PROJECT: UNIT PLAN

APPROACH: BACKWARD DESIGN PLANNING

TOPIC: Countries and Natinalities GRADE: 7

AGE: 11, 12

GRAMMAR: Prepositions, WH questions, LEVEL OF ENGLISH: Beginner

and How Much, How Many;

STEP I – DESIRED RESULTS: Students will be able to:

READING LISTENING

 Research and read  Video Analysis

SPEAKING WRITING

 Oral Presentation  Research

 Role Play  Exercises
 Homework
STEP#2 - ASSESSMENT EVIDENCE

Performance task—What will students do to show what they have learned?

Generally, the main activities that helped students learn are:

 Homework
 Role Play
 In-class games
 Exercises (Fill up the gap, connecting words
Lesson Plan I: Countries, Nationalities, and Languages

Grade: 7th Grade

Duration: 100 minutes (50 minutes each class)

Materials used:

-World map

-Pictures of flags

-Educational videos about countries, nationalities and languages

Learning Objectives:

At the end of the class about countries, students should be able to:

-name and identify languages according to their respective countries.

-differentiate nationalities.

-Form and answer WH-questions about countries, nationalities (when, what, where, how).

-Use prepositions: in, on and at correctly in context.

Lesson Procedure

Class #1 (50 minutes)

1. Warm-up (5 minutes)

To start the class, I will go around the classroom and ask questions such as: “where are you
from?” or “which country are you coming from?”. Whenever a question is answered, I will
write the answers on the board and re-assure their answer by saying, for example:

_ “Oh, Portuguese! So, you are coming from Portugal.” or vice-versa _ “You are from
Portugal, so you’re Portuguese.”

To help students understand, I will write on the board:

“Portugal » Portuguese”

“Brazil » Brazilian”

2. Content Presentation (30 minutes)

Topic 1: Countries, Nationalities and Languages (20 minutes)

After the warm-up, some educational videos will be shown to explain WH-Questions and their
usage in context with countries, nationalities and languages.
After the video, a few questions will be asked to check if students comprehended it, such as:

o What countries were mentioned in the videos?

o Where were the people from?
o What languages did they speak in the videos?

I will draw a table on the board to showcase the differences between countries, nationalities and
languages. This will allow students to practice pronunciation and spelling for each word.

For example:

Country Nationality Language

France French French

Brazil Brazilian Portuguese

United States of America American English

Cape Verde Capeverdian Criolo

Mexico Mexican Spanish

Topic 2: Reviewing Prepositions (in, on, at) [10 minutes]

To start the review of Prepositions, I will provide some examples of sentences (e.g. “I live in
Cape Verde”, “Australia is not on the map”, “The plane has arrived at China”) using
prepositions and next I will provide a couple “fill in the gap” exercises so students can put in, on
or at in the right places.

Topic 3: Reviewing WH-Questions (What, When, Where, How) [10 minutes]

The review on WH-Questions will be based on the videos shown previously in the class and
having students formulate their own questions having countries, nationalities and languages in
context.

Examples:

- “Where is Sara from?” - “How do you say goodbye in French?”

- “What is your nationality?” - “When is children’s day in USA?”

3. Wrap-Up (Homework) [5 minutes]

To finish this class, we will review the keys differences between country/nationality/language,
how to use in/on/at and how to formulate WH-Questions.

As homework, they will pair up, watch the videos again at home and create their own dialogue
or interview where they can ask questions about countries/nationalities, and present it in the
next class.
Class #2 (50 minutes)

1. Games: Locate countries and recognize flags (30 minutes)

The second class will be more practical and active for students. I will start the class with a
World map locating game, where I show the World map so students can locate countries
correctly and in which continent they are located.

This activity will be followed by a flag matching game, where I will show images with flag so
students can identify what country is displayed, what is the nationality the shown flag and what
language is spoken in that country.

Of course, the usage of prepositions and WH-questions is crucial during these games. And to
make them competitive, I will divide the class into two or three teams and award some points
for each.

2. Homework correction ( 20 minutes)

To end the class, students will present their dialogue or interview, I will correct and provide
feedback to each pair. I will point out patterns and common errors in general and wrap up with a
review of the last class’s content.

References:

Countries and Nationalities | Where are they from?|What are their nationalities|
Vocabulary For Kids:https://www.youtube.com/watch?v=H0Hi-
eDrzDo&feature=shared&fbclid=IwY2xjawLGyPdleHRuA2FlbQIxMABicmlkETFvOUx4YUI
5VFNuQ2JRYmM4AR4s3YmyXqaH9WgNwjbNTO39aj8EBCDRdyyIefhIqtw0Dq9RYHxjap4
FNCJ6lw_aem_sZxub0xf0y7YdU4x2xZP4A

Practice Reading and Conversation About Countries,Nationalities and Their Languages -

YouTube

(2654) Countries, Nationalities & Languages in English | English Vocabulary - YouTube

Lesson Plan II

Duration: 50 minutes

Topic: Landmark of some countries

Objective: By the end of this lesson the students will be able to identify the landmarks
of some countries.

Step-by-step procedure

Step 1- I will start the class with a warm-up question: Do you know any famous places
in your country or in other countries? They will say that the famous places they know in
Cabo Verde are Cidade Velha, Pico do Fogo, Tarrafal Santiago, Cova de Paul, and in
other countries can be Statue of Liberty, Great Wall of China. Then I will ask them if
they know how this famous place is called. Then I will explain the meaning of
landmarks. (8 minutes).

Step 2- I am going to show them images of famous landmarks of some countries. The
landmarks are from Cabo Verde, China, Brazil, etc. (10 minutes)

Step 3 - I am going to pre-teach the key words (statue, build, wall, monument, museum,
historic, popular, enjoy, discover), then I will give them a text that talks about some
famous landmarks. I am going to give them some minutes to read the text. After that, I
am going to read the text first and then ask for some of them to read. (25 minutes)

Step 4 - I am going to ask them some questions about the text, such as: “What countries
are mentioned in the text?” Which landmark of Portugal is mentioned in the text?’’
‘’What does the Statue of Liberty represent?’ (5 minutes)

Step 5- At the end of the lesson, I am going to ask them which landmark caught their
most attention, and why? As homework, I am going to ask them to write one paragraph
about one landmark that they have already visited or one they would like to visit. (12
minutes)

Resources (image from differents landmark)

 Pelourinho Salinas Parque Natural

(Cidade Velha ) Pedra de Lume -Sal Cova (S.

Antao)

The
Great Wall of China The Forbidden City

Statue of Liberty Grand Canyon

Cristo Redentor Montanha do Pao de Açucar

 Belem Tower Jeronimos Monastery

Mount Fuji
Sensoji Temple

Text

My trip to a famous landmark

Last year, I visited five amazing countries and saw some very famous landmarks. I start
my visit in China, I walked on the Great Wall, a long historic wall built to protect the
country. I also visited the Forbidden City in Beijing. It has many old buildings where
emperors used to live. Now, it’s a museum. In the United States, I saw the Statue of
Liberty in New York. It’s a big green statue and a symbol of freedom. I also visited the
Grand Canyon. It’s a beautiful natural place with great views.

In Brazil I went to see Christ the Redeemer, a huge statue with open arms. It stands on
a mountain in Rio. Then I went to Sugarloaf Mountain and enjoyed the view of the sea
and the city. In Portugal, I visited the Belém Tower, a monument near the river. It was
built to protect the city. I also saw the Jerónimos Monastery, a big historic building in
Lisbon. In Japan, I saw Mount Fuji, a tall and beautiful mountain. I also visited the
Senso-ji Temple in Japan. It’s a historic temple where people go to pray and learn about
Japanese culture. I learned a lot on this trip and saw many beautiful places!

Day# 2
Duration: 50 minutes
Topic : How many/much/currency
Objective: Students will be able to use how many and how much, and identify some
types of currency.

Step 1- The class will start correcting the homework. Some students will be called to
share their writing. (15 minutes)

Step 2 Introduction to a new topic (10 minutes)

Warm up question: How much money do I have in my hand? How many famous
landmarks did you learn in the previous classes? How much money do you usually
spend on one day taking the bus to come school?

Step 3: I am going to show them some images of countable and uncountable nouns.
After that, I am going to ask them which images they can count and the others they
cannot. Then I am going to explain them when how many and how much are used? (10
minutes)

Step 4: Then, I am going to ask them to divide into groups of 4 to write some examples
of countable and uncountable nouns. After they finish the exercises, I am going to ask
them to share their findings. (10 minutes)
Lesson Plan III
Duration: 50 minutes
Topic: Continuation of the previous class
Objective:
- Know the differences between coins and bills.
- Know the name and symbols of currency in different countries.

Step 1: Warm up questions (5 min.)

E.g.: What do we normally put in our pocket? What do you know about currency? What
kind of currency do we use here in Cabo Verde? Why do we use currency? Do you
know what kind of currency they use in other country (Portugal, EUA, Cabo Verde and
Brazil)?
The idea: They will brainstorm words related to currency and write their idea in their
notebook or on the board, then introduce the topic currency, coins and bills (explain
each one with examples and they will find the answer by themselves).
Step 2: Teach and explain some vocabulary that they will need during this class and
activities (20 min).
Introduce key vocabulary related to currency, coins and bill.
E.g.: escudo, dollar, euro, real, save, change, price, expensive, buy, cost, sell and spend.
Explain each vocabulary in context with examples, using visuals aids (images, real
money) to reinforce their understanding. Students will repeat after me the words for
practice.
Examples: I will not buy candy, because I want to save money.
Can you give me the price of this book?
These shoes were very expensive.
I spend all my money on books.
I want to change 10 dollars to escudos.
I will buy a pen.
This book costs 100 escudos.
I want to sell my book.

Step 3: Activities (15 minutes).

Read and answer the question correctly.
What are the official names of these coins and bills?
In which country can we find them?

1 2 3
4

Activity-2
What currency do these symbols represent?

1 2 3

Step 4: Ask them if they have doubt and explain and give them Homework (10 min).
Students will write about what they will buy and use expressions like (save, expensive,
spend and price).
E.g.: With 1000 escudos, I can buy a candy that cost 10esc and with 200 escudos, I can
buy one notebook. I cannot buy a car, because it is expensive etc.

The materials that I will use during this class are:

- Worksheet with images of coins, bills, flags and symbols.
- Real money.
Flag/ Currency Coins Bills Symbol
Countries s