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Lesson 4 Let’s play!
Objectives
Learning 
outcomes
Vocabulary 
and structure
Required 
equipment
Educational:
– to learn how to say sea-
sons, colours, weather, parts 
of body, etc.;
– to learn how to say what 
one can do
Developing:
– to enable pupils to speak 
about seasons, colours, 
weather, parts of body, etc.;
– to enable pupils to under-
stand and perform com-
mands;
– to enable pupils to say 
what they can do
by the end of 
the lesson, pu-
pils will be able 
to: 
– speak about 
seasons, col-
ours, weather 
and activities, 
body parts, etc. 
– perform com-
mands.
Recycling 
the vocabu-
lary and 
structures of 
the previous 
lessons and 
units. 
What hurts?
Textbook; 
the DVD of 
the book; 4 
pictures of the 
seasons;
disposable sy-
ringes without 
needles, band-
ages, differ-
ent beautiful 
empty cans, 
etc.; flash-
cards: school 
things, toys, 
commands.

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112
Unit 8
Socio-cultural:
– to raise awareness of the 
seasons and the ways of say-
ing weather and activities 
one can do, etc.
Activity 1 Listen and guess. 
Objective: to consolidate the learnt material 
A game, where a leader shows a kind of weather with his 
hands and the rest of the class name the weather. it might be 
vise versa. When somebody in the class names the weather and 
the leader shows it.
It’s sunny. It’s cloudy. It’s rainy. It’s windy. It’s snowy.
Activity 2 Play “What season is it?”
Objective: to consolidate the previously learnt vocabulary and 
structures
STEP 1: Divide the class into four groups. each group is given 
a picture of a season which they must keep a secret. The task for 
each team is to ask questions from other teams and to guess the 
teams’ seasons in accordance with their responses.
explain that the pupils need to ask questions at first about 
the weather. each team is asked one question. The teams ask 
clockwise:
Is it sunny?  Is it cloudy?  Is it rainy?  Is it windy?  Is it snowy?
The teams’ answers can be “Yes.” or “no.”
You can help with gestures (as in the game “forecasters”) and 
stick the flashcards on the blackboard. The pupils will see there 
what questions to ask. 
At first, it is better to work out all the questions in chorus 
and individually. Draw the pupils’ attention to the intonation of 
questions. Also ask the children to memorise the answers of each 
team.
STEP 2: When all the teams have finished asking each other 
questions, they will start guessing the season of each team. how-
ever, you should say that the pupils still have to ask questions 
about what they can do in their season (What can you do?). 
Again, everybody repeats the question all together in chorus. 
Then the representatives of each team say what they can do, but 
they do not name their season. The children can give one or two 
responses at will.
I can swim. I can run.
I can play football. I can jump a rope.

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113
Unit 8
I can ski. I can play snowballs.
I can fly a kite. I can jump.
Ask the children not to say another team’s season until they 
are completely sure, because if they make mistakes, they will 
lose. Therefore, recommend that they should ask the last ques-
tion about colour.
Is it red?  Is it yellow?  Is it green?  Is it white?
The teams’ answers can be “Yes.” or “no.” if the answer is 
“no”, the question about the colour can be asked more than once.