Objectives (5 minutes)

1. Understand the use of indicative of questions and answers in English: The main objective of this lesson is for students to develop a clear and precise understanding of the use of indicative of questions and answers in English. They should be able to easily identify this type of structure and use it correctly in their own conversations and writings.

2. Practice forming questions and answers in the indicative: In addition to understanding the theory behind the indicative of questions and answers, students should have the opportunity to practice forming these structures. This includes practicing asking questions and answering them in a variety of contexts.

3. Apply the acquired knowledge in everyday situations: Finally, students should be able to apply what they have learned about the indicative of questions and answers in everyday situations. They should be able to formulate and answer questions in English naturally and fluently, thus demonstrating their understanding and acquired skills.

Secondary Objectives

• Develop confidence in English communication: With a focus on practicing conversations and writings in the indicative of questions and answers, students should gain confidence in their English communication skills.
• Encourage active participation in classroom activities: The lesson plan should include activities that encourage active student participation, thus promoting an engaging and collaborative learning environment.

Introduction (10 - 15 minutes)

1. Review of relevant previous content: The teacher should start the lesson by reminding students about the basic sentence structure in English, including word order. This is essential for students to understand and apply the indicative of questions and answers correctly. Additionally, the teacher should review the interrogative pronouns (what, where, who, when, why, how) that are frequently used in forming questions.

2. Problem situations: The teacher can present students with two problematic situations to pique their interest in the topic. For example, students can be asked to imagine they are traveling to an English-speaking country and need to ask simple questions to local residents. Another situation could be a business email in English, where the ability to ask questions appropriately is crucial.

3. Contextualization of the topic: The teacher should explain to students the importance of the indicative of questions and answers in everyday English, especially in oral communication situations. It can be mentioned that this is a crucial aspect for engaging in conversations, conducting interviews, solving problems, and many other scenarios. The teacher should emphasize that the ability to formulate and respond to questions appropriately in English not only enhances communication but also demonstrates proficiency in the language.

4. Capturing students' attention: To make the Introduction more interesting, the teacher can share some curiosities about the use of indicative of questions and answers in English. For example, it can be mentioned that, unlike Portuguese, English inverts the order of the subject and verb to form direct questions. Another curiosity could be that sometimes an affirmative sentence can be transformed into a question simply by changing the intonation of the voice.

5. Introduction of the topic: Finally, the teacher should formally introduce the topic of the lesson - the Indicative of Questions and Answers - explaining that in this lesson, students will learn how to ask questions and answer them correctly in English. It should be made clear that, although it may seem simple, there are some rules that must be followed to use this structure correctly.

Development (20 - 25 minutes)

1. Theory (10 - 15 minutes): The teacher should start with a theoretical explanation of the indicative of questions and answers. Here is an outline of what can be included:

   1. Formation of direct questions: The teacher should explain that, in English, direct questions are formed by inverting the position of the subject and the verb. For example, the sentence "You are a student" becomes "Are you a student?" The teacher should emphasize that, in this case, there is no need to use an auxiliary verb to form the question.

   2. Formation of indirect questions: The teacher should explain that, in English, indirect questions are formed using a different structure. For example, the sentence "Can you tell me the time?" becomes "I wonder if you can tell me the time." The teacher should emphasize that, in this case, it is necessary to use an auxiliary verb to form the question.

   3. Interrogative pronouns: The teacher should review the interrogative pronouns (what, where, who, when, why, how) and explain that they are used to initiate questions. The teacher should give examples of how these pronouns are used in questions.

   4. Response structure: The teacher should explain that responses to questions in English generally follow the same structure as the question. For example, if the question is "Are you a student?" the response would be "Yes, I am" or "No, I'm not".

2. Practice (10 - 15 minutes): After the theoretical explanation, the teacher should move on to practice. Here are some activities that can be carried out:

   1. Formation of questions and answers: The teacher should provide students with a list of affirmative sentences and ask them to turn them into questions. Students should then exchange their lists with a partner and answer the questions. The teacher should circulate around the room to offer help and feedback.

   2. Role-play: The teacher should divide the class into pairs and assign each pair a scenario. For example, one scenario could be a job interview, another could be a conversation in a restaurant. Students should then use the indicative of questions and answers to simulate the situation. The teacher should encourage students to focus not only on the correct formation of questions but also on the fluency and naturalness of their answers.

   3. Writing activity: The teacher should ask students to write a paragraph describing a famous person of their choice. Students should then exchange their paragraphs with a partner and use the indicative of questions and answers to ask questions about the described person. The goal of this activity is to help students practice forming questions about a specific topic.

3. Review and clarification of doubts (5 minutes): At the end of the Development session, the teacher should briefly review the main points covered and clarify any doubts students may have. The teacher should ensure that students feel comfortable with the formation of questions and answers and that they understand the importance of this skill in English.

Return (10 - 15 minutes)

1. Connection to the real world (5 - 7 minutes): The teacher should help students connect what they have learned in the lesson to the real world. Here are some suggestions on how to do this:

   1. Practical applications: The teacher should emphasize that the ability to ask questions and answer them appropriately is crucial in many real-world contexts. It can be mentioned that this skill is useful in everyday situations, such as shopping, traveling, talking to people from different cultures, watching movies or TV shows in English, among others.

   2. Concrete examples: The teacher can share examples of how the indicative of questions and answers is used in different situations. For example, a dialogue from a movie scene where characters use questions and answers to communicate can be shown. Another example could be a business email in English, where the ability to ask questions appropriately is crucial.

   3. Relevance of the topic: The teacher should explain the importance of understanding and using the indicative of questions and answers correctly in English. It can be mentioned that, in addition to improving communication, this skill can also help students feel more confident in their English abilities and be more successful in academic and professional situations.

2. Self-assessment (3 - 5 minutes): The teacher should ask students to reflect on what they have learned in the lesson. Here are some questions that can help guide students' reflection:

   1. What was the most important concept you learned today?
   2. What questions have not been answered yet?
   3. What aspects of the indicative of questions and answers do you think you need to practice more?

3. Questions and Answers (2 - 3 minutes): The teacher should open a space for questions and answers, where students can clarify any doubts they may have. The teacher should respond to students' questions clearly and concisely, ensuring that everyone understands.

4. Feedback (2 - 3 minutes): Finally, the teacher should ask students to provide feedback on the lesson. This may include what they found most useful, what they found most challenging, and any suggestions they may have to improve future lessons. The teacher should thank students for the feedback and ensure that it will be taken into consideration when planning future lessons.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher should briefly review the main points covered during the lesson. This includes the formation of direct and indirect questions, the use of interrogative pronouns, the response structure, and the importance of the indicative of questions and answers in English communication. The teacher should emphasize that this type of structure is fundamental for fluency in the English language.

2. Connecting Theory to Practice (1 minute): The teacher should reinforce how the lesson connected theory, practice, and application. Students had the opportunity to understand the grammatical rules of the indicative of questions and answers, practice forming questions and answers in different contexts, and apply this knowledge in everyday situations.

3. Extra Materials (1 - 2 minutes): The teacher should suggest extra materials for students who wish to deepen their understanding of the indicative of questions and answers. This may include online English learning websites, language apps, grammar exercise books, and podcasts. The teacher should encourage students to use these resources to complement their learning in the classroom.

4. Importance of the Topic (1 minute): To conclude, the teacher should reiterate the importance of the indicative of questions and answers in everyday life. It can be emphasized that this skill not only facilitates communication in English but also demonstrates proficiency in the language. The teacher should encourage students to continue practicing their question and answer skills, both in the classroom and beyond, to improve their fluency and confidence in English.

5. Closure (1 minute): The teacher should thank students for their active participation and effort during the lesson. It should be reinforced that learning a new language is a continuous process that requires practice and dedication. The teacher should encourage students to keep striving and seek help whenever necessary. Finally, they should wish everyone a good day and say goodbye.