The teacher explains that the group will count from 1 to 10 together. After one complete round, one student chooses one number and replaces it with a word, sound, or action. The group counts again, but when they reach that number, they must perform the replacement instead of saying the number. Then another student chooses a different number and replaces it with another word, sound, or action. The process continues, and students must remember all previous replacements while counting. The activity continues until all numbers from 1 to 10 have been replaced. The teacher monitors participation, helps students keep the sequence, and keeps the activity light and energetic.

-Teacher presents around 15 of the vocabulary cards the students brought during the week and that she previously selected. -Give one example sentence. -After each word, nominate one student to produce a sentence orally. -Reformulate gently when needed. -Students write vocabulary in notebooks.

Explain the use and functions of question tags. Explain the rules and structure. Clarify the correct use of pronouns in the tags. Mention the importance of the intonation in those questions. Give examples. Ask for examples.

Students work individually on 15 sentences. They add the tag. Include variety: be / do / past / present perfect / modals. Whole-class feedback: teacher elicits answers and corrects common issues: -wrong auxiliary -wrong pronoun -wrong positive/negative pattern

Teacher says a statement; students respond with the correct tag quickly. Example prompts: "You're all set" - 2aren't you?" "He called you." - "didn't he?" "They haven't submitted the documents." - "have they?" "We can verify it." - "can't we?" Quick correction only when the auxiliary is wrong.

Work in pairs and talk about some of your likes. Use question tags to confirm your information or ask about the other's opinion.