T greets Ss and asks how they are. T nominates 2-3 Ss to get their answers. T shares the screen to show the first slide of the presentation and asks Ss " What do you think about this guitar? It’s for a kid." T projects the question 'It’s not bad, Is it?' and elicits some answers.

T tells Ss that they are going to read a conversation about this kid and projects the conversation. T tells Ss that they have 2 minutes to read the text individually and answer the questions. 1. Are they talking about the guitar or the kid’s birthday? Answer: the guitar 2. What questions do they use to confirm information? Answer: isn't it? / do you? ICQ: Is it individual or group work? (individual) How much time do you have? (2 minutes) After 2 min. T tells Ss to compare their answers using the private chat. (If it is a big class, divide it in groups) T elicits the answers for the OCF.

MEANING AND FORM: T shows the google form ‘Analysis’ and tells Ss that they will work in pairs. T tells Ss to look at the sentences and answer the following questions. They will have 4 minutes. It's a nice guitar, isn't it? You don't like it, do you? 1. We use these questions to... Answer: confirm information. 2. We can replace these questions with: Answer: Do you agree? / Is that right? 3. If the sentence is positive, the question tag is ... Answer: negative 4. If the sentence is negative, the question tag is ... Answer: positive 5. Can you change the tense or auxiliary? (e.g. He is American, didn't he?) Answer: No. ICQ: Are you going to work individually or in pairs? (In pairs) Do you have 4 or 10 minutes? (4 minutes) T sends SS to breakout rooms T monitors every breakout room. After 4 minutes, T stops BOR and checks the answers OCF. T shows the next slide for CCQ: In positive statements, the tag question is...? In negative statements, the tag question is...? Can we change the tense or auxiliary verb? Can we use another subject? PRONUNCIATION: T shows two conversations. One in which the speaker knows the answer and other in where the speaker is not sure of the answer. T asks Ss "Does the intonation go up or down on the question tag?" T tells Ss to listen to the audio and pay attention to the tag questions. T plays the audio. If necessary, play the audio a second time. T elicits answers. CCQ: T stops sharing and asks "If the speaker knows the answer, the entonation goes.... (down), If the speaker is not sure of the answer, the entonation goes ... (up)

T gets the Ss’ attention. “Now, for our final task we are going to play a game” T shows the platform Quizizz and guides Ss. Ss will complete sentences by choosing the correct question tag. T sends the link on the chat and checks if everybody has access. Once everybody is ready, T starts the game. T clarifies incorrect answers - OCF

T gets the Ss’ attention. “Now, for our final task...” T shares the last slide of the PPT and instructs Ss. They are going to guess information about their classmates using tag questions. Ss will have 4 minutes in the breakout rooms to discuss. T shows an example: A: You have a sister, don’t you? B: No. A: Your brother is a teenager, isn’t he? B: Yes! A: You don’t have… ICQ: Are we using private chat? (No, we’re using the breakout rooms) How much time do you have? (4 minutes) T stops sharing the screen and creates the breakout rooms. T monitors every breakout room and takes notes for the language feedback at the end. After 4 minutes, T stops breakout rooms. T nominates 1 S of every breakout room to share his/her guesses. T takes notes of mistakes while the students are participating. DEC - Delayed Error Correction T writes the mistakes noticed, if any, on the board and asks Ss to improve/correct them. Open class feedback. T thanks SS.