LESSON PLAN

Date:

Grade: 1st B

Time: 50 minutes

Number of students: 31

School: Şcoala Gimnazială „Sfântul Andrei”, Bucureşti

Teacher: Rădulescu Simona

Type of lesson: reinforcement and assessment lesson

Textbook: Fairyland 2B

Unit: 5

Lesson: Body Parts

Recent work: Vocabulary: - parts of the face

Structures: - have got/ has got

Objectives: - to reinforce and check vocabulary related to parts of the face

- to give pupils confidence in their ability to use the English language

- to develop communicative abilities

Competences: - 1.1 respond appropriately to short, simple questions.

- 1.2 recognize the parts of the face (eyes, ears, nose, mouth)

- 1.3 mime “Simon says touch your …” nose, hair, mouth, eyes.
- 2.1 sing the song ”One little finger” “This is the way …”

- 2.2 create short texts to express personal information

- 2.3 participate in communication games

Teaching aids:

 masks
 worksheets
 laptop

Skills:

 Speaking
 Listening

Interaction:

 Teacher – Whole class

 Teacher – Student
 Student – student
 Student – Teacher

Class management:

 Pair work
 Whole class
 Individual work

Anticipated problems:

 there will be explanations in Romanian (if needed)

Material used:
  http://learnenglishkids.britishcouncil.org/en/short-stories/little-red-riding-hood
 www.kids-pages.com
 Google pictures (the masks, the wolf’s face)

Procedure

ACTIVITY I – Warmer – One little finger and This is the way I wash… songs

(whole class)

Aims: to warm students up

Time: 5 min.

Procedure: The students sing the One little finger and This is the way I wash… songs and
mime the actions while singing.

One little finger

One little finger, one little finger, one little finger.

Tap tap tap.
Point your finger up.
Point your finger down.
Put it on your head. Head!

One little finger, one little finger, one little finger.

Tap tap tap.
Point your finger up.
Point your finger down.
Put it on your...
This is the way I wash….

This is the way I wash my face, wash my face, wash my face

This is the way I wash my face early in the morning.

This is the way I wash my hands, wash my hands, wash my hands

This is the way I wash my hands, early in the morning.

This is the way I brush my teeth, brush my teeth, brush my teeth.

This is the way I brush my teeth, early in the morning.

This is way I brush my hair, brush my hair, brush my hair.

This is the way I brush my hair, early in the morning.

Interaction: Ss – Ss; Ss – T

ACTIVITY II – Game – Simon says: Touch your …. (whole class)

Aim: to check the parts of the face and the daily routines.

Time: 10 min.

Procedure: The teacher puts on the table 9 cards representing parts of the face (nose, eye,
mouth, ear, hair) and the morning routines (wash your hands, wash your face, brush your
teeth, brush your hair) The students, one by one, come in front of the classroom, pick a card
and give the command.

S1: (picks up a “nose” card) Simon says: Touch your nose!

The student in front of the class names another student to follow the command. The named
student comes to the board. He / she picks up a card and says:

S2: (picks up an “eye” card) Simon says: Touch your eye! and so on.

S3: (picks up a wash your face card) Simon says: Wash your face!
Interaction: S-S; Ss- T

ACTIVITY III – checking the previous lesson – I have got ….

Aims: to describe their face

Time: 5 min.

Procedure: The teacher invites some students in front of the classroom to describe their faces
using the construction “I have got…”

e.g. S1: I have got two eyes. I have got two ears. I have got one nose. I have

got one mouth. I have got hair.

Interaction: Ss-Ss; Ss- T

ACTIVITY IV – Listening – Little Red Riding Hood (individual work)

Aims: to listen to specific information

Time: 10 min.

Procedure: Pre-listening: The teacher brainstorms ideas regarding the story. She asks the
students to briefly tell what happens in the story.

e.g. T: Do you know the story?

Ss: Yes.

T: Who are the characters?

Ss: Little Red Riding Hood, the Big Bad Wolf.

T: Do you know other characters?

Ss: Granny, the woodcutter.

T: Where does Granny live?

Ss: In the woods.

While-listening: the 1st listening: The teacher tells the students that they are going to listen to
the story and pay attention to the parts of the face they hear. Every time they hear a part of the
face spoken, they have to point to the part of the face heard and repeat it.

2nd listening: The teacher gives the students a worksheet representing the face of the Big Bad
Wolf. She plays the video again. Whenever the students hear Little Red Riding Hood’s lines
about what big eyes, big ears, a big nose and big teeth the wolf has, they have to draw them
on the worksheet.

The teacher asks a few students to describe the wolf’s face.

e.g. S1: The Big Bad Wolf has got big eyes.

S2: The Big Bad Wolf has got big ears.

S3: The Big Bad Wolf has got a big nose.

S4: The Big Bad Wolf has got big teeth.

Interaction: T – Ss; Ss – T; SS – SS

ACTIVITY V – Speaking – Role – play (pair work)

Aim: to role – play the lines between the Little Red Riding Hood and the Big Bad

Wolf.

Time: 15 min

Procedure: As a post-listening activity, the students act the dialogues between Little Red
Riding Hood and the Big Bad Wolf. The teacher provides the two masks. A pair of students
come in front of the classroom and choose their masks. One student is the Big Bad Wolf and
the other one is Little Red Riding Hood. In turns, they have to role – play the parts. The
teacher can help the students if necessary.

S1: Granny, what big eyes you have!

S2: All the better to see you with!

S1: Granny, what big ears you have!

S2: All the better to hear you with!

S1: Granny, what a big nose you have!

S2: All the better to smell you with!

S1: Granny, what big teeth you have!

S2: All the better to eat you with!

Interaction: T – Ss; Ss – T; SS – SS

ACTIVITY VI – Extension

Worksheet 3

Find the face words in the snake.

ACTIVITY VII - Evaluation and homework assignment

Aims: to evaluate the students work & to assign the students their homework

Time: 5 min

Procedure: Some students get grades. As homework the teacher gives the students a
worksheet, the picture of a castle (Worksheet 2). The students have to draw the creature that
lives there. The teacher suggests the students can draw a magic creature with three or four
eyes, four ears and so on and they can also give it a name. The next class, they have to
present their drawings using the structure “Bog has got three eyes, four ears, a nose and one
mouth”.
Worksheet 1
Worksheet 2
Worksheet 3