Arzu Turgut Arzu Turgut

Upper-intermediate level


In this lesson, students will review question tags through "guided discovery". Firstly, teacher will provide a brief overview of verb forms with a matching activity, in which they will match the verbs of the sentences taken from the text with the correct tense names. This is followed by an overview of question tags through guided discovery worksheet, in which students will find out grammar rules of question tags. Then teacher drills the sentences and models rising/falling intonation to show the the exact meaning of a question tag. After drilling, students will practice their question tag knowledge during two different activities; gap-fill and match. Finally, students will have a chance to practice target language by asking each other their hobbies by using question tags.


Main Aims

  • To provide clarification of question tags in the context of hobbies

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of hobbies


Lead-in (5-7 minutes) • To set lesson context and engage students

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.

Review of verb forms (6-8 minutes) • To provide a brief overview of verb forms

. -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.

Guided Discovery (10-12 minutes) • To enable students to find out the rules of question tags

-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)"

Intonation and Drill (3-5 minutes) • To enable the students to realize the meaning differences between intonations and memorize correct question tag with drill

-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)

Controlled Practice (5-6 minutes) • To provide students with controlled practice of the target language

-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.

Controlled Practice (5-6 minutes) • To provide students with controlled match practice of question tags

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.

Free speaking practice (7-9 minutes) • To provide students fluency speaking practice .

-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.

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