Justin Justin

Lesson 2 YLEXT
Upper elementary level


In this lesson, ss will practice has(n't)/have(n't) got and adjectives to describe body parts through a song and a picture dictation.


Abc Basketball
Abc Handout Lesson 7 Activity book
Abc Handout Lesson 7 Pupil's book
Abc Pictures
Abc Queenie, queenie song
Abc Audio Clip

Main Aims

  • To provide fluency and accuracy speaking practice in a running dictation in the context of monsters

Subsidiary Aims

  • To provide review and practice of has(n't)/have(n't) got in the context of queenie, queenie ball song and drawing monsters
  • To provide review and practice of body parts in the context of drawing monsters


Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students

Greetings the children Asking students to remember what they've learned today and yesterday. Let them tell me the adjectives by heart in opposites. Tell them today we'll do a ball game and we will draw monsters.

Exposure (4-6 minutes) • To provide a model of production expected in coming tasks through a singing game

"Queenie, queenie, who's got the ball"

Controlled practice (3-5 minutes) • To provide ss with an opportunity to listen and write the TL

SS will hear an audio clip and fill out the blanks on the handout from the activity book lesson 7. Let the students check their answers in pairs. Then listen again if necessary.

Useful Language (4-5 minutes) • To highlight and clarify useful language for coming productive tasks

Review some of the vocab on body parts by dividing them into groups of 3 and have them write down the body parts they know. And then review T-S

Running Picture Dictation (10-15 minutes) • To provide an opportunity to practice target productive skills

The students will be divided into pairs. 1 is a writer/drawer, 1 is a runner. The runner will run back and forth between the writer and the picture on the teacher's desk. The writer/drawer will have to draw as precisely as possible the picture as described by the runner. The picture will come up on the board so the writer can compare his picture with the original. The pairs switch roles after the first pictures are all done.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

Elicit some of the language used. Do a quick review of the language used in the dictation on the WHITEBOARD

Extra time (3-5 minutes) • spelling awareness

I spy with my little eye and it starts with 'd' (have an object in the classroom in mind) Model once or twice, then in pairs.

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