Unit 7: “You’re Nicola, aren’t you?

LESSON PLAN

Date: 12th December 2017

Trainee’s name: Ardelean Salomea-Nicoleta
Mentor’s name: Ani Monica
School: Școala Gimnazială “Nicolae Bălcescu“, Oradea
Time of lesson: 50’
Grade: 7th
Textbook: Snapshot, Unit 7- Grammar and Vocabulary lesson
Level: Pre-Intermediate
Lesson title: You’re Nicola, aren’t you? – Making Assumptions/ Checking information
Concept/Topic to teach: Question Tags: 1. Positive statements with negative tags
2. Negative statements with positive tags
Type of lesson: reading, speaking, listening, writing
General goals:
- Developing speaking skills;
- Developing reading skills;
- Developing comprehension skills;
- Developing listening skills;
- To revise and record grammar concerning the correct use of question tags

Specific objectives:
By the end of the lesson, students will:
- Be able to form and use question tags (QT) when making assumptions or asking for confirmation;
- Be familiar with the formation of QT according to the main part ( the statement): positive vs. negative;
- Have learned to use correctly the verb (especially auxiliary and modals) from the statement in the question tag;
- Have practiced and developed reading and listening for general comprehension: skills of scanning and skimming a text in search
of information.
- Have enriched their vocabulary with new terms related to work, clothes and parts of clothing.

Teaching materials: Textbook; Blackboard; Worksheets

Teaching techniques and methods: explanation, conversation, individual and pair work, communicative approach

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 Unit 7: “You’re Nicola, aren’t you?”

Activity 1: Warm-Up

Interaction: Teacher-Class, Teacher-student, Student-Teacher

Timing: 10 minutes
Procedure:

- T. greets the students: Good morning children, how are you today? My name is Salomea and today I am going to be your English
teacher. Could you tell me what day is it today, and what date is it? - Good morning, teacher! Today is Tuesday, the 12th of
December 2017
- T. verifies the homework with the class making the necessary corrections: Have you had any homework to do for today? Yes, we
had ex. ... from page .../No, we did not have any homework for today.
- T. asks the Ss about the weather, using a question tag: It’s a cold weather today, isn’t it?
- T. links the question to the subject of the lesson, asking the Ss to open their books at page 42: Today we are going to move on to
the next unit and we are going to learn about the use of question tags, especially when we want to check something is true, or
invite people to agree with us.
- T writes down on the blackboard the name of the lesson, highlighting the question tag : You’re Nicola, aren’t you? – the use of
question tags

Activity 2: Reading Comprehension.

Interaction: T-S, S-T

Timing: 15 minutes
Procedure:
- The T asks the students to write down the name of the lesson in their notebooks : please open you notebooks and write down the
title of the lesson as it is written on the blackboard.
- As a pre-reading activity the teacher asks the Ss what do they think it is the text about, according to the picture: What can you see
in the picture, what do you think it is the text about? There are three men and a woman talking, so there is a dialogue, let’s find out
what are they speaking about!
- The teacher proposes to children to read the text on roles: We are going to read the text on roles. I want someone to be Tom Who
wants to be Tom/Nicola/Morris?
- T. manages the reading activity, helping the Ss with pronunciation and unknown words if there are any.

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 Unit 7: “You’re Nicola, aren’t you?”

- After reading the text, T asks some questions to the Ss to verify their understanding of the text :
*Where is Nicola working?( Ss= in a restaurant).
*Who is Tom? (Ss=Tom is Nicole's workmate)
*Who is Morris? ( Ss= Morris is the deputy manager = director adjunct)
* What happened to Nicola? ( Ss= she has split coffee on the sleeve of her blouse)
* What did Morris say about Nicola’s blouse? Was she allowed to work in the restaurant with a dirty blouse? ( Ss: Morris
asked Nicola to go and change her blouse)

- Based on the comprehension of the reading part, the students are asked to solve individually in 3-4 minutes exercise 2/ 43
(True/False sentences)
- T. observes the activity of each child (T is a monitor)
- The teacher checks the answers together with the class.

Activity 3 – Grammar applied to the text. The use of QT

Interaction: T- Class,T-S, S-T

Timing: 15 minutes
Procedure:

- The aim of this exercise is that the Ss could recognize and learn about the importance and the form of Question Tags in the
previously read text and then in general.
- T explains to Ss the use of Question Tags, giving proper examples:

1. What are QT and when do we use them?

R: We add question tags to the end of statements to turn them into questions. They are used in spoken language, especially
when we want to check something is true, or invite people to agree with us. (T. gives an example from the text: This is your
first morning in the restaurant, isn’t it?)- Tom wants to be sure that Nicola hadn’t been worked before in that restaurant/ He
wants Nicola to agree with his statement.
- T. asks the students to find other forms of QT in the text and she writes them on the blackboard.

2. So how do we form question tags?

R: We add a clause in the form of a question at the end of a sentence:

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 Unit 7: “You’re Nicola, aren’t you?”

*If the main part of the sentence is positive, we usually add a negative question tag. ( T. gives the examples from the text and
some others: You’re Nicola, aren’t you? It’s a bit early, isn’t it?, She is a teacher, isn’t she?, The students are happy, aren’t
they? You've met my brother before, haven't you?, He was born in 1970, wasn't he?)

* If the main part of the sentence is negative, we usually add a positive question tag. ( T. gives examples both from the text and
others: That isn’t a stain on your blouse, is it?, Mum isn’t in trouble, is she? You haven’t done anything wrong, have you?).

4. What about the form of the verb used in the QT?

R: The same helping verb that is used in the statement is used in the question, respecting the same verbal tense, but in the
question it is turned into a negative/ positive .
- the teacher explains to Ss using the verbs in the sentences written on the blackboard, underlining each of them.

TO REMEMBER!

 If there is an auxiliary or a modal verb or the verb to be in the main clause, we use that in the question tag. ( T. gives
examples):

- You’re in a desert in the middle of Australia, aren’t you?

- I can’t imagine her doing anything else, can you?

- Bela can help, can’t she?

- They won't be late, will they?\

- You should/must learn for the exam, shouldn’t/mustn’t you?

 If there is another verb in the main sentence, we use DO in the correct form- when we have action verbs in the main
sentence, we use a form of DO in the question tag ,

- T explains Ss that DO is always a bit tricky, so she provide examples that make her point clearly:

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 Unit 7: “You’re Nicola, aren’t you?”

- John likes to eat pizza. (We don’t say John does like to eat pizza, it is implied). John likes to eat pizza, doesn’t he?

- John spoke to Sue, didn’t he?

- John loves Sue, doesn’t he?

- He eats meat, doesn’t he?

- I think she speaks English very well, don’t you?

- We told you not to drive very fast, didn’t we?( T clarifies again that if we have past tense in the main sentence –we have the same tense in the
QT)

 There is also an exception in the case of verb to be, 1st person: We use 'aren’t I' instead of the more logical 'am I not'.

- T. explains by giving some examples :

- I’m next in the queue, aren’t I ? (instead of am I not?)

- I’m going in your car, aren’t I ?

- I'm right, aren’t I ?

Activity 4- Reinforcement of Question Tags

Interaction: T-S, S-T

Timing: 10 minutes
Procedure:
- T. provides the Ss a worksheet with the use of QT and she explains them the task .
- T. checks the exercise together with the Ss, inviting a Ss to write the correct answers on the blackboard.

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 Unit 7: “You’re Nicola, aren’t you?”

Choose the correct form to complete the Question Tag:

1) You like flowers,____________________?

a) do you b) are you c) don’t you

2) Jessica can’t paint, _________________?

a) can she b)isn’t she c) does she

3) Tom looks very well today, _________?

a) isn’t he b) doesn’t he c) does he

4) You live in this house, ______________?

a) aren’t you b) don’t you c) do you

5) There is a nice garden near the library, _________________?

a) is there b) does it c) isn’t there

6) You don't know where Ann is, _____?

a) don’t you b) do you c) aren’t you

Activity 5- Assessment
Interaction: T-S, S-T
Timing: 2 minutes
Procedure: T. praises all the Ss for their participation during the lesson and gives them the homework - exercise 6, page 43:
“Complete the questions with the correct tag”.