Learning Intention

I am learning vocabulary

for hot/mild weather

Success Criteria

I am familiar with and can correctly pronounce the 7 vocabulary words I have

learnt today

I can work successfully in a team to create songs to remember my vocabulary

Starter

• http://www.youtube.com/watch?v=WPboONnHd14

quel temps fait-il?

Écoutez

+

Répétez

il fait beau

It is nice

It is nice

il fait beau

il fait du soleil

It is sunny

It is sunny

il fait du soleil

il fait chaud

It is hot

It is hot

il fait chaud

il fait du vent

It is windy

It is windy

il fait du vent

il pleut

It is raining

It is raining

il pleut

il tonne

There is thunder

There is thunder

il tonne

il fait des éclairs

There is lightning

There is lightning

il fait des éclairs

Listening Activity

• Teacher calls out a weather phrase which children draw and translate into English on show me boards.

Group Activity

• Choose a famous jingle or make a jingle of your own and use the vocabulary you have learnt today and previously to compose lyrics. You will be peer assessed. WRITE DOWN YOUR FULL SONG ON THE PAPER PROVIDED.

• If your group finishes early, add music to your jingle, using the musical instruments or any other means (beat boxing).

Example

See if you can guess the jingle!!!!

il fait chaudil fait chaud

mais il fait des éclairsil tonne, il fait beau,il pleut il fait du vent

HEY

Jingle Bells!

It is hotIt is hot

But it is windyThere is thunder, it is nice, it is raining, there is lightning

HEY

Jingles

• Jingle bells• London bridge• Twinkle twinkle little star

• Chart hits/raps

• Compose your own tune

Remember

Syllables

syl la bles

Success Criteria for activity

• Use of at least 4 new vocabulary phrases

• Correct pronunciation of all words

Peer Assessment

Pair up with another group and take it in turns to perform your jingle.

Peer assess each others work:•Did they meet the success criteria?•Give them two stars and a wish

The Weather Song• Level: beginner / elementary

Aim: practicing listening skills, practicing vocabularyTime: 15 – 20 minutesLanguage skills: Types of learners: auditory, kinesthetic, visual, musical Materials for the students: none Materials for the teacher: noneClassroom management: whole class (in variation: groups)

• Steps of the game: 1. Take some well-known tunes which children already know, e.g. 'London Bridge', 'Old McDonald', 'Jingle Bells' or a tune from their course book (if the course is supported by a cassette).2. The lyrics of the song will be the vocabulary which was recently introduced, e.g. clothes or food. The lyrics are chosen by students – they suggest, and the teacher chooses suitable words according to the tune.3. Activities which are to be performed during the song are also chosen by the students, e. g. socks are presented as putting them on one's feet.4. The teacher sings along with the students and performs all the activities. The point of the game is not only in vocabulary, but in varying the speed of the song. This gets quite amusing with younger children!

• Variation 1: groups of 3 or 4 students are formed. They take the same tune, but change the lyrics. They perform this for the class. Variation 2: Young children like to draw. After the activity, they can draw the words form the song in the order they appear in the song (this can be done before singing with the children who do not read or write yet).

• Some possible lyrics:E.g. 'Jingle Bells': trousers, socks, jacket, jeans, we wear them every day,sweater, shoes, t-shirt, cap, I'm wearing those today.

• OR: 'London Bridge': a piece of pie, a glass of milk, sugar cane, chocolate bar,a cup of coffee, lemon juice, one big pizza.