minutes have them sit down again -if time still remaining try to get students to remember which student was which nationality through questioning

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