Jesse Scifres Jesse Scifres

TP 6
Upper Intermediate level

Description

Weather

Materials

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Main Aims

  • To provide practice of weather vocabulary (weather forecast, temperatures soared, a warm spell, the heat, heatwaves, etc.) in the context of small talk

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of weather
  • To provide gist, scan and detailed reading practice using a text about weather in the context of small talk

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students and prepare students for the text and make it accessible

Display image on WB from computer. Ss in pairs to discuss what the quote means (2 min). "What does this mean? Discuss with a partner. Write words about this picture?" Monitor to see if Ss understand the instructions in the work they are producing. WC FB to share ideas generated - 1 representative write their ideas on WB (2 min).

While-Reading #1 (6-7 minutes) • To provide students with less challenging gist and specific information reading task

3b Display question on the WB from the computer. Ss to read the text for specific information to answer the question (4 min). ICQ - Are you talking in pairs? (No) What information are you looking for? (What time of year? & Indian summer?) Monitor to see if Ss understand the instructions in the work they are producing. Ss in pairs, comparing their answers to the question (1 min). Monitor to see if Ss understand the instructions in the work they are producing. Ss to check answers on answer key located on paper at the WB (1 min)

While-Reading #2 (8-9 minutes) • To provide students with more challenging detailed, deduction and inference reading task

3c Ss in pairs to read and answer the 6 questions (6 min). ICQ - Are you working alone or with a partner? (partner) "Let's do the 1st together." Monitor to see if Ss understand the instructions in the work they are producing. Ss in groups to check answers with answer key handout (2 min).

While-Reading #3 (6-7 minutes) • To provide students with more challenging detailed, deduction and inference reading task

3d Ss in pairs to read and discuss the 5 highlighted lexis items in the text (4 min). "Work in pairs. What does the highlighted lexis mean? Read the whole sentence to help with context in order to understand better." Monitor to see if Ss understand the instructions in the work they are producing. WC FB & handout if necessary to give answers (2 min).

Post-Reading (6-7 minutes) • To provide students with an opportunity to expand vocabulary

3e3a Ss in new pairs to complete the weather forecast (3 min). Monitor to see if Ss understand the instructions in the work they are producing. Ss listen to recording to check answers (2 min). Display answers on WB (1 min).

Post-Reading (FLEX) (7-8 minutes) • To provide students with an opportunity to respond to the text and expand on what they've learned

3f Ss in pairs to discuss 2 questions (3 min). Monitor to see if Ss understand the instructions in the work they are producing. Ss in groups of 4 - partner shares about his classmates answers (4 min).

Post-Reading (9-10 minutes) • To provide students with an opportunity to respond to the text and expand on what they've learned

4d Ss in pairs to discuss 2 of the conversation topics (5 min). ICQ - Are you working alone or with a partner? (partner) Are you writing or talking? (talking) Are you using Turkish? (No) Monitor to see if Ss understand the instructions in the work they are producing. Ss in pairs to discuss additional topic. "What is a memorable experience in bad weather? Really bad sunburn, no umbrella before a job interview, struck by lightning,....." (4 min).

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