Maliheh T. 23 March 2016. TP1a. People and Places
To review country vocab and introduce nationalities in the context of talking about where people are from
To provide clarification and practice of the singular form of 'to be' in the context of countries and nationaities
Procedure (33-42 minutes)
T will draw the 'vowel face' on the board, and ask the Ss to tell her what it shows. The Ss will recognize the five English vowels shaping the face. Then, for each of the five, the Ss will follow the T to exemplify a noun beginning with them. Then, Ss will work in groups to brainstorm names of five countries beginning with the five vowels. For example, Armenia, Afghanistan England,Ethiopia Iran,Indonesia USA, Ukrain Oman
T will stick papers containing the country names with some missing letters, vowels, and the Ss will work together to guess the correct spelling and write the full words down on a piece of paper. Then, the Ss will be asked to spell the words as they completed it. The one who spells correctly can go on to spell out the next country word, otherwise, he/she will stop to give the chance to the other S.
T will ask the Ss to answer " Where are you from?" chorally. The Ss will answer " we are from Turkey." T will then say "so, you are Turkish, or your nationality is Turkish" T will write 'Turkish' on the board. T will ask another S, who is not Turkish actually, the same question to be answered individually. The S will answer, for example, " I am from Iran". T will say " so, you are Iranian, or your nationality is Iranian." T will write 'Iranian' on the board, too.The pattern will continue with one more student (preferably the South African one) as well as a famous Japanese food (Sushi) and Italian food (pizza). T will highlight the suffixes often forming nationalities on the board: -n, -an, -ian, -ish and -ese. Eventually, the Ss will do task 1b, which is a matching exercise, in pairs
T will play the recording for the Ss to listen and practice. The Ss will say both words together (e.g. Italy, Italian). If needed the drill will be repeated. Using the WB, T will highlight the different stress patterns between some countries and their related nationalities.
Ss will work in pairs to drill different learned nationalities (2b). T will monitor. In part 2c, the Ss will share their nationalities with class as sampled in the SB.
First of all, T will attract the Ss' attention to the photos and the clues they give for guessing the people's nationalities. For example, in photo B the sport fan is having a scarf with the word ' Deutschland' on it indicating that he is German.Ss will continue in pairs. Once Ss finish, they will listen and check their answers. T will distribute the photos of people in different countries. Ss will work in groups of three to tell the people's nationalities according to the photos they already have (e.g. "She is British").
T will start by asking the Ss " where am I from?" and the Ss will answer " You are from Iran". T will stimulate the Ss to say the nationality by saying plus using contraction, " I am from Iran or I am ...or I'm..." which is expected to be filled by " Iranian".T will continue with the Ss, " You are from Turkey or you are Turkish or you're..." "She is from South Africa or..." and so on till all the singular subjects are covered. Ss will fill the gaps of task 4 individually. T will ask the Ss to look at part 4 while listening and repeating what they hear in track 32.
Ss will be asked to fill in the blanks on their own, as required in part 6. T will monitor. Once the Ss finish, they start to match the already completed sentences to the photos A-D on the previous page in pairs. In condition there will remain a few minutes, T will give each pair of the Ss a world's map to work more on countries and nationalities with imaginary names, while using singular 'to be' correct forms. (e.g. " Hideshi is from Japan. He is Japanese")