To provide students with controlled writing and speaking practice of the new language of colours and nationality.
Provide speaking practice of the new language and attention to the word endings.
Procedure (38-52 minutes)
Place last weeks flash cards on the board. Put sts into two teams. Depending on class size try to mix it up a bit. Men vs. women? Sts will line up in front of the board and compete to see who will find the job on the WB first. If this activity goes really fast review cards after using drilling.
Introduce the subject and ask them if they can tell me some colours. (if they are not on my list add them to practice pronunciation) (Instead of using HO write colours on the WB). Place colour examples on the WB to be identified. See if they can identify the picture. E.g. The t-shirt is white. Practice the pronunciation. I will read the colours from the HO adding any extras they may have said. Drill as appropriate with WC and individual drills
Erase any info from WB except colour and picture. Show flags one at a time (starting with the Turkish flag and Canadian Flag) Introduce nationality on WB with Turkish and Canadian flags. Use eg. With Canadian if necessary " I am from Canada. I'M Canadian." Highlighting contraction. Ask students to do the same with Turkey/Turkish. Give HO. Ask students to do exercise matching flag to nationality. Write answers to exercise on the WB next to flag. REMEMBER to emphasize capital letters. Exercise 4 Identify colours of the flags.
Give students "Nationalities" HO. Give directions to fill in the missing country. Complete the 1,2,3 on the WB. Then have students get in groups of 3 and complete the rest of the work sheet. *** Make sure to monitor the groups closely and take note of which countries are the most difficult for students *** Complete corrections of the exercise on the WB to ensure proper spelling ( if timing is ok have students write the answers). If there are early finishers have them start the next exercise. Write headings for suffix exercise on WB (number them possibly)
Have students place the nationalities in the appropriate box according to suffix. Write the example words on the WB underlining the suffix. Continue with Russian, Italian, Spanish as examples if necessary and then have the students finish the rest in groups of three. ***Again make sure to monitor students looking for common mistakes*** Review answers using WB if possible.
Give each student one of the six nationalities in vocabulary ex. 2. Get them to stand up and mingle around the classroom asking the question. "What's your nationality? What colour is the flag of your country?" Mingle with them ensuring proper pronunciation and sentence structure.