To provide clarification and practice of question tags in the context of living things
To provide fluent speaking practice
Procedure (45-59 minutes)
Teacher will review some points they had in Amber's class and will use question tags in between .
Teacher will write some facts about living things like : Women like six years longer than men, don't they? Many animals experience fear more than other emotions, don't they? Men are more aggressive than women, aren't they? She will try to make them answer questions. I assume they will answer either yes or no. Teacher will ask sts if they know those question tags or not.
Target sentences will be written on the board for more clarification.
question tags will be clarified. T will clarify how, when, and why should they use question 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 technique 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? sentences 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.
T asks sts to put the related question tags on the board by doing matching activity. They will do this in groups.
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.
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.