Sema Çetin Sema Çetin

Teaching Practice 5
Pre-intermediate (A2) level


In this lesson, students will learn some new adjectives about weather. Also, they will focus on modifiers used with adjectives.


Abc Coursebook

Main Aims

  • To provide clarification, review and practice for modifiers used with adjectives in the context of weather.

Subsidiary Aims

  • To provide students with practice in speaking for accuracy and fluency in terms of modifiers and adjectives.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

Start the lesson with a warm greeting. Connect the lesson to the previous one. Tell students that they have talked about winter and summer. Ask them "What are the other seasons?" Elicit the answers "spring" and "autumn". Ask Ss "How is the weather in winter, summer, spring and autumn in general?" Elicit the answers like "hot, cold, warm, etc."

Exposure (5-6 minutes) • To provide context for the target language through a text or situation

Ask students if they have any idea about the seasons in Karabuk. Tell them a mini story about the seasons in Karabuk. "The Seasons in Karabuk It is quite cold in winter in Karabuk. Average temperature is 5-8 degrees, so it has generally a mild weather. However, a few days during the winter can be freezing. So you need to be careful, or you can be ill. In spring, it is mostly rainy and wet, but the weather is warm. You can sometimes enjoy the sunny days outside. Summers are extremely hot in Karabuk. You sometimes feel that you are in the south of the country, like in Antalya. It is very humid, so you sweat all the time. Still, the sun is bright and I feel very happy. It is cloudy in spring most of the time and it is not as warm as spring. It rains a lot and it is always dark. This makes me unhappy." By telling it, clarify some of the adjectives that students may not know in terms of meaning and form, and pronunciation. Model and drill them chorally and individually. mild (adj) /maɪld/ Eliciting: In winters, Karabuk has a mild weather. For example, in Ankara it snows heavily and it is cold, but in Karabuk it doesn’t snow so much and it is not very cold. -Is it very cold? (no) -Is it a little warm? (yes) -Is it warmer than normal? (yes) humid (adj) /ˈhjuːmɪd/ Eliciting: In summer, it is hot and humid in tKarabük. I can sweat easily, and my clothes can be wet easily.” -Is it hot? (yes) -Is there any water in the air? (yes) -Is it raining? (no) -Do we just feel it? (yes) bright (adj) /braɪt/ -Is it dark? (no) -Is there any light? (yes) -Is it shining? (yes)

Highlighting (4-5 minutes) • To draw students' attention to the target language

Show students the pictures and tell them these are the weather situations of Karabuk from different days in winter. Ask the same questions for each picture: "How is the weather? What is the temperature? Is it cold or hot?" After getting the answers for each picture, put them on the board. Show students three sentences and tell them "Work in pairs and match the sentences with the pictures in 1 minute." (It's extremely cold in Karabuk in winter. / It's really cold in Karabuk in January. / It's quite cold in Karabuk in February.) After students finish the activity, elicit the answers nominating three different students randomly. Ask them to come to the board and put the sentences under the correct picture.

Clarification (7-8 minutes) • To clarify the meaning, form and pronunciation of the target language

Ask some concept checking questions to help students discover the meaning, and then make a cline on the board to show the degree among the words. extremely (adv) /ɪkˈstriːmlɪ/ -Is it cold? (yes) -How cold? (very) really (adv) /ˈrɪəlɪ/ -Is it cold? (yes) -How cold? (very) -Is it colder than extremely cold? (no) quite (adv) /kwaɪt/ -Is it cold? (yes) -How cold? Very or a little? (a little) After clarifying the meaning, I write a sentence on the board. "It's extremely freezing today." Ask students what is wrong with the modifier and adjective. Wait for their answers. If they can't give the answer, then I start with CCQs for "freezing." - Is it cold? -yes - How cold? - very - Is it more than very? - yes, it's extremely cold Then, I tell them it is an extreme adjective so we don't use "extremely" with these adjectives. Focus on the form. Ask students where the words are used and which word comes after that. Elicit the answers it is an adverb and it is used before and adjective. At last, focus on pronunciation and drill it chorally and individually.

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

Show students the HO and give the instruction. "Look at the pictures and read the sentences. Choose the correct answer for each sentence individually in 2 minutes." Ask an ICQ to check the understanding of the instruction. - Do you work in pairs? (alone) - How many minutes do you have? (2 minutes) Distribute the HO. Monitor them and help them if necessary. Tell students to check their answers in pairs. Nominate different students to get the answer.

Semi-Controlled Practice (7-8 minutes) • To concept check further and prepare students for free practice

Show students a chart of the cities. Give the instruction "Work in pairs and talk about the cities in the chart. Use extremely, really and quite and the weather adjectives. You have 4 minutes." Ask ICQs to check their understanding of the instruction. - Do you work alone? (no, in pairs) - Do you use only adjectives? (no) - What else do you use? (adverbs) Ask them to unfold the HO. Monitor students during the activity and help them if necessary. Take notes any errors. Do plenary feedback at the end of the activity if there is a problem.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Give the instruction: "There are the pictures of some cities around the world. Think that it is your city. Give information about your city to your friend. Use the modifiers like extremely. Also, there is a list of adjectives. You can use them. Work in pairs and you have 5 minutes." Ask ICQs to check their understanding. - What are you going to talk about? (cities in the pictures) - Will you use modifiers? (yes) - What else will you use? (adjectives) Before distributing the HO, get students to change the pairs. Distribute the HO. Monitor students during the activity. Help them if necessary. Take notes about any error. Do plenary feedback. Ask students to talk with their partners about what they have learnt today.

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