I will start by writing "Whodunit" on the board, and asking the students to tell me what they think it means. If they don't have any ideas, I will ask them to read it aloud and sound it out. I will also be prepared with pictures to prompt ideas. I will explain it is a name used to describe murder mysteries, which will be the context for our lesson.

I will give the students the handout of the article and ask them to scan quickly and underline the questions. They will have 1 minute, and they can check with a partner. When they have read the article, I will ask 4 students to write the questions on the board. Two of these questions should be question tags. I will ask the students to compare the different styles of questions. Are the purposes of the questions different? (Yes, one is asking for more information, one is asking for confirmation of a statement.) Then I will choose two questions to analyze with the class: "Your eyesight is good, isn't it?" and "You told the police, didn't you?" I will use my Target Language analysis sheet to cover the structure and function of question tags.

I will then give students the reading passage one paragraph at a time. They will be working in pairs and racing against other groups. Their task will be to read the paragraph and write a question tag for one of the characters before they will be given the next paragraph. I will be monitoring the students' progress and will do extra explanation or error-correction if needed.

Once they have successfully written a question tag for the first 4 paragraphs, I will ask them to re-read the article and this time decide who they think committed the murder. They will need to decide with their partner who killed George, and then they will need to write one last question tag accusing the person they think committed the crime. (Ex: Mrs. Miller, you killed your husband, didn't you?! Charlie killed Mr. Miller, didn't he? Sylvia poisoned the orange juice, didn't she?) I will ask each group to write their last question on the board, and we will compare who they think committed the crime. I will also use this time to do any error-correction with the class that may arise with the sentences on the board.

Once we have reviewed each group's question tags, I will give everyone the last paragraph of the text. They will need to read closely for detail to determine what exactly happened and how it fits in with the previous accounts of the story, taking a look at the specific questions at the bottom. If there is time, we will finish with some error-correction to make sure they are clear on the structure of question tags.