Sultan Alara Cetin Sultan Alara Cetin

Upper-Intermediate level


In this receptive skills lesson, students are invited to review their knowledge about weather through listening and speaking.


No materials added to this plan yet.

Main Aims

  • To provide gist and specific information listening practice using a text about the weather.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of weather.


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

Show the students a picture of a man walking in the rain. Ask them what they see. Let them know that that's your favorite weather. Ask them what their favorite weather is, and let them talk in pairs.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Provide the students with the following questions and let them discuss their answers with their pairs. - What kind of weather do you associate with the different seasons where you live? - What is the weather like today? Have you heard the forecast for tomorrow / next weekend? - Does the weather affect your mood? What do you like doing when the weather is bad? - What kind of weather do you think is the best and the worst for ... camping, going for a walk in the mountains, driving, running a marathon, shopping, sightseeing?

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

After listening to the designated audio file once, ask the students to match the speakers with the following descriptions: 1. was both frightened and excited by the weather 2. got quite stressed because of the weather 3. really enjoyed themselves in spite of the bad weather Let them check their answers with their groups.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Let the students read through handout before listening to the audio one last time. Students are asked to answer the following questions for each and every speaker on the audio file. - When did it happen? - Where were they at the time? - What kind of weather was it? - What happened as a result? As the audio file is pretty long, the teacher should pause the file after every speaker and take feedback. Let the students answer these questions with their partners and then check their answers with their group. The second speaker uses the word "scorching", some students might not know the meaning of this adjective. Thus let them know that: SCORCHING meaning: very hot form: adjective pronunciation: /ˈskɔːtʃɪŋ/ CCQs Do you use this word to talk about the weather? Yes Do you use it when its cold? No Do you use it when its really hot or a little hot? Really hot

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Give the language box handout, go through the examples provided if needed after monitoring the students in the previous stage. Put the students in groups and let them talk about the following. About a time when they were somewhere when..... it poured with rain for days and days there was a flood it was very foggy or there was bad smog there was a hurricane or it was incredibly windy there was a terrible heatwave it was incredibly cold you were caught outside in a thunderstorm and answer the following questions: Where were you and what were you doing? What did you do to protect yourself from the weather? Did you ever feel scared or in danger? Give them a moment to prepare before they talk, to put their thoughts in order. If the students have extra time, ask them the following question: Do you think global warming is affecting the climate? In what ways has climate change affected the weather in your country?

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