I will write the names of four countries on the board: Mexico, England, The Netherlands, Japan. I will then pull out an item at random from 'Additional Materials 1', which students will then identify with one of the four countries. The materials may be the flag of a country, the relevant nationality (e.g. 'Japanese'), a famous person from the country (e.g. Rowan Atkinson as Mr. Bean for England), or a famous place from the country (e.g. the Palacio de Bellas Artes for Mexico). Through Open Class Feedback (OCFB), we will establish where the items go in each of the four groups.

With the four nationality groups on the board, I will write above each group a particular title: - Mexico: -an / ian - England: -ish - Japan: -ese - Netherlands: Irregular I will explain that there are some general rules for determining nationality of a country. That -ian/-an is the most common suffix, that -ish is most common in Europe and -ese is most common for Eastern Asia. However, I will caution that there is no universal rule for determining nationality, and so they will need to learn, as there are many irregulars such as 'Dutch' 'German' or 'French'. I will drill pronunciation of the four nationalities with the class.

I will get the students to work on exercises 1a and 1b on their own. I will walk around the class and answer questions or correct them as needed. After 6 minutes, I will encourage them to check each others work in groups together (perhaps others in rows), giving them 2 minutes. We will then run through answers on the board through Open Class Feedback so students can check their work (1 minute). I will then give students 3 minutes to complete 1c. They will then have 2 minutes to check answers in groups, before we again review for 1 minute on the board.

Students who complete the tasks ahead of their peers will be encouraged to complete exercise 1d, which gives them extra practice of writing numbers as words.

I will write some country names on the board which feature the schwa ('ə') sound (e.g. China, Russia, Poland, Thailand) and drill pronunciation, highlighting where the schwa sound occurs. Exercise 2a & 2b (4 minutes): I will read out the words from Exercise 2a, encouraging students to circle the syllable with the 'ə' sound. I will give them a minute to check their answers in groups before running through the answers in OCFB, which will involve running through and drilling pronunciation of the country names (Exercise 2b). Exercise 2c & 2d (4 minutes): I will write out each sound and each of the words from Exercise 2c as I say them. Students will circle the word with a different sound. I will then get students to repeat after me for each of the sounds and words, drilling pronunciation (Exercise 2d). I will close by asking students to suggest a word with the same sounds in OCFB.

I will give the get the students to complete Exercises 3a and 3b, before giving them a minute to check in groups, and then running through answers in OCFB. I will then work through examples for the first two questions of Exercise 3c with students on the board, before giving them time to complete Exercises 3c and 3d, before once again giving them a minute to check in groups, and then again running through answers in OCFB.

I will split students into pairs and get them to converse to complete Exercise 3e verbally with one another. I will write some bonus, stretch questions on the board for them to also practice, such as 'What country is Paris in?' and 'What nationality is David Beckham?', so that students who finish early will be able to explore further questions. After four minutes, I will go around the class and ask random students questions, encouraging them to speak and share their own personal answers.

NOTE: I will only undertake this activity if there is sufficient time. I will take erroneous sentences relevant to the target language that they produced in the session, and write them on the board, but I will also write a correct sentence on the board amongst them. I will ask them if each is correct or incorrect. If the sentence is incorrect, I will invite them to come up to the board and correct it. I will close by asking if there is anything they want to clarify and thanking them for their time.