Conversation Model A: Read and Listen - .

1
LESSON
• Have students look at example 1 in both the affirmative
column and the negative column. The verb be is used in
CONVERSATION MODEL the statement, so be is needed in the tag question. Have
students look at example 2 in both columns. The verb in
A 1:03 Read and listen . . . the statement is in the present tense, but it is not be, so
Suggested 3–5 Your actual the tag question needs the auxiliary do.
teaching time: minutes teaching time:
• Have students read the explanations in the Be careful!
These conversation strategies are implicit in the model: box. To check comprehension, write the following
• Talk about the weather to begin a conversation with questions and have students complete the sentences:
someone you don’t know. I’m not going to pass this class, ? aren’t I? / am I?
• Use question tags to encourage someone to make
Jane went shopping yesterday, ? didn’t Jane? /
small talk.
didn’t she?
• Ask about how someone wants to be addressed.
• Answer a “Do you mind” question with “Absolutely Language and culture
not” to indicate agreement. • In British English, it is possible to use an affirmative
tag question after an affirmative statement to confirm
• Before students read and listen, have them look at the
information; for example, You’re here on business, are you?
picture and ask What gesture are the women using to greet
each other? (Shaking hands.) • From the Longman Corpus: It is common for many
learners to get confused when forming tag questions
• After students read and listen, check comprehension by
with sentences using the possessive your; for example,
asking What are the women’s first names? (Kazuko and
Your favorite sport is baseball, aren’t you? rather than Your
Jane.) How do they prefer to be addressed—by their family
favorite sport is baseball, isn’t it?
names or first names? (By their ﬁrst names.)
• To introduce the topic of small talk, ask How does Jane Option: GRAMMAR BOOSTER (Teaching notes p. T127)
start the conversation? (She says Good morning and talks
about the weather.) Tell students that talking about the Inductive Grammar Charts
weather helps Jane engage in an informal conversation
with a stranger. This is small talk.
Language and culture

A Find the grammar
Suggested 2 Your actual
• Appropriate topics for small talk vary from country to teaching time: minutes teaching time:
country. In many English-speaking countries, appropriate
topics are the weather, the food you are eating, the place • To clarify how to reply to tag questions, point out that
you are visiting, sports, popular movies, and music. when responding to a tag question, the listener should
agree or disagree with the information in the statement,
not in the tag question. To exemplify, address a student
1:05 Asking about proper address and say You’re [student’s correct name], aren’t you? The
student should say Yes, I am. Address another student
• Have students listen and then repeat the questions in the
and say You’re [student’s incorrect name], aren’t you? The
box. Tell students that the questions are transferable to
student should say No, I’m not.
other situations.
Language and culture
B 1:04 Rhythm and intonation • If a speaker asks a tag question someone agrees with,
Suggested 3 Your actual for example, It’s a great concert, isn’t it? the response
teaching time: minutes teaching time: can be Yes, it (really) is. / Yes. / It sure (ly) is. / I agree. If
someone doesn’t agree, it is polite to give an opinion or
• Have students repeat each line chorally. Make sure students:
a reason why; for example, Well, I think the music is too
use rising intonation for isn’t it? and Do you mind if I call
loud. / No, it really isn’t. / I don’t like this kind of music.
you Kazuko?
link the t and y in meet you to form ch.
B Grammar practice
GRAMMAR Suggested 3–4 Your actual
teaching time: minutes teaching time:
Suggested 10–15 Your actual
teaching time: minutes teaching time: • To model the activity, complete the first item with the
• To focus students’ attention, have them read the first class. Clarify that the correct answer is isn’t he by pointing
explanation and study the example. Ask students to out that the statement uses is in the affirmative form, so
identify the tag question. (Isn’t it?) Point out that a tag the tag question requires is in the negative form. Also, the
question comes after a statement. pronoun he is needed, not the person’s name (Rob) which
should not be repeated.
• Direct attention to the second explanation and have
students study the examples. Point out the tag questions • Encourage students to underline the verb in each
in blue. Explain that the auxiliary or verb in the tag statement before writing the tag questions.
question is the same as the verb in the statement.
Extra Grammar Exercises
UNIT 1, LESSON 1 T4

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