Level and age of learners: Intermediate, 15-22; Length of the lesson: 20’;

Materials: handouts, pictures, pictograms, a video, flashcards, envelopes; Aim of

the lesson: to have the ss learn some new vocabulary by using different teaching
techniques.

LESSON PLAN

Aims What The What Materials Grouping Timing

Teacher Learners
Does Do

-To The T talks The ss - Whole class 2’

introduce to the ss, answer the
the topic what they questions.
-To make Ss think about
involve in the weather
the topic by and its
drawing influence on
their our lifes.
attention
-To motivate
Ss

-To The T gives a The ss read Handouts Whole class 3’

contextualiz reading text the text.
e the to the ss.
vocabulary
-To practice
reading

-To elicit the The T elicits The ss Pictures, Whole class 7’

vocabulary the discover pictograms,
-To convey vocabulary, the a video,
their meaning, meaning flashcards.
meanings pronunciatio and their
n and usage pronunciati
by using on and
different usage.
techniques.

-To check The T asks The ss PowerPoint Whole class 3’

the some answer slide
understandi concept questions.
ng of the questions
vocabulary and shows
items model
sentences.

-To make The T divides The ss work Flashcards Five groups 5’

the students the class into in groups, some
practice the 5 groups, practice words
new gives them the words written on
vocabulary some words by using it in colorful
and wants them in envelopes.
them to sentences
create a and act the

Duygu
ALDEMİR

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 dialog and dialogue
act it out. out.

THE WEATHER CHALLENGES US IN EVERY PART OF OUR

LIFES

There are so many examples for the unexpected changes of the

weather in an earth going through global warming. We can experience the
hottest degree of all times at the very beginning of summer.

For example; The Commission on Elections of Philippines (Comelec)

says that Election Day will, literally, be a hot day and advises the voting
public to bring umbrellas and apply sun block on May 10. Comelec
spokesman James Jimenez says the poll body has anticipated the long
lines of voters on Election Day during which the scorching summer heat
could be the worst election scenario, even worse than the possibility of
failure of elections.

The other shocking news coming from Northeast, Lake Placid, New
York is the balmy winter, which has sap running, tree buds turning green
and dogs shedding their winter coats, has been unlike any other in
memories. The reporter of this news says “I can remember a melting at
Christmas many times, but not for the length of time we’ve had this year.”

Another challenging weather example comes from Chandrakant

Pandit, India's Under-19 coach. He has said his team's biggest challenge at
the forthcoming World Cup in New Zealand will be the cold conditions: "It
will be a little more chilly and windy out in New Zealand so the conditions
will be different and the biggest challenge. The boys need to get used to
its climate as early as possible."
 Again there is an important weather announcement for farmers from
the National Weather Service: ‘’ the frosty weather has arrived and
farmers should keep an eye on their crops as frost will have set in
beginning around 2 a.m. There’s going to be frozen liquid on the low-level
plants. Basically, it will affect grass, vegetables, gardens, mainly things
like that.”

Our last but worst news coming from Peru is so far this year at least
409 people have died of pneumonia and illnesses triggered by the
perishing cold weather. Most of the dead have been children younger
than five years old and people aged over 60. Children aged below five
have made up most of the hundreds of victims of a severe snap of cold
weather sweeping southern Peru.

CONTEXTUALIZING

Teacher gives the text to the students and wants them to read it after the
conversation about the weather’s influence. After they finish reading, the teacher
starts to elicit the unknown vocabulary items.

Vocabulary 1:

scorching, /ˈskɔːrtʃɪŋ /, adjective; hot and dry enough to burn, extremely hot.

First, the teacher wants them to look at the text again and asks how the
weather is on Election Day in Philippines, what the worst election scenario could
be, what kind of word it is to elicit its part of speech. After getting answers from
them, she elicits the meaning of ‘’scorching’’ by showing a pictogram. Then she
asks some questions in order to check whether they have understood the word
and gives model sentences. Lastly, she reflects its meaning, its phonetic
transcription and model sentences and wants them to repeat the word after her.
Vocabulary 2:

balmy, /ˈbɑːmi/, adjective. The weather is warm, pleasant and mild with a gentle
wind. (synonym of warm)

First, the teacher asks how the winter is in New York and if they know what
‘’balmy’’ means. After getting answers, they say ‘’No, we don’t.’’(I hope :), she
says you know what it means actually, but not with this letters, do you know
what ‘’warm’’ means. They say ‘’yes’’ (I hope :) and she asks what it means and
what kind of word it is, after getting answers she says they are the same and
elicits the meaning of it by using its synonym. Then the teacher asks some
questions about the word and gives model sentences. Lastly, she reflects its
meaning, its phonetic transcription and model sentences and wants them to
repeat after her.

Vobaulary 3:

chilly, /ˈtʃɪli/, adjective; cold enough to make you feel uncomfortable.

First, the teacher asks if they remember what Cem Hoca said previously
about extremely hot weather, if they don’t, she makes them recall ‘’Indian
Summer’’ and asks them what they think about the weather in India. After
getting answers from them, she wants them to look at the part about Indian U-19
team in the text again and asks what the coach thinks about the forthcoming
World Cup. After getting the answer which is related to the coach wants the team
get used to its climate as soon as possible.’’ She asks how the weather will be in
New Zealand. She asks whether they can guess what ‘’chilly’’ means and what
kind of a word it is. Then she asks some questions about the word and gives
model sentences. Lastly she reflects its meaning, its phonetic transcription and
model sentences and wants them to repeat after her.
Vocabulary 4:

frosty; /ˈfrɒsti/; adjective; very cold with a thin icy layer of ice covering
everything.

First, the teacher wants them to look at the text and asks why the National
Weather Service warns farmers. After getting answers she asks what kind of word
‘’frosty’’ is. Then she shows some pictures and asks what they can see in them.
After getting answers, she elicits the word’s meaning by using pictures. Then she
asks some questions about the word and gives model sentences. Lastly she
reflects its meaning, its phonetic transcription and model sentences and wants
them to repeat after her.

Vocabulary 5:

perishing; /ˈperɪʃɪŋ/; adjective; very harsh weather conditions resulting in ruin,

death.

First, the teacher asks whether they remember a scene from the movie
‘’Titanic’’ and makes them watch for the ones who don’t remember it. After
watching it, she says as you remember lots of people died like Jack and asks if
there is a similar situation in the text. After getting answers, she asks what kind
of word it is, then she elicits the word’s meaning by using a video. Then she asks
some questions about the word and gives model sentences. Lastly she reflects its
meaning, its phonetic transcription and model sentences and wants them to
repeat after her.