To provide clarification of question tags in the context of hobbies
To provide fluency speaking practice in a conversation in the context of hobbies
Procedure (41-53 minutes)
Introduce myself and try to remember students' names. To provide interesting lead-in, -video task is set. - ask the students to find out people's the problems with English while watching. - write the problems on the board -do whole feedback -focus on question tag problem -elicit the problem -mention the objective of the lesson.
. -hand out the verb forms and tense names.-ask student to match the verbs forms with the correct tense names -get them to work in pairs.-check the understanding with ICQs:"will you work individually? will you discuss or write your answers?" -monitor carefully. -do whole class feedback. -get students to come on board and stick the correct verb under the correct tense -focus on auxiliary verbs and provide a clear definition -highlight auxiliary verbs on board.
-Write two sentences on board and ask the students to turn the sentences into question tags. Give the guided discovery worksheet and get them fold in three. - Ask them to answer the questions related to these two sentences. - Get them to work individually. -get them to do the first part in the worksheet by answering the questions. Get students to compare their answers with their partners. -ask students to do the second part by underlining the correct word to identify correct rule of question tag. -get them to check with their partners. -Monitor them carefully - Do feedback and elicit the grammar rules -write/summarise the rules on board. -Check students' understanding with CQs: "If you don't have any auxiliary verb, can you use auxiilary verb in question tag? (No) Can you use the correct form of 'do'? (Yes) Can I write negative question tag if I have positive statement in the main part of the question? (Yes)"
-teacher reads the the sentence on board with two different intonation. -ask students to guess the difference at voice -give another examples -elicit the meaning of both intonations. -models and drills the sentences. -check the understanding with CQs: "If I know the answer,do my voice fall/ go down? (yes) Does my voice goes up/get higher if I don't know the answer and want to check it? (yes) Which one is a real question- rising or falling intonation? (Rising intonation)
-Give the gap fill activity to students. -get them work individually first and then compare their answers with their partners. -monitor carefully -do error correction if necessary. Get the answer key to the students.
Divide students in pairs. -give each pair of a set cards and tell them they have to match the positive and negative statements with the tags to make question tags. -give the students a set time limit. -When their time finish, get them to check with the class -the pairs get one point if they matched correctly and the pair with highest point wins.
-Divide students into groups of 3. - get them to guess their partners' hobbies by using question tags. - make a demo with a student. " You are crazy about football, aren't you? You are interested in reading books, aren't you?" -monitor students and do delayed error correction on board. -get students to identify problems.