Brent Brent

Discussing the weather, past simple
A2 level


In this lesson, students review language for talking about the weather. The lesson begins with a quick game of charades to review vocabulary. Students then use a weather map of Canada to review simple present forms and check their answers with a listening. Teacher gives a grammar presentation of simple past forms of be and students use a dialogue to practice. The lesson finishes with an information gap about going on vacation. Students use the information gap to ask questions using simple past forms of be.


Abc PowerPoint
Abc Straightforward Elementary, Unit5B, p 54 Vocab ex 1
Abc Straightforward Elementary, Unit5B, p 55 ex 1, 2 grammar
Abc Information Gap: Straightforward Elementary Teacher's Book

Main Aims

  • To provide review and practice of the simple past in the context of the weather and vacations

Subsidiary Aims

  • To provide students practice in asking and answering questions about past vacations


Warmer/Lead-in (3-5 minutes) • To review vocabulary and grammar for talking about the weather and to engage students in the topic through a kinesthetic activity

Teacher asks the students, what is charades? do you know this game? Teacher demonstrates by trying to pantomime 'cold' and seeing if students can guess the answer. Teacher shows vocabulary for talking about the weather and then asks individual students to play charades with the words while students guess the word. Teacher asks, how is the weather today? After students respond, teacher tries to elicit responses for yesterday, making sure not to use was/were.

Exposure (5-7 minutes) • To provide context for the target language through a map of Canada

Teacher asks the class, what country is this? (Canada) Teachers passes out handout from Straightforward Elementary. Teacher asks, what does this map show? (the weather in Canada) Teacher tells class to write the name of the city in the blank. Teacher models the first sentence. . Students listen to the recording to check their answers.Once students, finish Teacher tells students to compare answers with a partner If the recording does not work, students read their answers out loud. Teacher asks, what tense is this? is it present, or past? (present)

Highlighting (2-4 minutes) • To draw students' attention to the target language

Teacher uses Powerpoint to give a brief grammar explanation of the past simple was/were, eliciting answers from students in order to fill in the blanks for the grammar rules and example sentences.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the simple past was/were

Students read the sentences and make answers with negative past forms of be. Teacher models the first sentence and asks students to listen to the weak form of 'were' and the strong form, drawing a stress bubble above the strong form. Students finish the other examples and then check with their partner. Teacher monitors and asks students to write their answers on the board. Teacher then goes over stress in syllables and drills students with the sentences.

Controlled Practice (3-5 minutes) • To concept check and prepare students for the dialogue with past forms of be

Teacher tells students practice the sentences in pairs. Teacher models the first sentences, then monitors throughout the room and corrects mistakes as necessary

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice through a dialogue

Teacher tells class to look at the dialogue. Teacher asks, how many people are talking? (two) what are their names? (Lara and Tom) Teacher tells students to work alone and complete the dialogue with was/wasn't or were/weren't. Teacher does the first one as an example. Once students finish, teacher tells them work in pairs and practice the dialogue. Time permitting, have two students do the dialogue for the class.

Free Practice (8-10 minutes) • To provide students with free practice of the past forms of be with an information gap about vacations

Teacher passes out the information gap, Teacher tells students to take two minutes and read about their holiday, emphasizing NOT to write anything. Teacher tells students, different people have different holidays, you will work with a partner and ask questions about their holiday. Teacher models the first question with students, then has the students count off and match up with a partner. Students ask each other questions while teacher monitors and provides feedback as necessary. Time permitting: Go over the questions and have students practice fluency by talking about their own vacations.

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