1. Theme/topic; tag question
2. Target level; Primary level
2. Rationale and Goals;
We teach tag question because it is very important in spoken language. We hear tag question always in the conversations of natie speaker of English, although many languages do not have tag questions like Arabic; so it is crucial for ESL learners to learn tag questions.
3. Lesson Objectives;
1. Students will be able to describe the tag question either it is certain or uncertain
2. Students will be able to listen and practice depend on which tone is produced in the tag question.
4. Description and Analysis;
The teacher needs to explain for the student what does tag question looks like to raised their metalinguistic awareness. So, the teacher explains that tag question as an attachment to the statement. It comes in two ways, raising tone that require conformation like it is a cold day, isn’t it?
Or it comes with falling tone, which doesn’t require conformation it just to keep the conversation open for social practice such as small talk and consider to be courteous.
It is a cold day, isn’t it?
The teacher should teach the students that the tag question with the falling tone is not really a question but it is part of casual conversation and both raising a falling tone doesn’t used in formal written.It is a cold day, isn’t it?32 It is a cold day, isn’t it?132 It is a cold day, isn’t it?14. Listening Discrimination;The students should recognize and discriminate between the raising intonation and the falling intonation in the tag question. For example, listen to the sentences. Check the box that corresponds to the intonation pattern used for the tag question( final fall if the teacher is sure of the statement; final rise if the teacher is unsure).UtteranceSureUnsure1. You are a student, aren’t you?2. This is your pen, isn’t it?3. It was easy test, wasn’t it?4. She like tea, doesn’t she?5. Controlled Practice.The teacher needs to teach the students how the tag question work by reading and ask the student to tell her what the tag question mean here, whether it is certain or uncertain.you have cleaned your room, have n’t you?Jane did not do her home work yesterday, did she?Jone is agood student, isn’t he?Moreover, the teacher asks the students to repeat after her.6. Guided practice: The teacher show a youtube about the song ” a little time” to make the students interesting. Then give the student handout.The teacher divide the students into two groups and also divide the song into two parts. The first group should read the first part of the song by a raising tone, and the second group should read the second part of the song by a low tone and the student exchange with the partner but this time exchange the tone also.First groupSecond groupI need a little time to think it over I need a little space just on my own I need a little time to find my freedom I need a littleFunny how quick the milk turns sour Isn’t it, isn’t it Your face has been looking like that for hours Hasn’t it, hasn’t itPromises, promises turn to dust wedding bells just turn to rust Trust into mistrustI need a little room to find myself I need a little space to work it out I need a little room all alone I need a littleYou need a little room for your big head Don’t you, don’t you You need a little space for a thousand beds Won’t you, won’t youLips that promise fear the worst Tongue so sharp the bubble burst Just into unjustI’ve had a little time to find the truth Now I’ve had a little room to check what’s wrong I’ve had a little time and I still love you I’ve had a littleYou had a little time and you had a little fun Didn’t you, didn’t you While you had yours do you think I had none Do you, do youThe freedom that you wanted bad Is yours for good I hope you’re glad Sad into unsadI had a little time to think it over Had a little room to work it out I found a little courage to call it off I’ve had a little timeI’ve had a little time I’ve had a little time7. Communicative Practice:-Teacher gives the students word bank and ask them to complete the dialogue about the exam by using tag question.Student AStudent BHi.How is your exam?Yes it is, but not all the questions were easy, weren’t they?Hi.It was ok, isn’t it?Yes, they were.Word Bank:-asking about exam-asking about the hard question-asking about the score of the exam-asking about the day of resultMoreover, ask the students to draw the raising tone and falling tone.8. Student assessment:-The teacher collects every handout after the dialogue and checks out if the student is doing great. Also, the teacher notices the students’ performance and gives them feedback in their spoken errors during the practice.
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