LESSON PLAN

Școala Profesională Focuri

Teacher: Andra Elena Agafiţei
Date: 14th of December, 2016
Grade: 5th (L1)
Level: Beginner
Number of students:
Textbook: Pathway to English
Unit 6: Weather
Topic: Describing Weather
Lesson Type: Mixed
Skills: Integrated skills
Focus: Vocabulary
Techniques: Pair work, team work, individual work
Time: 50’
Method: the Communicative Approach
Aids: Board/whiteboard, chalk/markers, flashcards, stickers, map, worksheets, pupils’ notebooks
Aims:
 To create a relaxed, non-threatening atmosphere in the classroom;
 To stimulate creativity and imagination;
 To practise the use of weather related vocabulary;
 To encourage pair work and team work in order to fulfill tasks.
Objectives: By the end of the lesson, the students will be able to:
 Correctly pronounce the new words (hot, cold, cloudy, foggy, rainy, sunny, snowy, windy);
 Identify the various words describing weather in a given context;
 Use the acquired vocabulary in personalized answers.
Assumption: The students already know the four seasons and the months of the year.
Possible threat(s): The students might not understand everything the teacher says, so the teacher might find herself in the position of using the
students’ mother tongue to explain certain things.

Group
Stages Time T’s activity Ss’ activity Skill Aids Purpose
interaction
The T enters the
classroom and greets The Ss greet
the children. Then, the the T and say
T calls their names, to “Present” or
see if all Ss are “Here” and
present. raise their
To check
After that, the T asks hands when
attendance;
1. Warm up 5’ them if they have had they hear their T ↔ Ss
To check the
any problems with names.
homework
their homework and, The Ss read
in order to check it, aloud the
asks the Ss to read the sentences
sentences aloud and about Santa’s
corrects them, if routine.
necessary.

2. Lead in 4’ Having checked the The Ss listen T ↔ Ss Marker, To introduce

homework, the T asks to the T, whiteboard, the new topic
the Ss “What day is answer the the Ss’
today?” and “What questions and notebooks
holiday do we then write the
 celebrate on the 25th of
December?” After
hearing their answers,
the T tells the Ss that
Christmas is a winter
holiday and asks them
to name the other
title of the
three seasons of the
lesson in their
year. The T tells the
notebooks.
Ss that they cannot
talk about seasons
without mentioning
weather and writes the
title of the new lesson
– Describing Weather
– on the blackboard.

3. Presentation 10’ The T shows the Ss The Ss follow T ↔ Ss Speaking To practise

the eight flashcards the T’s pronunciation
and asks them to instructions.
repeat the written
words after her more
than once. Then, after
all flashcards are on
the whiteboard, the T
asks the Ss to write
them in their
notebooks and repeat
after her again and
 then to say the words
alone.

The T writes on the

blackboard “What’s
the weather like
today?” and the The Ss look To check if
beginning of the out the the Ss have
answer “It is…” and window and, understood the
4. Practice
asks the Ss to look out using the new Listening new words
A1 3’ T ↔ Ss
the window and vocabulary, Speaking
answer the question. they answer To further
Then, the T asks the all T’s practise
Ss the same question, questions. pronunciation
changing “today” with
the months of the
year.

To encourage
The T hands the Ss pair work
The Ss work
some worksheets and
in pairs and
explains that, in pairs, Weather To check their
A2 3’ match the Ss ↔ Ss Reading
they must match the worksheets understanding
words with the
words with the of the new
images.
images. words and
their memory

A3 5’ After checking their The Ss listen T ↔ Ss Listening Map To check if

answers, the T shows carefully, raise Stickers the Ss
 them a map, which
she sticks to the
whiteboard. Then, the
T reads some
their hands
sentences about the correctly
and come to
weather in those identify the
the map to
countries and asks the words in a
stick the right
Ss to come and take a new context
sticker.
sticker illustrating that
particular type of
weather and to place it
on the map.

To encourage
The T asks some Ss to
the Ss to
take her place, in turn,
In turn, some speak in front
and create new
Ss come to the of their
sentences with the
map, utter a colleagues
given words for their
sentence and T ↔ Ss
5. Production colleagues, who must Listening Map
5’ ask another Ss ↔ Ss To give the Ss
A1 come again and place Speaking Stickers
colleague to the
the stickers on another
come and opportunity to
map.
place the right use the new
The T never forgets to
sticker on it. words in
praise the Ss for their
sentences of
efforts.
their own

A2 10’ The T hands the Ss The Ss work T ↔ Ss Writing White sheets To create new
some white sheets of of paper, sentences
paper and asks them to
use the new words in
order to draw a
weather chart for the
in teams of 4.
next week. On the
After they using “hot”,
whiteboard, the T
finish, one S “cold”,
draws the table and
from each “foggy”,
gives them
group, reads Ss ↔ Ss “rainy”,
instructions. After the crayons
aloud their “snowy”,
Ss finish their task, the
sentences and “cloudy”,
T invites the group
shows the “sunny”,
leader to show the
class their “windy”
class the chart and to
weather chart.
read the sentences.
The T corrects his/her
pronunciation, if
necessary.
 The T tells the Ss to The Ss do as
close their notebooks, they are told
rolls the map and tells and listen to To check
the Ss to listen to her. the T. They again if the Ss
The T utters various say if the T ↔ Ss have
Listening
6. Assessment 3’ sentences about sentences are Ss ↔ Ss understood the
Speaking
weather and seasons true or false meaning of
and asks the Ss to tell and correct the the new
her if these are true or false ones, vocabulary
false and, if they are giving the
false, to correct them. right answers.

The T asks the Ss to

draw a picture of their To develop
7. Setting The Ss pay
2’ favourite season and Steplock the Ss
homework attention.
bring it to class next creativity.
time.