.png)
TA 6 RIGHT ON LESSON PLAN
UNIT: HELLO Date: ________
Lesson 1: COUNTRIES AND NATIONALITIES (p. 4-6) Period: ________
- Objectives (learning outcomes):
By the end of this lesson, students will be able to:
- Knowledge:
- Learn vocabulary about countries and nationalities.
- Learn structures to ask and answer about countries and nationalities.
- Core competence & language skills:
- Develop Ss’ collaboration.
- Improve Ss’ communication skill.
- Personal qualities:
- Be collaborative and supportive in pair work and team work.
- Love their countries and their communities.
- Teaching aids:
- Teacher’s aids: student book and teacher’s book, class CDs, IWB software, projector/interactive whiteboard /TV (if any).
- Students’ aids: Student book, notebooks.
Procedures:
Timing | Content | Activities | Rationale/Competence |
3 minutes
| Warm-up: introduce the lesson What’s in this unit? - Vocabulary: countries, nationalities, sports, family members, appearance, numbers, characters. - Grammar: articles, can, subject personal pronouns, possessive adjectives, to be, have got, possessive case, adjective, imperative. - Reading: Friends around the world. - Speaking: greetings, introduce yourself/ others, presenting a family, describing people, asking about telephone numbers. - Writing: a blog entry - CLIL: The UK
|
- Go through the What’s in this unit? box and tell Ss that these are the topics, skills, and activities this unit will cover.
|
- Introduce the content of this unit.
|
10 minutes
5 minutes | Vocabulary: Countries and nationalities Task 1. Look at the map. Match the countries on the map to the nationalities. 1 Canada – Canadian 2 the UK – British 3 Australia – Australian 4 South Africa – South African 5 the USA – American 6 New Zealand – New Zealander 7 Brazil – Brazilian 8 Vietnam – Vietnamese 9 Russia – Russian 10 Spain – Spanish 11 Egypt – Egyptian 12 Greece – Greek 13 Turkey – Turkish 14 Argentina – Argentinian
Task 2. Look at exercise 1, listen and repeat |
- Ask Ss to look at the map and then give them time to match the countries on the map to the list of nationalities. - Check Ss’ answers around the class. - Play the video for Ss and elicit their comments.
- Play the recording with pauses for Ss to repeat chorally and/or individually. (Teacher can read and ask Ss to repeat) - Check Ss’ pronunciation and intonation.
|
- Review and introduce countries and nationalities.
- Help Ss remember vocabulary easier. - Expand Ss’ vocabulary.
- Practice saying the vocabulary. - Improve Ss’ pronunciation. |
| 7 minutes | Task 3. Act out dialogues as in the example.
A: Where’s Ann from? B: She’s from Canada. She’s Canadian.
A: Where’s John from? B: He’s from the USA. He’s American.
Suggested Answer Key A:Where’s Lino from? B:He’s from Brazil. He’s Brazilian. A:Where’s Camila from? B:She’s from Argentina. She’s Argentinian. A:Where’s Liz from? B:She’s from the UK. She’s British. A:Where’s Maria from? B:She’s from Greece. She’s Greek. A:Where’s Igor from? B:He’s from Russia. He’s Russian. A:Where’s Quang from? B:He’s from Vietnam. He’s Vietnamese. A:Where’s Rosa from? B:She’s from Spain. She’s Spanish. A:Where’s Ahmet from? B:He’s from Turkey. He’s Turkish. A:Where’s Omar from? B:He’s from Egypt. He’s Egyptian. A:Where’s Simba from? B:He’s from South Africa. He’s South African. A:Where’s Helen from? B:She’s from Australia. She’s Australian. A:Where’s Martin from? B:He’s from New Zealand. He’s New Zealander.
|
- Explain the task. - Ask two Ss to model the example dialogue. - Ask Ss to work in pairs and act out similar dialogues for the people on the map. - Monitor the activity around the class. |
- Act out dialogues and practise countries and nationalities. - Practise the structure with different information. - Improve Ss’ communication skill. |