Emine Emine

The weather
A12 level


In this lesson, students will learn adjectives to describe weather. The lesson will start with visuals(weather conditions) and realia(some clothes). Students will try to guess when people wear these kind of clothes. In presentation part , students will focus on marker sentences. Teacher will elicit more sentences from students. Finally students will produce their own sentences about climate and weather during semi-controlled practice. Student will also learn how to pronunciate the adjectives related to weather.


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Main Aims

  • To provide clarification and practice of adjectives to describe weather in the context of weather conditions and climate

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of weather in different cities os countries
  • To provide inference listening practice using a text about weather


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Firstly, ask sts today's date and write it on the board. Ask questions to elicit seasons such as "Which season is November in? Is December in autumn or in winter ? Is winter coming? Is August in winter? Which season is it in?" During elicitation write each season on board Then, show realia such as hat and sunglasses for summer, gloves , scarf and coat for winter , umbrella for spring and autumn. Elicit the name of realia from ss. Show and ask "What is this? A coat " : "When do you wear coat? Which season? Do you wear a coat in spring? "

Focus on meaning (5-12 minutes) • to elicit the meaning of the adjectives to describe weather

What is the weather like in ─░stanbul today? Is it hot? Is it snowy? It's ..... Elicit from ss. After that project visuals of some cities and ask ss : "What is the weather like in Moscow/Paris/London..?" Let them ask each other as well. After this activity ,give ss a handout and ask them to match the pictures with the correct sentence.Allocate 4 minutes. Ask them to do peer check and do WGFB.

Focus on form and pronunciation (5-8 minutes) • To highlight and clarify target language for coming productive tasks and provide a chance to practice the pronunciation

Elicit a couple of sentences from ss and write on the board as marker sentences. Elicit the form : Sub+ contracted form of is + adj. Write storm on WB and ask how to turn it into adj. (we should add -y) Write rain ask them to change it into adj. Check by asking what the noun form is of each adjective i.e. windy - wind. Elicit the negative and question forms as well. Drill the phrases from previous activity. Drill as whole class and then individually. Elicit weather forecast from ss. Give a definition: I want to know tomorrow's weather- how do I find out? i.e. check your phone app,listen to the news? etc. Drill the word weather forecast as whole class.

Controlled practice (5-7 minutes) • To provide an opportunity to practice weather adjectives

Tell this is a weather forecast for Dublin. Ask where Dublin is. What do you think is the weather like in Dublin?Give sts a handout and ask them to complete the gaps with the words in the box. Ss work in pairs and they check with their partners. Play the recording and ask ss to check their answers and take WGFB.

Free Practice (5-13 minutes) • To provide students an atmosphere to talk about what they have learnt

Pre-teach the word climate. Ask ss what the weather/climate is like in ─░stanbul at various times of the year. Tell ss they are going to do a quiz about Turkey's weather. On the WB write what is/wet/place? And ask ss to make the question form. Elicit what structure it is (superlative) And ask the answer to this question (Samsun) Then ask ss if there is another place in Turkey that is wetter than Samsun? (no) Get ss work in pairs to write the questions. Regroup ss in pairs and ask them to discuss the questions. Give them some time (3-5) minutes. If time put pairs together into four and ask them to discuss the same questions.WGFB-nominate some ss to give their answers and encourage group discussion.

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