In this activity, students will examine three pictures depicting different weather conditions from around the world. They will complete a short-answer quiz using Google Forms, with a time limit of 3 minutes to encourage quick thinking and recall of weather-related vocabulary. Afterward, we will review the answers together as a class, encouraging students to share their responses. During the feedback session, I will address any common mistakes, provide corrections, and offer additional explanations to reinforce accurate language use.

Aims: To provide students with a model text to introduce the context of talking about seasons and interests. To help students notice useful vocabulary and phrases they can use in the speaking task. To check students' understanding of the text through a controlled practice activity. Procedure: Introduce the audio : Play the audio about Marek from Alberta.(30 seconds long) Explain that the text contains useful language for describing seasons and personal interests. Share the link to the Google Form quiz (https://forms.gle/DaSEQaq3k6g8WUPB8) and give students 4 minutes to answer the questions. If necessary play the audio a second time Activity: 1. I love autumn when the days are _____ (sunny / cloudy / rainy) but cool. 2. I don’t mind _____ (cold / hot / mild) weather. 3. The snow looks amazing against the bright _____ (blue / grey / black) skies. 4. In late autumn, we get our first _____ (snowfalls / rainstorms / heatwaves). 5. Our winters are so _____ (long and cold / short and warm / rainy and mild). 6. When the temperature goes down to 35 below zero, it’s _____ (freezing / warm / mild) Answer Key: sunny cold blue snowfalls long and cold freezing Feedback: Bring students back to the main room. Spend 2 minutes going over the answers. Elicit corrections from students if necessary. Highlight any common mistakes and clarify any doubts.

Meaning: Aims : To prepare students for the speaking task by clarifying key vocabulary related to weather. To help students practice pronunciation and check understanding through concept checking questions (CCQs). Procedure: Use PowerPoint slides to display highlighted weather-related vocabulary. Go through the following CCQs with the students: Sunny: What kind of weather is sunny? Is there rain? Freezing: Is freezing very cold or a little cold? Long and cold winters: Are long and cold winters nice or difficult? Snowfalls: When do we usually see snowfalls? What is the difference between snow and snowfalls? Clarify that Snowfalls is a countable noun, while Snow is uncountable. Elicit choral and individual pronunciation. Use slide animations to make the activity more engaging and organized. Form Activity: Aims: To help students understand the grammatical structure of key sentences from the text. To raise awareness of different word types (adjectives, nouns, sentence structures). Procedure: Present PowerPoint slides in a similar style to the meaning activity, with highlighted words. Focus on how different words are used and the type of word they represent. Use the same sentences from the previous activities: I love autumn when the days are sunny but cool. Answer: Adjective I don’t mind cold weather. Answer: (Adjective + Noun) Our winters are long and cold. Answer: (Adjective + Adjective) When the temperature goes down to 35 below zero, it’s freezing. Answer: (It + Adjective) Elicit answers from students and encourage them to give meaningful explanations. Use slide effects to delay showing answers, encouraging students to think critically. Add CCQs where necessary to reinforce understanding. as the past activities this will be done in. the main room for 4 minutes. the reason for this is to save time while also encouraging students to keep participating all together. Pronunciation Focus 4 min Aim: •To practice word stress and rhythm, especially in sentences related to weather, with emphasis on strong emotions and pace. •To develop students’ ability to identify stressed words and rhythm patterns in spoken sentences. Procedure: 1. Introduction: Briefly explain the focus of the activity—helping students recognize the rhythm and stress in sentences, particularly with weather-related vocabulary. Highlight how rhythm and stress can convey strong emotions or emphasis in spoken English. 2. Activity (2-3 minutes): • Display the sentences on the slides • Example Sentences: • I love sunny days. (Stress on LOVE and SUN-ny) • I don’t mind cold weather. (DON’T MIND = strong rhythm, COLD = stress) • The snow looks amazing against the blue skies. (aMAzing = word stress, BLUE = stress) • It’s freezing in winter! (FREEZing = strong emotion) 3. Student Engagement (1 minute): • Ask students to discuss which words they think are stressed and why. Encourage critical thinking by not providing the answers immediately. • Ask for volunteer answers 4. Clarification and Practice (1 minute): • After discussion, highlight the correct stress and rhythm on the sentences. • Get the class to repeat the sentences together, focusing on stress and rhythm. 1. “I LOVE sunny days.” (Stress on LOVE and SUN-ny) 2. “I don’t mind COLD weather.” (DON’T MIND = strong rhythm, COLD = stress) 3. “The snow looks aMAzing against the BLUE skies.” (aMAzing = word stress, BLUE = stress) 4. “It’s FREEZing in winter!” (FREEZing = strong emotion)

Aim: •To practice using language related to weather, seasons, and personal preferences. •To encourage fluency and confidence in speaking through peer interaction in breakout rooms. •To provide feedback on students’ use of the language learned in the session. Procedure: 1. Set Up (1 minute): • Introduce the speaking task: Explain that students will work in breakout rooms to discuss questions related to the weather and their personal preferences. • Emphasize that the focus is on fluency and confidence, not perfection. Mistakes are part of the learning process. 2. First Set of Questions (Breakout Rooms - 6 minutes): • Question 1: How’s the weather where you are? • Question 2: Do you prefer this kind of weather, or would you rather have something different? Teacher’s role: Move between breakout rooms, listen to students, and take note of areas to praise or provide general feedback after the activity. 3. Feedback Session (1-2 minutes): • After the first set, bring everyone back to the main room. • Provide general feedback on any common issues or successful language use you noticed, but avoid giving specific corrections. Instead, focus on positive reinforcement and improvement. 4. Second Set of Questions (Breakout Rooms - 6 minutes): • Question 1: What is your favorite season of the year? • Question 2: What do you enjoy the most to do when this season comes? Teacher’s role: Again, monitor and take note of any areas of difficulty or success. 5. Feedback Session (1-2 minutes): • After the second set, gather students in the main room for another quick feedback session. • Provide general feedback, highlighting areas of improvement or areas where students excelled.

Aim: • To provide constructive feedback on language use during the speaking task. • To highlight both areas for improvement and areas of success, focusing on the language related to weather and personal preferences. . Feedback Approach 2-3 • General vs. Specific Feedback: Focus on general feedback that encourages self-awareness and improvement without direct correction. Highlight common trends you noticed in language use (e.g., vocabulary, grammar, pronunciation). • Praise: Ensure to praise students when they use the target language effectively or when they speak confidently. This boosts their motivation and helps them feel positive about their progress. • Focus Areas for Feedback: • Vocabulary: Correct usage of weather-related vocabulary, such as “sunny,” “cloudy,” “cold,” “freezing,” “season,” etc. • Grammar: Appropriate use of verb tenses, especially when talking about personal experiences (“I prefer,” “I like,” “I enjoy”). • Pronunciation: Correct word stress or rhythm patterns in sentences related to weather. • Fluency: Emphasis on fluency over accuracy, encouraging students to keep speaking even if they’re unsure. Common Mistakes to Address:1-2 • Grammar issues: For example, mistakes with sentence structure (“I prefer more sunny weather” instead of “I prefer sunny weather more”). • Pronunciation issues: Words like “freezing” or “cold” may have incorrect stress or pronunciation, such as stressing the wrong syllable. General Feedback (1-2 minutes): • Praise: “I noticed that many of you used great weather vocabulary, like ‘sunny,’ ‘cold,’ and ‘freezing.’ Keep it up!” • Point for Improvement: “Remember, when expressing preferences, we say ‘I prefer’ followed by the thing we like, not the thing we dislike. For example, ‘I prefer sunny days’—not ‘I prefer more sunny days.’” • Pronunciation Tip: “When you say ‘freezing,’ make sure to stress the first syllable: FREEZing.” 4. Overall Feedback After the Task (if there is time) • General Impressions: After completing the speaking task, you can give students an overall summary of the activity. Emphasize the areas where they performed well and acknowledge their effort. • Focus on Continuous Improvement: Encourage students to keep practicing, especially with the areas they struggled with. Suggest they practice using weather vocabulary in more sentences, and recommend watching videos or listening to audio where native speakers use weather-related phrases.