The Follow-Up Question
After a partner answers, ask how, why or what if. Give them thinking time, then summarise their reply.
Worked classroom example
Science
Ask what might happen if a variable changed in an investigation.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Prepare a partner answer and question prompts and share the purpose: extending a response. Keep the source or subject question visible.
- After a partner answers, ask how, why or what if. Give them thinking time, then summarise their reply.
- Ask learners to show the clue, language choice or evidence they used. Invite one partner to check it, then finish with an independent response.
Materials and purpose
a partner answer and question prompts
A thoughtful follow-up can deepen talk beyond first responses.
Try it in your next lesson
Prepare
Use a partner answer and question prompts. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
After a partner answers, ask how, why or what if. Give them thinking time, then summarise their reply.
Check independent transfer
Ask learners to show the clue, language choice or evidence they used. Invite one partner to check it, then finish with an independent response.
Collect a response on fresh content. Note what was achieved without the model, partner or teacher prompt, then choose one next teaching step.
Teacher language
Teacher language
What did you notice about extending a response, and what evidence helped you decide?
“What would help your listener follow that explanation?”
“How would you revise your response after that question?”
Respond to the learner
Identify one successful meaning or language choice. Ask about one gap, allow thinking time, then invite a revision. Check the revised move again on a fresh example.
Adjust support and challenge
Offer a brief model, useful vocabulary and partner rehearsal where needed. Keep the subject goal; reduce one prompt on fresh content and record what was independent.
Teaching this skill → · Age and language support →
More support
Offer thinking time, a small phrase bank and a clear listener role. Collect an individual explanation after paired rehearsal. Allow familiar-language notes or another response mode when checking subject understanding.
Greater independence
Change the content, evidence or audience. Remove the completed model and ask learners to explain a choice. Increase subject complexity only when it fits the curriculum and prior knowledge.
Choose the next step
If subject meaning is insecure, reteach the concept. If the concept is understood but the English is unclear, model one useful language relationship and invite a fresh response.