chiaralascuoladinglese chiaralascuoladinglese

elementary level




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Main Aims

  • To enable students to understand and use follow up questions.

Subsidiary Aims

  • To develop students’ ability to listen for general understanding
  • To revise the use of past simple questions


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

"T asks students to discuss in breakout rooms their last weekend” 



You are going to talk about your last weekend IN BREAKOUT ROOMS. Here are some pictures to help you. 


Learners work in pairs in breakout rooms and discuss. 

Exposure (6-8 minutes) • To provide a model of production expected in coming tasks through reading/listening

"Individually students will listen to a conversation about weekends . They have to answer some multiple choice questions. 


Instructions: listen to the conversation and choose the correct answer 

Demo the task 


The teacher will then give answers.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

"Teacher will work on the MEANING by working on a MULTIPLE CHOICE form related to the listening . Students have to choose an option on the meaning of follow up questions. 
 INSTRUCTIONS: Decide which is the correct option. Submit the form. 
Then teacher gives the answers and asks CCQ. 

Teacher will work on the FORM of the follow up question. Students have to choose the correct answer. 
INSTRUCTIONS: choose option one or two and send answers in the chat. Correct mistakes with the students. 

 T conducts OCFB and he clarifies F for problematic items. 
Then T will work on the PRONUNCIATION. Students have to choose the correct option. 
 T conducts OCFB and he clarifies P for problematic items.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

Instruction: we are going to have a role-play. Im going to divide into breakout room and put you in pairs. 
One student is A, the other one is B. 
First read you situation and imagine what you would do. Then act with your partner. 
 Learners work in pairs and discuss. I will provide them a challenging useful language where they have to put the missing words during the first raw, then I will change students in the breakout rooms and giving them different roles. During the second row I won't give them any sentences

Feedback and Error Correction (5-6 minutes) • To provide feedback on students' production and use of language

I will write on the board 3 examples of good language and 3 examples of errors to correct. Then I will ask individually something related to the context to use correctly the language seen in the feedback.

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