Diana Diana

TP6 - Deciding what to do
Elementary level


The students will be practicing functional language in the context of deciding what to do.


Abc Wordwall
Abc Jamboard
Abc Zoomboard

Main Aims

  • To provide students with functional language in the context of deciding what to do. By the end of this lesson, students will be able identify useful language structures to produce a free task with a partner.

Subsidiary Aims

  • To encourage students’ ability to include FL when speaking.


Lead-in (3-4 minutes) • To set lesson context and engage students

I will show a picture to the group and I will ask them what they think this person is thinking about? I expect to get answers from students that conduct them to get a deeper understanding about the topic 'Deciding what to do'.

Reading for gist (6-8 minutes) • To provide context for the functional language through a reading task.

I will group the students in teams and ask them to read a short text and answer three questions and comment them with their partners. We will check answers together.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

1. I will let students working in teams and match questions and answers, guessing contractions and identifying appropriacy, at the same time they will interact with useful functional language discovering form. 2. I will elicit this part of the lesson using CCQ´s and we will go through pronunciation together.

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

I will share a game- task link for the students to answer to it individually. I will go through answers with the students as a group.

Free Practice (8-8 minutes) • To provide students with free practice of the target language

I will show a slide with a picture of a place where I would like to go and five questions to guide them to answer using the structures we practice during the class. Students will be working in teams in this stage and we will group together to ask some students about the places they decided to go.

DEC (3-5 minutes) • To provide corrections and address questions from the students.

I will point out sentences that might have mistakes and students will be able to identify them and go through corrections together.

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