Long-term plan unit: 9 Holidays

School:

Lesson 1

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Seasons and weather

Learning objective (s) that this lesson is contributing to

5.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups;

5.1.3.1- respect differing points of view;

5.1.4.1- evaluate and respond constructively to feedback from others;

Lesson objectives

All learners will be able to:

Most learners will be able to:•learn vocabulary for the seasons and weather.

• talk about favourite months and seasons.

Some learners will be able to:

Success criteria

Give feedback to others orally

Demonstrate respect to people’s opinions using lexical units of topic vocabulary Identify details in a text with little support

Value links

Labour and creativity, cooperation

Cross curricular links

Geography

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Unit presentation

Books closed. Mime typical holiday activities, e.g. sunbathing, swimming, taking photos. Ask: What am I doing? Elicit the activities and write them on the board. • Ask: When do we usually do these activities? Elicit on holiday and write the phrase on the board.

• Ask students to open their books at page 94. • Ask students to say what they can see in the photo. • Read out the three questions. Check understanding of ideal. • Put students into pairs.

• Students ask and answer the questions. • Check answers.

Warm up

Ask: What is a ‘season’? • Elicit the answer, e.g. one of four periods of the year, and then

ask students if they can name the four seasons in English.

1 2.27 Ask students to open their books at page 95.

• Refer students to the calendar. First, ask students to say when the seasons occur in their country and then ask them to work in pairs to complete the calendars with the months when the seasons occur in countries in the northern hemisphere.

• Play the recording again for students to repeat the words.

• Remind students that north and south experience the seasons differently. When it is winter in the southern hemisphere it is summer in the northern hemisphere; when it is summer in the southern hemisphere it is winter in the northern hemisphere.

Answers

Spring: March, April, May

Summer: June, July, August

Autumn: September, October, November

Winter: December, January, February

Optional activity

• Put students into pairs.

• Students ask and answer questions about what they usually do, wear and eat in each season.

• Ask some students to report back to the class on their partner.

2 2.28 Write the following question on the board: What’s the weather like today? Write whatever the answer is on the board, e.g. it’s rainy/sunny/cloudy, and then ask students to look at the phrases in the box.

• Ask students to work in pairs to match the phrases with the

pictures.

• To extend the work on weather vocabulary, you could teach

students it’s hot/cold and show students how to talk about the temperature.

• Encourage students to learn complete phrases in English, e.g. wet weather, when they learn vocabulary for a particular subject.

• Play the recording for students to check their answers.

• Play the recording again for students to repeat the words.

Answers

2 It’s windy.

3 It’s sunny.

4 It’s foggy.

5 It’s rainy.

6 It’s cloudy.

7 It’s snowy.

8 It’s stormy.

Optional activity

• Put students into pairs.

• Students listen to this weather forecast and then do the accompanying exercises: http://learnenglishteens. britishcouncil.org/skills/listening-skills-practice/weatherforecast

• Students can then use the information on the BBC weather website to prepare a weather forecast for their country: www.bbc.co.uk/weather

3 • Give students a few minutes to complete the chart.

4 • Put students in pairs.

• Students ask and answer questions about the information they put in the table in Exercise 3.

• To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 123 and do the activities in Jog your memory! and Weather and seasons.

Homework

Set Exercises 1, 2, 3 and 4 on page 69 of the Workbook for homework. Ask students to do this exercise to practise the weather vocabulary: http://learnenglishteens.britishcouncil.org/grammarvocabulary/ vocabulary exercises/weather

Students can keep a weather diary for a week. At the end of each day, they should write a short description of what the weather was like, e.g. It was cloudy in the morning and sunny in the afternoon. Students can take a photograph to put alongside each entry in their diary.

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?