Objectives (5 - 7 minutes)

1. Understanding Question Tags: The main objective of this lesson is to ensure that students understand the concept and use of Question Tags. They should be able to identify and understand the meaning of Question Tags in different contexts.

2. Formation of Question Tags: Students should acquire the ability to form Question Tags correctly. This includes the use of correct auxiliaries, subject-verb inversion, and the appropriate use of negatives and affirmatives.

3. Practice of Question Tags: The third objective is to provide students with the opportunity to practice forming Question Tags. This will be done through listening, reading, and writing activities, as well as through classroom discussions.

Secondary Objectives:

• Review of Related Grammar: The lesson will also serve as an opportunity to review some related grammatical concepts, such as the use of auxiliaries, subject-verb inversion, and the use of negatives and affirmatives. This will help reinforce students' understanding of the formation of Question Tags.

• Development of Listening and Speaking Skills in English: In addition to enhancing the understanding and formation of Question Tags, the lesson is also designed to develop students' listening and speaking skills in English. Through interactive activities, students will have the opportunity to listen to and speak Question Tags in real contexts.

Introduction (10 - 15 minutes)

1. Review of Previous Concepts: The teacher should start the lesson by briefly reviewing grammatical concepts that are essential for understanding Question Tags, such as the use of auxiliaries, subject-verb inversion, and the use of negatives and affirmatives. This can be done through quick questions for the students or through a visual summary of these concepts. (3 - 5 minutes)

2. Problem Situations: The teacher can then present two problem situations involving the use of Question Tags. For example, the teacher can present two sentences without Question Tags and ask students to think about what would be the appropriate Question Tag. Or the teacher can present two sentences with Question Tags and ask students to identify the meaning of the Question Tags. These problem situations serve to arouse students' interest and prepare them for the lesson topic. (2 - 3 minutes)

3. Contextualization: The teacher should explain the importance of correctly using Question Tags in everyday and professional situations. For example, the use of Question Tags is common in informal conversations, quick questions, and rhetorical questions. In addition, the ability to use Question Tags correctly can improve the fluency and confidence of English speakers. (2 - 3 minutes)

4. Introduction to the Topic: To introduce the topic of Question Tags, the teacher can share some curiosities or interesting facts. For example, the teacher can mention that the use of Question Tags is more common in British English than in American English. Or the teacher can show how Question Tags can be used to express different emotions or attitudes, such as surprise, uncertainty, doubt, etc. These curiosities help capture students' attention and make the topic more relevant and interesting. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory and Concepts (10 - 12 minutes)

   1.1. Definition and Use of Question Tags: The teacher should start by explaining the concept of Question Tags. It should be emphasized that Question Tags are small phrases that come at the end of a declarative sentence to turn it into a question or to ask for confirmation. The teacher can give simple examples of Question Tags, such as "isn't it?", "aren't you?", "do you?", "did they?", etc.

   1.2. Formation of Question Tags: The teacher should explain how to form Question Tags. Students should be reminded that the Question Tag is formed by the auxiliary of the verb in the main sentence and the inverted subject. The teacher can quickly review subject and verb, and the inversion rule. For example, in the sentence "You are a student, aren't you?", the verb "are" is assisted by "do" and "you" is inverted to form the Question Tag.

   1.3. Question Tags with Modal Verbs: The teacher should explain that modal verbs, such as "can", "could", "should", "may", etc., can also be used to form Question Tags. The teacher can give examples, such as "He should go, shouldn't he?", "You can swim, can't you?", etc.

   1.4. Question Tags with Negative Sentences: The teacher should explain that when the main sentence is negative, the Question Tag should be affirmative. The teacher can give examples, such as "You don't like ice cream, do you?", "They didn't come, did they?", etc.

   1.5. Question Tags with Affirmative Sentences: The teacher should explain that when the main sentence is affirmative, the Question Tag should be negative. The teacher can give examples, such as "She loves chocolate, doesn't she?", "He is a doctor, isn't he?", etc.

2. Practical Activities (10 - 13 minutes)

   2.1. Fill-in-the-Blanks Exercises: The teacher should provide students with a list of sentences for which they must form the Question Tag. The sentences may include auxiliary verbs, modal verbs, negative and affirmative sentences. Students should fill in the blank with the correct Question Tag. The teacher should circulate around the room, checking students' progress and offering help when needed.

   2.2. Question and Answer Game: The teacher can organize a question and answer game, where students must form the appropriate Question Tag for a question. The teacher can use cards with written questions and students must respond orally, using the Question Tag. The teacher should observe the pronunciation and formation of the Question Tag, correcting when necessary.

   2.3. Group Discussion: The teacher can divide the class into groups and give each group a different scenario. Students should create dialogues using Question Tags based on the provided scenarios. This helps students practice forming Question Tags in real contexts and develop their listening and speaking skills in English.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   1.1. Presentation of Solutions: Each group will have a maximum of 2 minutes to present their Question Tags created during the group discussion activity. Students should explain the scenario in which the conversation takes place and the reasoning behind the Question Tags used.

   1.2. Teacher's Feedback: After the presentations, the teacher should provide constructive feedback on the formation of Question Tags. The teacher can highlight the strengths of each group and offer suggestions for improvement if necessary.

2. Connection with Theory (2 - 3 minutes)

   2.1. Classroom Discussion: The teacher should then lead a brief classroom discussion, connecting the practical activities with the theory presented. The teacher can ask students how they applied the rules for forming Question Tags during the group discussion activity.

   2.2. Reinforcement of Theory: The teacher can reinforce the importance of understanding and correctly applying the rules for forming Question Tags. The teacher can discuss how the incorrect use of Question Tags can lead to misunderstandings and how the correct use of Question Tags can improve the fluency and confidence of English speakers.

3. Individual Reflection (3 - 4 minutes)

   3.1. Reflective Questions: To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. The teacher can ask questions like: "What was the most important concept you learned today?" and "What questions do you still have about Question Tags?".

   3.2. Written Responses: Students should answer the questions in writing, in one minute. The teacher can collect these responses to assess students' understanding of the lesson topic and to identify any areas that may need review or additional clarification.

   3.3. Teacher's Feedback: The teacher can provide overall feedback to the class based on the responses to the reflective questions. The teacher can praise students' progress and address any questions that have not been answered.

This Feedback stage is crucial for consolidating students' learning and identifying any areas that may need review or additional practice. Additionally, it helps promote self-reflection and self-assessment, skills that are essential for autonomous learning and for students' continuous development.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes) 1.1. The teacher should start by summarizing the main points covered during the lesson. This includes the definition of Question Tags, the correct formation of Question Tags with auxiliaries and modal verbs, and the appropriate use of negatives and affirmatives in Question Tags. 1.2. The teacher should reinforce the importance of understanding and correctly applying Question Tags, highlighting how this skill can improve the fluency and confidence of English speakers.

2. Theory-Practice Connection (1 - 2 minutes) 2.1. The teacher should explain how the lesson connected theory, practice, and the real use of Question Tags. This may include a discussion of the practical activities carried out, such as the fill-in-the-blanks exercises, the question and answer game, and the group discussions. 2.2. The teacher should emphasize how these activities helped students apply the theory in real contexts, develop their listening and speaking skills in English, and become familiar with the use of Question Tags in everyday and professional situations.

3. Supplementary Materials (1 - 2 minutes) 3.1. The teacher should suggest some supplementary materials for students who wish to deepen their knowledge of Question Tags. This may include English learning websites, grammar books, educational videos, among others. 3.2. The teacher may also recommend that students practice forming Question Tags at home by writing dialogues or solving additional exercises.

4. Topic Relevance (1 minute) 4.1. To conclude the lesson, the teacher should reinforce the relevance of the topic covered. It should be explained that the correct use of Question Tags is an important skill for effective communication in English, especially in informal situations, quick questions, and rhetorical questions. 4.2. Additionally, the teacher should emphasize that the ability to understand and use Question Tags correctly can improve the fluency and confidence of English speakers and can open doors to academic and professional opportunities.

At the end of the lesson, students should have a solid understanding of Question Tags and should feel confident and capable of forming and using Question Tags in different contexts. The lesson plan should have provided an effective blend of theory, practice, and reflection, and should have prepared students to continue learning and practicing Question Tags autonomously.