To provide Ss clarification and practice of asking about and expressing the nationality of person/people (where are you from?I'm from)
To provide clarification, review and practice of country names and their stress patterns.
introduce he/she her/his
Procedure (23-45 minutes)
T greets Sts and asks Sts whether they remember her name. Then T tries to remember their names and introduces Ss to each other. Then T introduces the new phrase ( I'm from Libya and writes the phrase on the board.
T: Gives Sts flags HO that has the national flag of each country on it, the HO will be showen on the projector as well. Ss: writes the name of the country under its flag in pairs . Each pair then comes to the board and write the names of the countries under the flags . T: shows a world map on WB and ask the Sts " what's this in English?" 2. T asks the students to look at their Wk HOs and match the pictures on page 10 with the countries. Sts check their answer in groups of 4 . T: Checks and monitors the students.
T plays the recordings and have learners listen to the country names to practice pronunciation (2.1). T shows the word stress in Brazil- then underlines the stressed syllable in Brazil on the board. Then T writes the rest of mentioned countries on the WB and drills the country names with students chorally and individually to check if they will pronounce them correctly if not T marks the stress on the WB.
T gives Sts fill gap handouts. Before playing the recordings, T gives Sts a minute to familiarize themselves with the gap fill hand outs. T gives instructions on how to fill the gaps on the first sentence T plays the recording 2.2. Sts listen and fill the gaps (individually). T give instruction to Sts to compare answers in pairs. T drills the sentences with the whole class.
T Focus attention of Sts on the photos of Pablo and Mika .T Points to the sentences and ask Sts to read and listen. Play the recording ( Listening track 2.3) through once.Play the recording again and get the Sts to repeat. T Encourages the Sts to reproduce the long and short sounds in 'his and he's'. T writes the sentence about Pablo on the WB circle his and he's .Repeat . His name is Pablo . He's from Spain. Then T models the sentence on another male class member. His name is .... . He's from Turkey. Then contrast with female student: But her name is .... . She's from Turkey . T writes up the sentence about Mika and circle Her and She's . Elicit more examples from the class to consolidate. T drills with the whole class.
T review the exchanges 'what's your name ?' My name is .... where re you from? I'm from..... T gives Sts cards from Teacher’s Book, pg. 139. T tells Sts that this is their name and country. T ask Sts to stand up and go around the class asking and answering questions in mingle activity. T tells Sts they must try to remember every one's new name and country. when Sts are finished. T Monitors. T points to various Sts and ask the class what's her / his name? where is s/he from? T checks if the Sts remember asking is that right ? and have them answer yes/no. T provides feedback and error correction as a whole class
T asks : Is Istanbul a city or a country? (City). T presents learners a map of Turkey so they may identify different Turkish cities to personalize dialogue. In pairs, learners will be asked to create a chart about 4 imaginary people: include their names and where they are from within Turkey. learners are asked mingle to practice the dialogue