Upper Intermediate level
To provide review, clarification and practice of Tag questions
To provide gist, scan and detailed reading practice using a text about Tag questions
To provide fluency and accuracy
Procedure (28-48 minutes)
Activate target area by asking students simple yes/no questions insisting on the correct use of the auxiliary verbs. For example: Do you play football? - Yes, I do. Have you been to England - No, I haven't. T explains these questions are closing the conversation. Show pics of police crime scene/ private investigators/Sherlock Introduce the idea of question tags by asking Ss how do police investigate? What sort of questions do they ask? Elicit vocab - suspect, fraud, investigate, ...
T gives HO:01 Ss work alone and have to find correct sentences for isn't it?, has he?, were you? ... T gives them 5 mins, then Ss check in pairs, each others answers
T "Question tags are short questions at the end of statements." T writes some model sentences on the board. Meaning: CCQ "does this person want to continue the convesation?" " Is the conversation over" Form: T then invites Ss if they can come up with a rule themselves. "Negative QT behind positive statement" "Positive QT behind neg statement" Then WB: Your father can speak English. Can't he ....' T "We use the auxiliary or modal verb and subject pronoun of the statement to create question tags." ( show link - can/can't ) same modal verb ( show link - your father/he) subject pronoun WB: "He can speak English (positive so draw + under can) can't he ( negative - minus under ) WB: He wasn't born in Germany was he - swap positive for negative. Elicit if poss "If no modal in statement use don't/doesn't or didn't" WB 'You play drums, don't you" circle drums. You tells to use 'you' T " and the tense?" T "Keep your tense intact" WB 'She played the drums (past) didn't she?' T: Some exceptions - I'm attractive, aren't i - no form of am'nt Let's = shall There aren't any are there? Don't stop, will you? ( order v. positive) Pronunciation: Falling intonation finishes question tags Rising intonation keeps the conversation open. T gets Ss to say some model sentences- they stand up and ask a question. They say the same thing sit down, intonation goes down ( try it out) intonation - is it question or just conversation ( something i already know) NB* QT only appear in spoken English never in written form.
T divides them into 2 groups. Then gives instruction for HO:02 Ss will first read the passage they have but keep it secret from other group. First read alone, 3mins. Then make up questions from the text using QT, as a group. T goes between groups and feeds them question prompts. They have 5 mins. T then regroups them - each group is repaired. Example group member A1 with group member B1. They have 5 mins to ask each other tag questions to get complete picture. T then asks whole group for answers.
delayed error correction then After teaching the students about tag questions, let each student pick a card from a deck. Then the students can take turns saying the beginning of a sentence, with the goal of getting the teacher to say the "tag question" on his/her card. For example, if the student chooses the card with the words "did they?", he/she could say something like: John and Mary didn't come to school yesterday. . . The teacher then adds the tag question ". . . did they?" If time : crime questions "whats you favourite detective show" " What sort of crime do you have in your country"