Weather Lesson 2 - Skills to be Emphasized - Listening and Speaking

Oct 1, 2026

Uploaded by Rhys

Lesson plan for English language learners focused on weather topics, building core skills in listening and speaking. Students learn to brainstorm weather-describing words, use target sentence structure (“What is/was the weather like?”), and apply relevant vocabulary for conditions such as hot, cold, sunny, cloudy, windy, rainy, foggy, and snowy. Activities progress from an outdoor warm-up observation task to a song with actions, guided practice with flash cards and real conversations, weather riddles for comprehension, and a discussion on why weather matters for different jobs.

LanguageEnglish

CategoryExam

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

SkillS to be emphasized

Listening and speaking

Target structure and vocabulary

Activities

Activity 1: Warm-up

Activity 2: Presentation

Activity 3: Practice

Activity 4: Practice

Activity 5: Discussion

g i gETTy imagEs® ® 16 2 0 0 7 N u m b e r 2 | E n g l i s h T E a c h i n g F o r u m SkillS to be emphaSized Listening and speaking target Structure “What is/was the weather like? It is ; it was yesterday.” target vocabulary hot, cold, warm, sun, cloud, wind, rain, fog, snow, sunny, cloudy, windy, rainy, foggy, snowy objectiveS By the end of the lesson students should be able to: • brainstorm to come up with words that describe the weather. • describe what the weather is like outside with relevant weather vocabulary. • develop their observing and predicting skills by telling and writing about weather conditions. • compare today’s weather with yesterday’s weather conditions. materialS Flash cards and pictures showing different weather vocabulary items and weather condition Activity 1: Warm-up (Pre-listening, 10 minutes) Let’s Go Outside! (adapted from www.uwsp.edu/education/pcook/ unitplans/wether/htm) 1. Introduce the lesson. Tell students that they are going to be learning about the weather and learning words that describe weather conditions. Tell them that to begin the lesson they will be going outside for five minutes to observe the weather using all their senses; tell them that when they return to the classroom, they will share what they saw, heard, felt, and smelled, and/or tasted. 2. Take your students outside for 5 minutes. Remind students to observe the weather using all their senses. While the students are outside observing, ask such questions as: • “What do you see?” • “Now, listen—what do you hear?” • “Stand very still. Do you feel the wind?” • “What do your eyes and ears tell you about the weather?” 3. Share one of your observations about the weather. Share with the students one of the observations youmade about theweatherwhileyouwere outside and write it on the board. For example, you might write: “I felt hot outside.” Or you might write: “I felt the wind blowing on my face.” 4. Ask the students to share their observations of the weather with the class. Write the words they use while describing the weather on the board. Encourage the students to think of additional words that describe the weather and words that name other kinds of weather. Add the new words to the list on the board. 5. Using flash cards and pictures, present some weather vocabulary, using adjective forms. (See sample flash cards at the end of the lesson.) Activity 2: Presentation (Listening, 15 minutes) Singing with Actions 1. Sing the weather song (or play a recording) using actions. While the students listen, sing (or play) “The Weather Song,” using pictures or gestures to illustrate the different kinds of weather. (If you do not know the tune of the song “Clementine,” you can choose your own tune or simply speak the lines rhythmically.) E n g l i s h T E a c h i n g F o r u m | N u m b e r 2 2 0 0 7 17 The Weather Song (sung to the tune of “Clementine”) What’s the weather? What’s the weather? What’s the weather like today? Tell us (student’s name),* What’s the weather? What’s the weather like today? Is it sunny?(show picture or use a gesture) Is it cloudy?(show picture or use a gesture) Is it rainy out today?(show picture or use a gesture) Is it snowy?(show picture or use a gesture) Is it windy?(show picture or use a gesture) What’s the weather like today? *At the end of the song, ask the student questioned in line 4 to say what the weather is, making the appropriate gesture. 2. Teach the song using actions. Teach the students the song line by line, or miming the actions you used (or holding up pictures) to enable students to comprehend the meaning of the words and structure. Activity 3: Practice (Post-listening, 15 minutes) Real Talk 1. Hold up the flash cards showing different weather conditions. Ask the students what the weather is like in each flash card. For example, say: “What’s the weather like here in this picture? Is it rainy? Is

FAQs

What sentence structure do students practice for describing weather?

Students practice the structure: “What is/was the weather like? It is ___; it was ___ yesterday.”

How do students expand their weather vocabulary?

They brainstorm words during an outdoor warm-up, then add new adjective and weather terms using flash cards and pictures.

How does the lesson check comprehension of weather vocabulary?

Students read weather riddles and identify the correct weather word, then review the adjective form together (e.g., “wind” → “windy”).

Oct 1, 2026

Uploaded by Rhys