Maryam Maryam

Question tags
Intermediate level


This lesson is devoted to "question tags" mainly through guided discovery. The first 5 minutes could be as test teach test approach in which sts will be asked to write some questions and their answers will be written on the board for clarification. Later on, the guided discovery process is going to take place as the students are going the read the rules of the grammar and decide how the form is used. Then, the teacher is going to emphasize the importance of intonation while using "question tags". After that, the students are going to be given controlled practice activities e.g. matching and correction of the sentences. In order to practice speaking using the target grammar, they will be given auxiliary verbs "do", "is", "are", "will", "has" and they have to come up with positive and negative questions resulting in speaking practice with their classmates. At the end of the lesson, they will be asked to write two positive and two negative sentences, and do mingling activity. The last part of the class will be devoted to feedback and error correction.


Abc Board
Abc Matching HO

Main Aims

  • To provide clarification and practice of Question tags. in the context of living thins

Subsidiary Aims

  • To provide in the context of free practice
  • To provide fluency and accuracy speaking practice in a mingling activity, asking questions from each other in the context of free practice


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

-In order to provide a lead-in stage, write/show the following questions: - When is your birthday? - How old are you? - Who is your favorite actor? - Where were you born? - How many sisters have you got? - What time did you go to bed last night? - Where did you go last weekend? - Do you take sugar in tea? - Where are you going next weekend? - Have you seen Titanic? -Next get the students to ask each other the questions -without writing down. -Let them discuss these questions with their partners.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

some questions will appear on the board to set up the context on living things like: Do animals have feelings? what are the earth's oldest living things? what man-made things on earth can be seen from space? what is the most terrible natural disaster to have hit the earth? why do women live longer than men?

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

sts will try to answer the questions and some points on question tags will be extracted from their answers and highlighted on the board such as some auxiliary .

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

question tags will be clarified. sts will know how, when and why should they use questiion tags. The stages will be like: you know a lot of people here-----> simple sentence do you know a lot of people here?-------->normal question You know a lot of people here, don't you? --------> question tag For how it will be explained that verbs in question tags depends on the verb in the sentence. finger techniques will be used for emphasizing on verbs (auxiliary verbs or verbs that you use to make negatives and questions) and tags. He ISN'T going to tell her, IS he? They WON'T be late, WILL they? She CAN swim, CAN'T she? The verb " have" will be highlighted since it is anticipated that it will be difficut for them. e.g. Your house has a garden....> think about negative form of this sentence, is it hasn't or doesn't have? Questions Tags positive Negative Negative Positive animals don't have feelings, do they? Why we use question tags? You use question tags to show that you think you know the answer to a question You know where he is, don't you----------------> you are expecting the other person to say Yes You don't know where he is, do you?-----------> you are expecting the other person to say No. The last important type in clarification part is to explain how different intonations in question tags can change the meaning. she isn't here, is she? (falling intonation) ---------> you are 100% sure she isn't. She isn't here, is she? (rising intonation) ---------> you aren't sure. Finger technique and board illustrations will be effective.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Students will put the related question tags on the board. they will do this in groups.

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

students will look at 8 sentences and write their question tags, they will then listen to an audio file of the same sentences to mark question tags with either rising or falling intonations and at the end they will match them with their related answers. there will be peer checking and the teacher will check after that.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

students will be asked to write 4 sentences, two positive and two negatives. T will collect all, will scramble them and will give 4 to each student accidentally. They will do mingling activity to find who wrote them by asking question tags from each other.

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