Beginning of the lesson Warming-up 7 min

Organization moment: Introduce the topic of the module.

Point to the title of the module and say: Weather. Explain/Elicit the meaning of the word. Ask the

pupils to look at the first picture on p. 42 and elicit

the season (summer), in L1 if necessary. Do the same

for the second picture. Have a class discussion, in

L1 if necessary, about how the weather changes in each season. Then ask the pupils to say things and

activities they associate with each season

The pupils repeat, chorally and/or individually.

Pupils answer the teacher’s questions

The teacher assesses learners for their ability. “Good job!

Well done!”

Mutual assessment through CCQs

Pictures

presentations

Audio CD ( Track 31) IWB

Middle of the lesson Presentation and Practice.

30 min

Introduce the four seasons. Present the new vocabulary. Play the video

Play the audio a second time, pausing after each word.

Say and write on the board:

Ss write down the new words

Point to a pupil

and ask: When’s your birthday? Encourage the pupil to answer your question. Repeat the process with the rest of the pupils.

Write their answers on the board to find out the most popular season in class.

Practise the four seasons. Point to the pictures and invite individual pupils to identify the seasons, based on the pictures. You may

ask them to justify their answers, in L1 if necessary. Ask the rest of the class for verification.

Practise talking about seasons and birthdays.

The pupils listen and point to the pictures.

The pupils listen, point to and repeat the seasons, chorally and/or individually.

The pupils repeat after you and answer the questions.

Pupils name the seasons.

Observing and monitoring.

Mutual assessment through the key.

1,6,8 –winter

2 –spring

3,4,9 –autumn

5,7- summer.

P.B. p.43,

ex.2.

IWB,

pictures.

Let’s do tasks ex3 page number 43 Books closed. Draw a birthday cake on the board, point to yourself, say and write: My birthday is in spring. Then point to a pupil, say and write on the board: When’s your birthday?

Encourage the pupil to respond e.g. In (autumn).Focus the pupils’ attention on the use of the preposition in when we refer to seasons.

Books open. Refer the pupils to the picture and ask a pair of pupils to read out the exchange. Explain the activity. Go around the class, monitoring the activity.

Then ask pairs of pupils to act out their exchange in front of the class. If you wish, you may write their answers on the board and, at the end of the activity, see which season has got the most birthdays in

it.

The pupils repeat after you.

The pupils quickly draw a sketch about that season (e.g. sun, beach, etc). The team with the most points wins the game.

In pairs, the pupils ask and answer about their birthday.

The pupil who finishes first, gets a point for his/her team.

Mutual assessment through CCQs

P.B. p.43,

ex.3.

Activity Book (Optional), p.39.

End of the lesson

8 min

Consolidate the language of the lesson.

Divide the class into two teams. Ask a pupil from each team to come to the board. Say a season (e.g. summer). Repeat with more pupils.

Poster Success