1

Stage
Lead - In

Aim/Rationale
To give s/s practice in
developing fluency in
speaking within the context
of weather

Interaction
T/S
S/Ss

Feedback

S/s check result

T/Ss

Teacher Activity
Task: Ask students to do the
quiz contained in the
envelopes.
T: We are going to play a
game called How much do
you know about winter? You
will work in pair. Each group
will receive an envelope that
contains 10 questions and 10
answers. You and your
partner will take turn reading
out aloud the questions.
Together you will figure out
the answers.
ICQ: Are you working alone
or with a partner?
ICQ: Will one person read
out all the questions or you
are taking turn?
Time Warning

Student Activity
Time
+/-7
Students practice
asking and answering
questions

Random nomination for

students to answer
T: Does anyone have a
different answer?
Teacher posts the answers
T: Which answers do you
find the most surprising?

+/-7

2
Stage
Presentation

Aim/Rationale
To activate ss knowledge on
winter vocabulary

Interaction
T Ss
S-S

Feedback (group) To acknowledge s/s

discussion; assess ss
vocabulary level in the
context of winter

T Ss

Teacher Activity
Student Activity
Discuss in pairs on the
Show Pictures of severe
question posted by the
winter
teacher
Task: Ask students to
discuss winter of their native
countries with their
neighbours and decide what
they have in common. (e.g.
How long? temperature? Etc.)
T: With your partner, discuss
what winter is like in your
native country. Are there
similarities between your
countries.
T: For example, I came from
Taiwan. Taiwan winter is
rainy and damp. It averages
around 15 C. The winter lasts
around 3 months from January
to March. For many people, it
is the best time to tour the
country.
ICQ: Are you discussing
about Canadian winter or your
native country?
Get s/s attention check initial
question. Ask few to share
their answers about winters of
native countries.
T: Irina, What is winter like
where your partner came
from?

Students offer
feedback

Time
+/- 2

+/- 2

3
Stage
Test Target

Aim/Rationale
Interaction
To give s/s practice in
S
developing fluency in writing
within the context of weather.

Feedback

To provide s-s a chance to

compare and communicate
results with each other

S - Ss

Feedback (group) To acknowledge students

answer and assess their
sentence making competency

Teacher Activity
Student Activity
Students practice writing
Task: Ask students to write
sentences
four to five sentences
describing winter in their
country.
T: I want you to write 3 4
sentences describing winter in
your country. You have three
minutes.
ICQ: How many sentences
do you have to write?
ICQ: Describing your native
country or Canada?
ICQ: How much time do
you have?
Time Warning
Ask students to mingle and

find someone who has similar

sentences about their country
T: Now everyone, stand up.
Go around and find out who
has similar sentences about
your country.
Ask students to share who and

what they found similarities

with each other
T: Elham, did you find
anyone who wrote sentences
similar to yours?

Time
+/- 4

+/- 4

+/- 2

1. Which parts of the world do not have

winter?

Around the equator /

in the tropics

2. Why does really cold weather begin

late in winter, not at the beginning?

Because early in the

winter, the air, ground
and seas still have
some summer heat
In the Arctic and
Antarctic

3. Where is most of the worlds ice?

4. Which is heavier, ice or water?

water

5. What is the warmest part of a river or

lake in winter near the surface or at
the bottom?

At the bottom

6. When does snow lie on the ground, and

not melt?
a. When the average temperature is
below 0 C.
b. When the average temperature is
below 3 C.

7. What is the average temperature in

London in January?
a) -14 C
b) 4 C
c) -4 C
d) 14 C
8. How many days of snow do you think
there are per year in
a) Moscow? c) New York?
b) Paris?
d) Tokyo?
9. Why do some animals in snowy places
have white fur?

10.
What is the fastest winter
sport?

Speed skiing up to
248 kph

a) 164
b) 4
c) 5
d) 5
So predators cant see
them