simeon simeon

Upper Intermediate level


In this lesson students review, clarify and practice tag questions via guided discovery. The subject will be detective work. The lesson starts with a lead in about detectives and police interrogation and follows the context through reading and speaking tasks. The TL is highlighted, clarified and students then do controlled and freer practice.


Abc Google Images
Abc Adapted: Teacher Made

Main Aims

  • To provide review, clarification and practice of Tag questions

Subsidiary Aims

  • To provide gist, scan and detailed reading practice using a text about Tag questions
  • To provide fluency and accuracy


Warm Up/Lead-in (2-5 minutes) • To activate schemata

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, ...

Exposure (Task stage) (5-6 minutes) • To provide context for the target language through a text or situation

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

Language Focus (8-12 minutes) • To clarify the meaning, form and pronunciation of the target language

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.

Practice 1 : Controlled Practice (8-15 minutes) • To concept check and prepare students for more meaningful practice

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.

Practice 2 (If Time) Free Practice (5-10 minutes) • To provide students with free practice of the target language

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"

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