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Grammar Lesson Question Tags
Intermediate B2 level


In this lesson, students learn about the question tags through the guided discovery based on a listening about a murderer. The lesson starts with a discussion about the murderer 'Jack the Ripper' from previous lesson.This is followed a listening activity relared to tag questions.Finally, there is some controlled practice and semi controlled practice and free practice via a final role-play speaking activity.


Abc HOs for controlled practice

Main Aims

  • To provide clarification of question tags in the context of an interview with a retired inspector.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of an inspector's questioning a suspicious.


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

T greets the Ss and asks how they are. After that she asks the students if they liked the story about Jack the Ripper? T aims to prepare a context which will help in presentation of question tags.

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

T tells the SS that they will listen to an interview with a retired inspector who is an expert on Jack the Ripper.T gives SS handouts with suspicious men's pictures on them.T aims to attract students' attention to the topic and she tries to set a context.SS listens and writes the names of suspicious men and check their answers with peers.Then,T gives WC FB.

Highlighting (2-4 minutes) • To draw students' attention to the target language

SS listen to the text again and this time they fill in the gaps with question tags.They check answers in pairs and T gives FB. She draws SS' attention to question tags through the sentences from the listening.

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

T starts to elicit the target language through some questions such as 'Did Mr Morton retire last year?' SS answer 'Yes', then teacher says 'He was a detective with Scotland Yard, wasn't he? The students say 'yes' again and then T writes this marker sentence on the board.She asks CCQs to check whether SS understand the meaning or not.T asks the questions like 'Is the event in the past or present?' (In the past) 'Is he a detective now?' (No) 'Was he a detective last year?' (Yes) 'Am I asking to you for checking the information that I know?' (Yes) Then,T elicits the structure ,highlights the form and drills the target structure. She shows the different the rules for positive and negative sentences.After that, she uses a recording for the pronunciation and intonation for TL.

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

T disributes HOs with conrolled activities to SS. She wants SS pay attention to the auxiliary verbs ,positive and negative statements. They match the phrases with the question tags.At first,they work individually and then,they check the answers in pairs and T gives WC FB.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T gives the HOs to the students.She wants SS to complete the phrases with a suitable tag question.She warns SS to pay attention positive and negative statements.If the second part is negative,the main part becomes positive.

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

T gives the speech cards to the SS. They sit facing each other.One of them is a police inspector and the other isa suspect in a crime. SS use the questions on the cards but they are not allowed to use a pen or a pencil. They try to memorize the answers and after the inspector's questioning, they shift the roles and in the end they remember the answers correctly using tag questions as in this example.'You live in London, don't you ?' If the friend's answer is 'Yes,that's right.' Then he takes 10 points, the one who has more points wins the game.

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