Fluent use of question tags in extended dialogue for Primary 4

Class: Primary 4
Term: Third Term
Week: 5
Age: 9 years
Duration: 45 minutes
Subject: English Studies
Curriculum Theme: Listening and Speaking
Focal competence: Effectively engaging in dialogues using tag questions
Skills:

• Asking and answering questions

Previous Lesson: Writing an informal letter for a specified real-life purpose
Topic: Dialogue Using Tag Questions
Subject Matter: Fluent use of question tags in extended dialogue

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• Identify correct question tags for given statements.
• Formulate statements with appropriate positive and negative question tags.

Affective Domain

• Show confidence when using question tags in conversations.
• Appreciate the role of question tags in making dialogue more engaging.

Psychomotor Domain

• Engage in short dialogues using question tags correctly.
• Perform a short dialogue containing correct tag questions.

Social Domain

• Participate actively in group activities involving dialogue practice.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Macmillan Primary English for Primary 4
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Flash cards showing statements and question tags
• Course books
• Flannel board (for displaying sentences)
• Pictures and visual aids depicting people in conversation

Rationale for the Lesson

This lesson is important because question tags are a common feature of natural English conversation, used to confirm information or invite agreement. Mastering them helps pupils engage more fluently and confidently in dialogues, improving their overall speaking and listening skills. It also enhances their understanding of sentence structure and grammar.

Prerequisite/Previous Knowledge

Pupils should have a basic understanding of simple sentence structures, verbs (especially ‘to be’ and auxiliary verbs), and how to form simple questions.

Lesson Content/Board Summary

Dialogue Using Tag Questions

What are Question Tags?

Question tags are short questions added to the end of a statement. They are used to ask for confirmation or to invite the listener to agree with what has been said.

For example: “You are happy, aren’t you?”

Rules for Forming Question Tags

1. If the main statement is positive, the question tag is usually negative.
2. If the main statement is negative, the question tag is usually positive.
3. The question tag uses the auxiliary verb from the main statement. If there is no auxiliary verb, use ‘do’, ‘does’, or ‘did’.
4. The pronoun in the tag matches the subject of the statement.

Positive Statement with Negative Tag

When the statement is positive, we use a negative question tag. This is often used to confirm information.

Examples:

1. You like jollof rice, don’t you?
2. She is a good singer, isn’t she?
3. They went to the market, didn’t they?
4. He can swim, can’t he?
5. We should study, shouldn’t we?

Negative Statement with Positive Tag

When the statement is negative, we use a positive question tag. This is often used to seek agreement.

Examples:

1. You don’t like beans, do you?
2. She isn’t coming, is she?
3. They didn’t finish the work, did they?
4. He can’t drive, can he?
5. We shouldn’t waste time, should we?

Using Question Tags in Dialogue

Question tags make conversations flow better and sound more natural. They help to engage the other person in the conversation.

Example Dialogue:

A: The weather is lovely today, isn’t it?

B: Yes, it is. It’s perfect for playing outside, isn’t it?

A: Absolutely! You haven’t finished your homework yet, have you?

B: No, I haven’t. I’ll do it after playing, won’t I?

Teaching Methods/Instructional Techniques

Discussion, Explanation, Question and Answer, Guided Practice, Role Play, Pair Work

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating Prior Knowledge

Teacher’s Activity: The teacher greets the pupils and asks them to recall what they know about asking questions. The teacher then writes a simple statement on the board, e.g., “It is hot today.” and asks pupils how they might confirm this with a short question at the end.

Pupils’ Activity: Pupils respond to the teacher’s questions and attempt to add a short question to the statement.

Learning Point: Introduction to question tags

Step 2: Explanation of Question Tags

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains what question tags are, using the Board Summary. The teacher shows examples of how they are formed and their purpose (to confirm or seek agreement). The teacher uses flashcards with simple statements and their tags.

Pupils’ Activity: Pupils listen attentively, observe the flashcards, and repeat example sentences with their tags.

Learning Point: Meaning and purpose of tags

Step 3: Positive Statement with Negative Tag

Time: 8 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher focuses on positive statements followed by negative tags. The teacher provides several examples from the Board Summary and asks pupils to identify the main verb and form the correct tag. The teacher uses flashcards for interactive practice.

Pupils’ Activity: Pupils identify verbs and practice forming negative question tags for positive statements, orally and with flashcards.

Learning Point: Positive statement, negative tag

Step 4: Negative Statement with Positive Tag

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher moves on to negative statements followed by positive tags. The teacher provides examples and guides pupils to form the correct positive tags. The teacher ensures pupils understand the change in polarity.

Pupils’ Activity: Pupils practice forming positive question tags for negative statements, paying attention to the auxiliary verb and pronoun.

Learning Point: Negative statement, positive tag

Step 5: Dialogue Practice – Pair Work

Time: 6 minutes

Teaching Skill: Collaborative Learning

Teacher’s Activity: The teacher divides pupils into pairs and gives them simple scenarios or statements. The teacher instructs them to create short dialogues using question tags to confirm or seek agreement. The teacher monitors and provides support.

Pupils’ Activity: Pupils work in pairs to create and practice short dialogues incorporating question tags.

Learning Point: Practising tags in dialogue

Step 6: Dialogue Performance

Time: 5 minutes

Teaching Skill: Application/Performance

Teacher’s Activity: The teacher invites a few pairs to perform their short dialogues for the class. The teacher provides constructive feedback on their use of question tags and fluency.

Pupils’ Activity: Selected pairs perform their dialogues, while others listen and identify the question tags used.

Learning Point: Performing tag dialogues

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. What is a question tag?
2. Add a question tag to: “You are a pupil.”
3. Add a question tag to: “She isn’t here.”
4. Give an example of a dialogue using a question tag.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding question tags

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on “What are Question Tags?” and examples of positive/negative tags into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 1 minute

Teaching Skill: Consolidation

Teacher’s Activity: The teacher briefly reminds pupils of the importance of using question tags to make their conversations more engaging and natural. The teacher encourages them to practice using tags in their daily conversations.

Pupils’ Activity: Pupils listen and acknowledge the importance of the lesson.

Learning Point: Reinforcing tag usage

Continuous Assessment/Further Study

Type: Homework

Instruction: Complete the following sentences with the correct question tags and then write a short dialogue (3-4 lines) using at least two question tags.

1. He is happy, __________?
2. They didn’t come, __________?
3. You can swim, __________?
4. She won’t leave, __________?
5. We are friends, __________?

Lesson Keywords

• Question Tag – A short question added to the end of a statement.
• Dialogue – A conversation between two or more people.
• Positive Statement – A sentence that affirms something.
• Negative Statement – A sentence that denies something, often containing “not”.
• Auxiliary Verb – Helping verbs like ‘is’, ‘are’, ‘do’, ‘can’, ‘will’.

Differentiation

For weaker learners: Provide simpler statements with ‘to be’ verbs for tag practice. Offer pre-written dialogue templates with blanks for tags. Pair them with stronger learners for support.
For faster learners: Challenge them to create dialogues with more complex sentences or to explain the rules of tag questions to a partner. Encourage them to identify exceptions or more advanced uses of tags if time permits.

Suggested Lesson Videos

Search on YouTube: question tags for primary 4 english

Teacher Guide for Using This Lesson Plan

Before the lesson, prepare flashcards with various positive and negative statements and their corresponding question tags. Ensure the flannel board is ready for displaying sentences. Begin by activating pupils’ prior knowledge of questions to smoothly introduce the concept of question tags. Guide them through the rules of forming tags, focusing on the positive-negative and negative-positive patterns with clear examples. Encourage active participation through pair work and dialogue performance to build confidence. During the dialogue activity, circulate to monitor progress and correct common errors, such as incorrect auxiliary verbs or pronouns. Pupils should copy the Board Summary notes after the main teaching and practice. Conclude by reinforcing the practical application of question tags in everyday conversation and assign homework for further practice.