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TP6 E.D. Revision of have/has got and vocabulary practice of jungle animals' body parts through writing and speaking activities.
Elementary level


In this lesson students revise have/has got, jungle animals and they practice their body parts through writing and speaking activities. The lesson starts with the revision of jungle animals (flashcards) and a crossword puzzle (spelling) and continues with the session of pre-teaching vocabulary related to the body parts of jungle animals. This is followed by reading for specific information and controlled practice of vocabulary through writing. The lesson continues with a semi controlled writing practice of using old and new vocabulary with the recently learnt body part vocabulary and the structure "have/has got". The lesson will end with a guessing game to practice speaking.


Abc Crossword puzzle poster of jungle animals
Abc Handout 2 - animals to describe
Abc PPSlide- Animal Body Parts
Abc Blu tac
Abc Board and board marker
Abc A3 size photocopies of pps for backup
Abc Handout 1 Exercises Vocab n Answer forms
Abc PPSlides/Flashcards Animals
Abc Feedback PPP Slides 1-2
Abc Elephant ppp - example for descriptive practice
Abc Word cards -post it - Animals
Abc 2 posters of body parts for wall
Abc Feedback PPS - Exercises 3-4
Abc Language poster for the game

Main Aims

  • To provide revision of have/has got structure and new vocabulary practice - body parts of wild animals in the context of Jungle Animals.

Subsidiary Aims

  • To provide revision of vocabulary (wild animals), reading practice for specific information, descriptive writing practice as well as speaking practice in the context of Jungle Animals.


Warmer/Lead-in Crossword puzzle to revise vocabulary (5-9 minutes) • To set lesson context and engage students

Before the lesson put crossword puzzle on the wall. 1 - Show the flashcards and elicit the vocabulary. Demo: Show the puzzle and ask for the longest word "orangutan". Write it with board marker. 2 - Invite students one by one to the board to solve the crossword. After a few students, tell the students who come to solve the puzzle to nominate another student and ask for a number/ word to write. Tell them to say "What (word) is this? Praise them each time.

Presentation of Vocabulary - Jungle Animals' Body Parts (5-7 minutes) • To teach new vocabulary and prepare students for coming productive tasks

Show power point and elicit vocabulary. Elicit, drill and show its written form. nouns: neck, tail, wings, legs, arms, mouth, teeth, head, spines, trunk, tusks, fur, hair, stripes adjectives: long, short, big, small, sharp and colours.

Controlled Vocabulary Practice and Exposure (5-6 minutes) • To provide controlled practice of vocabulary and a model of production expected in coming task through reading.

Before you deliver the handouts fold them into two so ss do not get confused or destructed. Give them instructions by showing them the handout. Emphasize the exercise number each time. * Exercise 1 Controlled Practice of vocabulary. Tell them to circle the correct word. Demo by eliciting the first one. Deliver handout 1 Monitor Tell the early finishers to help each other or check their answers. Give feedback on PPP. Praise them. * Exercise 2 - Controlled Practice of has got - short answer forms. Tell them to write the correct answer. Use the example as a demo. Monitor. Tell the early finishers to help each other or check their answers. Give feedback on PPP. Praise them.

Productive Task 1 - Descriptive Writing (8-10 minutes) • To provide an opportunity to practice descriptive writing skill and the use of the new vocabulary as well as to consolidate have got.

Tell them they are going to describe two animals. Show them the elephant example on ppp Elicit Deliver handouts. Monitor. Tell early finishers to help each other and check their work with their partner. When the whole class has finished give feedback on ppp. Praise them for the good work.

Productive task 2 - Speaking Practice (8-10 minutes) • To provide speaking practice and use of new language -vocabulary and "has got" structure as well as short answer forms.

Play a guessing game. (Speaking Practice and consolidation) Instructions: We will play a game. A guessing game. We will think an animal and we will try to find it. You can ask only 3 yes/no questions and 1 guessing question. Q: Has it got a stripes? A: “Yes, it has./ No, it hasn’t.” Guessing question Q: Is it zebra? A: Yes, it is./No, it isn’t. Demo: Show them the word cards of animals. Choose a word card. Don't show it to ss. Tell them to ask you questions to find the animal you have in your card. Point to the poster of the language they are going to use. Help them while they are trying. Invite two ss to try it. Show the students the word cards of the pair secretly. Then pair all ss and ask them to do the same. Deliver them word cards. Monitor. When one pair finishes tell them to find another student or give them new card form your back up pile. The winners collect the other students card. The ss with the most cards are "champions." When the activity finishes praise them.

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