Hala Zghoul Hala Zghoul

Countries and nationalities
Elementary level


In this lesson, Ss will be introduced to countries and nationalities through listening exercises that will prepare them for the next session. It will also concentrate on pronunciation.


Abc Cut-out questions.
Abc Handouts to choose the correct answer
Abc Photos of a hotel, airport, and a party.
Abc Hand out to choose from two answers
Abc Cut-out countries to match with cities
Abc List of cities
Abc Hand outs to exercise the stress and where it is on the word.
Abc Nationalities on colored paper
Abc Cut-out countries and cities
Abc Map online
Abc Gap-fill exercise with matching pronunciation
Abc Exercise to underline nationality, then country, then city.
Abc Cut-out countries and nationality names on colored papers

Main Aims

  • Listening

Subsidiary Aims

  • To review and practice vocabulary of nationalities.


Introduction (2-3 minutes) • Introduce Ss to the subject of countries and nationalities.

T will ask Ss if they like traveling, to which country. She will say she likes traveling and point at Ss and ask them if they do. She will choose one to speak and ask that S questions related to the subject.

Pre-task activity (4-5 minutes) • To introduce Ss to the word country and nationality and teach pronunciation of the word nationality.

T will say " I am from a country called Jordan. my nationality is Jordanian. I came to a country called Turkey. I met Turkish people: T will hold a paper with the work 'Turkey' and repeat the previous sentences where she will point to the paper when she says 'country'. And the same for the paper with 'Turkish' T will stick them to the WB after repeating with Ss. T will put Ss in five or six groups. T will clarify the instructions for Ss to think and guess which is nationality and which is country T will set time of two to three minutes. T will let one S come up and put their group's papers on WB T will CCQ . T will ask students to mention a city in the first country. T then will ask Ss to think of cities for the other countries in the same groups for another two minutes. T will ask Ss to go to WB and write the city.

Vocabulary checking activity (3-4 minutes) • To check if they reviewed and understood the vocabulary.

T will clarify the instructions. Ss will work in pairs to underline the nationality, let them guess. T will monitior CCQ T will correct if correct needed.

Pronunciation task. (5-6 minutes) • To pronounce some of the nationalities correctly.

T will hold a nationality on a paper. T will ask Ss how to pronounce the word then T will pronounce it and make them repeat. T will stick it on the board. T will will do the same until she has four groups of nationality. T will have a list displayed from word then. T will give the students two minutes to work in pair and try to think of other examples of nationalities that might sound the same. T will ask the students. T will write on the board. T will ask what is similar between them. T will highlight it and write it on the left. T will drill the pronunciation and do gestures to imply the stress T will draw an arrow that goes up then down on the white board above the words.

Ss feedback (3-4 minutes) • To make sure Ss understand where the stress is.

T will clarify the instructions. Ss are to work in groups to try and draw an arrow where the is stress while they pronounce it to each other Ss will check in groups or pairs while T monitors . T will correct if need be.

Pre-listening (6-7 minutes) • To prepare Ss to listening.

T will have already put lists of cities around the room with a number on the top of them. There will be five lists. T will give each S a paper that has a number. T will tell S if you are number----go to that side. T will demonstrate how the game is. T will put the names of the countries on colored paper in the cneter of the room on a table. One S will come up and take one while the rest wait. When S goes back to the group they will think where it belongs and stick it. The first one to put them correctly wins. T will set four minutes time. T will CCQ to make sure they understand.

CCQ (3-4 minutes) • Checking to make sure Ss know where the countries and cities are.

T will ask them do you know where Paris is? T will open a map on projector. T will handout the cities and country names on paper for each group. T gives them a minute to think and one comes up and sticks it on WB. T will ask for WC check if the answer is correct.

CCQ (1-2 minutes) • To make sure Ss know the words: hotel, airport and party before the listening grammar.

T will open projector and open on photos of the previously mentioned words and will ask "what is this?"

Listening for gist (3-4 minutes) • Ss are to listening for general ideas

T will clarify the task. she will ask them to listen, then match the conversation with the place together as in pairs, then check.

listening for details (6-7 minutes) • Ss will listen for specific details.

T will give Ss the HO and asks them to choose the correct answer together in pairs. T will set time for them. T will ask them to lsiten. T will play the listening. T will ask Ss to check together.T will monitor and see if they need correcting

Productive skill (7-8 minutes) • Ss need to use their receptive skills.

T will divide Ss into five groups. T will clarify what to do. T will ask them to read the question together and answer it. T will give them three minutes. T will ask one from his group. T will ask another to ask one from another group. T will give them four minutes.

Web site designed by: Nikue