Spring is in the air

Olia | Apr 08, 2024Feb 17, 2025

LESSON OVERVIEW

The main objectives of this ESL lesson about spring are to:

• review and expand students’ vocabulary related to spring; 
• talk about various spring activities as well as reasons to like or dislike spring.

With this lesson, students explore vocabulary to talk about spring, do a crossword puzzle and complete sentences to create collocations with ‘green’ (e.g. green tea, green energy, green light, etc.). They also discuss the reasons for enjoying or disliking spring, practise phrasal verbs, find odd words and play a game with them.  

SPRING ACTIVITIES

This ESL lesson about spring contains a task in which students complete questions with words related to the topic (e.g. daylight, fresh, outdoor, etc.). Then, they answer the questions by choosing one of the options in each line (e.g. having longer daylight hours OR having warmer evenings) and provide more details. 

COLLOCATIONS WITH ‘GREEN’

In this task, students complete gaps with nouns to create collocations with ‘green’ (e.g. green belt, green salad, Green Card, etc.). After that, they continue the sentences (e.g. The driver didn’t wait for the green light to turn… ) with ‘but’ or ‘because’. Alternatively, you can ask students to work in pairs, compare their sentences and decide which ones are better.

REASONS TO DISLIKE SPRING

This ESL lesson about spring features an activity in which students read statements and guess what people are talking about (e.g. It’s the season when they wake up and because they like my blood type, I can’t walk outside in the evening.). Students then use the words they guess (e.g. garden, mosquitoes, sun, etc.) to complete a crossword puzzle. They also discuss whether the statements are true for them or add their reasons for disliking spring. 

PHRASAL VERBS

In this activity, students complete the gaps in pairs of answers with the same preposition to create phrasal verbs (e.g. freshen up and clean up). After that, they create questions for the answers starting with ‘How’, ‘What’, ‘Why’ or ‘Who’. Students ask you some of the questions and come up with follow-up questions.

ODD ONE OUT

Students analyse groups of words (e.g. bunny, chick, penguin, bee), find the odd word and explain their choice. Then, they choose five words, roll the die for each word, and do different tasks according to the number that appears on it (e.g. 1: Use the word in a sentence; 2: Spell the word without looking at it, etc.).  

WORKSHEETS

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