Lesson Plan ericaroqueteacher@gmail.

com
Pronunciation Project

Tag Questions Intonation – 10-minute lesson

Make sure the students are already familiar with the idea of tag questions before this classroom, or else,
you may get caught up in teaching grammar. :)

Lesson Objectives:

• Students will understand tag question intonation and the tenuous differences in purpose that
come with the different intonations.

Necessary materials:

• Copies of “Tag Question Intonation”. (Can be printed double-sided)

Task and time Step-by-step Purpose

Introduce the Start the lesson by saying saying something that Have the students start
idea of tag everybody knows, for example: thinking about
question intonation and how
intonation. “You are from Spain, aren’t you?” meaningful it is.
~3 min Ask the students if they knew beforehand this person
was from Spain. Again, you can use anything that your
students know.
Say the sentence again and ask them to repeat.

Then ask something about a student you don’t know

yet. (this means you need to think ahead, or you might
make a mistake for thinking on the spot). For example:

“You are the oldest child, aren’t you?”

Be patient and listen to the answer. Then, say the
same sentence again, ask students to repeat.

Then do a comparison.

“You are from Spain, aren’t you?”

“You are the oldest child, aren’t you?”

Ask, did you know he/she was from Spain? (expecting
a yes).
Ask, did you know if he/she was the oldest child?
(expecting a no).

Repeat only the tag questions and make sure the

students get the rising and falling intonation.

Aren’t you? / Aren’t you

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Pronunciation Project

Explaining with Explain that when you already know the information, Make sure that all
all the words the tag question intonation goes down, so when you students are on the
~2 min really don’t know the information, the tag question same page.
intonation should go up.
Practice time Read the tag questions following the intonation Exercise practice for
~2 min indicated in the teacher’s exercise guide or play the students to get used to
mp3 provided. Remind the students that falling rising and falling
intonation means they are certain; rising intonation intonation.
means they are uncertain.
You’re busy, aren’t you? (falling) C
We will be able to go, won’t we? (rising) U
We were too noisy in the library, weren’t we? (falling)
C
This computer won’t work, will it? (falling) C
Sophie’s done it, hasn’t she? (falling) C
Ian’s got 3 kids, hasn’t he? (rising) U
Go over the answers with the students.
Producing time Students get together in pairs and act out the short Students produce rising
~3 minutes dialogue while they try to get the intonations and falling intonation in
correctly. Ask them to switch roles so both of them tag questions.
can make the most out of the practice.
Lesson Plan ericaroqueteacher@gmail.com
Pronunciation Project

Tag Question Intonation

• If you’re sure about the answer – falling intonation

It’s hot today, isn’t it?

She’s Brazilian, isn’t she?

The homework is due today, isn’t it?

• If you want to know the answer – rising intonation

She wasn’t at home yesterday, was she?

Nobody left a message, did they?

Donna has a pet, doesn`t she?

Exercise:

Mark Certain (c) for falling intonations and uncertain (u) for rising intonation:

( ) You’re busy, aren’t you?

( ) We will be able to go, won’t we?

( ) We were too noisy in the library, weren’t we?

( ) This computer won’t work, will it?

( ) Sophie’s done it, hasn’t she?

( ) Ian’s got 3 kids, hasn’t he?

Exercise:

A: This sunset here is amazing, isn’t it?

B: It sure is. You like Italian food, don’t you?

A: I do. Why do you ask?

B: Because I was thinking of taking you to dinner at a special place.

A: I can order lasagna there, can’t I.

B: Sure you can! And pizza, and pasta… mmmm! Delicious!

A: That is your favorite restaurant, isn’t it?

B: I guess I gave that information up, didn’t I?