Bianca Bianca

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Intermediate level


In this lesson, students learn about Question Tags (in positive and negative sentences) and do controlled practice before doing freer practice


Main Aims

  • To clarify/review and practice question tags

Subsidiary Aims

  • To provide speaking fluency practice with the target language


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

Show students G-Slides, focus on the pictures to establish context, let them guess, and express their answers (for this part of the lesson there are no "right" nor "wrong" answers)

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

For the Gist task Show a slide with a set of questions that were previously shown such as "How many hairs are there on the human head?" "Why are the windows on ships always round?" "Why is there war?" "Why did The Beatles break up?" "What happens when your plane flies over a volcano?" Tell them they are going to listen to an audio to get the general idea of the text. After listening to the audio ask Ss if they were able to hear the answers to the questions on the board. Have a slide to show the if they were right about their guesses For the intensive task Show students the important parts of the text, as you will have fragments of the dialogues they previously heard. Let students read the dialogues (to draw attention to your marker sentences of the Question tags that will be in bold). Have students answer some questions as they will be working with the marker sentences.

Clarification (10-15 minutes) • To clarify the meaning, form and pronunciation of the target language

Show Ss G-Slides. Tell them the purpose of tag questions if they have not figured it out yet. Proceed to explain How are questions tag used To make Question Tags Add auxiliary verb + pronoun at the end of the question. Have a mini-chart with the positive and negative sentences for simple present, simple past. present perfect and future tense. Go over the chart, as students identify the auxiliary verb and see the pronouns at the end of the questions. Have another slide to go into detail information. Try to make it interactive by letting students participate in the sentences as they figure out how the structure is used. Question Tags help us: Confirm information. - Round windows are stronger, aren't they? A + sentence goes with a - question tag A - sentence goes with a + question tag We use do or does for the present She swims, _____ she? He doesn’t drink, ______ he? Ask them: How would it be in its past tense? We use will or won’t for the future You will go to the party, _____ you? He won’t read this book, _____ he? Ask them: How would it be in its + and - form? For pronunciation clarify the rising and falling of the question tags If we are not sure of the information the intonation rises on the Q tag If we are sure of the information the intonation falls on the Q tag

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

Give each of the students a slide, since they will work individually tell them to find the one with their name on it. Encourage them to work on a matching activity to check on their understanding. After students finish the activity, check on their answers as a whole group.

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

Students will need to think and choose around four to six questions to ask their classmates out of the options given. The teacher will be monitoring them as they do the activity to check on the right pronunciation of the sentences. Be attentive to any error students may have to give them DEC.

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