Winter – Introduction Lesson

1. Introduction

Revision

Start the lesson by revisiting the previous topic. Use a simple and engaging method—such as a song, short game, video, story, or joke—to help students recall what they learned last time and transition into today’s lesson.

New Topic

Introduce the new vocabulary and topic with an engaging starter. Choose something age-appropriate and fun: a song, short video, story, or active game will help students connect quickly with the new material.

Lesson Starters

Songs

Winter Hokey Pokey

Familiar Hokey Pokey in a winter edition. Students have lots of fun wiggling their mittens, scarves, and winter boots. Duration: 2:36.

Books

Kipper’s Snowy Day by Mick Inkpen
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Pete the Cat: Snow Daze by James Dean
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2. Study – Learning the Vocabulary

Look at, listen to, and repeat the new words together. Encourage students to say each word out loud several times to build confidence. Make it more fun by varying how the words are spoken—loudly, quietly, slowly, quickly, happily, or in silly voices. Let students suggest their own creative styles.
Use the PowerPoint or flashcards provided on the right-hand side of the page to support visual learning.

Words of the Week

You may choose to study only 6 words or all 12 words at once.

• winter
• snow
• ice
• cold
• snowman
• snowball
• sled
• ski
• skate
• mittens
• woolly hat
• scarf

3. Activities

Pick one or two printable activities from the right-hand side. These could be interactive games or simple worksheets, depending on the energy level and focus of your class.
You’ll also find the word set available on Quizlet for additional digital practice.

Additional Activity Ideas:

Hot, Cold, Freezing, Brr

An inverse version of Hot and Cold using winter word cards. Instead of searching for a hidden object, students must place the word card in the correct location based on clues.

1. One student is sent out of the classroom and takes one winter word card with them.
2. While they are out, the rest of the group agrees on a spot in the classroom where the card should be placed (e.g. on a chair, teacher’s desk, floor, etc.).
3. The student returns and begins moving around the classroom, holding the card.
4. The group gives verbal clues.
5. When the card is placed correctly, another student takes a turn.

Verbal clues:

• HOT – far from the correct location
• COLD – getting closer
• FREEZING – very close
• BRR-STOP – exactly the right place

4. Wrap-Up

Choose a topic that you want to highlight to the students from this lesson. It might be:

• something the students did especially well — take a moment to thank and praise them
• revisiting the vocabulary using the PowerPoint presentation or flashcards (images only)
• completing a worksheet
• giving a small homework task (e.g. teach 2–3 words to someone in your family)
• repeating the lesson starter song, game, video, or story