Lesson Plan- Unit 2- My Clothes

1. INSTITUTO DE FORMACIÓN DOCENTE
CONTINUA LENGUAS VIVAS BARILOCHE
(A-052)
Profesorado de Inglés – Opción pedagógica a distancia
Práctica Docente II
Entrega de planificación Unidad 2
Tutor: Aurelia Velazquez
Alumna: Guillermina Risso

2. Grado: 2nd Year
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 30
Tipo de Planificación: Clase
Unidad Temática: My Clothes
Semana Nº: 1
Fecha: 2 de Noviembre de 2020
Learning Aims
During this lesson, learners will be able to:
● To work with new vocabulary related to clothes.
● To revise vocabulary related to parts of the house; verb to be (she is, he
is)
● To integrate different learning styles.
● To improve the main skills (speaking, listening, writing and reading) through
different activities.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Colours.
Parts of the house;
kitchen
To say what colour
Rapunzel's dress is.
To say what Rapunzel
is wearing.
Rapunzel is wearing a
purple dress.

3. N
E
W
Clothes:
Dress; Skirt; Shirt;
Trousers; Boots; Hat
To recognize
different clothes.
Present Continuous
Rapunzel is wearing a
dress.
Flynn is wearing
trousers.
Activities to be sent by the teacher
WEEK 1
Hello Kids! How are you? I hope you are fine!
This week we are going to work with a new topic: My Clothes.
Are you ready?
Let`s work!!
Activity 1: Let's see a presentation about “My Clothes”.
Link:
https://view.genial.ly/5f92f661d5c7520dd08a02cd/video-presentation-my-clothes
Follow these steps for the presentation:

4. 1- Click to start
2- Click there to listen to the audio.
3- Click on that icon to find the
words.

5. Activity 2: BOOKLET TIME!
Unit 7- Page 52- My Clothes.
1. Listen and stick. Then find and tick. Pay attention to the
words and stick in the correct place.
NOTE: Remember that we need the following images for this
activity.

6. Audio subido al grupo de whatsapp.
Audio link for the tutor:
https://drive.google.com/file/d/1HAwKXLHbclQULv0SQxRv9piGV
Vk9eB7P/view?usp=sharing
Activity 3: What item of clothing is it? Watch Rapunzel`s short
video and circle the correct option. Pay attention to the clothes!!!
Write in your notebook the following sentences:
Rapunzel is wearing a purple dress
hat
Flynn is wearing a white shirt
skirt
Link: https://www.youtube.com/watch?v=qU3cAGHnPJU&t=21s
Don`t forget to send me your homework!!!
Have a nice week!
Miss Guille

7. Grado: 2nd Year
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 30
Tipo de Planificación: Clase
Unidad Temática: My Clothes
Semana Nº: 2
Fecha: 9 de Noviembre de 2020
Learning Aims
During this lesson, learners will be able to:
● To work with vocabulary related to clothes.
● To integrate different learning styles.
● To improve the 4 main skills (speaking, listening, writing and reading)
through different activities.
● To foster their creativity through an artistic activity.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Vocabulary related to
colours.
To recognize what
cloth is.
To say what colour
the dress is
Flynn is wearing brown
boots.

8. N
E
W
Clothes:
Trousers; Boots,
shirt, dress, hat, T-
shirt
To recognize
different clothes.
Present Continuous:
She is wearing a
dress.
He is wearing brown
trousers.
Activities to be sent by the teacher
WEEK 2
Hello children! I hope you are fine.
This week we are still working on: MY CLOTHES.
Here we go!!!
Activity 1: BOOKLET TIME!!!
Listen: YES OR NO? Then trace and match.
Unit 7. Page 59-

9. Audio subido al grupo de whatsapp.
Audio link for the tutor:
https://drive.google.com/file/d/16vRbzwCv5fSGVWHwQ8hIHLGa
hvMzaspS/view?usp=sharing
Activity 2: Let's play a MEMORY GAME!
Link:
https://view.genial.ly/5f93215bff278e0d96683584/game-genially-sin-

10. titulo
1- Press “Start” to begin the game.
2-
Then put the mouse over the
squares, to visualize the images.
Once that you see all of them,
press the button “I am ready”.

11. 3- Click on a number to answer the
question.
Activity 3: FASHION TIME! Create in
your notebook Rapunzel or Flynn’s
outfit. You can use pictures or
different papers to create the clothes.
You can choose one of them, and draw
his/her face. Time to create!!!
Then, you have to send me a short video
with your creation.
Explain to me the outfit.
Example: Rapunzel is wearing a black T-
shirt.

12. Example taken from the Net.
I hope you have fun!
See you soon, and enjoy!!!
With Love
Miss Guille.
Grado: 2nd Year
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 30
Tipo de Planificación: Clase
Unidad Temática: My Clothes
Semana Nº: 3

13. Fecha: 16 de Octubre de 2020
Learning Aims
During this lesson, learners will be able to:
● To consolidate students`knowledge about clothes.
● To revise the use of this is my favourite (clothes); Present continuous
(Luisa is wearing a blue...)
● To work collaboratively
● To integrate different learning styles.
● To improve the main skills (speaking, listening and writing) through
different activities.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Colours.
Seasons: Summer,
Autumn, Winter,
Spring.
To recognize what
cloth is.
To say what a
classmate is wearing.
A blue skirt.

14. N
E
W
Clothes:
Trousers; Boots, shirt,
dress, hat, skirt.
To recognize
different clothes.
Present Continuous:
Luisa is wearing a blue
skirt.
Faustino is wearing a
white T-shirt.
Activities to be sent by the teacher
WEEK 3
Hello children! How do you do? I hope you are very well.
This is a Fashion week! Why? Because it's time to work with our
clothes.
Let`s work!!
Activity 1: CLOTHES AND SEASONS!
Watch a video about “Clothes and Seasons”. Pay attention to the
clothes that I am wearing. Are they different?
Link to see the video:
https://drive.google.com/file/d/1s9yTBPFAX0b5TJU0HwqOooF8o
F8qGCl3/view?usp=sharing
Now, can you answer the question:
Are my clothes different?

15. Yes!!! Because we use different clothes according to the seasons!
YOUR TURN!
Do you have special clothes according to the seasons? Choose your
favourite season. Can you show me your favourite clothes?
Send me a picture with your favourite clothes and describe
what you are wearing.
Example: I’m wearing a red hat.
Activity 2: Quiz time! Answer the questions.
Go to the next link, read the questions and choose the correct
option.
Link: https://quizizz.com/join?gc=52984360
1- Write your name to start the game.

16. 2- Read the sentences and choose
the correct option. Then click to
that arrow.
Activity 3: GUESS AND SAY! COLLABORATIVE WORK!

17. It's time to play between us again!!! Are you ready?
For this activity we are going to work with the same groups
as in the Hide and Seek game. I hope you enjoy this game!
REMEMBER: I will create whatsapp groups only for this
activity. The name will be: Group 1; Group 2, etc. Once that group is
created you can send the photo there and play!
Instructions:
You have to send a photo wearing your favourite clothes to your
classmates (only the group members) and they
have to guess what you are wearing and say it in
the group. Each member has to do the same.
You can choose the same photo as the activity 1
or a selfie!
Groups:
1. Thiago A, Luisa, Agus B, Olivia and Santiago C.
2. Pedro, Josefina, Isabel, Delfina G and Leon.
3. Ivan, Maria Emilia, Renzo, Dilan and Renata.
4. Bautista, Milagros, Valentina, Maria Paz and Juan Ignacio Garcia M.
5. Valentino, Irina , Juan Ignacio Garcia,Thiago G and Juan Camilo.
6. Camila, Santino, Delfina F, Martin and Faustino.
NOTE: For this activity, I choose the same groups and the same tool as in the
first didactic unit (My House, week 3) because it was a great experience with
the students. I find that they were so familiar with the tool, which helps to
develop the activity in a dynamic way. Most important, it is an online tool which
allows me as a teacher an instant feedback of students’ work.

18. NEXT VIRTUAL LESSON:
DRESS CODE!
For the next virtual meeting you
need to wear special clothes. I will
send a Zoom invitation with each
Dress Code.
I will send different invitations. I
will divide the group in six groups
of five students. So, there will be
five invitations with the same
Dress Code.
Example
Grado: 2nd Year
Nivel lingüístico del curso: Elementary
Cantidad de alumnos: 30
Tipo de Planificación: Clase virtual.
Unidad Temática: My Clothes
Semana Nº: 4
Fecha: 23 de Noviembre de 2020
In the case of a synchronous lesson, you should also include:
Materials
● PowerPoint presentation about different clothes.
● Clothes dice.

19. NOTE: All of the activities are described in terms of timing, description of
their development process and transition commentaries. Scaffolding strategies
are included within the activity development description.
Procedures
ROUTINE (5 minutes)
I will greet the students with a ‘Hello, everybody. How are you today? I`m so
happy to see you again!’. Then I will invite them to look at the sky and ask ‘How's
the weather today? Once students answer the question, I will show them our
Weather Poster and I will ask what`s the weather like? moving the arrow inside
the poster. Once they answer the question, I will put the correct weather on it.
Finally I will show my students a paper Calendar, asking “what day is it today?”
Taken from the Net.

20. WARM-UP AND PRESENTATION
● Timing: 7 minutes
● Activity description and instructions as they will be said to students
(include direct speech):
I will share a PowerPoint presentation on the screen so everybody can see it.
Before starting developing the activity, I will ask my students if they can see
the presentation.
In this PowerPoint students will see the same presentation that they have seen
previously to work with the target vocabulary related to clothes during the first
week (See 'activities to be sent by the teacher' section, activity 1). I will show
them one slide at a time. I will ask them to look at the picture carefully and
then I will proceed to read the sentence.Then I will ask them, What is Rapunzel
wearing? If they find it difficult, I will scaffold their answers by saying 'Is
Rapunzel wearing a hat or is she wearing a dress? showing them different
clothes’ flashcards. The same will be done with the other slides.
Click the link to see the presentation:
https://view.genial.ly/5f92f661d5c7520dd08a02cd/video-presentation-my-clothes
Transition comment to link each stage of the lesson with the next one:
‘Well done kids! You did it so well. Now, are you ready to play with your box
houses? Look, here I have mine!
DEVELOPMENT (PRACTICE and PRODUCTION)
● Timing: 18 minutes
● Activity description and instructions as they will be said to students
(include direct speech):
I will show my own outfit then I will ask: What am I wearing? They will answer:
You are wearing a dress, if they need help with the structure, I will scaffold
them, starting the sentence: You are wearing (A dress) Then I will ask: Is it a
purple dress? Yes!!! (Thumbs Up) gesture.

21. I will say 'Okay, Do you remember the DRESS CODE? Now, we are going to play
a game using our DRESS CODE. Look here!’ Pointing to the dice.
‘Here I have a “Clothes dice”’, showing them different sides "dress”, "hat”,
“trousers”, “shirt”, "T-shirt" and "boots" while bringing
the dice a little closer to the camera so they can
appreciate the details. Then, I will explain that each
clothes has an action (clap your hands, touch your nose,
stomp your
Example taken from the Net
feet, move your body, turn around and jump). All the actions will be written on
the dice.
I will then invite them to show to the rest of the class their clothes by saying
'Now, it's your turn . Who wants to show us his/her clothes?'. When students
show their clothes, they may use the structure that I have used to introduce
mine. At this point, I will scaffold their 'clothes introduction' process by
paraphrasing their commentaries. For example, if a student shows his/her
(clothes) and he/she just says '(shirt)', I will say 'I am wearing a (shirt)' in an
active way in order to help his/her statement . Those students who want to
show their clothes, will do it. If there is someone who does not want, I will
encourage him/her by saying 'Can you show me your clothes? Is it a green T-
shirt?'.
After doing so, we will proceed to the second stage of the activity. I will explain
it to the students as follows:
'Excellent kids! Now, it's time to play a game. It is called "Clothes action" ‘Let's
play!
I will start doing it first to show you how to do it. For example, I will roll the
dice. Look at it (while bringing it closer to the camera so they can see it). Ready?
Well, now, if I am wearing a dress I have to do that action. I will jump because
I am wearing a dress. Once that I have finished my demonstration I will ask

22. them: Are you ready? I will start to roll the dice in order to start the game. If
it is a (shirt), I will ask: who are wearing shirts? Once those students have
replied, I will ask the rest of the class: What are they wearing? I will scaffold
the answer: They are wearing (shirts). I will add different questions related to
colours. Then, I will say the action and that particular group have to do it. Once
they have replied, I will congratulate the ones who have been correct. I will
then encourage them to do the same by saying 'Now, who are next? And I will
roll the dice again. The same process will be repeated with all the groups.
Transition comment to link each stage of the lesson with the next one:
Great work kids! Congratulations! Now, it's time to play SHOW ME YOUR
CLOTHES . Let's move!
CLOSURE
● Timing: 10 minutes
● Activity description and instructions as they will be said to students
(include direct speech):
This activity is focused on working with a real context like students`own
clothes. In order to play this game I will explain to them that I wrote their
DRESS CODE in small pieces of paper and put them inside a box. I will shake
the box, and take only one paper. I will read the DRESS CODE aloud and that
students have to play the game. I will explain that I have different flashcards
upside down. Then when I pick up one flashcard, I will show it to the camera and
they have to show me those clothes. I will add quantity, in order to make it more
challenging and at the same time to review numbers.
If we have time, I will take another paper from the box and play again.
I will close-up the lesson by saying ‘Excellent work my students! I am going to
take a screenshot of us, okay?’ Then, I will say ‘So, I have enjoyed this lesson
so much and you? It was so nice to see you again. Thank you everyone! I love
you!
---------------------------

23. Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual organization x
Coherence and
sequencing
x
Variety of
resources
x
Stages and
activities
x
Scaffolding
strategies
x
Language
accuracy
x
Observations
Excellent job, Guille! Congrats!
You´ve created appealing activities which foster skills development. Well done!