Everyday Conversation
A complete two-session B2 lesson built around question tags — the grammar that makes everyday talk sound natural and interactive — using daily routines, small talk, and idioms as the theme. Includes a featured interactive reading, audio scripts, answer keys, and a self-grading workbook.
Can-Do Statements
By the end of this lesson, students will be able to:
- Hold natural everyday conversations about routines, plans, and daily life.
- Use question tags to check information, invite agreement, and keep a conversation going (isn't it? don't you? have we?).
- Make small talk — open, maintain, and close a friendly conversation politely.
- Use key vocabulary — small talk, catch up, wind down, touch base, and common daily idioms.
- Read and understand an article about the surprising power of small talk and answer comprehension questions.
- Write a short dialogue or message about a typical day using question tags.
Vocabulary & Phrases
This vocabulary set is shared across the lesson plan, the workbook flashcards, and the reading article.
Idioms & Expressions
- small talk · to make small talk
- to catch up · to touch base
- to hit the snooze button
- to burn the midnight oil
- to call it a day · to wind down
- to get the ball rolling · to run errands
- a chatterbox · to break the ice
Keeping a Conversation Going
- Lovely weather, isn't it?
- You're from around here, aren't you?
- How's your week going?
- Anyway, I'd better get going.
- It was great to see you!
- Let's catch up soon, shall we?
The Engine of the Lesson
Question tags — the little endings that turn a statement into an invitation to respond.
1. Form — positive sentence, negative tag (and vice versa)
The tag uses the same auxiliary as the statement. A positive sentence takes a negative tag; a negative sentence takes a positive tag.
| positive → negative | You're coming tonight, aren't you? |
| negative → positive | She doesn't drink coffee, does she? |
| perfect | We 've met before, haven't we? |
2. No auxiliary? Use do / does / did
If the statement has no auxiliary or modal, the tag uses do, does, or did to match the tense.
| present | You live nearby, don't you? |
| third person | He works from home, doesn't he? |
| past | They arrived late, didn't they? |
3. Special tags to memorize
A few tags don't follow the simple rule — B2 students should learn these as fixed forms.
Intonation matters: a falling tag means "I expect you to agree" (real small talk); a rising tag is a genuine question ("I'm not sure — tell me"). Drill both so students hear the difference.
The Surprising Power of Small Talk
A fresh, fact-based interactive article built for this unit. It carries the lesson's vocabulary and conversation language, so it fits perfectly into Session 2 — or set it as homework.
What's inside
- A research-based article on why small talk and tiny daily conversations matter more than we think.
- Self-grading comprehension questions with instant feedback and a score.
- A "starting vs ending a conversation" sorting task and a vocabulary flashcard deck.
- A discussion box to extend the topic into speaking.
How to use it: project it for shared reading, or assign it for homework before the discussion. Students read, then tap Show My Score on the comprehension quiz and bring the result to class.
Open the Reading →Timed Lesson Stages
Each stage lists timing, teacher instructions, and the interaction pattern.
1. Warm-Up — My Typical Day
Ask: "Walk me through a normal weekday — from the alarm to bedtime." Quick pair-share, then collect three or four everyday phrases on the board (wake up, commute, run errands, wind down).
Interaction: Pairs → whole class.
2. Vocabulary — Daily Idioms
Present the shared idioms (hit the snooze button, burn the midnight oil, call it a day, catch up, wind down, touch base). Match them to meanings, then have students slot two into true sentences about themselves.
Interaction: Teacher → class → individual.
3. Grammar — Question Tags
Write "You're a student, ___?" and elicit the tag. Build the rule (same auxiliary, opposite polarity; do/does/did when there's no auxiliary). Add the special tags (aren't I, shall we, will you). Drill falling vs rising intonation.
- Concept check: "Is the speaker sure or asking a real question? How does the voice move?"
- Controlled practice: students do the workbook's question-tag and word-order tasks.
Interaction: Guided discovery → individual.
4. Speaking — Small Talk Speed-Networking
The centerpiece (full instructions in the Activities section). Students rotate partners every two minutes, making small talk and weaving in at least one question tag per chat.
Interaction: Rotating pairs.
5. Wrap-Up
Each student reports one thing they learned about a classmate. Set the reading article for homework if you'll discuss it next session.
1. Review — Tag Tennis
You say a statement ("It's cold today"); a student fires back the tag ("isn't it?"). Go around the room at speed. Fast question-tag fluency to re-activate the grammar.
Interaction: Whole class.
2. Reading — The Power of Small Talk
Use the interactive reading page (linked above). Students read the article and complete the self-grading comprehension and the "starting vs ending a conversation" sorter.
- Pre-reading: students predict whether talking to strangers makes people happier or unhappier.
- While reading: underline one fact that surprised them.
- After: compare, then tap Show My Score.
Interaction: Individual → pairs.
3. Listening — Catching Up
Play Audio 2 (script below). Students complete the workbook's listening task. Play twice.
Interaction: Individual → class check.
4. Writing — A Day in Messages
Students write a short text-message conversation OR a friendly message describing their typical day (80–100 words), using question tags and at least two idioms.
Model: "Hey! Long time no see — you've been busy with exams, haven't you? My week's been crazy too. I keep hitting the snooze button and then burning the midnight oil to catch up. I usually wind down with a show in the evening. We should catch up properly soon, shouldn't we? Let's grab a coffee on Saturday, shall we? I'll touch base on Friday. Take care!"
- Target: 3+ question tags, 2 idioms, a clear opener and closer.
- Students self-check against the workbook checklist, then review the flashcards.
Interaction: Individual.
5. Share, Score & Reflect
Students read their message to a partner, who replies in character with one question tag. Then they tap Show My Score in the workbook and show you the result.
Speaking Activities
The centerpiece is Small Talk Speed-Networking. Rotate the games below across lessons.
Small Talk Speed-Networking
Whole class in two lines or a rotating circle. Goal: open, maintain, and close friendly small talk — with question tags.
- Students face a partner. Give them a small-talk starter on a slip ("You're new here, aren't you?", "Lovely weather, isn't it?", "You did something fun this weekend, didn't you?").
- They chat for two minutes, aiming to use at least one question tag and one idiom, then politely close the conversation ("Anyway, I'd better get going — great to chat!").
- On your signal, one line shifts and everyone gets a new partner and a new starter.
- After 4–5 rotations, debrief: who was easiest to talk to, and which tags came up naturally?
More Activities (rotate these)
Tag Tennis
You serve a statement ("You can swim"); the next student returns the correct tag ("can't you?") and serves their own. Miss the tag and you're out. Fast, competitive fluency with the target grammar.
The Liking Gap Challenge
Pairs who don't usually talk chat for three minutes, then secretly rate how much they think the other enjoyed it. Reveal and compare — most people underrate it. Links straight to the reading.
Idiom Charades
Students mime a daily idiom (hit the snooze button, run errands, call it a day, burn the midnight oil) without speaking. Teammates guess the exact expression. Memorable vocabulary recall.
Spot the Tag Mistake
Show sentences with wrong tags ("You like tea, do you?" / "She's nice, doesn't she?"). Teams race to correct each one and explain why. Sharpens accuracy and auxiliary awareness.
From Conversation to Project
Audio & Transcripts
Tap a transcript to open it. Add your recording in the player, and use the same file in the student workbook's Listening task.
Audio 1My Typical Day (model)+
Speaker: My days are pretty routine, to be honest. I'm not a morning person, so I usually hit the snooze button two or three times. Then I run a few errands before work, and the afternoons just fly by. Some nights I burn the midnight oil if I'm behind, but I try to call it a day by ten and wind down with a book. Weekends are for catching up with friends. It's a simple life, but I like it, you know?
How to use: Play once as a model before the speaking activity. Ask students to catch the daily idioms and the friendly tag at the end ("…you know?"). Then they describe their own day the same way.
Audio 2Catching Up (listening task)+
Mia: Tom! I haven't seen you in ages. You've been really busy, haven't you?
Tom: Hi Mia! Yeah, work's been crazy. I've been burning the midnight oil almost every night.
Mia: That sounds exhausting. You still go running in the mornings, don't you?
Tom: I try to, but honestly I keep hitting the snooze button. What about you? You started a new job, didn't you?
Mia: I did! I love it. I usually wind down with a podcast after work now.
Tom: Nice. We should catch up properly soon, shouldn't we?
Mia: Definitely. Let's grab a coffee on Saturday, shall we?
Tom: Perfect. I'll text you to touch base on Friday.
Mia: Sounds good. It was lovely to see you!
How to use: This is the source audio for the workbook's Listening task. Two voices work best. Play for gist first ("What do they plan to do?"), then for detail. Notice how many question tags carry the small talk.
Audio 3Pronunciation — tag intonation (optional)+
Listen-and-repeat. A falling tag expects agreement; a rising tag is a real question.
It's a lovely day, isn't it? (falling — agree with me) — You're not leaving already, are you? (rising — I really want to know) — We've met before, haven't we? (rising — checking).
How to use: B2 students often produce the right tag with the wrong tune. Drill the fall for small talk and the rise for genuine questions so their conversations sound natural, not robotic.
Workbook & Reading Answers
These match the self-grading workbook and reading page. Both grade automatically; keys are here for board correction.
Workbook Reading — Teaser
- What do researchers call the gap between how much people like us and how much we think they do? — the liking gap
- After a conversation, people usually underestimate how much the other person liked them.
- Talking to a stranger on a commute usually makes the journey… — more enjoyable
Listening — Fill in the Blank (Audio 2)
- Tom has been burning the midnight oil almost every night.
- In the mornings, Tom keeps hitting the snooze button.
- Mia winds down with a podcast after work.
Listening — Multiple Choice (Audio 2)
- What do Mia and Tom plan to do on Saturday? — b) grab a coffee
- When will Tom contact Mia? — c) on Friday
Grammar — Question Tags
- You're coming to the party, aren't you?
- She doesn't like coffee, does she?
- They live near the school, don't they?
- We've met somewhere before, haven't we?
- Let's get the ball rolling, shall we?
Word Order
- You've been really busy, haven't you?
- He can speak French, can't he?
Reading Page — Comprehension
- What is the "liking gap"? — we underestimate how much people like us
- In the commuter study, who had the most positive journey? — those who talked to a stranger
- What did almost everyone predict before the study? — the opposite (that it would be unpleasant)
- What does Sandstrom call a barista or a neighbor you recognize? — a weak tie
- People are happier on days when they have… — b) more weak-tie conversations
- The article's main message is… — c) small conversations have a big effect on well-being
Reading Page — Starting vs Ending (sorter)
- Starting a conversation: "Lovely weather, isn't it?", "How's your day going?", "Did you do anything fun this weekend?"
- Ending a conversation: "Anyway, I'd better get going.", "It was great to see you!", "Let's catch up soon."
Common Student Errors
Watch for these at B2 and correct gently in the moment.
| Typical Error | Correct Form | Why & How to Fix |
|---|---|---|
| "You like tea, do you?" | "You like tea, don't you?" | A positive statement needs a negative tag. |
| "She's a teacher, doesn't she?" | "She's a teacher, isn't she?" | Match the auxiliary: "is" → "isn't", not "doesn't". |
| "I'm next, amn't I?" | "I'm next, aren't I?" | The fixed tag for "I am" is "aren't I?". |
| "Let's start, will we?" | "Let's start, shall we?" | "Let's…" always takes "shall we?". |
| "They didn't come, didn't they?" | "They didn't come, did they?" | A negative statement needs a positive tag. |
| "We made a small talk." | "We made small talk." | "Small talk" is uncountable → no article. |
Extension & Homework
In-Class Options
- Write a six-line small-talk dialogue with a tag in every line.
- Turn five flat statements into natural small talk by adding tags and intonation.
- Use the workbook flashcards to quiz a partner on the idioms.
At-Home Practice
- Read the interactive article and complete the comprehension quiz; bring your score.
- Do the "Talk to a Stranger" mini-challenge and write 80 words about how it went.
- Finish any workbook tasks and review the flashcards.
How to Measure Success
Ready to run the lesson?
Open the student workbook (self-grading, with flashcards) and the interactive reading article. No login.
Open the Student Workbook Open the Reading