meral meral

Grammar Lesson
elementary level


In this course, SS will study the form of "to be" in Simple Past Tense as the main aim of the lesson in the context of weather conditions.They will practise the language/ structure in semi-controlled and free speaking activities to achieve the subsidiary aim as assigned. They will learn new words about weather conditions, focus on their pronunciation and practise them in both listening and speaking activities.


Abc Flachcards
Abc Powerpoint slides
Abc Cards
Abc Cross Canada Trip
Abc Flachcards

Main Aims

  • To provide clarification for "to be" in Simple Past Tense and practice it in the context of Weather Conditions

Subsidiary Aims

  • To provide clarification and practice of Weather words in the context of weather forecast adn conditions
  • To provide gist and specific information listening practice using a text about weather conditions in the context of Journey in Canada
  • To provide accuracy speaking practice in a pair work activity and interview in the context of Weather conditions and weather conditions in my last journey


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

Draw the map of Turkey on the board with the neighbours on the border. Ask the country's name by showing Turkey's land. Elicit the answers and announce the correct one. Highlight Istanbul on the map and ask if they like this city. Ask them if they like the weather here. Ask what the weather is like today in ─░stanbul and write it on the board by underlining today. Elicit the answers and announce the correct one..

Exposure (10-13 minutes) • To provide context for the target language through a text or situation

-Show SS the slide and ask them what the highlighted country's name. -Elicit the answers and announce the correct one. -Show the second slide and ask them to check the cities in Canada. T -Tell them it is yesterday's weather in Canada and ask them to check the temperature. -Stick the weather cards (hot, warm, cool and cold) on board. -Ask SS "What was the weather like in Vancouver yesterday?" and elicit the answer. Stick the correct label for Vancouver. -Ask SS to stick the other labels on the correct city. -Ask them to check the weather signs/symbols in these cities. Stick the weather signs on the board and ask them to stick the sign to the correct cities. -Summarise each city's weather conditions. Demonstrate the Vancover yourself later ask SS to talk about them by assigning a city to each of them. -Put the weather signs in two categories and focus on pronunciation and stress.

Highlighting (4-6 minutes) • To draw students' attention to the target language

-Ask SS to listen to a conversation about a journey in Canada and ask them to match the photos and numbers in the order they hear them. - Ask them to check their answers with their partners and announce the answers by eliciting. Ask them to listen the conversation again and underline the correct word in the exercise. - Ask them to check their answers with their partners and announce the answers by eliciting.

Clarification (10-15 minutes) • To clarify the meaning, form and pronunciation of the target language

-Show students the flashcards and tell them it is a pairwork activity. -Tell them they were in a journey in Canada, but in different cities. -Tell them they will make sentences with the words on the cards. -Distribute the cards and demonstrate one. -Ask SS about their journey and write their sentences on board. -Focus on the language. Ask them if these sentences are in the past tense or in present tense. -Draw a timeline, give the example of "What is/was the weather like today in ─░stanbul/ yesterday in Ottowa?". -Draw a table on the board and fill in it together with SS. -Write the example about SS: Exp. Birsen was in Toronto last year. Was Meryem in Toronto last year? No, she wasn't. She was in Montreal.

Controlled Practice (2-3 minutes) • To concept check and prepare students for more meaningful practice

Ask them to read te sentences and underline the correct option. Ask them to check their answers and share the key.

Semi-Controlled Practice (3-6 minutes) • To concept check further and prepare students for free practice

-Ask them to read the dialogue and fill in the gaps with "was, were, wasn't, weren't". -Ask them to check their answer and check their answers by eliciting.

Free Practice (4-6 minutes) • To provide students with free practice of the target language

-Tell SS it is a pair work activity. Point out Student A and Student B. -Tell Student A to ask the questions to Student B. -Ask them to change the roles when they finish. -Monitor the students. -If an immediate correction is needed, correct it. -Give feedback.

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