Lesson Plan Bun Bun

Lesson Plan
Teacher: Tincescu Ana Maria

School: Scoala Generala Manesti
Lesson: Looking good! (Unit 8)
Type of the lesson: teaching lesson
Class: 2nd
Vocabulary: Items of clothing
Language: Present the worn items of clothing
Date: 9th May 2022
Time: 45 minutes
Specific competences:
2.1 Reproduce short and simple songs/poems;

3.1 Understand short, simple written texts used in everyday situations;
Aims:
By the end of the lesson, pupils will be better able to:
1) talk about at least 4 items of clothing (out of 6);

2) match at least 3 sentences with pictures (out of 5);
3) point at least 4 clothing items as they hear them (out of 6).
Materials: CD, laptop, flashcards, textbooks, notebooks, board

Skills: Listening, reading and speaking
Techniques: Exposing, conversation, elicitation, dialogue, brainstorming
Anticipated problems:
- there are a few students who have a lower English level – they will get extra guidance from the
teacher and help from their mates;
- some pupils might feel nervous and reluctant to participate in the activity, thus they may need
assistance.
Bibliography:
1. Official: The Curriculum for Primary Education
2. Methodical: - Harmer, Jeremy. 2001. The Practical of English Language Teaching. Pearson
Education Limited; - Scrivener, Jim. 2011. Learning teaching. Macmillan Publishers Limited
3. Textbook: Dooley, Jenny; Evans, Virginia. Fairyland 2B. Express Publishing
STAGES OF THE LESSON
1. Warm-up
Aim:
- to create a relaxed and pleasant atmosphere
Time: 3 minutes
Interaction: T - pupils, pupils -T
Procedure:
Teacher greets the pupils, asks them about their mood and the pupils answer. Teacher checks
the attendance, plays the record and the pupils sing the song What’s the weather like today?
2. Lead-in
Aim:
- to revise the vocabulary and the language of unit 7
Time: 3 minutes
Interaction: T- pupils, pupils - T
Procedure:
T. pins up the flashcards of the seasons from Unit 7 and says a season at random. T. asks
pupils to come to the front, point to and name the season. T. asks the rest of the class for
verification.
3. Guided practice
Aim:
- to present and activate the vocabulary of the unit
Time: 10 minutes
Interaction: T- pupils, pupils - T
Procedure:
T. writes a big 36 on the board and asks the pupils to open their books at page thirty-six. T.
reads the title of the unit and has pupils repeat after her. T. elicits / explains what the title means,
writes the title and the date on the board and the pupils copy in their notebook. Teacher informs
the pupils about the lesson’s aims
T. introduces/writes the new vocabulary on the board and each new word is taught with the
help of flashcards. The pupils copy the new vocabulary in their notebooks.
4. Further practice
Aim:
- to develop the pupils’ listening skills;
- to check the comprehension of the new vocabulary.
Time: 5 minutes
Interaction: T - pupils, pupils –T
Procedure:
Ex. 2 / page 36. T. points to one of the pictures and says: I’m looking good. I’m looking
great! The pupils repeat after her. Then T. says: I’m wearing my new clothes! The pupils repeat
after her. T. points to and elicits the items of clothing mentioned in the song. T. says the
instructions twice as she mimes them. T. plays the recording. The pupils listen to the song and
point to the clothes as they are mentioned in the song (jumper, jacket, jeans, boots).
I’m looking good (both hands on chest)

I’m looking great! (both arms outstretched)
I’m wearing my new clothes – (run hands down sides)
I’m looking good (both hands on chest)
I’m looking great! (both arms outstretched)
From my feet up to my nose! (bend to touch feet, come up to touch nose)
Jumper, jacket, (point to items/flashcards)
Jeans, boots
I’m looking great (both hands on chest)
I’m looking good! (both arms outstretched)
5. Consolidation/ Reinforcement
Aims:
- to consolidate the vocabulary of the unit;
- to develop the pupils’ reading skills;
- to provide guidance in practising the vocabulary structures.
Time: 10 minutes
Interaction: T - pupils, Whole class work
Procedure:
Ex. 1 / page 36. T. says the instructions twice as she mimes them. T. points to the picture and
elicits the names of the items of clothing (jumper, jacket, jeans, boots, hat,). The pupils look at
the words and match them to the pictures. T. allows them some time to complete the activity. T.
checks pupils’ answers.
Answers: 1. d 2. c 3. e 4. a 5. b
Ex. 3 / page 37. T. says the instructions twice as she mimes them. T. points to pictures A and
B and elicits the items of clothing. T. refers the pupils to the words underneath the pictures and
explains the activity. The pupils look at the words 1-6 and say A or B. T. asks individual pupils to
answer and she asks the rest of the class for verification.
Answers: A - 1, 4, 5 B - 2, 3, 6
6. Feedback and Peer Assessment
Aim:
- to consolidate the language of the unit;
- to provide guidance in practising the language structures;
- to develop the pupils’ speaking skills
Time: 7 minutes
Interaction: T – pupils, Pair work, Team work

Procedure:
T. explains the activity and asks a pupil to come to the board. He/she thinks of an item of
clothing and mimes putting it on. The class tries to guess the item of clothing. T/ repeats with as
many pupils as she thinks is necessary.
e.g. Pupil 1: (mimes putting on boots)

Pupil 2: (You’re wearing) boots! etc
Guessing Game
T. divides the class into two teams, A and B. T. allows the pupils some time to look at the
pictures before they close their books. T. says a sentence, e.g. I’m wearing my jeans. The teams
take it in turns saying which child, A or B, is wearing the item of clothing. Each correct guess
wins a point. The team with the most points wins.
e.g. Teacher: I’m wearing my jacket.

Team A Pupil 1: A!
Teacher: No, that’s wrong. I’m wearing my dress.
Team B Pupil 1: A!
Teacher: That’s right. 1 point for Team B. etc
7. Evaluation
Aims:
- to obtain feedback on individual pupils;
- to reward the pupils for their answers and for having participated actively in class.
Time: 5 minutes
Interaction: T - pupils, pupils - T
Procedure:
T. asks the pupils to tell her how they feel about the unit. T. asks if they can tell her what
they have learnt and which activity they liked the best. Pupils answer individually.
T. praises the pupils for having participated actively in class and rewards them with positive
points in her register.
8. Homework assignment
Aim:
- to provide further practice of the vocabulary and the structure of the unit
Time: 2 minutes
Interaction: T - pupils
Procedure:
Annex 1. T. reads the instructions and explains the task. T. asks the pupils to file the paper
in their Junior Language Portfolios.
ANNEX 1

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Lesson Plan

Teacher: Tincescu Ana Maria

2.1 Reproduce short and simple songs/poems;

By the end of the lesson, pupils will be better able to:

1) talk about at least 4 items of clothing (out of 6);

Materials: CD, laptop, flashcards, textbooks, notebooks, board

I’m looking good (both hands on chest)

6. Feedback and Peer Assessment

Interaction: T – pupils, Pair work, Team work

e.g. Pupil 1: (mimes putting on boots)

e.g. Teacher: I’m wearing my jacket.

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