ilyas ilyas

Lexis Lesson
Elementary, A1 level

Description

In this lesson, students will learn about some adjectives about the weather. The lesson starts with a conversation with the students about the weather nowadays. This is followed by a reading text where students read about the typical weather in different seasons and match the adjectives related to the weather with the photos. Then, these adjectives willbe introduced in a detailed way in the vocab analysis part. This part is followed by a controlled and a listening activity in the context of the weather. Finally, there is some free practice via a speaking activity in the last part.

Materials

Abc Exercise 4 (Handout 4)
Abc Exercise 3 (Handout 3)
Abc Exercise 2 (Handout 2)
Abc https://dictionary.cambridge.org/
Abc Exercise 1 (Handout 1)
Abc Latham-Koening, C., Oxenden, C. and Seligson, P. English File Elementary Student's Book, P.40 Ex.1
Abc Google Images

Main Aims

  • To provide clarification and practice for adjectives of weather in the context of the weather.

Subsidiary Aims

  • To provide students with practice in speaking for accuracy and fluency.

Procedure

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

Firstly, I'll greet the students. I'll start a conversation with them in the context of the weather and ask them some questions such as "How are you nowadays?", "Do you think the weather is good?" and "What kind of weather do you like?" I'll elicit some answers from the Ss about the weather to set the lesson context.

Exposure & Highlighting (6-7 minutes) • To provide context for the target language through a text and to draw students' attention to the target language

Then, I'll ask the students "what about the weather in Turkey usually?". After I elicit some answers, I'll tell them that "let's see how the weather is usually in each season" and that "you will read a text about the weather in Turkey in seasons and answer the questions in 3 minutes." Next, I'll do the ICQ and set the time. I'll give them the handouts (ex 1). When they finish the task, I'll tell them "please check your answers with your partner" and wait for them for a while to compare their answers with their partners. Then, I will elicit the answers from the students ,and ask for justification if necessary. After that, I'll say "look at the underlined words in the text. Do you know the meanings of these words?" Some of them will probably say "yes" and then I'll tell them "let's see if you can really remember them. You will work individually and match these underlined words with the photos (I'll be showing them the exercise in my hand). You have 1 minute." I'll do the ICQ and set the time. I'll give them the handouts. When they finish the task, I'll tell them "please check your answer with your partner quickly". After they check the answers, I'll elicit the answers from the students by nominating the ones who are volunteers. However, I'll also try to nominate different students to make them participated in the lesson. While they are doing the matching activity, I'll be writing each underlined word on the board.

Clarification (14-15 minutes) • To clarify the meaning, form and pronunciation of the target language

After that, I'll start to ask CCQs: sunny /ˈsʌn.i/ (adj): Are there any clouds in the sky? (no) Is the weather cold or hot? (we don't know) rainy /ˈreɪ.ni/ (adj): Are there clouds in the sky? (yes) Is everywhere dry or wet? (wet) Do we need to use an umbrella outside? (yes) Snowy /ˈsnəʊ.i/ (adj): Is everywhere white? (yes) Is the weather hot? (no) Is the weather cold? (yes) Can we wear a tshirt? (no) Cloudy /ˈklaʊ.di/ (adj): Can we see the sun in the sky? (no) Is the weather hot or cold? (we don’t know) Will it rain? (maybe, but we don’t know) Foggy /ˈfɒɡ.i/ (adj): Can we see around us easily? (no) Is it dark? (no) Does it look like white smoke? (yes) warm /wɔːm/ or /wɔːrm/ (adj): Is it hot? (no) Is the temperature high? (not much) Do we feel cold? (no) cool /kuːl/ (adj): Is it very cold? (no) Is it a little cold? (yes) Do we need to wear a jacket? (most probably) windy /ˈwɪn.di/ (adj): I'll explain this word by explaining it, using my body language and making a sound like a whistle. I'll say that "When it is windy, trees and leaves on trees shake, and you hear a sound like a whistle. After I have conveyed each word, I'll give the pronunciation of each word and talk about the stressed syllable if there is any. I'll model and drill the words both individually and chorally. I'll also show the stressed syllable by drawing a small square over the stressed syllables on the board.

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

I'll tell them "Let's see if you really understand the meaning of these adjectives so I have an exercise for you to see it. You will work individually, alone. There are ten sentences and in each sentence there are 3 options (holding the exercise sheet and showing them the exercise). You will read the sentences and choose the best option. You have 2 minutes." I'll do the ICQ and set the time. I'll give them the handouts (ex 2). When they finish the activity, I'll tell them "please check your answers with a partner quickly". After they finish peer-check, we will check the answers. While elicitng the answers, I'll try to make everybody take part in the activity as much as possible. If necessary, I'll ask for justification.

Semi-Controlled Practice (4-5 minutes) • To concept check further and prepare students for free practice

I'll tell the students that "now let's make some questions and answer them about the weather in different cities around the world. You will work individually. You will make a question about the weather in the cities in the photos and then write an answer for them. You have 3 minutes for this activity". I'll do the ICQ and set the time. I'll give them the handouts (ex. 3). When they finish the task, I'll tell them to check their answers with their partners quickly. Then, I will elicit the answers from the Ss but from a different student for a question and another for an answer by nominating each of them.

Free Practice (9-10 minutes) • To provide students with free practice of the target language

I'll tell them that "Let's do some speaking now. You will work in pairs, ask questions to each other and try to get a lot of information from your partner. You have 5 minutes for this activity". After giving the instruction, I'll do the ICQ and set the time. Then, I'll give them the questions in a piece of paper (one piece for each student - ex 4) and they'll start the activity. 4-5 minutes later, I'll tell them that "now you will change your partner and ask and answer the same questions about your old partner and give information about your old partner to your new partner. You have 4 minutes". I'll do the ICQ and set the time. While they are doing the activity, I'll monitor them to see if they make any kind of mistakes related to the target vocabulary. I'll take notes if they make any mistakes and give them feedback about the mistake on the board at the end of the lesson. For example, if they make a pronunciation mistake, first I'll try to elicit the right form of the pronunciation from other students but if no student can correct it, then I'll model and drill it both chorally and individually. If there is extra time in the end, I'll ask for the opinions of some students.

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