ESL Lesson Plan · CEFR B2

Question Tags ESL Lesson Plan (B2, 60 Minutes)

A complete 60-minute B2 lesson on Question Tags, built round the theme "Small Talk and Checking Facts".

CEFR B2
60 minutes
Teenagers and adults
Grammar
Question Forms
Question Tags

About this lesson

Who it is for. Upper-intermediate students who are accurate with direct and indirect questions but sound abrupt in conversation. They use isn't it? or no? for every tag (You live in Galle, isn't it?), misunderstand negative questions (Don't you like it? – Yes meaning No), and rarely show interest with reply questions.

Everything the lesson needs is on this page: the language analysis, the timed stages with the teacher's own words and instruction-checking questions, the differentiation, the printable handouts and the answer key.

At a glance

Level: CEFR B2 (Upper-intermediate)
Learners: Teenagers and adults
Length: 60 minutes. For 45 minutes, run only "Guess the facts" of the two tasks in "Freer practice" and cut "Feedback and wrap-up" to board-based error correction.
Skills: Speaking and writing
Language focus: Grammar: Question Tags, Negative Questions and Echo Questions
Framework: PPP (presentation, practice, production)
Materials: Handout 1 (conversation at a wedding), Handout 2 (language reference and practice), Handout 3 (further practice), Handout 4 (small talk cards and "guess the facts" sheet).
Preparation: About 10 minutes: print Handouts 1 to 4, one per learner, and read the language analysis. The answer key is for you, not the class.

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Google Docs · 60 minutes · PPP (presentation, practice, production)

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Aims

Main aim. To develop students' use of question tags (form and intonation), negative questions (for surprise and to check a belief) and echo / reply questions (Did you? Have you really?) to sound natural and engaged in conversation.

Learning outcome. By the end of the lesson, students can keep a natural conversation going, e.g. You're from Jaffna, aren't you? ↘ – Yes. – Oh, are you? I've never been. Isn't it very hot there?

Subsidiary aim. To develop fluency in small talk.
Subsidiary aim. To practise rising and falling intonation on tags.

Language analysis

What to know before the lesson: the meaning, form and pronunciation of the target language, and the problems learners usually have with it.

Question tags

Statement	Tag	Rule
You're from Jaffna,	aren't you?	positive statement → negative tag
She doesn't eat meat,	does she?	negative statement → positive tag
They went to Kandy,	didn't they?	past simple → did
He's been here before,	hasn't he?	same auxiliary
You can swim,	can't you?	modal → same modal
I'm late,	aren't I?	special: I am → aren't I
Let's go,	shall we?	special
Open the window,	will you? / could you?	imperative
Nobody called,	did they?	nobody, nothing = negative → positive tag

Intonation

Falling tag ↘: the speaker is fairly sure and expects agreement (common in small talk): Lovely day, isn't it? ↘
Rising tag ↗: a real question; the speaker isn't sure: You're coming tomorrow, aren't you? ↗

Negative questions

Surprise or annoyance: Don't you like it? (I thought you did!) Haven't you finished yet?
Checking a belief: Isn't it very hot there? (I think it is.)
Answering: answer about the fact: Don't you like it? – No (I don't). / Yes (I do).

Echo / reply questions

Short questions to show interest or surprise: "I've been to Japan." – "Have you? What was it like?" · "She doesn't eat rice." – "Doesn't she?"

Concept-checking questions

You're from Jaffna, aren't you? ↘ · Is the speaker sure? (Fairly sure.) What answer does she expect? (Yes.) · Don't you like spicy food? · Is the speaker surprised? (Yes.) · If you don't like it, do you say yes or no? (No.)

Anticipated problems and solutions

Problem	Solution
Universal isn't it? (You live in Galle, isn't it?).	Rule: repeat the auxiliary and the subject pronoun.
Wrong auxiliary (She went home, wasn't she?).	Find the auxiliary first (did).
Confusing answers to negative questions.	Answer about the fact; practise with true / false facts.
Flat intonation on tags.	Contrast ↘ and ↗ with gestures (hand up / down).
Overusing tags.	Balance: one or two per short conversation.

Board plan

Left: tag rules	Centre: examples	Right: intonation
+ statement → – tag · – statement → + tag · same auxiliary / modal · past simple → did · I'm ... → aren't I? · Let's → shall we? · imperative → will / could you? · nobody / nothing → + tag
You're from Jaffna, aren't you? · She doesn't eat meat, does she? · They went to Kandy, didn't they? · Don't you like it? (surprise) · Isn't it hot there? (checking) · "I've been to Japan." "Have you?" (interest)
↘ sure, expects agreement · ↗ real question · Answer the fact: Don't you like it? – No, I don't.

Warm-up5 minutes · Whole class, pairs

Aim: To introduce small talk.

Ask: "At a wedding or a party, how do you start a conversation with someone you don't know?"

Pairs list three opening lines (2 minutes). Take ideas and board one exactly as a student says it.

Presentation20 minutes · Individual, pairs, whole class

Aim: To present tags, negative questions and echo questions in context and clarify their form, meaning and intonation.

Part A: Reading (6 minutes)

Give out Handout 1. Say: "Read the conversation between two guests at a wedding in Colombo. What do they have in common? Three minutes."

Pairs compare. Students answer the questions. Check as a class.

Part B: Noticing (4 minutes)

Say: "Underline the question tags, circle the negative questions and box the short reply questions." Pairs compare.

Part C: Clarification (10 minutes)

Tags. Build the rules on the left of the board from the conversation. Elicit the special cases (aren't I, shall we, nobody ... did they).

Intonation. Model ↘ and ↗ with hand gestures. Ask the CCQs.

Negative questions. Board Don't you like spicy food? Ask the CCQs. Practise answering: "Don't you like it?" "No, I don't." / "Yes, I do!"

Echo questions. Model: "I've been to Japan." "Have you?" Students respond to three more statements.

Return to the opening line from Stage 1 and add a tag.

Pronunciation. Drill tags with both intonations.

Controlled practice10 minutes · Individual, then pairs, then whole class

Aim: To practise the forms accurately.

Give out Handout 2. Say: "Exercise A: add the question tags. Exercise B: write echo questions. Seven minutes."

Pairs check and say the sentences with falling intonation. Check as a class.

Fast finishers do Handout 3 (further practice); otherwise set it for homework.

Freer practice18 minutes · Pairs, mingle, whole class

Aim: To use the structures fluently in natural conversation.

Guess the facts (6 minutes). Give out Handout 4. Students write what they think is true about a partner they don't know well, then check with tags: "You've got two brothers, haven't you? ↗" "You don't like cricket, do you? ↘" One point for each correct guess.

ICQs: "Do you ask a full question or use a tag?" (A tag.)

Wedding small talk (9 minutes). Students take a small talk card (a new identity) and mingle as guests at a wedding. They must use at least two tags, one negative question and two echo questions in each conversation.

Students report the most interesting person they met (3 minutes).

Monitor and note language use.

Feedback and wrap-up7 minutes · Whole class

Aim: To give feedback and consolidate.

Board sentences from Stage 4 (correct and incorrect). Students correct the errors.

Ask: "When does the tag go down? When does it go up?"

Set the homework.

Homework Complete Handout 3. Then write a short dialogue (12 lines) between two people meeting at a party, using four tags, two negative questions and two echo questions.

PPP (presentation, practice, production). Stage times add up to 60 minutes.

Differentiation

Support: Give weaker students the tag rules on a card. In the mingle, allow them to focus on tags with be and do.
Stretch: Stronger students use "same-way" tags for interest: So you're a doctor, are you? They use tags with modals and perfect forms: You couldn't help me, could you? She'd already left, hadn't she?

Adapting the lesson

For	What to change
A large class (40 or more)	Keep the pairwork in "Freer practice" in fixed pairs rather than a mingle, and take feedback from four or five pairs instead of the whole room. Run "Guess the facts" once, with two pairs reporting, rather than hearing every pair. Monitor one half of the room during "Controlled practice" and the other half during "Freer practice".
A class with no photocopier	Put the exercises from Handout 2: Language Focus and Practice on the board for learners to copy into their notebooks, and read any text aloud twice instead of printing it. Handout 4: Guess the Facts and Small Talk Cards works read out from the front: learners note what they need rather than holding a card. The board plan above is this lesson's minimum - with that on the board, it runs on no paper at all.
An online class	Send Handouts 1 to 4 in the chat before the lesson and put the board plan on a shared slide. Use breakout rooms for "Guess the facts" and visit each room once. Have learners type the controlled answers in the chat, so you see every answer at once instead of nominating.
A different age group	With teenagers, shorten the analysis and get to the task sooner. With adults in a work context, keep the forms exactly as they are and swap the lesson's theme for one from their own field.

Checking learning

8 out of 10 or better on Handout 2, Exercise A. In conversation, students use the correct auxiliary in tags and appropriate intonation. Students answer negative questions correctly.

Teacher's reflection

Did students stop using isn't it? for every tag? Did the conversations sound more natural and engaged?

Handout 1: At the Wedding

Name: ______________________________ Date: ______________

Kavindi: Beautiful wedding, isn't it? Arjun: It's lovely. You're the bride's cousin, aren't you? Kavindi: That's right. And you work with the groom, don't you? Arjun: Yes, we're both engineers. I've just moved here from Jaffna. Kavindi: Have you? Isn't it very hot in Jaffna at this time of year? Arjun: It is! Colombo feels cool in comparison. Kavindi: Really? I thought Colombo was hot! You haven't tried the food yet, have you? Arjun: No, I haven't. Is it good? Kavindi: It's amazing. Don't you like spicy food? Arjun: No, I love it! I'm from Jaffna, remember? Kavindi: Of course. Let's get some before it's finished, shall we? Arjun: Good idea. Nobody's tried the watalappan yet, have they?

Answer the questions.

How does Kavindi know the bride? ______________________________
What do Arjun and the groom have in common? ______________________________
Does Arjun like spicy food? ______________________________

Handout 2: Language Focus and Practice

Name: ______________________________ Date: ______________

Quick reference

A. Add the question tags.

B. Write an echo question to show interest.

You're coming to the party, ______________?
She can't drive, ______________?
They went to Ella last year, ______________?
He doesn't like fish, ______________?
You've met my brother, ______________?
I'm in the team, ______________?
Let's have a break, ______________?
It wasn't very expensive, ______________?
Nobody called, ______________?
We should leave soon, ______________?
"I've been to Japan three times." → "______________? What was it like?"
"My sister doesn't eat rice." → "______________? Really?"
"We won the match!" → "______________? Well done!"
"I can speak four languages." → "______________? Which ones?"

Statement	Tag
positive (You're ...)	negative (aren't you?)
negative (She doesn't ...)	positive (does she?)
past simple (They went ...)	did / didn't
I'm ...	aren't I?
Let's ...	shall we?
Nobody / Nothing ...	positive tag (did they? / is it?)

Handout 3: Further Practice

Name: ______________________________ Date: ______________

A. Rewrite as negative questions to show surprise.

B. Answer the negative questions truthfully about yourself.

C. Correct the tags.

I thought you liked cricket. → ______________________________ cricket?
I thought you had finished. → ______________________________ yet?
I thought she was coming. → ______________________________?
Don't you like chocolate? → ______________________________
Haven't you been to Sigiriya? → ______________________________
Isn't English difficult? → ______________________________
You live in Galle, isn't it? ______________________________
She went home early, wasn't she? ______________________________
I'm right, am not I? ______________________________
Open the door, do you? ______________________________

Handout 4: Guess the Facts and Small Talk Cards

Part A: Guess the facts about your partner. Then check with tags.

Part B: Small talk cards (cut up)

My guess	Tag	✓ / ✗
You have ______ brothers / sisters.
You (don't) like ______.
You've been to ______.
You can ______.
You went to ______ last weekend.


You're the groom's school friend. You live in Kandy and work as a teacher. You've never been to a wedding this big!	You're the bride's aunt. You came from Dubai for the wedding. You don't like spicy food.
You're the photographer's assistant. It's your first wedding job. You're very nervous.	You're a neighbour. You've known the bride since she was a baby. You love dancing.

Answer Key

Handout 1

Handout 2, Exercise A

Handout 2, Exercise B

Handout 3, Exercise A

Handout 3, Exercise C

Common errors to watch for

She is the bride's cousin. · 2. They're both engineers (they work together). · 3. Yes, he loves it.
aren't you · 2. can she · 3. didn't they · 4. does he · 5. haven't you · 6. aren't I · 7. shall we · 8. was it · 9. did they · 10. shouldn't we
Have you · 2. Doesn't she · 3. Did you · 4. Can you
Don't you like · 2. Haven't you finished · 3. Isn't she coming
You live in Galle, don't you? · 2. She went home early, didn't she? · 3. I'm right, aren't I? · 4. Open the door, will you / could you?

Error	Correction
You're a doctor, isn't it?	You're a doctor, aren't you?
She went home, wasn't she?	She went home, didn't she?
"Don't you like it?" "Yes." (meaning I don't)	"No, I don't."
I'm late, amn't I?	I'm late, aren't I?

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Written by RCF English to the RCF English international standard: levelled by the CEFR, original throughout, and suitable for classrooms in any country. Last reviewed 22 September 2026.

Question Tags ESL Lesson Plan (B2, 60 Minutes)

About this lesson

At a glance

Download this lesson plan

Aims

Language analysis

Question tags

Intonation

Negative questions

Echo / reply questions

Concept-checking questions

Anticipated problems and solutions

Board plan

Warm-up5 minutes · Whole class, pairs

Presentation20 minutes · Individual, pairs, whole class

Controlled practice10 minutes · Individual, then pairs, then whole class

Freer practice18 minutes · Pairs, mingle, whole class

Feedback and wrap-up7 minutes · Whole class

Differentiation

Adapting the lesson

Checking learning

Teacher's reflection

Handout 1: At the Wedding

Handout 2: Language Focus and Practice

Handout 3: Further Practice

Handout 4: Guess the Facts and Small Talk Cards

Answer Key

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Elsewhere in Global English

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