Valeria Grigopryeva Valeria Grigopryeva

Teaching practice 4
Upper-Intermediate level


In this lesson, students will learn how to describe weather using more complicated words and phrases. They will also find out about such term as "Indian summer" in the context of practising reading for gist skill.


Abc Song "It's raining man" by Geri Halliwell
Abc "Weather" ppt
Abc Matching activity
Abc Weather forecast
Abc "Weather" crossword
Abc weather pictures
Abc Pronunciation activity
Abc Text "Don't know what to say? Talk about the weather"

Main Aims

  • To introduce new vocabulary regarding "Weather" topic, drill it and transfer the words into students' active vocabulary in order to use in everyday life

Subsidiary Aims

  • to practise one of the receptive skills (reading), especially 2 of its sub-skills (reading for gist and reading for specific information)


Warmer (5-7 minutes) • to set the topic and make the students interested and motivated

T turns on a short part of a song, elicits the topic of the lesson. The T shows the pictures of different weather conditions and asks Ss to work in groups and describe weather conditions in the pictures. T sets the time limit (1 minute). After that T elicits some words which Ss have recalled. Then T asks where we can hear the information about the weather and introduces the task to Ss. Ss have to watch / listen to a weather forecast and write down as many words as they can hear. As soon as they are ready, T asks them to work in pairs and share the ideas.

Vocabulary clarification (5-7 minutes) • to familiarize Ss with new vocabulary

T elicits one of the words which Ss might have heard in a weather forecast. CCQs: It starts with s. It is connected with rain. When Ss names the word "showers", T says that now they are going to learn more words which can help them to describe weather. T divides Ss into pairs (different ones) and asks Ss to match definitions with the words in the box. After that T checks the activity using PPT answer key.

Vocabulary form clarification (5-7 minutes) • to drill the form of the words which have just been introduced to students in order to understand whether they can write the words properly

T tells Ss that they are going to check Ss' memory. T asks them to turn the paper over, hands out small pieces of paper with numbers. Ss take these papers (one for each student), after that they have to come to the board and label the picture under the number they've taken. T monitors and after that does error correction if necessary.

Vocabulary pronunciation clarification (5-7 minutes) • to check Ss' pronunciation of TL and drill it

T models the pronunciation of one of TL words (but firstly elicits the word). The word is "showers". T writes this word on the board and asks the students to pronounce it correctly and put the stress on a correct syllable. After that T divide Ss into pairs and asks them to put the words in the correct column according to their pronunciation. T sets the time limits (2 minutes). While Ss are doing this task, T is monitoring in order to do delayed error correction. In 2 minutes T tells Ss to unfold the paper and check their answer using the answer key.

Controlled practice (7-7 minutes) • to drill new vocabulary and check Ss' understanding

T asks Ss to rearrange the classroom layout and they put chairs in 2 rows (1 in front of another). T divides Ss into As and Bs and explains the task. Ss have to finish the crossword by asking their partners to describe the words. In case they don't remember spelling, Ss have to ask their partners to spell. While Ss are doing the task, the T is monitoring.

Reading for gist and specific information (7-8 minutes) • to practise reading for gist in the context of weather and make a link to further speaking activity

T asks Ss to skim the text very quickly (2 minutes max) and answer 2 questions: 1) What is "Indian summer"? How do people from other countries call it? After that T asks Ss to work in pairs, scan the text and answer the questions on page 36, ex. 3c. As soon as Ss are ready, T asks on of the partners, check the answer key in the school hall, come back and share the information with the partner.

Freer practice (5-7 minutes) • to use new TL while speaking

T gives each student a picture of weather condition, asks students to stand up and describe the picture to one of their groupmates. In 1minute T asks Ss to swap cards, find a new partner and describe a new picture. T mixes students maximum 5 times.

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