LESSON PLAN
Teacher: Bejenaru Diana
School: “Tristan Tzara” , Moinesti
Date:
22nd of March
Class:
VB
Textbook: Pathway to English
Unit:
Weather
Lesson: Weather Forecast
Type of lesson: Teaching vocabulary
Functions:
 Students will assimilate the terms referring to weather;
 Students will consolidate their knowledge regarding weather forecast.
Vocabulary: days of the week, sunny, cloudy, foggy, chilly, windy, rainy, snowy,
stormy, frosty, thunderstorm.
Skills: listening, speaking, reading, writing.
Materials: blackboard, symbols, cassette, pictures, textbook, worksheets.
Methods : conversation, written practice, oral practice.
Organization: class-work, group-work, individual work.
Aims for the teacher:
 to encourage Ss to speak about weather;
 to enhance Ss confidence and interest in the given topic.
Lesson Objectives:
By the end of the lesson Ss will:
 read properly the words naming weather;
 get involved in using the given vocabulary in oral and written
sentences;
 practice speaking about weather forecast.
Time allocated: 50’
Bibliography:
 Helen Macgregor, Stephen Chadwick – English Songs;
 Internet free resources;
 Pathway to English, Students’ Book.
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PROCEDURE:
Stages:
I. Warm-up:
Timing:4’
Aim: to get Ss. involved into the topic of the lesson
Didactic strategy:checking homework, eliciting weather short
costructions, conversation
Interaction: T- Ss, whole class
Procedure: Using short conversations with the Ss. at the beginning
of the lesson, T establishes contact with the students and helps them relate to
the topic of the lesson.
II. Activity I
Timing: 10’
Aim: -to get Ss remember the days of the week and to find out new
words naming weather
Didactic strategy: listening to a song, matching symbols with audio
descriptions, completing a grid, speaking, conversation
Interaction: T- Ss, GW
Procedure: Ss revise the days of the week and write them on their
copybooks. T explains the Ss that they are going to listen to a song
which tells the weather for each day of the week. Ss listen to the song for
the first time. T gives the groups of Ss cards with weather and
worksheets which have a grid with 7 lines and 2 columns. Ss listen to the
song for the second time and have to choose the correct symbol to place
it on each day they hear in the song. T appreciates the groups which
completed the grid correctly.
III. Activity II
Timing: 10’
Aim: to use the new words in written forms
Didactic strategy: repeating and completing gaps
Interaction: whole class
Procedure: T announces the title of the new lesson and asks Ss to do
exercises 1 and 2 from page 48.
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IV. Activity III
Timing: 15’
Aim: to practise reading comprehension
Didactic strategy: reading
Interaction: T-Ss,whole class
Procedure: T reads the text about the weather forecast for the first
time. Ss repeat after teacher. Ss read the text individually. T provides feedback of the activity using comprehension questions, a wordweb and exercise
5 from page 49.
V. Activity IV
Activity 1: Listening- Reading
Aim: to revise the terms refering to the four seasons and their
meaning.
Procedure: Ss watch a short clip that describes the four seasons in
turn. After each slide they will be asked to read the descriptions and to
translate them.
Interaction: T- Ss
Timing: 10’
Activity 2: A short game
Aim: to consolidate the terms and the descriptions of the four
seasons.
Procedure: Ss are divided in groups. Each group receives a
picture illustrating a season and a set of season descriptive flashcards. Each
group must find three descriptive flashcards that correspond to the picture
they had been given. The winner is the team who finishes the task quicker
and correctly. Then they read the sentences.
Interaction: Ss-Ss, T- Ss
Timing : 10’
3. Practice:
Activity 3 : Speaking and writing
Aim: to consolidate the terms refering to the weather specific to
each season.
Procedure: T asks students to watch the pictures in the textbook
(ex 4 page 46), and to describe them in the structure: It’s foggy. Then they are
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asked to name the season associated to each picture. They write the sentences
on the blackboard and in their notebooks. They are asked to build up other
sentences regarding the weather specific to the seasons. The teacher asks
“What is the weather like in spring?’ Pupils answer. Then pupils ask their
colleagues the same question. T also asks “What clothes do we wear in winter?”,
“What about summer?”
Interaction: T- Ss
Timing: 10’
Activity 4: Speaking and writing
Aim: to revise present simple and present continuous
Procedure: Students are asked to watch the pictures on page 47
and to solve orally the exercise( ex 5 page 47). Some pupils may be asked to
write the sentences on the blackboard. While solving the exercises they are
asked to utter some question like: “What is she doing now?, What does she
usually do in winter?” T brings other three pictures and students must formulate
some sentences using present simple and present continuous.( if there is enough
time).
Interaction: T- Ss, Ss- Ss
Timing : 10’
4. Production:
Activity 5: Writing
Aim: to consolidate the terms naming the seasons, the activities
performed during winter, the weather specific to each season.
Procedure: Pupils receive some worksheets, wordsearch type.
They solve it, then the teacher check their work.
Interaction: Ss-Ss
Timing: 5’
6. Homework: ex 6 page 47.
hat
scarf
gloves
boots
mittens
coat
sweater
BOOTS
DRESS
SANDALS
SCARF
SOCKS
SUIT
4
GLOVES
HAT
OVERALLS
PANTS
SHIRT
SHOES
SHORTS
SKIRT
SWEATER
TIE
UNDERWEAR
VEST
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