Lesson Plan | Traditional Methodology | Question Tags

Objectives

Duration: 10 - 15 minutes

The purpose of this stage of the lesson plan is to present to students what they should learn and develop throughout the lesson. By clearly defining the objectives, students will have a clearer understanding of what is expected of them and what they should focus on during the explanation and practice. This helps direct students' attention and motivation to achieve the desired learning outcomes.

Main Objectives

1. Teach students to write questions in the form of question tags appropriately.

2. Enable students to identify question tags in written texts.

Introduction

Duration: 10 - 15 minutes

The purpose of this stage of the lesson plan is to present an initial context so that students understand the importance and practical application of 'Question Tags' in daily communication. By connecting the theme with real-life situations and curiosities, the aim is to awaken students' interest and prepare them for a more meaningful learning experience.

Context

To start the lesson on 'Question Tags', explain that these structures are very common in the English language and are used to confirm information or seek agreement with the listener. Tell students that, generally, 'Question Tags' appear at the end of an affirmative or negative sentence and serve to turn the sentence into a question. They are essential for conversation and understanding texts in English. Give examples of everyday situations in which 'Question Tags' are used, such as in informal dialogues between friends, in movies, TV series, and even in songs.

Curiosities

Did you know that 'Question Tags' are a powerful tool in spoken English? They help keep the conversation flowing and avoid possible misunderstandings. For example, if someone says 'It's a nice day, isn't it?', they are seeking confirmation and encouraging the continuation of the dialogue. In different regions and accents of English, 'Question Tags' may vary, but their function remains the same.

Development

Duration: 40 - 50 minutes

The purpose of this stage of the lesson plan is to deepen students' knowledge about the formation and use of 'Question Tags' through detailed explanations and practical examples. By addressing different aspects and nuances of 'Question Tags', students will be able to understand how to apply them correctly in various contexts. Practice with exercises in the classroom allows students to consolidate the content and resolve doubts in real time, ensuring a more solid and secure understanding of the topic.

Covered Topics

1. Formation of Question Tags: Explain that 'Question Tags' are formed from the auxiliary of the main sentence. If the sentence is affirmative, the 'Question Tag' will be negative and vice versa. For example, 'You are coming, aren't you?' or 'She isn't here, is she?'. 2. Use of Auxiliaries: Detail that the auxiliaries used in 'Question Tags' depend on the verb tense of the main sentence. If the sentence is in the present simple, 'do' or 'does' is used. In the past simple, 'did' is used. In compound tenses, the auxiliary used will be 'have', 'has', 'had', etc. 3. Subject Agreement: Explain that the 'Question Tag' must agree with the subject of the main sentence. For example, 'John is here, isn't he?' or 'The students can help, can't they?'. 4. Intonation: Discuss the importance of intonation when using 'Question Tags'. When seeking confirmation, the intonation rises at the end of the 'Question Tag'. When not expecting an answer, the intonation falls. 5. Exceptions and Particularities: Present some exceptions and particularities, such as 'I am late, aren't I?' instead of 'amn't I'. Also explain cases where 'Let's' is followed by 'shall we?' and 'Let's not' by 'shall we?' or 'won't we?'.

Classroom Questions

1. Transform the sentence 'She can swim' into a sentence with a 'Question Tag'. 2. Identify the correct 'Question Tag' for the sentence: 'They haven't started yet, ___?'. 3. Rewrite the sentence 'You won't tell anyone' using a 'Question Tag'.

Questions Discussion

Duration: 20 - 25 minutes

The purpose of this stage of the lesson plan is to review and consolidate the knowledge acquired by students about 'Question Tags'. Through a detailed and engaging discussion, students will have the opportunity to clarify doubts, share their ideas, and apply what they have learned in different contexts, thereby strengthening their understanding and ability to use 'Question Tags'.

Discussion

• For the sentence 'She can swim', the correct 'Question Tag' is 'can't she?'. Here, the auxiliary verb 'can' is used in the negative form 'can't' and the pronoun 'she' is repeated.

• For the sentence 'They haven't started yet, ___?', the correct 'Question Tag' is 'have they?'. The auxiliary 'haven't' in the present perfect is converted to its affirmative form 'have' and the pronoun 'they' is repeated.

• For the sentence 'You won't tell anyone', the correct 'Question Tag' is 'will you?'. The auxiliary 'won't' (will not) is converted to its affirmative form 'will' and the pronoun 'you' is repeated.

Student Engagement

1. Ask students: Why is it important to use the correct form of the auxiliary in 'Question Tags'? 2. Ask students to create their own sentences using 'Question Tags' and share with the class. 3. Discuss with students: How can intonation change the meaning of a 'Question Tag'? 4. Request students to identify 'Question Tags' in excerpts from texts or dialogues taken from books, movies, or songs they know. 5. Ask: What are some common difficulties you face when using 'Question Tags' and how can we overcome them?

Conclusion

Duration: 10 - 15 minutes

The aim of this stage is to review and consolidate the main points covered in the lesson, ensuring that students have a clear and complete understanding of the topic. By highlighting the connection between theory and practice and the relevance of Question Tags, the importance of the content for the development of the students' language skills is reinforced.

Summary

• Question Tags are used to confirm information or seek agreement at the end of affirmative or negative sentences.
• The formation of Question Tags depends on the auxiliary of the main sentence and the agreement with the subject.
• Intonation is essential to determine whether we are seeking confirmation or not.
• There are exceptions and particularities, such as the use of 'aren't I' for 'I am' and 'shall we?' for 'Let's'.

The lesson connected theory and practice by presenting detailed explanations about the formation and use of Question Tags, followed by practical exercises and discussions. This helped students apply what they learned in real contexts, such as everyday dialogues and written texts, ensuring a complete understanding of the topic.

The correct use of Question Tags is crucial for fluency and clarity in communication in English. They are frequently used in informal conversations, movies, TV series, and songs, making them a practical and relevant skill for students. Additionally, knowledge of regional variations enriches the cultural understanding of the language.