Use of English: Question Tags — Lesson Plan, English, Grade 9
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Lesson plan
| Section |
Grammar: Question Tags
|
| Lesson title |
Use of English: Question Tags
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| Class |
9
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| Lesson objectives according to program |
4. 6. 1 identify the author's opinion or point of view in long texts on most general and academic topics; 9. 5. 3. 1 write about familiar general and academic topics with uniform grammatical literacy;
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| Lesson objectives |
Students know that question tags are short questions added to statements to confirm information or invite agreement.
Students know how to form question tags using an auxiliary verb and a pronoun, including the usual positive-negative and negative-positive patterns.
Students know that statements with be, modal verbs, and auxiliary verbs use the same verb in the tag, while present simple and past simple statements use do, does, or did when needed.
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| Values |
Respectful communication: Students use question tags to check understanding and invite others to share their views.
Accuracy and responsibility: Students review their writing and correct question-tag forms before sharing it.
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Lesson progress
| Lesson stage/time | Teacher's action | Student's action | Evaluation | Resources |
|---|---|---|---|---|
| Warm-Up and Objectives 5 min |
Organisational moment:
Welcome the class, check readiness, and introduce the lesson topic: question tags.
Share the lesson objectives and explain that question tags can confirm information or invite agreement.
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Students prepare their notebooks and materials. Students listen to the objectives and give a brief example of a statement they might want to confirm. | Readiness and participation — 1 point. Gives a relevant example or response — 1 point. Stage maximum — 2 points. | board, notebooks |
| Notice the Grammar Pattern 8 min |
Problem statement:
Display the statements: “You are in Grade 9, aren’t you?” and “She doesn’t like coffee, does she?” Ask: “Why does the first tag use aren’t you, while the second uses does she?”.
Ask: “What changes between the statement and the tag?” Guide students to identify polarity, auxiliary choice, and pronoun use.
Questions to the class:
“If a statement is positive, is its usual tag positive or negative?”.
“If a statement is negative, is its usual tag positive or negative?”.
“Which pronoun replaces the subject in ‘Maya can swim, can’t ___?’”.
Answers:
A positive statement usually takes a nega…
Slide 1 — Question Tags
Slide 2 — You’re sure a friend likes coffee, but you’re not completely certain. You want to check w…
Slide 3 — By the end, you can…
Slide 4 — Tag Purpose
Slide 5 — Polarity Pattern
Slide 6 — Compare the Examples
Slide 7 — Choose the Auxiliary
Slide 8 — Match Verb and Pronoun
Slide 9 — Key Takeaways
Slide 10 — Recall and Apply
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Students compare the two examples and explain that the tag usually has the opposite polarity. Students answer: a positive statement usually takes a negative tag; a negative statement usually takes a positive tag; the pronoun is “she.” | Identifies opposite polarity in the two examples — 1 point. Gives the correct polarity rule — 1 point. Supplies the correct pronoun — 1 point. Stage maximum — 3 points. | |
| Explain Tag Formation 9 min |
New material explanation:
Explain the core pattern: positive statement + negative tag; negative statement + positive tag. The tag usually repeats the statement's auxiliary or modal verb and uses a subject pronoun.
Explain that statements with be, auxiliary verbs, and modal verbs use that verb in the tag: “They are ready, aren’t they?” and “He can drive, can’t he?”.
Explain that present simple and past simple statements without an auxiliary use do, does, or did: “You play tennis, don’t you?” “She works here, doesn’t she?” “They arrived early, didn’t they?”.
Point out the pronoun change in “Anna is…
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Students listen, record the formation rules, and study the examples. Students answer “Hasn’t he?” and “Did they?” and explain which auxiliary is used in each tag. | States the opposite-polarity rule correctly — 1 point. Chooses the correct auxiliary for a sample — 1 point. Forms “hasn’t he?” correctly — 1 point. Forms “did they?” correctly — 1 point. Stage maximum — 4 points. | grammar chart, board, notebooks |
| Question Tag Game 7 min |
Instructions:
Organise students into pairs and explain the oral response game: one student reads a statement, and the partner completes its question tag; then they swap roles.
Provide these prompts: “You have done your homework, …?” “She isn’t at home, …?” “They went to the library, …?” “We can start now, …?”.
Ask pairs to state the auxiliary and pronoun used in each answer, then correct errors with the class.
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Students take turns completing the tags: “haven’t you?”, “is she?”, “didn’t they?”, and “can’t we?” Students name the auxiliary and pronoun in each tag and correct their partner respectfully. | Forms each of the four tags correctly — 1 point each. Identifies the auxiliary and pronoun in at least two answers — 1 point. Stage maximum — 5 points. | |
| Guided Written Practice 7 min |
Written task:
Give students an individual written task: add a correct question tag to each sentence.
Write the sentences: “Your brother is a doctor, _?” “They don’t live nearby, _?” “Mira speaks French, _?” “We saw the exhibition, _?”.
Ask students to underline the auxiliary or helping verb in each completed tag and check pronoun agreement.
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Students complete the four sentences with “isn’t he?”, “do they?”, “doesn’t she?”, and “didn’t we?” Students underline the auxiliary or helping verb and check pronouns. | Completes each of four tags accurately — 1 point each. Underlines an appropriate auxiliary or helping verb in all answers — 1 point. Stage maximum — 5 points. | |
| Quick Check Quiz 6 min |
Quiz:
Give a short individual quiz. Students complete: “You are ready, _?” “He can’t swim, _?” “They visited us, ___?”.
Ask students to select the correct rule: “A positive statement usually takes (a) a positive tag or (b) a negative tag.”.
Collect or check responses and give the correct answers: “aren’t you?”, “can he?”, “didn’t they?”, and “a negative tag.”.
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Students complete the three tags and choose the correct rule. Students check their responses against the answers: “aren’t you?”, “can he?”, “didn’t they?”, and “a negative tag.” | Each of three tags correct — 1 point each. Selects the correct polarity rule — 1 point. Stage maximum — 4 points. | |
| Reflection 3 min |
Runs the "Pick your bucket" reflection. Each student drags their avatar into the bucket that matches how they felt about the lesson.
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Students complete the "Pick your bucket" reflection and assess their understanding of the topic. | States one accurate rule — 1 point. Gives one correctly formed example — 1 point. Stage maximum — 2 points. |
Health and safety compliance
| Health and safety compliance | Keep bags and belongings clear of walkways, and handle classroom materials carefully. Maintain respectful discussion and listen without interrupting classmates. |
Material details
- Material type
- Lesson Plan
- Subject
- English
- Grade
- Grade 9
- Language
- English
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