In the last lesson we have discussed that what the life will be in the next 20 years. But I think we don’t need to go so far, it's all here. We are working from home, taking classes on zoom, using public transport and above all we have spent this summer at our homes. Well it is because of the pandemic, but I read in many articles that it is a result of dangerous experiments which produce gases. These gases are very harmful for our environment which results in global warming. And for this reason we are facing extreme weather conditions. Such as the last Australian Bushfires. Do you remember? These fires heavily damaged the whole country especially the state of New South Wales. It was a very unusual incident. These fires had been burning continuously for 210 days. (slide 2) And not only this we are facing heavy rainfalls, strong winds, heatwaves and snowstorms too. And it affects our moods as well. Isn’t it? (slide 3)

I have adapted Exercise 1(4d) to make it engaging. So what do you think about these extreme weather conditions? Does the weather affect your mood? What do you like doing when the weather is bad? (Elicit: If I am going in a party but suddenly it starts raining heavily so how do I feel? ...(bad, annoyed) This is my .... (mood) Instructions: You will discuss 1. extreme weather conditions 2. affects on your mood 3. what you do in bad weather? Check: You will discuss... Students work in pairs. (-Open BORs-- 3 minutes)

Move on to exercise 2 Match the bold words in column A with the appropriate meanings in column B. Instruction: You will do matching vocabulary in pairs Check: You will do gap fills or matching vocabulary? (Open BORs--2 minutes) W/C feedback. (2 minutes) Use your chat boxes and type your answers. Ask for justification: How 1 matches 2? Why? agree or disagree? Show key

Move on to Exercise 3 (5a) 2.36 You will listen to three people talking about their experiences of extreme weather in the UK. And here are three moods. Just focus on the moods of speakers specifically. Which speaker was frightened & excited; got stressed; enjoyed themselves ... Listen once. Don’t worry about any difficult words. Instruction: 1. Listen 2. focus on the moods of speakers 3. write speaker no. Check: You will listen or write? (both) and focus on.... (moods of speakers) (If you have time then do Peer feedback otherwise skip) Instruction: Discuss your answers in groups very quickly. Check: You will... (discuss answers) (Open BORs--2 minutes) W/C Feedback: Go to more, click annotate, use Text. Write answers on your screen. Why Speaker .3.. was frightened and excited Why speaker ..2. got stressed? Why speaker..1. enjoyed themselves? Ask: Why do you think speaker 1 enjoyed? What about speaker 2? What was her mood? Why she was stressed? Why speaker 3 was frightened and excited?

Now go to exercise 4. Listen again very carefully. Answer the four questions below and Complete the chart. For example: When did it happen? so write the date or year here. Instruction: 1. listen carefully 2. write answers of these questions Check: You will ... (listen carefully & answer the questions) Play the audio and stop after every speaker. Peer feedback: Discuss your answers in groups (3 students) Instruction: You will... (discuss answers) (Open BORs--3-4 minutes) W/C Feedback: Ask them about speaker 1; then--2; then--3 Play audio again if needed. If time allows ask them to read the script while listening audio.

If time allows: Here are some modifiers which we use to express weather conditions. we often use rather or a bit to express a negative idea. 1. Modifiers (cline) very, really, extremely, incredibly, unbelievably If time allows: 2. Pronunciation Drills. Do you remember the vocabulary we just did in exercise 2. Let us practice some pronunciation. Snowplough /ˈsnəʊplaʊ/ buried /ˈberid/ scorching /ˈskɔːtʃɪŋ/ Dormitory /ˈdɔːmətri/ Hurricane /ˈhʌrɪkən/

Let us discuss our experiences about bad weather conditions. Have you ever experienced any bad weather condition? Where were you? How did you feel? In pairs. (Open BORs. 4 minutes)