LESSON PLAN

Teacher :
Assistant teacher:
School:
Date:
Class :

Level: pre-intermmediate
Lesson topic: Weather forecast
Lesson type: introduction of new vocabulary structures/grammar
Lesson approach: communicative/grammar
Lesson objectives: By the end of the lesson the students will be able to:

- Talk about different weather conditions;

- Adequately use fixed formulae for talking about the weather;
- Recognise and apply the rules of the Simple Future Tense;
- Express certainty/probability;
- Make predictions about the future;

Nr. Stage Teacher’s activity Students’ activity Interaction Rationale

crt.
1. Lead-in -T greets the Ss, checks working -Ss greet and get themselves T<->Ss Primary
conditions and checks class prepared for class; interaction.
attendance;
2. Warmer -T makes a comment on the -Ss engage in the conversation, T<>Ss Ss should be
weather outside and has one S that should be maintained as made to feel
engage in a conversation with her, natural and spontaneous as English as
based on the notions introduced possible, yet also directing the Ss naturally as
the previous day; towards using the fresh possible.
information from the previous day.

1
3. Homework -T asks Ss to read their home -Ss take turns and read their home Ss<->Ss Not overlooking
check-up assignment; assignment: they had to write a the individual
-T asks Ss to go to the Bb and short paragraph on specific season work, especially
write the Present Tense and the activities, and also to provide a when it is
Past tense of the verbs they used in past tense version of that centred on the
their composition; paragraph; Ss’ personal
-T only corrects grammar errors, life.
not paying too much attention to
style or composition, since this
was a drill, testing grammar
abilities and accuracy, not fluency.
4. Feedback -T writes a series of sentences -Ss copy the examples in their T>Ss Ss should find
connected to weather, and notebooks, paying attention to the this exercise
underlines specific nouns; T’s explanations; easy, as it
-T rephrases the first sentence, -Ss take turns in coming to Bb and requires them to
turning the noun into an adjective; solving the other examples; recall
information
from the
previous class.
5. Brainstorming -T asks Ss where can they find out -Ss should be able to provide T<>Ss Ss’ knowledge
information about the weather for examples related to the TV/radio of everyday
the next day; programmes that present a weather aspects of life
-T introduces and explains the forecast; taken into
notions of “weather forecast/er” -Ss provide several words related consideration
and asks Ss to provide as many to the field of meteorology, such and exploited.
words connected to meteorology as instruments or the cardinal
as they can; points;
6. Shadow reading -T writes a text on the Bb and asks -Ss copy the text in their T>Ss T as an example
individual Ss to read the text, notebooks and individual Ss read of spoken
the text, after the teacher; language;
7. After-reading -T asks Ss if the text makes any -Ss should understand that T<>Ss Ss become
sense at all; probably the weather forecaster actively
-the text illustrating a weather does not have a clue about what involved in their

2
 forecast presents some the weather will be like; learning and
specificities, in the sense that -Ss should recognise various pairs they also
several elements, such as Future of antonyms; become more
Tense and probability markers -Ss should recognise and underline responsible.
appear; various patterns expressing
-T gives a list of weather uncertainty or probability;
conditions and asks Ss to identify -Ss scan the text in order to
the one not mentioned in the text; provide the word;
8. Presentation of the -T presents the Ss a new verbal -Ss copy the examples in their T>Ss Ss are the main
new grammar tense: The Future Tense Simple; notebooks and pay attention to the beneficiaries of
forms -T underlines various examples of T’s explanations; the teaching
Future Tense uses in the text and -Ss help the T in writing examples process,
then shows how the affirmative, for each form introduced; therefore they
the interrogative and the negative are actively
forms are created; involved.
9. Feedback -T asks the Ss to make predictions -Ss copy the column and in one T<>Ss Ss’ lives are a
about their weekend; minute they fill in the chart; Ss<>Ss prolific source
-T writes 2 columns on Bb and -Ss take turns in presenting their of classroom
asks Ss to name at least 3 activities ideas; material.
they will certainly perform during
the weekend and at least 3
activities they are not so sure
about;
10. Homework -T asks Ss to write a 10-row -Ss copy the assignment in their T>Ss Ss’ imagination
assignment paragraph about the way life on notebooks and ask for further and creativity
earth will be/probably be in 10 details, if necessary. tested.
years’time.