Samantha Robinson Samantha Robinson

TP7 - My favourite season
Beginner A1 level


In this lesson, students will learn about the seasons. They will brainstorm what they know about the seasons and what activities people do in the seasons. Then they will do a jigsaw reading task. Each group will be given a specific paragraph on one part of the text. First they will read for gist, then they will read for detail by answering comprehension questions together in their group, then the groups will be reformed and they will share information about their paragraphs with each other. Finally, they will give feedback about what they learned and dicuss what their favourite seasons are and why.


Abc Hand out 1: My favourite seasons
Abc Seasons pictures

Main Aims

  • To provide gist and detailed reading practice using a text about people from different countries in the context of the seasons.

Subsidiary Aims

  • To provide clarification of seasons and seasonal activities vocabulary in the context of the seasons in different countries.
  • To provide fluency and accuracy speaking practice in the context of seasons and seasonal activities in different countries


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

1. T shows sts four pictures of the seasons on the WB. 2. Teacher elicits names of the seasons/ names of the months and writes them on the WB.

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible

1. T elicitis vocabulary for activities for the different seasons and writes them on the WB. 2. T pre-teaches vocabulary that sts need for the reading using pictures and miming. lake,sailing, baseball, ice-hockey, ice-skating. CCQ: What is the biggest lake in Turkey? Lake Van

While-Reading #1 (5-7 minutes) • To provide students with gist reading practice.

1. T puts sts into 3 groups. 2. T gives sts the texts face down. 3. Sts have two minutes to read and think about the following question: *Is the text about WORK or FREE TIME ACTIVITIES (HOBBIES)? Free time activities (hobbies). 4. Sts discuss in their groups and give FB.

While-Reading #2 (8-10 minutes) • To provide students with more challenging detailed reading tasks.

1. T tells sts to unfold the paper so they can see the comprehension questions. 2. T does the first question with the sts. 3. Sts answer reading comprehensions questions. 4. Sts check their answers with their groups.

Post-Reading #1 - Sharing information (8-10 minutes) • To provide students with an opportunity to share what they've learned.

1. T puts sts into new groups with at least one st from each group (A,B,C) in each new group. 2. Sts have to fill in the information chart by telling each other about their different texts. 3. Sts give WC FB. STUDENTS ARE NOT ALLOWED TO SHOW EACH OTHER THEIR TEXTS - THEY MUST SAY THE INFORMATION.

Post-reading #2 - Personalisation (5-7 minutes) • To provide students with an opportunity to talk about their own personal preferences.

1. T writes the following question and answer structure on the WB. What's your favourite season? Why? My favourite season is ________________ because I like ______________________. His/her favourite season is ___________ because he/she likes __________________. 2. In pairs, students discuss their favourite seasons. 3. WC FB.

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