Jennifer Jennifer

TP LP4_Jennifer Guevara
Intermediate level


In this lesson, students will learn about tag questions through guided discovery on a Text-based Framework.


Main Aims

  • To provide clarification and practice of tag questions in the context of everyday situations.

Subsidiary Aims

  • To provide clarification on the meaning, form and pronunciation of question tags.
  • To provide practice in a controlled and freer exercise.
  • To provide practice on the intonation in question tags.


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

T greets Ss and asks how they are. T nominates 2-3 Ss to get their answers. T shares the screen to show the first slide of the presentation and asks Ss " What do you think about this guitar? It’s for a kid." T projects the question 'It’s not bad, Is it?' and elicits some answers.

Text work / Guided discovery (5-8 minutes) • To provide a model of the task and highlight useful words and phrases

T tells Ss that they are going to read a conversation about this kid and projects the conversation. T tells Ss that they have 2 minutes to read the text individually and answer the questions. 1. Are they talking about the guitar or the kid’s birthday? Answer: the guitar 2. What questions do they use to confirm information? Answer: isn't it? / do you? ICQ: Is it individual or group work? (individual) How much time do you have? (2 minutes) After 2 min. T tells Ss to compare their answers using the private chat. (If it is a big class, divide it in groups) T elicits the answers for the OCF.

Language Analysis (8-10 minutes) • To clarify the meaning, form and pronunciation of the task language

MEANING AND FORM: T shows the google form ‘Analysis’ and tells Ss that they will work in pairs. T tells Ss to look at the sentences and answer the following questions. They will have 4 minutes. It's a nice guitar, isn't it? You don't like it, do you? 1. We use these questions to... Answer: confirm information. 2. We can replace these questions with: Answer: Do you agree? / Is that right? 3. If the sentence is positive, the question tag is ... Answer: negative 4. If the sentence is negative, the question tag is ... Answer: positive 5. Can you change the tense or auxiliary? (e.g. He is American, didn't he?) Answer: No. ICQ: Are you going to work individually or in pairs? (In pairs) Do you have 4 or 10 minutes? (4 minutes) T sends SS to breakout rooms T monitors every breakout room. After 4 minutes, T stops BOR and checks the answers OCF. T shows the next slide for CCQ: In positive statements, the tag question is...? In negative statements, the tag question is...? Can we change the tense or auxiliary verb? Can we use another subject? PRONUNCIATION: T shows two conversations. One in which the speaker knows the answer and other in where the speaker is not sure of the answer. T asks Ss "Does the intonation go up or down on the question tag?" T tells Ss to listen to the audio and pay attention to the tag questions. T plays the audio. If necessary, play the audio a second time. T elicits answers. CCQ: T stops sharing and asks "If the speaker knows the answer, the entonation goes.... (down), If the speaker is not sure of the answer, the entonation goes ... (up)

Controlled practice (5-8 minutes) • To practice the target language in a controlled exercise.

T gets the Ss’ attention. “Now, for our final task we are going to play a game” T shows the platform Quizizz and guides Ss. Ss will complete sentences by choosing the correct question tag. T sends the link on the chat and checks if everybody has access. Once everybody is ready, T starts the game. T clarifies incorrect answers - OCF

Freer practice (3-5 minutes) • To provide students with speaking practice of the target language.

T gets the Ss’ attention. “Now, for our final task...” T shares the last slide of the PPT and instructs Ss. They are going to guess information about their classmates using tag questions. Ss will have 4 minutes in the breakout rooms to discuss. T shows an example: A: You have a sister, don’t you? B: No. A: Your brother is a teenager, isn’t he? B: Yes! A: You don’t have… ICQ: Are we using private chat? (No, we’re using the breakout rooms) How much time do you have? (4 minutes) T stops sharing the screen and creates the breakout rooms. T monitors every breakout room and takes notes for the language feedback at the end. After 4 minutes, T stops breakout rooms. T nominates 1 S of every breakout room to share his/her guesses. T takes notes of mistakes while the students are participating. DEC - Delayed Error Correction T writes the mistakes noticed, if any, on the board and asks Ss to improve/correct them. Open class feedback. T thanks SS.

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