T puts different weather symbols and images of those conditions on WB and elicits terms and meaning from Ss. Most terms should be known so new terms such as hail and overcast will be introduced. T will ask CCQs, drill pronunciation and write terms on WB, keeping context by asking Ss which weather conditions they would be most likely to find in Canada and at different times of year.

A board rush task will check Ss understanding of TL and get them engaged. By lining Ss in 3/4 lines (depends on class size) in front of WB with various different weather terms on, Ss will listen to definitions of terms and have to rush forward and grab them from WB, the line with the most terms wins. This gives Ss the terms and definitions and is essentially a matching task but will get the class moving after 2, more static lessons. When Ss have sat down, if there are any terms that have caused particular confusion they can be be revised and explained again on WB.

Ss are labelled A and B and given a HO accordingly containing a short text about a holiday and a set of questions. Ss will read their text, write out appropriate questions to ask their neighbour about their holiday and work in pairs to as and answer questions which will be answered with the information from the text. T will monitor progress, help any individual Ss and listen for common inaccuracies to FB.

3 questions are presented on WB for students to copy down, they will then work in pairs to ask each other the questions about what their favourite/least favourite weather is and why, and what the weather is ususally like on their birthday and whether this is good or bad. T will monitor and conduct delayed correction on WB for any common mistakes.

If there is time, T will ask a series of concept checking questions regarding the TL. E.g. What time of year might it rain/snow/be sunny etc. Also more expansive questions can be asked. E.g. What might you need in the rain? (umbrella, raincoat etc) or what would you need when it's sunny? (sunglasses etc)