Grechie S. Cortel DPE 103 Sat 8:30-11:30 Pro. Reynaldo Inocian Lesson Plan # 1 LESSON PLAN ON TAG QUESTIONS I. Objectives: Within the period, the students with 70% accuracy, will be able to 1. understand the form of tag questions 2. use tag questions 3. respond to tag questions 4. understand the intonation used in tag questions II. Subject Matter Concept: Tag Question Topic:
1. Definition of Tag Question. 2. How Tag Question use in the sentence formation 3. Using Affirmative and Negative Question 4. Using Tag Question correctly
Skills to be developed: listening, speaking, reading and writing Values: proper intonation; being respectful (being less direct in asking questions)
III. Instructional Materials: Ref: TOPNOTCH 3 English for Today’s World , page 4
-
Handouts
-
Envelopes containing strips of paper
IV. Procedure: A.
Warm-up Activity: Use informal questions modeling tag questions with the class. Ask students tag questions such as: You are from Cebu, aren’t you? I am from Manila, aren’t I? It is hot outside, isn’t it? Then I will ask the students what type of questions are these. Then I will give students the definition of a tag question.
B. Presentation Activities:
Step 1. Forming tag questions: A. Instruct students in the following: 1. Difference between affirmative/negative tag questions. 2. Subject/Operator inversion. 3. Pronoun usage. 4. Verb forms. Step 2. Using tag questions: A. Instruct students of the different uses of tag questions. 1. I will introduce major functions, such as seeking agreement, inviting confirmation, and expressing an opinion. 2. I will introduce minor functions, such as expressing surprise, beginning a conversation, and making a polite request. Step 3. Intonation used in tag questions: A. Instruct students in the two different patterns of intonation. 1. Rising-falling (or falling). 2. Rising. B. Instruct students that when a speaker is seeking agreement, asking for confirmation, or sure of the answer a rising-falling intonation pattern is used. C. Instruct students that when a speaker wants information or is not sure a rising intonation pattern is used. D. I will model for the students the different intonation. E. Students will practice using the different intonation patterns. C. Practice Activities:
1. Forming tag questions: Divide the class into small groups and give each group an envelope containing 20 pieces of paper. On 10 of them the main clause is written, and on the other 10 the tag question is written. Students have to match the main clause with the correct tag question. Students will then give the answers orally. 2. Forming tag questions: Give students a handout to complete. Have them write the answers on the board. 3. Listening to tag questions: Students will listen to tag questions that I will give them. I will instruct them to pay attention to the intonation that I use. They will listen again and mark on a piece of paper whether I am sure about the statement and seeking agreement or whether I am unsure of the statement and want information. D. Production/Expansion/Application:
1. Asking for confirmation: Ask students if they have any ideas or information about any of the following topics? a. the number of children (or brothers and sisters) that your classmate has b. the place where your classmate usually eats lunch c. the location of the nearest public library d. the languages that your classmate can speak
e. f. g. h.
something that your classmate did or didn’t do last weekend the capital of your classmate’s country something that your classmate likes to do in his or her free time the meaning of a word in your classmate’s native language
Ask students to find out if their idea is correct by asking a classmate a tag question. Students will respond with a short answer. Then, first student responds to classmate’s response. 2. Using tag questions: A. Students will write five statements with information about different classmates that they are quite sure is true. B. Students will write five statements with information about different classmates that they aren’t so sure about. C. Students will go around the classroom, checking the information in their statements by using tag question. 1. I will instruct the students to use falling intonation for the information that they are quite sure about. 2. I will instruct the students to use rising intonation for the information that they are not so sure about. D. Students will also respond to the tag questions. E.
Generalization:
What is a Tag Question? How are tag questions formed? When to use rising intonation? Falling intonation?
V. Evaluation Fill each gap with the appropriate question tag. 1. You're Australian, _______________? 2. You aren't English, _______________? 3. Marlene smokes, _______________? 4. Sharks don't like chicken, _______________? 5. You and I are going to the party, _______________? 6. Clive missed his flight, _______________? 7. Annie wouldn't say no, _______________?
8. Let's go out, _______________? 9. Maggie failed, _______________? 10.Bob's got two cats, _______________?
VI. Assignment Make ten (10) sentences with correct question tags. Pretend you are asking a friend, a neighbor, or a family member .
HANDOUT: TAG QUESTIONS FORMING TAG QUESTIONS: 1. Today’s class is fun, __________________________? 2. There is a lot to learn, __________________________? 3. The students weren’t paying attention, ________________________? 4. He talks a lot in class, ________________________? 5. Denis doesn’t give difficult tests, _________________________? 6. You know all the answers, _______________________? 7. We can study together, _______________________? 8. Those weren’t the right answers, ________________________? 9. This isn’t taking to much time, ____________________? 10. I’m driving you crazy with all these questions, ____________________
Handout: Cut into strips It isn’t a nice apartment,
is it?
The stove and refrigerator don’t work,
do they?
The neighbors aren’t very quiet,
are they?
This place doesn’t cost a lot,
does it?
We can’t live here,
can we?
It is a beautiful day,
isn’t it?
We did our homework,
didn’t we?
My name is Michael,
isn’t it?
It gets very cold in New Hampshire,
doesn’t it?
She likes to go skiing,
doesn’t she? HANDOUT: TAG QUESTIONS #2
1. 2. 3. 4. 5. 6. 7. 8.
I have never taught this class before, have I? It’s going to rain today, isn’t it? You don’t know where my umbrella is, do you? This classroom is very small, isn’t it? We understand tag questions, don’t we? There isn’t any school tomorrow, is there? I am from America, aren’t I? Today’s lesson is easy, isn’t it?
