Christian Di Fonso Christian Di Fonso

Functional language
upper intermediate level


In this lesson students learn about ways of agreeing and disagreeing through guided discovery based on a text. The lesson starts with a discussion about dates. followed by a task where they have to confirm meaning by choosing if the sentence is used for agreeing or disagreeing. They then have a fill in the gap exercise as controlled practice and free practice via a role play.


No materials added to this plan yet.

Main Aims

  • By end of the lesson students will be able to produce the TL with some fluency.

Subsidiary Aims

  • To provide controlled and free practice speaking using the TL (agreeing and disagreeing) in the context of dating


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

Teacher shares a G slides where Ss have to answer two questions. Ss are instructed on the task Ss are put in pairs to answer those questions in BORs as T monitors them. Ss are back in the main room and T checks answers with them by asking Ss.

Exposure (6-6 minutes) • To provide context for the target language through a text or situation

Ss are instructed on the task Ss are going to read the text for 1 minute. T shares link in the chat box and has Ss working in pairs on the two questions. T check answers with the whole group nominating Ss. (OCFB)

Clarification (12-13 minutes) • To clarify the meaning, form and pronunciation of the target language

T shares a Google slides doc with Ss and elicits M from Ss through the use of CCQs and model sentences. T elicits A from Ss using a cline to display level of formality and informality of TL T elicits F by having students thinking about structure and eliciting answers from the with the use of CCQs T elicits P from student by using drilling.

Controlled Practice (7-7 minutes) • To concept check and prepare students for more meaningful practice

T shares a Google slides doc with Ss, where each Ss is assigned a slide to work on. T instructs Ss they have to fill in the gaps with the right TL individually. T has Ss comparing their answers in BORs T check answers with the whole group nominating Ss. (OCFB)

Free Practice (12-15 minutes) • To provide students with free practice of the target language

T shares google slides doc of a role play activity Ss are instructed by T they have to read their role for 1 minute, Ss are put into BORs where they have 5 minutes for the roleplay task as T monitors them. T check answers with the whole group nominating Ss. (OCFB) If time allows students are going to repeat the task again but this time the roles are inverted. T will nominate Ss to share their own lines(answers) in the role play. T exposes mistakes heard during the speaking practices and elicits correction from Ss.

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