Shelly Fears Shelly Fears

Michelle ("Shelly") Fears TP#6
A2/B1 level


The is a lesson that will focus on Question Tags


Abc Recording T7:14 from New Headway

Main Aims

  • To provide clarification of Question Tags

Subsidiary Aims

  • To provide practice of Question Tags in the context of for use in conversations at a party


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

Have each student draw a list of questions to ask each other. They will find their matching person to ask questions. They will choose two questions to ask their partner. At the end of the class, they can ask their partner the question again, but with a question tag since they already know the answer.

Reading and Listening of sentences (2-2 minutes) • To listen to intonation to hear if the question tag ends in an upbeat or a downbeat

Read and listen to the text. Question: Does the intonation go up or down at the end of the sentence pairs?

Highlighting Question Tag Forms (6-10 minutes) • To highlight question tags so that Ss are focussed on it.

HO How are the Question tags formed? Play the recording T7:13--ask students to listen to the intonation. Did the end of the question go up or down? (Down) We should drill these sentences. Practice saying the phrases to their partner. I monitor to make sure it is OK. - highlight with red underline "isn't it" and "it's" - ask what the auxiliary verbs are. What do we see about them? - underline "isn't" and "is she" in section 2. - "she's" and "hasn't she" in number 4 - Highlight other rules: do/ does for present simple tags--1, "don't we" in number 1 and "doesn't she" in number 2 and 4 did for past simple in "didn't we" in number 3

Clarifying question tags (5-10 minutes) • Clarify meaning so learners can understand it

From the 2nd recording T7:13 text highlighted phrases GW in 3s to think about how Question Tags are created. Elicit FB from WC. I will write the rules of how to create this, hopefully from elicited answers. (On the right hand side of the screen.) Meaning -- to get agreement from the hearers. Do we really think they will disagree with us? Pronunciation -- I will spend time on intonation. Check the language analysis page for model sentences. Form--Rules on making this will be on the right hand side of the board.

Language Practice (7-7 minutes) • To practice writing question tags in a controlled environment.

Fold the sheet in along the line. Complete sentences with question tag blanks. Alone -- Note during this time, project the sentences on the left hand side of the board. FB: First with partner. FB: at the board with color coded pages for the helping verbs and the question tags so they can see the color coded pages.

Language Practice (3-3 minutes) • To determine good answers to questions to agree with the speaker

To match sentences with answers that make sense. Listen to the T7:14 to verify. Practice with your partner again.

Language Practice (5-8 minutes) • To provide further conversation practice at a "party"

The interviews have been cut up and put in a hat. They are drawn out by the students. The students will find their matching conversation person and practice with them. Monitor to see how they are doing. If there is time, we can have them play their for each other and compare to the recording. If there is time, ask the questions from the beginning with a question tag. Example? When is your birthday? It is in October. Later in the class. Your birthday is in October, isn't it?

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