A tag question is a special construction in English. It is a statement followed by a mini-question. We use tag questions to ask for confirmation. They mean something like: "Is that right?" or "Do you agree?" They are very common in English.
The document contains a reading comprehension exercise about feelings. It asks 5 questions that students must answer by filling in the blanks. The questions are about whether kids are happy or sad, what they need, and when the student feels happy or sad. The student must provide short answers by completing sentences for each question.
The document provides information about tag questions in English, including their structure, examples, and differences in meaning. It explains that tag questions are used to ask the other person to agree with a statement or to ask a real question. The document also includes exercises for learners to practice forming tag questions.
Christopher Roberts discusses his major in Construction Engineering and describes himself as honest, hardworking, and faithful. He outlines his three favorite assignments, journals, and week from class, noting lessons he will carry on procrastinating less, studying properly, and not letting distractions prevent achieving goals. A self-assessment shows improvements in self-motivation and interdependence, and he discusses career matches from a Holland test.
The student completed a CAL activity on grammar focusing on tense consistency. They read about tense consistency rules on the CAL website and in their English book. They then answered exercises on the website to practice what they learned, checking their answers against an answer key. The student felt they achieved their goal of learning about tense consistency and how to properly use tenses in writing. They summarized that verb tenses should remain consistent within a piece of writing to ensure clarity. The activity helped improve their English writing and prepared them to apply tense rules in different situations.
This document provides exercises to practice listening skills by listening to a conversation in a restaurant. It includes exercises to match pictures of food with words, circle true or false for sentences about the conversation, and fill in gaps of sentences from the conversation using words from a box. The goal is to improve listening comprehension by focusing on details of a dialogue between customers placing a food order at a restaurant.
This document provides an activity to help students distinguish between facts and opinions. The activity involves reading sentences and determining whether they convey a fact or opinion. Students then explain their reasoning and try turning facts into opinions. The goal is to help students recognize different perspectives and evaluate factual versus subjective information.
1. The document provides instructions on how to use like, want, and their negatives in sentences. It explains that for singular subjects, the verb should take an 's' in negative sentences.
2. There are then examples asking what different people like to eat, and exercises practicing forming sentences using like, want, and their negatives in the affirmative and negative.
3. The exercises involve completing sentences, rearranging word orders, answering questions, and choosing the correct verb form.
The document provides guidance on small talk for international meetings. It includes questions to consider for small talk, such as what to ask and avoid. It also reviews the use and structure of tag questions in conversations.
The document contains a reading comprehension exercise about feelings. It asks 5 questions that students must answer by filling in the blanks. The questions are about whether kids are happy or sad, what they need, and when the student feels happy or sad. The student must provide short answers by completing sentences for each question.
The document provides information about tag questions in English, including their structure, examples, and differences in meaning. It explains that tag questions are used to ask the other person to agree with a statement or to ask a real question. The document also includes exercises for learners to practice forming tag questions.
Christopher Roberts discusses his major in Construction Engineering and describes himself as honest, hardworking, and faithful. He outlines his three favorite assignments, journals, and week from class, noting lessons he will carry on procrastinating less, studying properly, and not letting distractions prevent achieving goals. A self-assessment shows improvements in self-motivation and interdependence, and he discusses career matches from a Holland test.
The student completed a CAL activity on grammar focusing on tense consistency. They read about tense consistency rules on the CAL website and in their English book. They then answered exercises on the website to practice what they learned, checking their answers against an answer key. The student felt they achieved their goal of learning about tense consistency and how to properly use tenses in writing. They summarized that verb tenses should remain consistent within a piece of writing to ensure clarity. The activity helped improve their English writing and prepared them to apply tense rules in different situations.
This document provides exercises to practice listening skills by listening to a conversation in a restaurant. It includes exercises to match pictures of food with words, circle true or false for sentences about the conversation, and fill in gaps of sentences from the conversation using words from a box. The goal is to improve listening comprehension by focusing on details of a dialogue between customers placing a food order at a restaurant.
This document provides an activity to help students distinguish between facts and opinions. The activity involves reading sentences and determining whether they convey a fact or opinion. Students then explain their reasoning and try turning facts into opinions. The goal is to help students recognize different perspectives and evaluate factual versus subjective information.
1. The document provides instructions on how to use like, want, and their negatives in sentences. It explains that for singular subjects, the verb should take an 's' in negative sentences.
2. There are then examples asking what different people like to eat, and exercises practicing forming sentences using like, want, and their negatives in the affirmative and negative.
3. The exercises involve completing sentences, rearranging word orders, answering questions, and choosing the correct verb form.
The document provides guidance on small talk for international meetings. It includes questions to consider for small talk, such as what to ask and avoid. It also reviews the use and structure of tag questions in conversations.
This document contains a survey about frequency adverbs and daily activities. It asks the reader questions about how often they engage in various activities from Monday to Sunday using adverbs like always, usually, often, sometimes, and never. Examples of activities mentioned include studying at home, practicing sports, watching TV, using a cell phone, going to school, eating breakfast, and working. The purpose is to have a discussion with another person about how frequently certain winter and daily activities are done.
This document discusses emotions and asks questions about how the reader is feeling, whether they use emoticons when messaging others, common emotions people experience, and photos depicting different emotions. It also includes a short quiz about adjectives related to emotions.
This document provides instructions for completing a scrambled sentences exercise and lists related lessons. To complete the exercise, put the scrambled words in the correct order to form sentences. Examples are provided. The instructions describe how to print the worksheet and find related lessons on topics like animals, transport, and an online dictionary. Users can also post questions or answers on the discussion forum for help with exercises.
This document contains notes from a public speaking class. The notes cover the following key points:
1) Today's class will include attendance/prep sheet checks, a review, and in-class presentations as it is the last unit of the course.
2) The review covers effective uses of voice like stressing words and pauses, as well as the checklist for conclusions which includes signaling the end, summarizing key points, highlighting an important point, and explaining significance.
3) The document provides exercises on listening to questions, dealing with questions politely, anticipating questions, reforming questions clearly, and a checklist for handling questions.
Unit 1 food and health speaking Lea Ocampo PeñaLea Ocampo Peña
This document contains a speaking evaluation for a student named Miss Lea Ocampo Peña. The evaluation consists of an interview section with 4 questions about healthy and unhealthy foods and recent health problems. It also includes looking at pictures and answering what is happening in them. The rubric assesses the student's fluency, grammar, vocabulary, and pronunciation on a scale of 1 to 4. The teacher will provide a final score out of 16 points.
Do a preparation exercise to familiarize yourself with common directional terms like left, right, straight, and roundabout. Then listen to directions while reviewing a map and completing gap fill exercises to check your understanding. The listening passage will provide directions to four different locations, using terms from the preparation exercise. New vocabulary learned should be recorded.
This document discusses noun clauses and provides examples of their use in sentences. It explains that a noun clause can take the place of a noun and is formed with a wh-word, subject, and verb. Noun clauses are used in different parts of a sentence, including as the subject, object, or after a preposition. Examples are given demonstrating noun clauses in each of these sentence positions. The document aims to explain what a noun clause is and how it can be structured and used within a sentence.
The document discusses tag questions, which are used to ask the other person to agree with a statement or to ask a real question. It provides the structure for forming tag questions, examples, and the difference in meaning between using a tag question to seek agreement versus asking a real question. Students are instructed to practice forming tag questions in sentences and sharing their answers.
This document contains instructions and activities for a Spanish class focusing on maintaining health. It includes slides about foods for dinner, cultural perspectives on diet, vocabulary practice on Quizlet, translating paragraphs about food preferences, asking a partner about their food preferences, writing what foods are important for health, giving advice about foods that are good or bad for one's health, taking a health test and reviewing results, notes on making adjectives agree in gender and number, a worksheet to practice adjectives, and assigned homework of workbook pages and vocabulary study.
This document contains an 8 question English quiz covering topics like grammar, vocabulary, and geography. The questions test understanding of concepts like articles, prepositions, synonyms, and place names. Learners must select the right answer from multiple choice options to complete the quiz.
This document discusses emotions and provides exercises related to emotions and conditionals. It asks the reader how they are feeling, if they are an optimist or pessimist, and the best thing that has happened to them this year. It then provides instructions for listening to a podcast and answering related questions, underlining correct words in rules, completing sentences, and comparing sentences. The final section describes a conditionals board game where players must land on a square and complete a sentence correctly within 20 seconds or go back a square, with the goal of being the first to reach the finish.
English basics for intermediate learners - lesson 7SkimaTalk
This document is an English lesson for intermediate learners about talking about symptoms. It includes exercises to practice vocabulary related to symptoms like dizzy, fever, and headache. Students practice describing a picture of someone who is injured, and learn useful phrases for talking about symptoms like "How are you feeling today?" and "Which of your arms is sore?". The lesson concludes with students asking questions of the teacher using the phrases.
Strategies for Taking Standardized Tests provides tips for test-taking including:
1) Get a good night's sleep, eat breakfast, and arrive on time. Think positive and don't stress about the test.
2) Read questions carefully and try to answer before looking at choices. Use process of elimination to increase chances of getting the right answer.
3) Pace yourself, skip hard questions, and return to them if you have time. Check your work before finishing.
Noun clauses function as subjects, objects, or complements in a sentence. Noun clauses begin with that, whether, if, or interrogative words like what, when, why, etc. Noun clauses can replace nouns and act as different parts of speech within sentences. Embedded questions are noun clauses that have been changed from a direct question into an indirect question within a sentence using statement word order rather than question word order. Embedded questions are more polite than direct questions.
Kungshen book 5 lesson 4 warm up 2 survey& create a conversationFortuna Lu
1) The document is a lesson from a book that asks students to interview classmates about the communication tools they use most to talk with friends and what they usually discuss.
2) It then asks students to illustrate and write a simple conversation using the communication tool they had mentioned.
3) An example conversation is provided about one student asking how another has been and about receiving a birthday card.
If you eat a hamburger for lunch, you could have a stomachache in the afternoon. If your stomach hurts, you might not go to class. And if you don't go to class, you could miss an important assignment. Finally, the person who made the first statement will say whether or not the consequences are realistic or not.
This lesson plan introduces students to writing a short paragraph about eating out. It includes activities where students work in pairs to discuss and list different foods and places to eat. They then write a sample paragraph answering questions about their eating preferences and favorite foods. The lesson incorporates sharing snacks, a video clip, and commenting on each other's writing paragraphs to practice vocabulary and composition.
The document discusses how to ask and answer questions about sports and fitness activities using adverbs of frequency. It provides examples of questions using "how often", "how long", "how good", and "how well" and the types of answers that are appropriate for each. It also discusses using adverbs of frequency to talk about how regularly an activity is done. The passage concludes with an example of someone discussing their regular exercise routine and how frequently they engage in different activities.
This document provides a lesson on tag questions in English. It defines tag questions as small questions added to the end of sentences, like "It's a beautiful day, isn't it?". The lesson explains that tag questions are used to check facts, seek agreement, and continue conversations. It also discusses how to form tag questions based on whether the leading statement is positive or negative. Examples are provided and students practice forming tag questions through exercises.
English basics for intermediate learners - Lesson 6SkimaTalk
This document is an English lesson for intermediate learners about talking about future plans and schedules. It contains exercises to practice pronouncing and using common phrases for discussing what someone will do in the future, such as "I'm going to...", "I'll...", "Do you think you'll...", and questions using time frames like "What time will you...". Dialogues model conversations where two people ask each other questions about their plans for the day, what time they will wake up, eat, leave home, go to bed, etc. Learners are prompted to practice using these phrases to ask their teacher questions.
This document discusses different types of questions in English including yes/no questions, choice questions, wh-questions (information questions), and tag questions. It provides examples and explanations of how each type of question is structured and formed in English. The key differences between yes/no questions, wh-questions, and tag questions are explained. Choice questions offer answer choices within the question. Exercises are also included for students to practice forming and answering different question types in English.
The document discusses different types of questions in English including yes/no questions, choice questions, WH-questions (who, what, when, where, why, how questions), and tag questions. It provides examples of how to form each type of question and includes exercises for learners to practice forming and answering questions. The key points are that questions can request specific information, confirmation of a statement, or choices, and they follow specific grammatical rules depending on the question type.
This document contains a survey about frequency adverbs and daily activities. It asks the reader questions about how often they engage in various activities from Monday to Sunday using adverbs like always, usually, often, sometimes, and never. Examples of activities mentioned include studying at home, practicing sports, watching TV, using a cell phone, going to school, eating breakfast, and working. The purpose is to have a discussion with another person about how frequently certain winter and daily activities are done.
This document discusses emotions and asks questions about how the reader is feeling, whether they use emoticons when messaging others, common emotions people experience, and photos depicting different emotions. It also includes a short quiz about adjectives related to emotions.
This document provides instructions for completing a scrambled sentences exercise and lists related lessons. To complete the exercise, put the scrambled words in the correct order to form sentences. Examples are provided. The instructions describe how to print the worksheet and find related lessons on topics like animals, transport, and an online dictionary. Users can also post questions or answers on the discussion forum for help with exercises.
This document contains notes from a public speaking class. The notes cover the following key points:
1) Today's class will include attendance/prep sheet checks, a review, and in-class presentations as it is the last unit of the course.
2) The review covers effective uses of voice like stressing words and pauses, as well as the checklist for conclusions which includes signaling the end, summarizing key points, highlighting an important point, and explaining significance.
3) The document provides exercises on listening to questions, dealing with questions politely, anticipating questions, reforming questions clearly, and a checklist for handling questions.
Unit 1 food and health speaking Lea Ocampo PeñaLea Ocampo Peña
This document contains a speaking evaluation for a student named Miss Lea Ocampo Peña. The evaluation consists of an interview section with 4 questions about healthy and unhealthy foods and recent health problems. It also includes looking at pictures and answering what is happening in them. The rubric assesses the student's fluency, grammar, vocabulary, and pronunciation on a scale of 1 to 4. The teacher will provide a final score out of 16 points.
Do a preparation exercise to familiarize yourself with common directional terms like left, right, straight, and roundabout. Then listen to directions while reviewing a map and completing gap fill exercises to check your understanding. The listening passage will provide directions to four different locations, using terms from the preparation exercise. New vocabulary learned should be recorded.
This document discusses noun clauses and provides examples of their use in sentences. It explains that a noun clause can take the place of a noun and is formed with a wh-word, subject, and verb. Noun clauses are used in different parts of a sentence, including as the subject, object, or after a preposition. Examples are given demonstrating noun clauses in each of these sentence positions. The document aims to explain what a noun clause is and how it can be structured and used within a sentence.
The document discusses tag questions, which are used to ask the other person to agree with a statement or to ask a real question. It provides the structure for forming tag questions, examples, and the difference in meaning between using a tag question to seek agreement versus asking a real question. Students are instructed to practice forming tag questions in sentences and sharing their answers.
This document contains instructions and activities for a Spanish class focusing on maintaining health. It includes slides about foods for dinner, cultural perspectives on diet, vocabulary practice on Quizlet, translating paragraphs about food preferences, asking a partner about their food preferences, writing what foods are important for health, giving advice about foods that are good or bad for one's health, taking a health test and reviewing results, notes on making adjectives agree in gender and number, a worksheet to practice adjectives, and assigned homework of workbook pages and vocabulary study.
This document contains an 8 question English quiz covering topics like grammar, vocabulary, and geography. The questions test understanding of concepts like articles, prepositions, synonyms, and place names. Learners must select the right answer from multiple choice options to complete the quiz.
This document discusses emotions and provides exercises related to emotions and conditionals. It asks the reader how they are feeling, if they are an optimist or pessimist, and the best thing that has happened to them this year. It then provides instructions for listening to a podcast and answering related questions, underlining correct words in rules, completing sentences, and comparing sentences. The final section describes a conditionals board game where players must land on a square and complete a sentence correctly within 20 seconds or go back a square, with the goal of being the first to reach the finish.
English basics for intermediate learners - lesson 7SkimaTalk
This document is an English lesson for intermediate learners about talking about symptoms. It includes exercises to practice vocabulary related to symptoms like dizzy, fever, and headache. Students practice describing a picture of someone who is injured, and learn useful phrases for talking about symptoms like "How are you feeling today?" and "Which of your arms is sore?". The lesson concludes with students asking questions of the teacher using the phrases.
Strategies for Taking Standardized Tests provides tips for test-taking including:
1) Get a good night's sleep, eat breakfast, and arrive on time. Think positive and don't stress about the test.
2) Read questions carefully and try to answer before looking at choices. Use process of elimination to increase chances of getting the right answer.
3) Pace yourself, skip hard questions, and return to them if you have time. Check your work before finishing.
Noun clauses function as subjects, objects, or complements in a sentence. Noun clauses begin with that, whether, if, or interrogative words like what, when, why, etc. Noun clauses can replace nouns and act as different parts of speech within sentences. Embedded questions are noun clauses that have been changed from a direct question into an indirect question within a sentence using statement word order rather than question word order. Embedded questions are more polite than direct questions.
Kungshen book 5 lesson 4 warm up 2 survey& create a conversationFortuna Lu
1) The document is a lesson from a book that asks students to interview classmates about the communication tools they use most to talk with friends and what they usually discuss.
2) It then asks students to illustrate and write a simple conversation using the communication tool they had mentioned.
3) An example conversation is provided about one student asking how another has been and about receiving a birthday card.
If you eat a hamburger for lunch, you could have a stomachache in the afternoon. If your stomach hurts, you might not go to class. And if you don't go to class, you could miss an important assignment. Finally, the person who made the first statement will say whether or not the consequences are realistic or not.
This lesson plan introduces students to writing a short paragraph about eating out. It includes activities where students work in pairs to discuss and list different foods and places to eat. They then write a sample paragraph answering questions about their eating preferences and favorite foods. The lesson incorporates sharing snacks, a video clip, and commenting on each other's writing paragraphs to practice vocabulary and composition.
The document discusses how to ask and answer questions about sports and fitness activities using adverbs of frequency. It provides examples of questions using "how often", "how long", "how good", and "how well" and the types of answers that are appropriate for each. It also discusses using adverbs of frequency to talk about how regularly an activity is done. The passage concludes with an example of someone discussing their regular exercise routine and how frequently they engage in different activities.
This document provides a lesson on tag questions in English. It defines tag questions as small questions added to the end of sentences, like "It's a beautiful day, isn't it?". The lesson explains that tag questions are used to check facts, seek agreement, and continue conversations. It also discusses how to form tag questions based on whether the leading statement is positive or negative. Examples are provided and students practice forming tag questions through exercises.
English basics for intermediate learners - Lesson 6SkimaTalk
This document is an English lesson for intermediate learners about talking about future plans and schedules. It contains exercises to practice pronouncing and using common phrases for discussing what someone will do in the future, such as "I'm going to...", "I'll...", "Do you think you'll...", and questions using time frames like "What time will you...". Dialogues model conversations where two people ask each other questions about their plans for the day, what time they will wake up, eat, leave home, go to bed, etc. Learners are prompted to practice using these phrases to ask their teacher questions.
This document discusses different types of questions in English including yes/no questions, choice questions, wh-questions (information questions), and tag questions. It provides examples and explanations of how each type of question is structured and formed in English. The key differences between yes/no questions, wh-questions, and tag questions are explained. Choice questions offer answer choices within the question. Exercises are also included for students to practice forming and answering different question types in English.
The document discusses different types of questions in English including yes/no questions, choice questions, WH-questions (who, what, when, where, why, how questions), and tag questions. It provides examples of how to form each type of question and includes exercises for learners to practice forming and answering questions. The key points are that questions can request specific information, confirmation of a statement, or choices, and they follow specific grammatical rules depending on the question type.
This document provides information about different types of questions in English, including yes/no questions, choice questions, wh-questions (questions beginning with what, when, where, who, why, how), and tag questions (questions added to statements). It defines each type of question, provides examples, and presents exercises for forming and answering different kinds of questions.
Tag questions are small questions attached to larger statements used to confirm or convince. There are two types - positive statements with negative tag questions and negative statements with positive tag questions. Exceptions are made for questions with "I". Tag questions should match the tense and person of the main statement. Exercises are provided to practice identifying and forming tag questions.
The document discusses different types of questions: closed questions that require a yes/no answer, open questions that require more descriptive answers, and tag questions that are short questions added to the end of statements to verify information. It provides examples of how to form different types of questions and activities to practice forming questions correctly using question words, verb tense, and question structure.
The document provides information about questionnaires, including their definition, history, construction, parts, types of questions, and guidelines for formulation. Some key points:
- A questionnaire is a research instrument consisting of a series of questions used to gather information from respondents. It was invented by Sir Francis Galton and is commonly used in behavioral and social research.
- Properly constructed questionnaires can provide vital information about specific groups, people, or entire populations when administered responsibly.
- Guidelines for constructing questionnaire questions include making all directions clear, using correct grammar, avoiding double-barreled or biased questions, standardizing response options, relating questions to the research topic, and logically sequencing questions.
Question tags are used in conversations to check agreement or get more information. They are added to statements and questions and can be answered with "yes" or "no". The tense and auxiliary verb used in the question tag matches the main sentence. Question tags with rising intonation indicate uncertainty, while falling intonation implies the speaker expects agreement. They are a tool for keeping dialogues engaged and learning more.
This document discusses question tags and how to form them in English. It explains that question tags are short questions that follow a statement, using the opposite polarity. For example, a positive statement is followed by a negative question tag like "have you?" or "haven't you?". It also details how to form question tags based on whether the main verb is an auxiliary verb like "be", "have", or "do", or another verb. Examples are provided to illustrate question tags formed with different verbs in statements.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
3. 3
Tag questions turn a statement into a question. They are often used for
checking information that we think we know is true.
Tag questions are made using an auxiliary verb
(example:be or have) and a subject pronoun (example:I,you,she).
Negative question tags are usually contracted: It’s warm today, isn’t it?
If the main clause has an auxiliary verb in it, you use the same verb in
the tag question. If there is no auxiliary verb (in the present simple and
past simple) use do/does/did.
Attention: the question tag after I am is aren’t I.
Ex: I’m in charge of the food, aren’t I?
6. 6
Exercise
1. You work in a bank, __________________
1. They play football on Sundays, _____________
1. The bus isn’t coming, ________________
1. She’ll be cooking all day, _________________
1. Julie didn’t eat all the cake, _______________
1. Max has been studying a lot recently, ____________
1. You haven’t been sleeping, _____________