Lesson script
2nd educational stage, English
Content area: Content and language integrated learning
Detailed requirements: Student (3.2) observes and names the weather phenomena
which occur in Poland.
Topic: Weather forecasts
Duration: 45 minutes
Detailed goals regarding the range of information
Student:
 Knows typical weather conditions;
 Knows the four directions of the world;
 Knows Past Simple as a narrative tense.
Detailed goals regarding the range of skills
Student:
 Can watch an audio-visual material for specific information;
 Can listen for the main idea;
 Can choose the right word depending on the context;
 Can narrate a brief personal story;
 Can match audio prompts with visual symbols;
 Develops communication skills.
Detailed goals regarding attitudes
Student:
 Becomes more observant about weather conditions;
 Develops the ability to plan actions according to weather;
 Learns to cooperate with other students.
Methods
Elicitation; presentation; searching for specific information; listening for the main idea;
multiple choice; personalization; matching quiz; whole class, pairs, individual work.
1
Forms and venue
Forms: individual, pairwork, whole class.
Classes are to be held in the classroom.
Materials and teaching aids
Educational video; audio recording; worksheets for all students (for stage 2.3.); quiz;
computer and multimedia projector; board.
Multimedia resources




Film: Weather Forecast
Audio recording: Picnic
Interactive quiz
Online dictionary
Lesson plan/procedure
1 Warm-up
Interaction forms: whole class
Duration: 3 minutes
Teacher asks students if they follow weather forecasts. Do they trust them? When is it
especially important to know what the weather will be like?
2 Main stage
2.1. Introduction of the target language – film
Interaction forms: individual, whole class
Duration: 12 minutes
Teacher tells students they will watch a short weather forecast. He/She draws a country
contour on the board (roughly resembling Poland), divides it into five sections: north, south,
east, west, centre, and marks them with the appropriate letters: N, S, E, W and C. Students
should copy the drawing into their notebooks.
Teacher also puts the key words on the board: cloudy, stormy, rainy, windy, sunny, foggy.
Basing on the information from the film and the prompts on the board, students will have to
mark what the weather is going to be like in different parts of the country.
2
The film is played twice. Students work individually, then the answers are elicited in open
class. Teacher asks for volunteers to write the adjectives into the correct sections on the
board, i.e. N: cloudy, W: rainy, stormy, C: windy, E: foggy, S: sunny.
2.2. Target language practice – recording
Interaction forms: individual, whole class
Duration: 5 minutes
Teacher tells students that now they will listen to a recording on which somebody is talking
about their picnic. Teacher might want to pre-teach some words (e.g. huddle) before playing
the recording.
Students should listen carefully for the main idea. The recording is played once. Then, the
teacher asks students what the story was about (a family went on a picnic, but it was ruined
by bad weather).
2.3. Consolidation of the target language – recording (worksheet)
Interaction forms: individual, whole class
Duration: 8 minutes
Teacher distributes worksheets to all students (see below). He/She explains that there are
two options in each sentence and students will have to decide which one is correct. They
should read through the sentences to see if they remember any of the answers.
The recording is played a second time, for students to complete and check their answers.
Then, the answers are elicited in open class.
3
Circle the correct option.
1. The family went on a picnic/holiday last weekend.
2. They listened/did not listen to a weather forecast.
3. The rain/wind started after an hour.
4. They didn’t start/complete packing their stuff.
5. The rain quickly became light/heavy .
6. They huddled/cried together.
7. They went home, because they got wet/scared .
8. They will long regret/remember that day.
Answers: 1 picnic, 2 listened, 3 wind, 4 start, 5 heavy, 6 huddled, 7 wet, 8 remember
2.4. Personalization
Interaction forms: pairwork
Duration: 8 minutes
Teacher puts students into pairs and asks them to think of a memorable experience, positive
or negative, connected with the weather. What happened? Where was it? Were any other
people present?
Students share their experiences in pairs, then teacher elicits a few stories in open class.
2.5. Consolidation of the target language – quiz
Interaction forms: individual
Duration: 6 minutes
Students do the quiz: they have to match weather map symbols with brief simplified
forecasts.
The forecasts are as follows: We’re going to see a lot of snow; There’s going to be light rain;
It will be partly cloudy, but with some sun too; It will be a sunny day; There are going to be
heavy storms; There will be heavy showers; We’re going to see a lot of clouds; It will be very
windy.
4
3 Closing stage
Interaction forms: whole class
Duration: 3 minutes
Teacher elicits from students various weather phenomena mentioned in the lesson.
For homework, students are asked to prepare a short weather forecast for the upcoming
weekend. It can be based on the actual weather forecasts students will hear/read, or it can
be purely fictional.
Additional information
Teacher advises students that the www.scholaris.pl website offers a computer application in
the form of a multimedia dictionary presenting correct pronunciation together with
translations of words and phrases learned during the lesson.
5