Be used to
Few and Little
Get Used To
Have and Have Got
Lend and Borrow
Past Perfect Continuous
Past Perfect Simple
Present Perfect Continuous
Present Perfect Simple
Say and Tell
Small and Little
So and Such
Too and Enough
Will and Going to
auxiliary verb + subject
After I introduce the topic, we usually play bingo with tag endings. I give students cards like the bingo ones with different tag endings (for example ..., did she? ..., haven't they?). Then I take a paper and read the sentence (e.g. She went to the supermarket). If they have a possible ending, they cross it out. The idea is to complete the card first. Students enjoy the game a lot! They have to pay attention to the tense and pronoun used.
I find that children need to understand the basic concepts of positive and negative statements as well as identify the subject and its pronoun form. So before I begin the lesson on question tags, I introduce and review these concepts with my children first. Once this is done, the majority of the children are able to grasp the question tag rules fairly easily and controlled practice follows the lesson presentation. Finally, I get the children to challenge each other by posing either positive or negative statements. Children respond by placing an appropriate question tag to the statement. This can be done in the form of a game where the children earn points if they are successful in completing the question tag. Oral practice also allows children to practise the rising intonation that is required in tag questions.
Conduct a simple survey such as "Find someone who..." Instead of using regular questions, make tag questions for each item.
I provide my students with different cards with question tag answers then I start to read some sentences and the student who has the appropriate answer should stand up once he/she hears the sentence. This technique enables shy students to take part in the lesson.
I teach tag questions using Jenga. I write the sentences on the jenga pieces and students need to make the tags while building the jenga. The students are very competitive and they love to play Jenga, so it works for many structures. If you write the sentences in pencil, you can erase them and use jenga for other structures.
Well I teach intermediate level students so I ask them to write sentences about themselves like personal information, likes, dislikes, last weekend activities, future plans, after they read the sentence, a partner should repeat the information with a tag for example: "You don't like rock music, do you?"
1 Give students 5 minutes to complete sentences about themselves (I live... I like... I don`t like... I want... My birthday is... I can... I can`t... etc. ) 2 Have students exchange their papers in pairs. 3 A student reads his partner's sentence and makes a tag question about his partner. 4 The partner has to give the correct answer. 5 After a few minutes, switch partners.
we give a situation/description and have students make questions and its tag. Ex: You are with your friend by the window. It's a beautiful sunny day. Make a sentence using a tag question about the day/weather... "It's a beautiful day, isn't it?"
Put some sentences and question tags on cards. Stick the sentences on the wall and distribute the cards with question tags among the students. Ask them to move around and put the tag on the appropriate sentence.
This is an exercise to test
students' ability to come up with quick answers, and it´s very simple. The main
pupose of it is that of speeding up students' minds and enabling them to
structure as fast as they can. As a teacher you must previously have a list of
many sentences covering most of the structures and tenses. These sentences must
be in affirmative and negative in random order. You will read out one of your
sentences in the list and assign who of your students will come up with the
proper tag. The appointed student has only one chance to answer. If she or he is
wrong, you must pass as quick as possible to the next student with no
explanations whatsoever looking for the right tag for your sentence. You won´t
pass to the following tag until you get from any of your students the correct
answer for the current tag. This exercise is fast and there are no explanations
on why the answers they come up with are right or wrong. Students must realize
themselves through their classmates´ answers why they were right or wrong with
the answers they gave.
They get a little stressed out throughout the dynamic, because when their turn comes, they panic trying to supply the right tag. This is good because they get their minds used to responding quickly and directly in english and getting rid of their over-thinking about structures in their native language. It is also and excellent way for them to learn how to manage their nervousness at the time of speaking. I hope it may work for you.
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