English Lesson: Countries and Their Features

English Lesson: Countries and Their Features

Lesson Objectives:

• Learn about four different countries and their unique characteristics

• Practice reading comprehension skills

• Develop vocabulary related to countries, weather, food, and culture

• Complete a comparative chart about the countries

Warm-up Activity (5 minutes): 8A. Where are these things from?

• Show students the list of items (carnival, pasta, rice, sumo, Pyramids, kimono, pizza, coffee)

• Have students work in pairs to guess which country each item comes from

• Discuss answers as a class (don't confirm correct answers yet)

• Discuss what you see in each picture – clothes, food, famous places, etc.

Reading Activity (15 minutes): 8B. Read and check your answers

• Students read the four country descriptions silently

• Then read aloud as a class, with different students reading each paragraph

• Check answers to the warm-up activity:

  • carnival - Brazil

  • pasta - Italy

  • rice - Japan

  • sumo - Japan

  • the Pyramids - Egypt

  • a kimono - Japan

  • a pizza - Italy

  • coffee - Brazil

Comprehension Activity (15 minutes): 8C. Read the sentences about the pictures

• Show images representing each country (or describe them)

• Have students match sentences/descriptions to the correct country images

1. "This country has a huge jungle and people dance in colorful costumes during festivals."

2. "You can see ancient stone buildings here, and people travel on camels in the desert."

3. "People here eat rice and fish, and some men wear special belts to wrestle."

4. "Tourists love the beaches here, and the food includes round bread with cheese and tomatoes."

5. "In February, there are big street parties with music and dancing."

6. "Traditional clothes here have long sleeves and wide belts."

7. "A famous sport here is played with a ball, and the best teams compete in the World Cup."

8. "This place has tall, pointy buildings from ancient times."

Possible Answers: Brazil (jungle + carnival), Egypt (ancient buildings + camels), Japan (rice, fish, sumo wrestling), Italy (beaches, pizza), Brazil (February carnival), Japan (kimonos),Brazil (football/World Cup),Egypt (pyramids).

1. True or False?

1. Brazil is the smallest country in South America. ( )

2. The weather in Egypt is cold in winter. ( )

3. Japanese people often eat fish and rice. ( )

4. Italy is famous for its pyramids. ( )

5. The Brazilian football team is very good. ( )

2. Fill in the Blanks

1. Brazil is famous for its __________ and __________.

2. In Egypt, people sometimes ride __________ in the desert.

3. Sumo is a traditional __________ in Japan.

4. Italian food includes __________ and __________.

5. The hottest months in Brazil are __________, __________, and __________.

3. Answer the Questions

1. Where are the Pyramids located?

2. What do Japanese people often wear?

3. Why do tourists visit Italy?

4. What is the weather like in Japan?

5. When do Brazilians celebrate carnivals?
   
   
   

Group Work Activity (10 minutes): 8D. Complete the information about the countries

• Divide class into 4 groups, each assigned one country

• Groups complete their row in the chart with information from the text

• Then regroup so new groups have one expert for each country

• Share information to complete the full chart

Completed Chart Answer Key:

Round-up:

• Which country would you like to visit? Why?

• What is similar or different between your country and these places?

• Which food from these countries have you tried?

Homework:

• Research Project: Assign each student one country to research further and present. Write a short paragraph about your country using similar categories (continent, weather, food, sport)

Assessment:

• Participation in discussions and group work

• Accuracy in completing the comparison chart

• Ability to recall and share facts about the countries

This lesson incorporates reading, speaking, listening and writing skills while teaching cultural knowledge about different countries. The activities progress from receptive to productive language use.