Mohamad Mohamad

B2 'Upper-intermediate' level


Abc Warm-up Activity
Abc Pronunciation Activity HO1
Abc Pre-Listening Activity HO2
Abc While-Listening 'Gist' HO3
Abc Modifiers HO4
Abc Speaking Activity HO5
Abc Speaking Activity HO6

Main Aims

  • To provide Ss with practice in target productive skills about 'the weather'.

Subsidiary Aims

  • To provide Ss with gist listening practice using a text about Extreme Weather in the UK in the context of Weather


Warmer/Lead-in (6-8 minutes) • To set lesson context and engage students

Ask Ss to write on Padlet or the 'white-board' as many words related to the weather or natural disasters. Give feedback. Some Ss might not get a word/words written by others, so ask Ss to explain to each other. Ss then will play a pronunciation game 'Kahoot'. Ss will choose the word having a different vowel sound. (Ss might not have internet access on their mobile phones so I would ask them to do the exercise in the book instead. Ss finish doing the exercise and peer-check their answers. Have whole-class feedback and drill the pronunciation chorally and then individually.

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

- Draw Ss attention to the two questions about 'the weather' and ask them to discuss them in pairs. - Monitor discretely. - if time, have whole-class feedback. - Tell Ss that now they are going to listen to three people talking about their experiences of extreme weather in the UK. Ask them to read the three statements before they start listening. - Play the recording. - Ss listen and do the exercise and then peer-check their answers. - Have whole-class feedback.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

Draw Ss attention to one of the examples in the 'modifiers with strong adjectives box' and elicit what they know about normal and strong adjectives. Ask Ss to read the box and then in pairs do the 'guided-discovery' exercise. Ss will do it in pairs. Have whole-class feedback. Elicit answers and corrections. Drill the pronunciation of some strong adjectives chorally and then indivdually for Ss to know the difference in tone when using them.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Draw Ss attention to HO5. Ask them to work in pairs/groups of 3 and discuss the questions bearing in mind to talk in detail about their related experiences. Encourage the listeners to ask follow-up questions. Monitor discretely. Have whole-class feedback without cold-error-correcting the Ss mistakes as it will be done after having done the next activity. Draw Ss attention to the second speaking activity 'HO6' and tell them to look at the 'cloud prompts' and tell each other a story using one of the prompts and the three following questions. Regroup Ss so that they can tell their stories with different people and listen to other experiences from other people. Monitor discretely.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

While Ss are doing HO 5 and 6, note down any errors Ss might make. After having whole-class feedback, show Ss their errors anonymously and encourage them to correct/reformulate them.

Flexi / if time (5-7 minutes) • To give Ss further practice target productive skills about 'the weather'

Ask Ss to read the statements and mark 1, 2, 3, 4, or 5 in which they strongly agree/disagree with them. Ss work individually and then they report back what they've agreed/disagreed with. Encourage Ss to justify their answers. Have whole-class feedback.

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