Justin Justin

Lesson 6 YLEXT
Elementary level


In this lesson, ss will learn to use 'how many', 'I've got' and numbers 1-20. The lesson starts with the hello, hello song to activate the students into English as it's the first lesson of the day, followed by a quick review of the meaning of 'wheel'. The next stage is eliciting 1-20 from the ss. A chant is used to help them memorise. The students complete exercise 1, colouring all the wheels they see and then count. The next stage, using ex. 2, is practice of 'I've got' by personalising the theme to their own toys at home. The students draw pictures they've got and tell their peers. Some from the front. Then, students form 2 groups. They both have a set of word cards to practice form of 1-20 by sticking them on the board in the right place. The students sit down and count the wheels in ex. 3 individually and check in pairs. The last exercise is a revision of the meaning of toys' flashcards and the production stage. Children categorise the flashcards into categories 'wheels' vs 'no wheels'. After a demo the ss write their own sentences and present it to the class.


Abc words cards 1-20
Abc toy bus
Abc Exercise 1
Abc Exercise 2
Abc Exercise 3
Abc Exercise 4
Abc Flashcars Toys

Main Aims

  • To provide accuracy speaking practice using 'how many', 'I've got' and numbers 1-20 in short sentences in the context of toys with or without wheels

Subsidiary Aims

  • To provide review and practice of toys with and without wheels and numbers 1-20
  • To provide product writing practice of numbers 1-20 in the context of toys with or without wheels


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Greetings Song: hello, hello Show realia, elicit wheel, drill wheel, wheels. Write it on the board. Today we're going to count wheels and talk about our toys

Useful Language (2-4 minutes) • To highlight and clarify useful language for coming productive tasks

Elicit the word 'count' by miming --> pronunciation drill --> elicit spelling --> write on WB. Have the children count to 20 using a CLINE Say: I'm going to help you count: chant: 1,2,3... 4,5,6 .... etc.

Practice in a controlled setting (4-6 minutes) • To provide ss with an opportunity to practice the TL

Instruct ex. individually --> check in pairs --> 2 early finishers come forward to color the wheels on the big ones on the wb. Then I point to the wheels and the class counts. Repeat with the different poster on the WB Elicit more things that have wheels: tractor, vacuum cleaner, plane, suitcase.

Production in a controlled setting (4-6 minutes) • To provide ss with an opportunity to produce the TL in a controlled setting

Have you got toys? I've got a car. Have you got toys that haven't got wheels? I've got a ball. Instruct, CCQ: draw 2 (!) toys that you have got with wheels and 2 that haven't got wheels DEMO: T-S, DEMO: open pair --> In pairs, tell each other what you've got: I've got a car. I've got a ball.

Productive Task(s) (12-15 minutes) • To provide an opportunity to practice target productive skills

Numbers on the board, give each student 2 word cards and stick them with the right number. Instruct: count the wheels in a group in a circle in English and write the answer in letters. Ask class: "how many can you see in picture 1? 1: 14 2: 12 3: 18 4: 20 FLASH CARDS --> elicit meaning --> pronunciation Ask the children to categorise them on the WB, 2 per student wheels/no wheels Demo ex. 4 using the wb: I've got a skateboard I've got marbles. HAVE THE STUDENTS PRESENT UP FRONT AND PRAISE!!!!

Feedback and Error Correction (1-2 minutes) • To provide feedback on students' production and use of language

EXTRA TIME: Song: wheels on the bus

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