Osman Osman

QUESTION TAGS
B1 level

Description

IN THIS LESSON, THE STUDENTS LEARN QUESTION TAGS THROUGH GUIDED DISCOVERY BASED ON A LISTENING A DIALOG ABOUT RESTAURANT BILL.

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of question tags in the context of the cashier

Subsidiary Aims

  • To provide gist and scan reading practice using a text about responsibilities of a cashier in the context of the cashier
  • To provide process and product writing practice of a cv in the context of the cashier
  • To provide fluency and accuracy speaking practice in a conversation in the context of the cashier
  • To provide gist listening practice using a text about reataurant bill in the context of the cashier

Procedure

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

T displays the image "expensive restaurant bill" T: WHERE ARE THESE COUPLE?( IN A RESTAURANT) WHAT IS HAPPENING?(THE MAN IS LOOKING AT THE BILL WITH A MAGNIFYING GLASS TO MAKE SURE THE BILL IS CORRECT. AND THE WOMEN IS IN A SHOCK) TALK TO YOUR PARTNER IF YOU HAVE EVER EXPERIENCED AN UNEXPECTED HIGH BILL? T: WHAT DO YOU DO WHEN YOU FINISH YOUR MEAL?(YOU ASK FOR THE BILL) HOW DO YOU USUALLY PAY YOUR BILL? WHAT DO YOU DO IF YOU PAY WITH A CREDIT CARD?(ENTER YOUR PIN INTO THE CREDIT CARD MACHINE) WHAT DOES THE WAITER GIVE YOU AFTER YOU PAY WITH A CREDIT CARD? (A RECIEPT) DO YOU KEEP THE RECEIPT OR YOU THROW AWAY LATER? WHY DO YOU KEEP THE RECEIPT?(TO CHECK WITH YOUR CREDIT CARD STATEMENT) DO YOU ALWAYS PAY THE BILL AT THE TABLE?(SOMETIMES YOU PAY AT THE CASH DESK OR TILL) WHO DO YOU PAY AT THE CASH DESK OR TILL?(THE CASHIER) WHAT DO YOU CALL THE MACHINE THAT THE CASHIER PUTS THE MONEY IN? (CASH REGISTER OR TILL) T: LOOK AT 6.3 PART 1 MATCH THE WORDS WITH THE PICTURES T drills the pronunciation. T: LOOK AT PART 2 READ THE QUESTIONS READ THE TEXT AND ANSWER THE QUESTIONS DO IT ALONE ICQ: WHAT DO YOU DO? T WHAT DOES A CASHIER DO?(THEY DEAL WITH THE CUSTOMERS AND HANDLE THE MONEY, USE THE RESTAURANT'S COMPLICATED COMPUTER SYSTEM TO PRINT THE BILL AS WELL AS THE CREDIT CARD MACHINES) WHY IS THERE ONLY ONE CASHIER AT THE CASH DESK?(IT IS EASIER TO UNDERSTAND WHO IS RESPONSIBLE IF THE MONEY IS MISSING) WHAT HAPPENS WHEN THE MONEY IS MISSING?(THEY WILL TERMINATE HIS/HER CONTRACT AND FIRE HIM/HER? WHAT DO YOU NEED TO BE A CASHIER?(GOOD AT MATHS, COMPUTER AND BEING ABLE TO HANDLE MULTITASKS)

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

T: LOOK AT PART 3 LISTEN TO THE AUDIO AND FILL THE GAPS DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key.

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

T writes the marker sentences on the board: "You're a party of four, aren't you? But I drank water, didn't I? That can't be correct, can it? The check is correct, isn't it? T: WHAT ARE THE MAIN VERBS? WHAT ARE THE HELPING VERBS? LOOK AT THE FIRST SENTENCE. IS FIRST PART A POSITIVE SENTENCE? WHAT ABOUT THE SECOND PART? IS IT POSITIVE? IS IT NEGATIVE?(YES) LOOK AT THE THIRD SENTENCE. IS FIRST PART A NEGATIVE SENTENCE? WHAT ABOUT THE SECOND PART? IS IT NEGATIVE? IS IT POSITIVE?(YES) ARE THESE POSITIVE SENTENCES?(NO), NEGATIVE SENTENCES?(NO) QUESTION SENTENCES?(YES)

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

T: I WILL ASK YES OR NO QUESTIONS AND YOU GIVE ME SHORT ANSWERS ARE YOU VEGETARIAN? DO YOU GO TO THE RESTAURANT? DID YOU GO TO THE RESTAURANT TWO DAYS AGO? HAVE YOU EVER BEEN IN A CHINESE RESTAURANT? CAN YOU WORK COOK? DO YOU HAVE TO ORDER FOOD WHEN YOU GO TO A RESTAURANT? T gives examples using question tags. T: YOU ARE A VEGETARIAN, AREN'T YOU? YOU AREN'T A MEAT LOVER, ARE YOU? YOU ALWAYS GO TO RESTAURANT, DON'T YOU? YOU DON'T EAT PORK, DO YOU? YOU WENT TO A RESTAURANT YESTERDAY, DIDN'T YOU? YOU DIDN'T GO TO A RESTAURANT, DID YOU? T: ARE THESE POSITIVE SENTENCES?(NO) QUESTION SENTENCES?(YES) WHY ARE THEY QUESTION SENTENCES?(I TURNED EACH STATEMENT INTO A QUESTION BY ADDING A TAG) T writes on the board "Question tags" T: WHEN DO WE USE QUESTION TAGS?(WHEN WE WANT TO KEEP A CONVERSATION GOING, AND WHEN YOU WANT SOMEONE TO AGREE OR DISAGREE T writes on the board "use questions tags" 1)When you want someone agree or disagree with you or confirm that something is true or not 2)When we want to keep conversation going. T: HOW DO WE FORM THE QUESTION TAGS? LOOK AT THE FIRST SENTENCE. IS THE FIRST PART POSITIVE?(YES) IS THE SECOND PART POSITIVE?(NO), IS IT NEGATIVE?(YES) LOOK AT THE THIRD SENTENCE. IS THE FIRST PART NEGATIVE?(YES) IS THE SECOND PART NEGATIVE?(NO), IS IT POSITIVE?(YES) T writes "To form a question tag" 1) if the main part of the sentence is positive, question tag is negative 2) if the main part of the sentence is negative, question tag is positive T writes on the board "Question tags with the verb "to be" in the main part of the sentence in simple present, simple past, present continuous, past continuous tenses T writes the sentences: I am in the restaurant, aren't I? I'm not in the restaurant, am I? I am never/rarely/hardly ever angry, am I?-if the main part has a negative meaning. He/She/It is eating in the restaurant, isn't he/she/it? He/She/It isn't at home, is he/she/it? You/We/They weren't in the restaurant, were you/we/they? T writes "question tag with the verb "to have" used mostly in England I/You/We/They have a book, haven't I/you/we/they? He/She/It has two tickets, hasn't he/she/it? T writes "question tags with simple present I/You/We/They eat in the restaurant, don't I/you/we/they? He/She/It eats in the restaurant, doesn't he/she/it? I/You/We/They don't eat in the restaurant, do I/you/we/they? He/She/It doesn't eats in the restaurant, does he/she/it? T writes "question tags with simple past" I/You/He/She/It/We/They ate in the restaurant, didn't I/you/he/she/it/we/they? I/You/He/She/It/We/They didn't eat in the restaurant, did I/you/he/she/it/we/they? T writes "question tags with present perfect" I/You/We/They have eaten in the restaurant, haven't I/you/we/they? He/She/It hasn't eat in the restaurant, has he/she/it? T writes "question tags with modal verbs: will/must/should/can/could" I/You/He/She/It/We/They will/can.. in the restaurant, won't/can't I/you/he/she/it/we/they? I/You/He/She/It/We/They won't/can't eat in the restaurant, will/... I/you/he/she/it/we/they? T writes " question tag with "Have to" I/You/We/They have to go, don't I/you/we/they? He/She/It has to go, doesn't he/she/it? T writes "Question tags with imperatives" Open the window, will you? Open the window, would you? Open the window, won't you?-polite request Don't open the window, will you? Let's go, shall we? T: I WILL SAY THE MAIN PART OF THE SENTENCE, YOU WILL SAY THE QUESTION TAG

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

T GIVES THE HANDOUT "MATCH THE SENTENCES WITH THE QUESTION TAGS" T: MATCH THE SENTENCES WITH THE QUESTION TAGS WORK IN PAIRS ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key.

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

T: LOOK AT 52.2 LOOK AT THE EXAMPLE FIRST WRITE A SENTENCE WITH A QUESTION TAG TO ASK YOUR FRIEND TO AGREE WITH YOU DO IT ALONE ICQ: WHAT DO YOU DO? WHICH EXERCISE DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key.

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

T splits the students into A' and B's T: A'S ARE THE CASHIER AND B'S ARE THE CUSTOMER LOOK AT THE BILL AT PART 4 CHECK THE BILL FIRST AND HAVE AN ARGUMENT WITH THE CASHIER ABOUT THE CORRECTINESS OF THE BILL. USE QUESTIONS TAGS FOR YOUR ARGUMENT USE USEFUL LANGUAGE BOX AS A GUIDE WORK IN PAIRS T monitors and notes the errors and writes them on the board for correction. T: LOOK AT PART 5, PERSONAL SKILLS WORK IN PAIRS THINK WHAT PERSONAL SKILLS YOU NEED TO HAVE TO WORK AS A CASHIER WRITE THEM ON THE CV PERSONAL SKILLS: GOOD AT MATHS FRIENDLY ABLE TO DEAL WITH CUSTOMERS WITH DIIFFERENT BACKGROUNDS ABLE TO WORK UNDER PRESSURE PUNCTUAL ATTAINED GOOD COMMUNICATION SKILLS WORKED IN A TEAM MOTIVATED ABLE TO HANDLE SEVERAL JOBS AT ONCE EFFICIENT T: LOOK AT PART 6 YOU ARE LOOKING FOR A NEW CASHIER YOU INTERVIEWED TWO PEOPLE FOR THE JOB LOOK AT THEIR DETAILS DECIDE WHO YOU WILL HIRE USE QUESTION TAGS USE USEFUL LANGUAGE BOX AS A GUIDE WORK IN PAIRS T monitors and notes the answers. T writes the errors on the board for correction. T: LOOK AT PART READ THE JOKES CAN YOU THINK OF ANY OTHER JOB INTERVIEW JOKES? T shows some of the jokes to the students T: WHEN YOU DISCUSS WITH SOMEONE, WHAT DO YOU SAY WHEN YOU AGREE WITH HIM OR HER? WHAT DO YOU SAY WHEN YOU DISAGREE WITH HIM OR HER?

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