Majid Najafi Majid Najafi

World weather warnings
Intermediate (B1) level

Description

In this lesson, students will be practicing 'will' for predictions and making sentences with I think / I don't think ... will ... in the context of extreme weather. The lesson starts with a review of the causes and effects of global warming as 'Lead-in' followed by a listening activity on the theme of extreme weather. Next, language clarification is carried out using guided discovery by asking students to underline the TL and make similar predictions about their country. Finally, there are two matching exercises intended as control practice and a semi-controlled exercise for the internalization of TL.

Materials

Abc Fifth ppt slide
Abc Fourth ppt slide
Abc HO05
Abc HO04
Abc Third ppt slide
Abc HO03
Abc Second ppt slide
Abc HO02
Abc HO01
Abc First ppt slide

Main Aims

  • To provide clarification of 'will' for prediction in the context of extreme weather

Subsidiary Aims

  • To provide specific information listening practice using a recording about forecasts from around the world in the context of extreme weather

Procedure

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

Ask students to look at the first slide and tell you what it shows. At this stage, students are already familiar with the term 'global warming' and should be able to come up with a couple of causes and effects. Set up groups and ask them to discuss for 2 minutes. Monitor each group and check their ideas. Next, elicit the new vocabulary in exercise 2 using the pictures on the slide and asking students to match the cut-ups (HO01) to the pictures and smoothly transition into the next phase of the lesson.

Listening for specific information (8-10 minutes) • To provide context for the target language through a recording about weather forecast around the world

Show the chart (HO02) to students and ask them to listen and number the countries in the order they hear them. Ask ICQs to make sure they won't do any extra work e.g. how many speakers are we going to listen to? [five], Are we going to complete the chart? [No, just number the countries in order]. Play the recording for the second time and ask students to complete the chart by making notes about weather conditions in each country. Ask students to check their answers in pairs.

Highlighting (1-2 minutes) • To draw students' attention to the target language

Hand out the audio script (HO03) to students and ask them to underline all the sentences with 'will'.

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

Once they are done with highlighting, show them the following CCQs and ask them to find out the answer in their groups: Are the sentence in present, past or future? [future], Are they 100% sure to happen? [No, just a possibility], Is 'will' talking about a plan or prediction? [prediction], Do we use infinitive with to or without to after 'will'? [without to]. Model the pronunciation on the board using the ppt file and get drills. Deal with the form just in case students make any errors.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Hand out the next worksheet (HO04) and ask students to make a sentence using the prompts in column A and then match one sentence from column B with it. Model the example and ask them to do the exercise on their own. Once they are done, ask them to check in pairs and get feedback by playing the recording. Hand out the next exercise (HO05) but this time let them know they have to focus on the negative form. Model an example and get feedback by playing the recording.

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

Give students some random vocabulary (e.g. robots, snow, oil, dollar, public transport, education, houses, cell phone, etc) and ask them to talk in their groups and make predictions based on the provided vocabulary. Get feedback by eliciting some of the ideas and asking others whether they agree or not. As an alternative we could ask each student from each group to change partners and discuss their ideas until they reach an agreement.

Web site designed by: Nikue