Activate target language by asking SS simple yes/no questions highlighting on the correct use of the auxiliary verbs. For example: Do you enjoy learning English? - Yes, I do. Have you ever visited the great wall of China - No, I haven't. T models the language

T use a mix of strategies like visuals, CCQ and personalization to convey meaning. Personalisation (Significant, incredibly, invaluable) Visuals (greengrociers, carriage)

Ss are asked to read the text individually. In pairs, they work out a matching activity related to adjectives used in the text T corrects and give feedback as WC

On the WB, T writes the statement "You weren't yet born..." and asks Ss to determine whether they are 'True or False'. T gives students time to discuss with their partner. T gives the answer and provides feedback. Then the T asks the students to underline the questions that look similar to the one written on the board (i.e."questions tags"). T then divides the class into two groups. Ss do a "race to the board game", (or a matching cut out strips). T says the sentence in English and the Ss have to find the corresponding meaning.

T writes two questions on the WB "It's a beautiful day, isn't it" and a standard question "Do you have a cat". Ask Ss to find the difference and how do we call the first type of question? T elicit responses T check meaning, using CCQs "Do I use question tags to confirm and information" (yes), "Am I using helping verbs" (yes), "are both parts of the question tags + or - at the same time?" (No) T then use drilling both substitution drill and back chaining T writes the grammar part on the board, explaining when we should use question tags. She then divides the WB into two columns, one with the explanations and the other with examples. Ss are given some time to copy the explanation in their notebook.

T provides HO and ask ss to do the gap fill exercise. Ss then check in pairs; T monitors Ss for the correct use of the auxiliary verb, negative and positive tags. T provides feedback to the WC highlighting on some expressions that don't use the same auxiliary verb in the second fragment as compared to the first. T also highlights the importance of using the correct tenses in both fragments.

T models the TL with different intonations the two sentences "You bought a hamburger, didn't you" and ask Ss to differentiate between the two. T elicit response as a WC and then provide feedback. T then shows the stress, falling or rising. Ss mark them in their notebook. Ss first do a matching pair cards activity and then practice speaking with different intonations with their partner