Maria Amasyali Maria Amasyali

TP 3
Elementary level

Description

This lesson sets the theme/topic for the day’s lessons London and it's weather .

Materials

Abc Gap-fill handout
Abc Listening Handout
Abc Matching
Abc Power Point

Main Aims

  • To provide practice in the context of weather

Subsidiary Aims

  • To provide gist in the context of weather

Procedure

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

Introduction to London, what do the Ss know?. Ask students to think of some of the things that come to mind when they think about the city of London. After going over ideas, ask Ss if anyone has been to London before and what they saw.

Exposure (5-8 minutes) • To provide a model of the task and highlight useful words and phrases

Ss look at the photo of London on the HO and PP. In pairs they will answer the questions; What city is it? What monument can they see? What is the weather like? and do they think it is typical weather there?. After Ss discuss in pairs go over answers as a whole class.

Highlighting (5-7 minutes) • To provide an opportunity to practice target productive skills

Have Ss read the five sentences on ex1c. Elicit the word degrees, (the measurement of temperature). After the students have an understanding of each sentence go onto the listening task true or false. Play audio so the Ss can mark T or F next to the sentences. Ss will compare answers with there peers before going over the answers as a whole class. Ask students if they are surprised by any of the answers.

Clarification (10-12 minutes) • Focusing on the weather words from ex1

Teach Ss the question 'what's the weather like?'. Explain to Ss it does not mean to like something but means 'How is the weather?'. Have Ss individually do ex1a, when matching the words and the pictures. Play audio for Ss to check answers, pause after each answer to drill pronunciation as a whole class. Have students ask each other 'What's the weather like?' using pictures on the power point. Drill pronunciation during if needed. Ask Ss 'What season is it?' focus on the pictures about seasons on ex1d, have Ss match the pictures. Once everyone is done play audio for Ss to check their answers, drill pronunciation during this. Have Ss ask each other 'What season is it?' using pictures on power point. Drill pronunciation during if needed.

Controlled practice (8-10 minutes) • Communicative practice on weather.

Ss in pairs will do the task from TsBk p257. Before task check that the Ss know how to say the temperatures and ask what temperature it is. Go over the meaning and pronunciation of degrees. Pairs will split as A and B and help each-other complete the worksheet by asking questions to help them fill in the blanks. Monitoring during the task for delayed error correction.

Semi-controlled practice (7-8 minutes) • To clarify the meaning, form and pronunciation of the task language

'How is the weather during Winter/Summer/Spring/Autumn where you live?'. Ss in groups will discuss the different seasons and weather changes where they live and/or other parts of Turkey. In their groups, they will list 3 things that are different than London weather. Go over answers as a whole class.

Language Practice and Feedback (6-8 minutes) • To provide students with practice of the task language

Feedback on any questions Ss may have on the topic. If there is some time left we can play a short game (charades); A Ss picks one card out of a bag, the class has to ask questions to find out what card A has. ex. Is it a season? Is it cold?. With weather cards, the Ss can choose to act out the forecast.

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