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    PHOTOCOPIABLE ACTIVITIES QUESTION TAGS INTERVIEW WITH A HERO Use after: Lesson 18, Time: about 15 minutes : one photocopy for every pair of students, cut into four Instructions: 1. Divide the class into pairs and allocate a Student A and a Student B in each pair. 2 Give Student A Reporter 1 and Hero 2 cards. Give Student B Reporter 2 and Hero 1 cards 3. Explain that students are going to act out two interviews between a hero and a ‘newspaper reporter. On the Reporter cards there is alist of information that the reporter has been given about the hero, On the Hero cards there is some information about the hero and about what actually happened. They are going to take it in turns to be the reporter so they need to prepare their questions. 4 Explain that the reporters must check the information they have about the hero by asking questions with question tags. Elicit the first few questions, e.. You rescued a family from a fire, didn’t you? You were staying with the family, weren't you? 5 Elicit some of the hero's responses, eg. Yes, that's right. Yes, | was. No, tm studying English, not Law. 6 Students begin the interview correcting any false information they have on their Reporter role-cards. Students then swap roles. Answers: Reporter 1 You rescued a family rom a fire, didn't you? You were staying with the family, weren't you? You are studying Low at university, aren't you? You come from France, don't you? The fire didn't start at night, dia it? You were returning home after a party when you saw the fire, weren't you? You carried al four members of the family out of the house, didn't you? The family wil stay with relatives tonight, won't they? You will stay ina hotel, won't you? Reporter 2 You are on holiday in the area with friends, aren't you? You saved the boy from drowning in the swimming pool, didn't you? You were swimming when you saw the boy drowning, weren't you? You hadn't been taking any life-saving courses, had you? The doctor told you that you could have drowned, didn't he? You wouldn't do it again, would you? You will go home tomorrow, won't you? The boy is at home, isn't he? x . Reporter 1 You are a reporter. Your boss has asked you to go and interview a teenage hero. You have been given the following information about this person: + He/she rescued a family from a fire. ‘+ He/she was staying with the family ‘+ He/she is studying Law at university. ‘+ He/she comes from France, ‘©The fire didn’t start at night. ‘+ He/she was returning home after a party when he/she saw the fire. ‘© He/she carried all four members of the family out of the house. The family will stay with relatives tonight. + He/she will stay in a hotel Check if this information is correct by asking questions with question tags, e.g. You rescued a family from a fire, didn’t you? Make notes. Hero1 You are a hero who has rescued a family from a fire. A reporter from the local newspaper wants to interview you. Read through the information about the incident and ‘make sure you understand it. Then answer the reporter's, questions. Make sure you correct the reporter if he/she hhas any incorrect information. + Youare staying with the family that you rescued. ‘+ You are an English language student studying in London, ata private language school. + Youcome from Italy. +The fire started at night. You were returning home from a party at about 11 pxm. You went into the house and saw the fie. You ran upstairs and carried all four ‘members of the family out of the house. You wil al stay in a hotel tonight. Reporter 2 You are a reporter. Your boss has asked you to go and interview a teenage hero. You have been given the following information about this person: ‘+ He/she is on holiday in the area with friends. ‘+ He/she saved the boy from drowning in the swimming. ool. ‘+ He/she was swimming when he/she saw the boy drowning, ‘+ He/she hadn't been taking any life-saving courses. ‘+ The doctor told him/her that he/she could have drowned. ‘+ Helshe wouldn't do it again. ‘+ He/she will go home tomorrow. +The boy is at home. CCheck if this information is correct by asking questions with question tags, e.g. You are on holiday in the area with friends, aren't you? Hero 2 You are a teenage hero who has rescued a young boy from drowning. A reporter from the newspaper wants to interview you. Read through the information about the incident and make sure you understand it. Then answer the reporter's questions. Make sure you correct the reporter if he/she has any incorrect information. + Youare on holiday in the area with your grandparents. ‘© Yousaved the boy from drowning in the ‘+ Youwere sunbathing when you saw the boy drowning, You dived in with all of your clothes on, + Youhaven't taken any life-saving courses. ‘+The doctor told you that you could have drowned but you would do it again, + You will have to stay in hospital for two more days. +The boy is at home. om ‘Tomatch statements with question tags Er ‘Question tags A ‘Reading and Speaking en Use after Unit, SB p88 ‘One copy of the worksheet cut up into ‘ards per group of four students Pre-activity (10 minutes) * Ask students, in pairs, to write five sentences of different tenses. © When everybody is ready, ask students to swap sentences with another pair to supply the question tag for each. Go around helping and correcting as necessary. Procedure (20 minutes) © Explain that students are going to play Pelmanism with question tags. They have to match not only the correct question tags, but also the correct intonation: rising (A) or falling (%). ‘© Divide students into groups of four and give each group a jumbled set of cards placed face down on the table. * Students take it in turns to turn over two cards, reading them. aloud. If the two cards make a statement and the matching question tag with the correct intonation, the student keeps the pair. If not, the cards are turned back over and the next student plays. Go around listening, helping and correcting as necessary. * Students play until there are no more cards. The student in each group with the most pairs wins. Extension (10 minutes) * Ask students, in small groups, to write more statements to go with each of the question tags, distinguishing between rising and falling intonation. Go around helping as necessary. It’s lovely weather, isn’t it? isn’t it? I'm not sure. Her name's Sandra, I saw you go red and smile when he spoke to you! You really like him, don't you? | Why don’t you want to see him? I mean, you do like him, don't you? I haven't seen you here before. You don't come very often, You don’t know where | left my keys, do you? That's a terrible result! You jiously haven't studied very hard, have you? You haven't got any change for the coffee machine, have you? ‘suppose that's life. You can't always win, can you? I really don’t understand this. You can’t spare a minute to help, can you? You wouldn't do it even if | paid you, | would you? You wouldn't do me a favour, ‘would you? Are you in tune? ACTIVITY Pairwork: speaking AIM To see how well the students know each other by predicting a partner's answers to questions about their musical taste. GRAMMAR AND FUNCTIONS Adjectives ending in-ed and ing Question tags: Short answers VOCABULARY ‘Types of music PREPARATION “Make one copy of the worksheet for each student in the class. TIME 20 minutes PR 1 2 OCEDURE ‘Ask the students to work in pairs, Give one copy of the worksheet to each student in the chs. Ask the students to write their partner's name in the space provided atthe top ofthe worksheet, Explain to the students that they are going to find out how well they know one another by predicting their partner's answers to questions about music. Ask the students to circle or underline the answers they think their partner would give to each question on the ‘worksheet without asking thei partner yet. ‘When they have done that, the students should take it in ‘ums to check whether they have guessed their partner's answers correctly. They should ask and answer lke this: ‘Student A: You think opera's wonderful, don't you? ‘Student B: Yes Ido. ‘Student A: You sometimes listen to classical music, don't you? Student B: No, Foften listen toi ‘The students should puta tick ora cross in the column, provided next to each question depending on whether they have guessed correctly or not ‘When the students have finished checking their answers ‘with their partner, they should add up their otal number of| fight guesses and then read the score atthe bottom of the worksheet, (partner's name) } / = Iwas right Predict your partner's answers. X =I was wrong Q What do you think of opera? A Isboring. It’s wonderful. It's all right. Q How often do you listen to classical music? A Often. Sometimes. Rarely. Q Do you sing in the bath or shower? A Yes,Ido. No, I don't. Q Do you remember the lyrics of songs? A Yes,Ido. No, I don't. Q Do you like listening to reggae? A Yes, Ido. No, I don't. Q How often do you buy a record /CD/cassette? A Every week. Onceamonth. Once a year. Q What do you think of heavy metal? A Itsexciting. It’s okay. it’s dreadful. Q Do your parents like the same music as you? A Yes, they do. No, they don’t, Q How often do you listen to music while you're working? A Always. Sometimes. Not often. Q How often to you listen to jazz? A Often, Sometimes. Never. Q Do you play a musical instrument? | A Yes,1do. NoIdon’t. Q What is your favourite music? A hessoiis — How many predictions did you get right? Score one point for each tick. Read your score to see how well you know your partner. If you scored 1 to 5: You are not really on the same wavelength. If you scored 6 to 9: You know your partner's taste in music quite well - or you're good at guessing. If you scored 10 to 13: You're completely in tune with your partner. Intonation monopoly Key 1 fiave-you? (fling) + You haven't tried very hard + You must be hungry. You haven't eaten today, + You can't go out. You haven't done your homework, + You cant afford a ca. You haven't got any money, 3'ban-you? (allng) + You can't wrte very clearly, + You can't compl + You cant expect to pass i you don't study, + You cant make an omelette without breaking egos. 5 do-you? (falling) + You don't do much to help, ‘17d buy you a beer but you don't drink, + You're very rude to John. You dont like him, ‘There's no sugar, but you don’t take sugar in coffee, Tisit2 (falling) + It not very nice weather, + That dog's not very clever, «That's not a very good idea, + This musi's not very interesting, 9 are-they? (falling) + Those earrings aren't very nice, ‘Those flowers aren’t very pretty, ‘Teachers aren't very well paid, ‘These gloves aren't very warm, 2 have you? (rising) + You haven't seen my glasses anywhere, + You haven't taken my keys by mistake, + You haven't gota pen (could borrow, + You haven't got a light, 4 can you? (rising) + You can't remember where | left the keys, + You can't pass me that book off the shel, + You can't remember John's phone number, + You cant think of a good present for mum, 6 do-you? (rising) + You don’t know where | could buy a stamp around here, + You don’t have an aspirin | could take, + You don’t think | should wear formal clothes, + You don’t think we should take a bottle of wine, Bist? (rising) * The music's not too loud for you, + How's your headache? It isn’t getting worse, * You live in Hope Street. That's not the one of High Road, +I nate the name Sue. Your name's not Sue, 10 are-they? (rising) += The shoes | bought you aren't too small for you. * My dogs aren't annoying you, * These aren't the keys you're looking for, *= The vegetables aren't too well done, Intonation monopoly sheet 1 jay are | gnokaney | gnok ueo rae * nok wea ~ Ye Z 4nok aaey Z chayy ae vy — _— - - ~ Ga Z, LIQ G « éust chau ues — sneet2 Intonation monopoly ‘aou Alan },uase sfujuea asouy ‘10} Bupyoo) a4,nok shay ayy },uade sayy ‘QUOP |JaM 00} },UaIe sajgeyaban ayy ‘asiom Gujab 1US! | Zaysepeay 4noA s,MOH ‘papi pooh Auan e you syeyy “HOA 10} poy 00} JOU S,9ISNW ay ayyeem atu Aaa JOU S.}] ‘aayjoo ul sehns 992} },Uop nod yng ‘efins ou s,a1ay) ‘djay 0} Yon Op },UOp No, ‘ang you S,aweu AND, {40 ‘ang aweu ay) ayey | ‘noA GurAouue 1,uale sfop AW ‘Ayaid Alan }.UaIe SIAM] BSOYL ‘uuem Aan },Waue sanoj6 asayy ‘noA 10) ‘peoy ybipy yo auo [Ws 00} },Uare NOA | }ayy you s,Jeyy “yaaNS qGinog | saoys ayy adoy Ul ant] NO, “fiuyjsesayut Aran Jou s,s1snw sIyy ‘J9N9]9 Auan you s,fop yey, ‘sayjojo Jeulio} Jam pynoys 1 Uru} },UOp NO, “QUIM JO ajuog e aye) pinoys 9M YuIM },UOp NO, Intonation monopoly sheets “aye} pinoa | uuidse ue aney },U0p No, ‘a1ay punose dweys e Ang pinoo | asaym MOUY },UOp No, “Wty Oy!) },UOp no, “uyor Oo} apni Alaa a1,n0, “qulp },uop nod yng 4aaq e nod Ang p,| “Ways ayy 0 yoog yey) au ssed },ue9 no, ‘shay au 431 | asayM Jaquiawe, },ue9 no, ‘moog pjnod | uad ® 306 },uaney no, ‘paey Auan palsy },.uaney No, “ureydwioo j,ue9 no, “aquinu auoyd s,uyor Jaquiawiad },ue9 no, “61 e }06 },uaney no, ‘ayeysiui Aq shay Aw Uaye} },UaAeY NO, ‘shia Buryeog jnoyyIM ayajawo ue ayeu },Ue9 NO, _ ‘Kueayo Avan ‘3yUum 4,ue9 no, ‘wn 40} yuasaud poob 2 yO Uy) },Ued NO, ‘Apms },uop nod j1 ssed 0} yoadxe },ue9 NO, ‘Kauow Aue 106 },uaney no, ‘129 B puoye },Ued NO, ‘pomawoy 4noA auop },uaney NOA “yno O6 },ued noA| ‘Kepoy uajea },uaney no, “AiBuny aq jsnw no, ‘alaymAue sasse|i Aw uaas },uaney no, 4 |Grammar 1 question tags How well do | know my classmates? Target language: question tags Activity type: class mingle When to use: Use this activity after Lesson 4.1. Time taken: 25 minutes : Photocopy one worksheet for each student in the class Prepar Procedure Give one worksheet to each student and tell them to think which students in the class ‘might correspond to the sentences. Tell them they have to write at least one name for each, but they can write more if they want. When they have finished, tell students to mingle, checking to see if they were right by saying the sentences with the question tag, e.g. You can ski, can't you? Remind them that they must say the sentence in the second person singular. Tell students to tick or cross the sentence depending on whether they were correct or incorrect. Get feedback from the whole class about which sentences they got right and any surprising information they found out. How well do | know my classmates? 41 Write the name of one or more of your classmates who you think correspond to the sentences below. 1 has a very healthy lifestyle. 2 has travelled abroad more than four times. 3 is feeling quite tired at the moment. 4 ‘can’t work out what 5% of 175 is in his/her head. 5 has tived in more than two different towns/ cities. 6 studies almost every day. 7 is going tothe cinema with a friend next weekend 8 can ski ° ‘wouldn't ike to go bungee jumping. 10 spends his/her money carefully n hasn't got an MP3 player. vo, OQ 2 will probably go to bed early tonight. & 3 is afraid of snakes. 4 ‘would ike to ive in another country in the future. 5 is ambitious. 6 {id some housework yesterday. 7 hasn't used his/her mobile phone today. 18 ________has met somebody famous. 9 did't play a musical instrument when he/she was a child. 20 isn't interested in sport. ‘Ask your classmates the questions using question tags to find out if you were right. Aim Language Preparation Procedure Variations Further Practice Tic Tac Toe To practice asking tag questions. All forms of tags, e.g. isn't be, aren't you, haven't they, won't we, didn't I, ete. ‘This lesson reinforces students’ knowledge and use of tag questions in a fun and. competitive way. Play a few games of regular ninesquare Tic Tac Toe, Number the sq that the students can identify the square of their choice by stating the number. ‘Once students are familiar with the game, expand the number of squares to a grid containing 20 squares (sce the worksheet). Pair or group the students and set up a mark for cach, e.g, square, circle, triangle, star, ete, Draw these marks somewhere on the board, ‘The object of the game is to place three of the same marks in a continuous line cither horizontally, vertically or diagonally. Copy Worksheet 20, hand out and, explain the rules, 1. The starting team must ask a question to another team in the class. To be able to have its mark placed in one of the squares, the team must use correct English or no mark will be given. A minimum five-word question is suggested 2. If the asking team’s question uses correct English, the designated defending team must answer. An answer that is given in the wrong tense or uses incorrect English results in the loss of a turn, (The defending team does not get a mark regardless of the answer; only the questioning team has a chance for a mark.) 3. Rotate among the teams so each team, in turn, asks a question to another. 4, It may be best to determine a time limit (about 30 or 45 seconds) for composing questions and answers to keep the lesson active. After a dozen rounds or so, the grid becomes pretty full of marks which makes ining very difficult, Explain that one team can challenge the mark of another team by asking a question, The rules are as follows: 1. If the challenging team's question uses correct English and the defending, team’s answer is also correct English, there is no change. For example, Team Y wants its mark on Square 13 where Team X already has its mark. In this case, ‘Team Y challenges Team X by asking a tag question, ¢.g., George Washington bad wooden teeth, didn’t be? If Team X replies Yes, be did, the challenge fa and there are no changes, 2. If the challenging team’s question uses correct English but the ‘grammatically or factually incorrect, the defending team will lose one of its marks as decided by the challenging team, For example, Team Y asks George Washington had wooden teeth, didn't he? If Team X responds with Yes, be fs or No, be bad stainless steel teeth, the mark is removed. (Note: Team ¥ cannot put its mark in the square; the space has only been cleared.) 3. Ifthe challenging team’s question uses incorrect English, the defending team need not answer. For example, George Washington had wooden teeth, isn't be? In this case, Team X need not respond. 1. Have students write four or five complete questions by assigning them the horizontal or vertical rows, respectively. Later, pair the students and have them ‘exchange papers and discuss or write out the answers to the questions. 2. Pick any four or five question starters from the grid and write them on the board. Have all of the students complete the questions. 3. See Tic Tac Toe 1 (Worksheet 10), 12. 13. 14, aye i i i ,didn'the? | ..., aren't they? | ..., won't we? | ..., couldn't you? i vy i i I i «shouldn't we? | .., can't you? sen on't they? ses isn't she? YOU'RE NOT FRENCH, AREYOU? Materials: One worksheet per student Write two sentences on the board about two students in the cass, one that contains a fact you are sure of and one that Contains a fact you are not sure of. eg. Alessandra is 0 doctor: Julio doesn’t like cheese, Elicit the correct question tags for each sentence and model the correct intonation for checking the information, eg ‘Alessandro, youire « doctor, aren't you? Use faling intonation because you are sure of the answer. Julio, you don't ike cheese, do you? Use rising intonation because you are not sure of the answer Distribute the worksheets and ask Ss to complete the first six sentences with names of their classmates. Tell Ss not to look. at each other's sentences. Ss then write six more sentences about their classmates, three that they're sure of, and three that they're not sure of. Monitor and help where necessary. ‘When Ss have finished, ask them to go and find their classmates and check the information using question tags Answers: i are ies didn't you! _youlxe studying English, don't you? 3 (Name), yousortuceoubg ah do you! 4 (Name), you went out ‘with friends lastnight, didn't you? 5 (Name). you've got ‘a boy/gilriend, haven't you / (Name), you have a boy/ gilfriend, don't you? 6 (Name), you're a student aren't you Monitor $s’ pronunciation of the question tags carefully and note any errors for later feedback. When they've finished, ask Ss how many they guessed correctly, and go through any common errors withthe class. Complete the sentences with the names of your classmates. Use question tags to check the information. | ____ came to class by car today. 2 __likes studying English. o—— doesn’t like eating fish. a went out with friends last night. 5 has got a boy/girlfriend, 6 —__is a student. I'm fairly sure 7 _ ee 9 I'm not sure 10 " p= York? 10B Memory game: question tags A pairwork activity ‘Sts ask each other questions, remember the answers, and then check that they've remembered the answers correctly using question tags. Copy one sheet per pair and cutinto Aand B. Language question tags Your favourite colours blue, isn't it? ‘In pairs, Sts sit facing each other. Give out the sheets and give Sts a minute to read their questions and instructions. + Aand Baskand answer each other's questions alternately (or A asks all his / her questions first, and then B). Stress that they mustn't write down their partner's answers, but must try to remember them. Encourage them to havea conversation rather than just asking / answering. This will help them to remember the answers ‘| When A and B have asked all their questions, stop and get the class's attention. Ask one A ifhe or she remembers how B answered the first question (When's your birthday?) and explain that to check this he or she should say Your birthday’s the (18th May), isn't it? Get B, coanswer (Yes, itisor No, isnt I's the...) ‘* Inpairs, Sts check their memory of their partner's answers. Monitor to make sure they're forming and pronouncing the question tags correctly * Get feedback to see which student in each pair had the better memory Student A © AskB the questions below and remember his / her answers. Don't write anything down. Do you like using Facebook? #8 How long have you been studying English here? Have you been to an English-speaking country? #8 Did you go out last night? |: Where were you born? % Can you speak five languages? |: Where are you going after this class? 2% What did you have for dinner last night? “: Are you talkative? © Answer B's questions. © Now check if you have remembered B’s answers to the questions in a. Use a question tag, Your birthday’s the 25th of October, isnt it? ) Cres itis. Student B © Ask A the questions below and remember his / her answers. Don't write anything down. % Do you take sugar in coffee? Are you going anywhere next weekend? | % What's your favourite colour? Can you play a musical instrument? % Did you have breakfast this morning? | + How long have you been living in your house / flat? | 4 Were you at home last night? Where would you like to go on holiday this year? 48 Have you been to an opera? Are you stubborn? © Answer A’s questions. © Now check if you have remembered A's answers to the questions in a. Use a question tag You don't take sugar in your coffee, do you?) No Idon't. 18] Memory game: International |__| question tags English | A pairwork activity where SS ask each other questions, remember the answers, and then check that they've remembered correctly using question tags. Copy one sheet per pairand cut into A and TANGUAGE You don’t smoke, do you? nur favourite colour’s red, isn’t it? eee ere an ‘© In pairs, $5 sit facing each other. Give out the copies to A and B and give them a minute to read their questions and instructions © Aand B ask and answer each other’ questions alternately (or Aasks all his/her questions first, and then B). Stress that they mustn't write down their partner's answers, ‘but must try to remember them. Encourage them to have ‘conversation rather than just asking/answering. This will help them to remember the answers. © When A and 8 have asked all their questions, stop and get the class's attention, Ask one A if he/she remembers how B answered the first question (When's your birthday?) and explain that to check this he/she should say Your birthday's the (20th Jute), isn't it? Get B to answer (Yes itis or No, it isn't Ie’ the...}. Give other examples of how they should check their partner’s answers like this: You simoke, don't ‘you?/You don't smoke, do you? You've been studying English (fer two years), haven't you? ‘In pairs, 8 check their memory of their partner’s answers Monitor to make sure they're forming/pronouncing the ‘question tags correctly, *# Get feedback to see which student in each pair had the best memory. A Hl Ask B the questions below and remember his/her answers. Don’t write anything down. ‘© When's your birthday? * Do you smoke? * How long have you been studying English? * Have you been to Britain? * Did you go our last night? © Where were you born? What languages can you speak? © Are you going home after this class? © What did you have for lunch yesterday? Would you like to be famous? Have you got any brothers or sisters? * Are you shy? Answer B’s questions, Now check if you have remembered B’s answers to the questions in 1 Use a question tag, eg. A. Your birthday’s the 10th of July isn’t it? B Yes, itis./No, it isn’t. IP's the 10th of June. Answer A’s questions, Ask A the questions below and remember the answers. Don't write anything down. * Do you take sugar in coffee? © Are you going anywhere next weekend? What's your favourite colour? Can you play chess? Did you have breakfast this morning? How long have you been living here? Were you at home last night? Would you like to go to India? * Have you got a mobile phone? * Where did you go last summer? * Have you ever been to an opera? * Are you ambitious? woe ee . Now check if you have remembered A’s answers to the questions in 1. Use a question tag, e.g, TEACHER'S NOTES Unit 7 Question tags so Héadway Pre-intermediate FouRti EDITION AM Todo. matching task to practise identifying and using question tags askng for agreement LANGUAGE Question tags Intonation practice SKILLS Reading and Speaking MATERIALS (One copy of the worksheet foreach pair HOWTO CUSTOMIZE You can change tis worksheet on computer ‘orby hand, using the customizable version, Here are some ideas + Replace the first pat ofthe questions inthe fist column and the arswes in the thi colunn with people and scenarios that are familar to your student, Pre-activity (5 minutes) ‘¢ Explain that students are going to doa matching activity to practise question tags. Pre-teach/check any vocabulary from the worksheet, e.g. primary school, inherited, full-time, part-time job, well-behaved. ‘¢ Draw three boxes on the board. In the first box, write: She isa hotel receptionist, and in the third box, write: Yes, she is. She works atthe Hilton. © Blicit the question tag isnt she? and write it in the second box. She isahotel receptionist, | [ it she? | Yes. she is She works atthe Hilton, ‘¢ Ask students ifthe intonation goes up or down at the end of these «question tags, and draw a line to show the falling intonation above “isn't she? Check that students understand that falling intonation ‘means that the speaker wants the other person to agree with him/her, Procedure (20 minutes) Explain that students are going to make mini example on the board, ‘¢ Tell students that you will give them three sets of cards ~ a set of «question openings, question tags, and reply cards. Explain that they will need to match them up correctly. Divide students into pairs. Give each pair the three sets of cards, cut up. Students make twelve mini dialogues with each one laid out clearly in front of them. Go around the class checking and monitoring. © When most pairs are finished, go through the answers with the class. Ask pairs of students to read the mini dialogues aloud to check their answers. Focus on falling intonation in the questions tags, if necessary. ¢ Ask students to turn over the question tag cards so they can't see them. In pairs, practise the mini dialogues again still using the appropriate question tag. ialogues similar to the Extension (5 minutes) © In pairs, students practise the mini dialogues again, using the correct, ‘question tag and answering the questions with their own ideas. ‘© Invite pairs to take turns performing their dialogues to the class Ask students to make their own questions and answers using the ‘question tags provided. Thanks, | won this camera in a photography competition. You take lovely photographs, x sK No, we haven't. The teacher said we needed to rest. We haven't got any homework this evening, > 2 o = o S There are Lots of similarities between Paris and Rome, In some ways, yes, ! | aren’tthere? | shay are similar No, Idon’t. I've got a part- 1 I 1 I 1? You don’t work full-time, } do you’ fino job. Life is more stressful these days, 1 1 . len’+ } | Yes, it is, we have to work \ isn’t it? | much harder. - ' ' bo- ' ' t be- ' P ' ; ' Po t | very tong, be ' ' ' ' f ts ' ' ' b E \ ' b ' & \ 1 1 He hasn't been marriedfor ! | No, he hasn't. He only got > ¥ yg | has he | married a few months ago. ' t We've known each other for ages, Yes, we have. We were at primary school together. She's got beautiful blue eyes, Yes, she has. She's inherited her father’s good looks. You went to bed late last night, Yes, | did. | only had a few hours’ sleep. He wasn’t very well-behaved, No, he wasn’t. | thought he was quite rude. No, |wasn’t. |had a bad headache. You weren't at school yesterday, No, he didn’t. He’s ona 1 in his last job, much higher salary now. ' 1 Around Australia oe Begin at the START and read the sentences about Australia. Choose the correct question tag for each sentence. You will get to the FINISH if you go to all of the sentences once and choose the correct question tags. START 1 ‘Australia is the biggest islan world, aren't they? isn'tit a ™ In Australia they use pounds, are they? The Inuit aren't the people from 2 - Australia, ? r ~_ a doesn’t he? don’t they? ; Australians don’t speak English, aren't they? ? wf don't they? Kangaroos live in Australia, | “. — __ | ae te do they? aren't they? ' There area fot of sheep in Australia, | op ea Sydney ln the capital dy of aren't there? isn't it? isn’t there? is there? ‘There aren't any deserts in Australia, are there? FINISH <= Around Australia 8 Now write the questions with the correct question tags above the correct answers. 1 Kangaroos live in Australia, don’t they? Yes, they do. You can only see them in Australia. 2- Yes, there are. There are 162 million sheep in Australia 3 No, it isn’t. Canberra is the capital city of Australia. 4-— Yes, they do. They speak Australian English. 5 — Yes, there are, There are 8 deserts. 6- No, they don't. They use the Australian dollar. 7- Yes, it is. But fewer people live in Australia than in the UK! 8. No, they aren’t. The Aborigines are the indigenous people of Australia. 8 Compare your answers with your partner. EX Question tags ‘Type of activity Small group; board game; production Grammar point Question tags = a question tag is a short question which is attached to the end of a statement to make it into a question = tags use a form of be or do or the auxiliary verb, e.g. have, depending on the verb in the statement: The party's on Friday, isn’t it? They like jazz, don’t thes? He went r0 France last week, didn’t he? You haven’t seen my keys anyechere, have you? He isn’t marrying her, is he? = we usually use a negative question tag after a positive statement: You remembered to got the milk, didn’t you? — we use a positive question tag after a negative statement: You won’t tell him I said that, will yo Other structures Present simple, present continuous, past simple, present perfect, should, wil, need, can, could Topic areas Home life Challenging vocabulary None Materials and preparation + Make one copy ofthe PICTURE BOARD and copy and cut Lup two sets of TAG CARDS foreach group of 3-4 sade Each group will also need counters and a dice How to use the game + Check that your students are familiar with the grammar in the Grammar point. + Divide the class into groups of 3-4 students. + Give each group a PICTURE BOARD and two sets of TAG Carns. They will also need counters and a dice. + The students should deal out the TAG CARDS and put the PICTURE BOARD in the centre. + ‘They may look at their 7A caRns, “The first player throws the dice and moves her counter along the PICTURE Hoax, starting with SQUARE 1 + When she lands on a picture she should select a card from her hand to go with the picture and make a tag question, e.g. (landing on the £5) “You can’t lend me £5, can you? ot *You haven't got £5, have you? oF “This is an English £°5 note, isn’t it? Considerable variations are possible, but the question must make sense, The other players can query the question if they think it does not make sense or is grammatically incorrect. If necessary, they can ask the teacher if it is wrong or not. IF the question is not accepted, or she ‘cannot think of a sentence that makes sense, then the player cannot discard her TAG CARD and the turn passes to the next player. + If itis accepted, the other players should answer the question. She can then discard her VAG CARD. + ‘Phen itis the next player's turn, + The object of the game is to get rid of your cards. + ‘The player who does so first is the winner. Monitoring and feedback You can ask students to write down some of their sentences as they produce them ot after the game is finished, At the end you can go round the class asking individual students to read out their sentences, correcting mistakes and giving feedback. If you feel it would be useful to reinforee the grammar, you can ask the students to play the game again (possibly in new groups) 35 Question tags Rules 1. You will have a PicTuRE noaRD and nwo sets of ‘TAG CARDS, You will also have counters and a dice. 2 Deal out all the TAG CARDS and put the PICTURE BOARD in the centre ‘You may look at your TAG CARDS, 4 Player 1 begins. Throw the dice and move your ‘counter along the PICTURE BOARD. 5. When you land on a picture you should choose a card from your hand to go with the picture and make a tag question, e.g. (landing on the £5) “You can't lend me £5, can you? or *You haven't got £5, have you?” or ‘This is an English £5 note, fsn’t i@? Variations are possible, but the question ‘must make senset 6 The other players should answer the question, 7. You can then throw away the TAG CARD. 8 Ifyou cannot make a question, keep all TAG Caps and miss a go. 9 Then itis the next player's turn. 10 ‘The winner is the first player to get rid of all their TAG CARDS. have you? § 3 8 3 isn't she? can't you? didn't we 1.5 Snap GRAMMAR: Question tags LEVEL Lower-intermediate TIME: 20-40 minutes MATERIALS: One set of 72 cards per three students, which can be made by the students the first time you play. In class 1 Divide your class into groups of three. 2 Give each group three sheets of A4 sized paper. Ask them to fold and tear each sheet into 24 small squares. Each group of three students should end up with 72 small squares, 3 Copy the 72 sentences and tags on pages 25, 26 and 27 onto the board as fast as you can. Ask the students to copy each sentence and each tag onto a separate small square. Ask each student to help with the copying, When they have finished, each triad should have 72 sentences and tags on 72 different squares of paper. (If you have enough scissors, you could copy pages 25, 26 and 27 and let the triads simply cut out their squares.) You only have to involve the students in this ‘game-making’ activity the first time you play ‘Snap’. After the game you can collect in the sets of 72 squares, store them in separate envelopes, and have them ready for the next group you want to play the game with, 4 Demonstrate the game to the class by playing it with one student while the others watch: a) Ask the student to sit next to you at a table, facing the class. b) Give the student a set of snap cards; ask him or her to shuffle them well. ¢) Draw two boxes on a piece of paper in front of you both and mark one box SENTENCE and the other TAG. d) Ask the student to give you half the cards and to keep the other half (you each get about 36). Each put your cards face downwards on the table. ¢) The student turns one of his or her cards over and puts it in the relevant box, face upwards. You do the same; the student does the same and so on. £) As soon as either of you secs that the sentence and the tag in the boxes fit together grammatically, you shout ‘SNAP’. The first one to shout “SNAP* gets all the cards in both boxes. g) The aim of the game is to get all the cards in your own pile. LJ | SENTENCE TAG 5 The students play in threes. Two players must sit side by side. The third student is to note down all the SNAP sentences in writing. The players organise themselves with a sheet of paper with two boxes marked on it They play the game while you go round helping those who have not yet fully understood the rules and disallowing wrong SNAP sentences like: “You divorced him, haven't you?” 6 When the game has run for 10 to 15 minutes, stop everybody and ask the ‘secretaries’ from cach triad to write up a few of their SNAP sentences on the board. Get the students to read these sentences out fast, making sure they don’t include a wrong pause between the first part of the sentence and the second. Grammar note The game as set out here deals with tags for sentences in the future, present simple, past simple and present perfect. At this stage you may well not want to deal with sentences where the tag and the main clause carry the same polarity, e.g. ‘You've been here a long time, have you?” ‘The game has examples of the willAvould tags for imperative sentences and of nobody taking the plural in the tag part of the sentence as in ‘Nobody's coming, are they?” The irregular tag: ‘aren’t 1? occurs. rn = >) te r —————————— Z 7 Se eS Oe ee S oe ~& 8 >) o Z ———— —— = | = = es = ———— Se —— w sas Ss ( @Q_§é = ( 3s ca ———————s = = ———— a = = \ ——=— = Cr = =e aaa a aes ——— ee === == 2 = x= o vy = > SS SSS - I | — | «- rr = = { ZS a2 Za am | ae q a= ! a2 | Bx | | \ oS | be: | A | | | | a | Pl | HD a | IN === | . ! > | (aa ~ | >s i => i > iS 8e / =e = \ — oO); XQ 8 eel ! {SSS SS [SS | Ee: | me | if =D | > > 45> | Qa | | ! | ss ae : as I S92 | = | | = ee SSS=t | SSS | SSS | a | —— ! ae | a s | 5 y we | S2 Sz | ao i | Sz | a ! aoe Se LS SS f — 7 7 ~ ~— | S a | | ee 4° a> | ws uss Bre >S ! =zS | a 2 ——— | | : ee | ! | SSS Se 4 ——— | ZD eon if >z=ea=2 | XR | = | Ses i S2nqES So=2 | +} = | / | | 64 Saesee | =I | = ; —4-—= == i i | = | £) ee ! SS | Ww | ay | S 3 | { = | a= zS | fp Dn | =z | | 7 = Se —————— | ! ! | —— (S| Ss= >L =! 2 Seyw2 | | | | wo ! a | | ee ee | 4 — | | | SE | | | = > => $< — | | i + | Ly ow | i 1 === = ! | | | tS L = Lu | —~ | Ce iu = ! | | W ae | To: Ben@astro.co.uk Ben and Jan are with their class in the computer room. Their teacher, Miss Jones, is there too. Miss Jones thinks they are doing their homework. They're actually having an email conversat @ write the question tags in the spaces. e Put the messages in the right order. Work with a partner. Have an email conversation (either on screen or using pieces of paper). © Complete the dialogues with the correct question tags. MorueR What is it, Paula? What's wrong, love? PAULA Nothing. MoruER It's not school,!__isit__? PAULA No, it’s not school. School's OK. MorueR You aren’t having problems with the other children? PAULA No, I'm not. Everything's fine, Mum. MoTHER And you're enjoying school, 3 2 PAULA Enjoying school? I don’t know; it’s OK. Moruer You're not feeling sick,___? feel fine, Mum. Moruer You haven't had an argument with one of your friends, ° 2 PAULA PAULA Of course not, We never argue. MOTHER Paula, you would tell me if something was wrong, ® 2 PAULA Yes, Mum. Now will you please leave me alone? FATHER You know how to print digital photos from the computer,?__? EmmLy Yes, Dad, I told you how to do it you last week, * z FATHER But you can tell me how to do it 2 1’vedone everything you said, but nothing’s happening. again, * Emmy OK. The computer's switched on, 0 FATHER Of course itis. I'm not stupid. emmy And the printer? FATHER What? EMILY Oh Dad, you forgot to turn the printer on again, !"__ Parents! They never learn, © Complete the indirect questions that these people ask strangers. 1 Excuse me, could tell me _what this says _? GF to Edinburgh? 3 Excuse me, could you tell us ier ns espe DS does this ier ns espe DS work? aa 4 Excuse me, do you know Ts CE ter ahotel wor here hotel CE ter ahotel wor here here? 5 Excuse me, could you tell us GRAMMAR question tags © Complete the dialogues with a question tag, 1 A D>oO> > DP>O>e o> > o> o> o> Hi. Your name's Angela, \__isn’tit_? Yes, itis. Do we know each other? You really don't remember me, * i im afraid | don't. It's Jeff. Jeff Dawson. Oh my goodness! We were at school together, 5 7 That's right! Guess who called me this morning? it wasn't your ex,*____? Uh huh, He isn't still calling you, *__? What did he want? Just a chat, | think. But ex-boyfriends don't just ring for a chat, ? Were still going to the music festival in the holidays, 2 2 Well, it depends. (On what exactly? You don't have enough money, . 2 Well, not really. Your mum will lend you some, °_? She always does. It’scold today, "___? Wellit's January, "___? It was much colder this time last year, "= | suppose so. Oh look, here's my bus! What's wrong, darling? Nothing. You're not having problems with the other children at school, 2 No, tm not. Everything's fine. ‘And you haven't had an argument with one of your friends, wo 2 Of course not. You'd tell me if there was a problems, " Yes, mum. Now will you please leave me alone? © Practise the dialogues ina with a partner. Windows STUDENTS A & B Complete these sentences in a way that you think is true for your partner. aren't you? are you? don't you? . do you? . didn't you? . did you? haven't you? have you? ...can't you? can you? 10. You . 11. You wouldn't like to ... 12. You'd like to . would you? seve Wouldn't you? With your partner, take it in turns to read out your sentences. If your partner can answer TRUTHFULLY with one of the responses in the table, you can cross out the square. If your partner can't use one of the expressions because what you said is not true for him/her, you ‘must wait for your next go to try with another sentence. The aim of the game is to cross out all the squares Cae a Juventus (7 You aren't from fan, aren't you? Brazil, are you? fan, aren't y Bra

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