The teacher shows a world map or a globe and asks students to come to the board (or screen) and point to a country they know. Instructions: Point to a country and say its name and nationality. You have 3 minutes. ICQs: - Are you going to say only the country or both country and nationality? (Both) - Are you going to write or speak? (Speak) - How many students do you have? (3 minutes) Feedback: Teacher elicits a few more country-nationality pairs and conducts an open class discussion.

The teacher plays a short audio recording where four people introduce themselves with their name, country, and nationality. Instructions: Listen carefully and write down the country and nationality for each speaker. ICQs: - Are you going to listen or speak? (Listen) - What are you listening for? (Country and nationality) - Are you writing names or nationalities? (Countries and nationalities) Feedback: Ask students: "Where is somebody from?" (Somewhere), "What nationality is she/he?" (Someone)- Repeat for each speaker. Open class discussion.

The teacher presents a documentary film on the board a chart with countries and their matching nationalities. Watch a short video of people introducing themselves in a documentary. Listen and repeat. Then, watch again and underline the stressed words in the sentences. After that, work with a partner. Use the expressions to introduce yourself like in the video.

A. Complete the personal profile with your information. Example and use it: Name: Sophia Taylor Country: UK Nationality: British Job: Receptionist Company: Electronic Blue Technology Now write your own:..... B. Write 2-3 sentences about yourself using your profile. Example: - Hello, my name is Sophia Taylor. - I'm from the UK. I'm British. - I'm a receptionist at Electronic Blue Technology. C. Work in pairs. Read your profile to your partner and listen to theirs. Ask one follow-up question. Example: - A: I'm from Mexico. I'm Mexican. - B: Oh, nice! What's your job at the company?

The teacher monitors while students share their profiles and notes common errors. After the activity, the teacher writes some sentences on the board-some correct, some with mistakes. Students work in pairs to identify and correct the errors. Then the teacher confirms the answers and praises good language use. The teacher gives homework like Unit 1 Review students' understanding of this lesson. Then, students will have to do exercises to improve the sentences and check their understanding of key grammar and vocabulary points. Furthermore, students will write writing plus like capital letters and full stops.