Objectives (5 - 7 minutes)

1. Understanding Question Tags: The main objective is for students to develop the ability to recognize and understand the use of question tags in sentences. They should be able to correctly identify question tags and understand how they function in the construction of dialogues and conversations.

2. Application of Question Tags: Besides understanding, students should be able to apply question tags in their own sentences correctly and coherently. This includes the appropriate choice of auxiliary, the formation of negatives and positives, and agreement with the main sentence's tense.

3. Reading and Listening Practice: Students should improve their reading and listening skills in English by reading texts and listening to audios that contain question tags. This will contribute to the development of understanding the context of using question tags.

Secondary Objectives

• Fluency Development: By practicing the application of question tags in their own sentences, students will also be developing their speaking skills and, consequently, fluency in the language.

• Vocabulary Improvement: By studying question tags, students will be exposed to a variety of words and expressions in English, which will contribute to the expansion of their vocabulary.

• Review of Verb Tenses: The study of question tags also provides an opportunity for students to review the use of different verb tenses in English, as agreement with the main sentence is a crucial aspect of question tags.

Introduction (10 - 12 minutes)

1. Review of Previous Content: The teacher starts the lesson by reminding students of the main concepts that will be necessary for understanding the day's topic. This includes reviewing the main verb tenses that will be used (simple present, simple past, and simple future) and introducing the concept of affirmative, negative, and interrogative sentences. (3 - 4 minutes)

2. Problem Situations: The teacher proposes two initial situations involving the use of question tags. The first situation could be presenting a sentence in English without the question tag and asking students to complete it. The second situation could involve creating a small conversation in English where students must insert the appropriate question tags. The objective of these situations is to spark students' interest in the topic and show the relevance of the subject in the context of everyday English. (3 - 4 minutes)

3. Contextualization: The teacher explains the importance of question tags, highlighting that they are widely used in English to request confirmation, ask for opinions, express emotions, among others. Additionally, the teacher can mention that the correct use of question tags can make a big difference in how we are understood in an English conversation. To illustrate this, the teacher can present examples of real situations where the use of question tags is common, such as in movies, series, songs, and everyday conversations. (2 - 3 minutes)

4. Introduction of the Topic: To capture students' attention, the teacher can introduce the topic by talking about some curiosities. For example, they can mention that although question tags are common in English, they are very rare in other languages. Another curiosity is that in some regions of the United Kingdom, question tags are frequently used at the end of affirmative sentences, even when there is no need to question or confirm something. The teacher can then show some examples of these curiosities to the students. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 1 - "Question Tags Around the World" (10 - 12 minutes)

   • Description: The teacher divides the class into groups of 3 to 4 students. Each group receives a set of cards, where each card has a sentence in English without the question tag. The sentences should vary in verb tense (simple present, simple past, and simple future) and tone (affirmative and negative).

   • Execution: Students should discuss in their groups and then choose the correct question tag for each sentence. They should write the question tag on the back of each card. The group that completes all their sentences correctly first is the winner.

   • Objective: This activity aims to allow students to practice identifying and applying question tags in a playful and collaborative context. Additionally, by working with different verb tenses and tones, students will also be reviewing and consolidating these concepts.

2. Activity 2 - "Question Tags in Everyday Life" (10 - 12 minutes)

   • Description: In this activity, students will have the opportunity to apply what they have learned about question tags in everyday situations. The teacher presents a series of real situations that may involve the use of question tags (e.g., asking for an opinion, confirming information, expressing surprise, etc.).

   • Execution: Students, still in their groups, should create small scenes or dialogues involving the proposed situations, using question tags. They can perform their scenes for the class or simply present their dialogues. The teacher should encourage creativity and the correct use of question tags.

   • Objective: In this activity, students will have the opportunity to practice using question tags in a practical and meaningful context. Additionally, they will also be developing their oral expression skills, fluency, and vocabulary.

3. Activity 3 - "Question Tags in the Real World" (5 - 7 minutes)

   • Description: The teacher presents students with a series of real examples of the use of question tags in different contexts (e.g., in movies, series, songs, news, etc.).

   • Execution: Students, still in their groups, should discuss and analyze the examples, identifying the question tags used, the context of use, and the speaker's intention. They should share their analyses with the class.

   • Objective: This activity aims to consolidate students' understanding of the use of question tags and their relevance in the context of everyday English. Additionally, by analyzing real examples, students will also be developing their listening and reading comprehension skills.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • Description: The teacher invites each group to share the solutions or conclusions they reached during the practical activities. Each group will have a maximum of 3 minutes to present. The suggestions for question tags will be discussed and validated together with the class.

   • Objective: This stage allows students to learn from each other, sharing their perceptions and strategies. Additionally, the teacher can correct possible errors and reinforce key points about the use of question tags.

2. Connection with Theory (2 - 3 minutes)

   • Description: After the group presentations, the teacher connects the practical activities with the studied theory. They highlight how question tags were correctly applied and which aspects still need reinforcement.

   • Objective: The objective of this stage is to consolidate students' knowledge, showing the practical applicability of the theory. The teacher can use examples from students' activities to illustrate theoretical concepts.

3. Individual Reflection (2 - 3 minutes)

   • Description: The teacher proposes that students individually reflect on what they learned during the lesson. They formulate questions such as: "What was the most important concept you learned today?" and "Which questions remain unanswered?".

   • Objective: This stage aims to encourage students to take responsibility for their own learning, identifying strengths and areas that need improvement. Additionally, students' responses can provide valuable feedback to the teacher about the lesson's effectiveness.

4. Teacher Feedback (1 minute)

   • Description: The teacher concludes the lesson by providing general feedback on the class's performance. They praise students' efforts, highlight strengths, and provide guidance on how to improve.

   • Objective: The objective of this stage is to motivate students by recognizing their progress and encouraging them to continue learning. Additionally, the teacher's feedback can help students better understand what is expected of them and how they can improve.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes)

   • Description: The teacher summarizes the main points discussed during the lesson. They reinforce the concept of question tags, reminding students of the importance of the correct use of auxiliaries, agreement with the main sentence's tense, and the formation of negatives and positives. Additionally, they recap the practical situations in which students applied question tags and the real examples analyzed.

   • Objective: The objective of this stage is to consolidate students' knowledge, reinforcing the concepts and skills developed during the lesson.

2. Theory-Practice Connection (1 - 2 minutes)

   • Description: The teacher explains how today's lesson connected theory and practice. They highlight how understanding the concept of question tags allowed students to apply it in practical and real situations. The teacher can use examples from students' activities to illustrate this connection.

   • Objective: The objective of this stage is to show students the relevance and applicability of the theoretical concepts they are learning. This helps motivate them and make learning more meaningful.

3. Extra Materials (1 minute)

   • Description: The teacher suggests some extra materials for students who want to deepen their knowledge about question tags. This can include links to explanatory videos, online exercises, articles, podcasts, among others.

   • Objective: The objective of this stage is to encourage students to continue learning outside the classroom, providing them with additional resources they can explore at their own pace.

4. Topic Relevance (1 - 2 minutes)

   • Description: To conclude the lesson, the teacher emphasizes the importance of question tags in everyday English. They explain that by mastering the use of question tags, students will be able to communicate more effectively and naturally in English. Additionally, they can mention that studying question tags also helps reinforce the understanding and use of different verb tenses.

   • Objective: The objective of this stage is to motivate students to continue practicing and improving their question tag skills, showing the relevance and positive impact this skill can have on their fluency and confidence in English.