Objectives (5 - 7 minutes)

1. Understanding Concepts: Introduce students to the concept of verbs, focusing particularly on the verb 'to be' (ser or estar in Portuguese). Students should understand that the verb 'to be' is used to describe states, identities, or characteristics of people or things.

2. Active Learning: Provide students with the opportunity to learn actively and engagingly through games and interactive activities that allow the practice of using the verb 'to be' in different contexts.

3. Development of Skills: Encourage the development of basic language skills, such as listening, speaking, and reading, through activities involving listening to sentences with the verb 'to be', repetition, and building their own sentences.

Secondary Objectives:

• Integration of Skills: Promote the integration of language skills, allowing students to use what they have learned in the classroom in real communication situations.
• Development of Critical Thinking: Stimulate students' critical thinking by making them reflect on the meaning and use of the verb 'to be' in different contexts.
• Increase Confidence: Boost students' confidence in their use of the English language through practical and playful activities that encourage active participation and oral expression.

The teacher should clearly explain these objectives to the students in order to keep the class focused and directed from the beginning.

Introduction (10 - 12 minutes)

1. Review of Previous Concepts: The teacher should start the lesson by reminding students about the distinction between verbs and nouns in Portuguese, using simple and familiar examples. For example, 'Eu jogo futebol' (verb) and 'Eu tenho uma bola' (noun). This activity serves to prepare students for the introduction of the concept of 'verb' in English.

2. Problem Situations: The teacher can then propose two problem situations to introduce the importance of the verb 'to be' to the students:

   • 'Imagine you are in a new country and someone asks 'Who are you?'. How would you respond without the verb 'to be'?'
   • 'And if you wanted to say you are at home, but couldn't use the verb 'to be'? How would you say that?'

3. Contextualization: The teacher should explain that the verb 'to be' is one of the most important verbs in English, as it is used to say who or what someone is (I am a student), where someone is (She is at home), and how someone is (He is happy). Additionally, the teacher can show that the verb 'to be' is used differently in English, for example, 'I am' (Eu sou/estou), 'You are' (Você é/está), 'He/She/It is' (Ele/Ela é/está), 'We are' (Nós somos/estamos), 'You are' (Vocês são/estão), 'They are' (Eles/Elas são/estão).

4. Capturing Students' Attention: The teacher can introduce the verb 'to be' through a short and simple story, for example, 'There is a funny cat. She is very small. She is in the garden. Her name is Lucy'. The teacher can then ask the students about the story, giving them the chance to use the verb 'to be' to answer the questions.

5. Topic Introduction: After the story, the teacher should present the topic of the lesson clearly and directly, saying: 'Today, we will learn more about the verb 'to be'. We will play, listen, speak, and read many things using this verb'.

The teacher should ensure that all students understand the objective and importance of the lesson topic, thus creating a solid foundation for the rest of the activity. Additionally, the teacher should maintain energy and enthusiasm during this section to ensure that students remain engaged and interested in the lesson.

Development (20 - 25 minutes)

In this stage, students will participate in practical and playful activities that will help them understand and use the verb 'to be'. The teacher should choose one or more of the following activities, depending on the available time and students' needs.

1) Memory Game of the Verb 'to be'

• The teacher should prepare a set of cards in advance with different forms of the verb 'to be' (I am, You are, He/She/It is, We are, You are, They are) and their respective translations in Portuguese (Eu sou/estou, Você é/está, Ele/Ela é/está, Nós somos/estamos, Vocês são/estão, Eles/Elas são/estão).
• The cards should be placed face down on the table, and the students, divided into groups, should take turns flipping two cards at a time, trying to find a match between the form of the verb 'to be' and its translation.
• When a pair is found, the student should say the form of the verb 'to be' and its translation out loud to the class.
• This game helps students recognize and memorize the different forms of the verb 'to be' in a fun and interactive way.

2) 'I Am, You Are' Activity

• The teacher should prepare a set of cards with images of people, animals, objects, and places known to the students.
• Sitting in a circle, students will receive a card without revealing it to others.
• One student will start by saying 'I am a _______.' (using the correct form of the verb 'to be' according to the card received) and the next student will say 'You are a _______.' (using the correct form of the verb 'to be' according to the card the peer has).
• The activity continues until all students have had the opportunity to participate.
• This activity helps students practice the correct form of the verb 'to be' in different contexts in an engaging and interactive way.

3) Board Game 'Verb 'to be' in the Animal World'

• The teacher should prepare a board with different spaces representing locations in the 'animal world' (forest, lake, mountain, etc.), each with a short description in English using the verb 'to be' (for example, 'In the forest, there are many trees. They are tall and green.').
• Students, divided into groups, play a die and move around the board. When they land on a space, they must read the description aloud, filling in the sentence with the correct form of the verb 'to be' (for example, 'I am in the forest. The trees are tall and green.').
• The goal is to reach the end of the board, practicing the use of the verb 'to be' in different contexts along the way.
• This game helps students understand the use of the verb 'to be' in different situations, reinforcing their learning in a fun and interactive way.

The teacher should choose the activity that best suits the students' needs and proficiency level, ensuring they have the opportunity to practice using the verb 'to be' actively, engagingly, and meaningfully.

Feedback (8 - 10 minutes)

1. Group Discussion: The teacher should gather all students in a large circle for a group discussion. Each team should share their discoveries, successes, and challenges during the practical activities. This is a moment for students to express themselves, listen to others, and learn from each other's experiences.

2. Connection with Theory: The teacher should then ask questions that connect the practical activities with the theory. For example: 'Which forms of the verb 'to be' did you use the most in the activities?' or 'Were you able to use the verb 'to be' in different contexts?'. The teacher should reinforce key concepts, correct any misunderstandings, and ensure all students have a clear understanding of the verb 'to be'.

3. Individual Reflection: The teacher should give a minute for students to reflect individually on what they learned in the lesson. To facilitate this reflection, the teacher can ask two simple questions:

   • 'What is the form of the verb 'to be' that you used the most today and how did you use it?'.
   • 'How do you feel now using the verb 'to be' in English?'.

4. Sharing Reflections: After the reflection time, students should have the opportunity to share their answers with the class. This is a moment for students to express themselves, check their own learning, and celebrate their achievements.

5. Feedback and Closure: To conclude the lesson, the teacher should give feedback to the students, praising their efforts and achievements, and encouraging continued learning. The teacher can also briefly review the key points of the lesson and suggest extra activities to reinforce the learning of the verb 'to be' at home.

6. Teacher's Record: During this feedback, the teacher should take notes on students' performance, areas that need more attention, and any insights to plan future lessons. These notes can be useful for assessing students' progress, adapting upcoming lessons to their needs, and keeping a record of learning development over time.

Feedback is an essential part of the learning process as it helps consolidate knowledge, identify areas that need more work, and motivate students to continue learning. The teacher should ensure that this feedback is a moment of respect, positivity, and growth, where students feel valued and supported in their learning.

Conclusion (5 - 7 minutes)

1. Lesson Summary: The teacher should start the conclusion by recalling the main points of the lesson. It should be emphasized that the verb 'to be' is used to describe states, identities, or characteristics of people or things. The teacher can review the different forms of the verb 'to be' (I am, You are, He/She/It is, We are, You are, They are) and how they are used in different contexts. The teacher should also reinforce the importance of the verb 'to be' in everyday communication, highlighting that it is one of the most used verbs in the English language.

2. Connection between Theory and Practice: The teacher should explain how the lesson connected theory and practice. It should be emphasized that the practical activities allowed students to apply theoretical concepts in a meaningful and engaging way. The teacher can cite specific examples of the activities carried out during the lesson to illustrate how theory was applied in practice.

3. Extra Materials: The teacher should suggest additional materials for students who wish to deepen their understanding of the verb 'to be'. This may include English books for children containing stories and exercises with the verb 'to be', language learning websites and apps with games and interactive activities, and online educational videos that explain the use of the verb 'to be' clearly and fun.

4. Importance of the Subject: Finally, the teacher should conclude the lesson by emphasizing the importance of the verb 'to be' in the study of the English language. It should be explained that by mastering the use of the verb 'to be', students will be able to describe themselves and others, talk about where they are and how they are, and better understand conversations and texts in English. The teacher can give examples of everyday situations where the verb 'to be' is used, such as personal introductions, descriptions of places and emotional states, and simple conversations about daily life.

5. Lesson Closure: To conclude the lesson, the teacher should thank the active participation of the students, encourage them to continue practicing what they have learned, and express their availability to answer any additional questions they may have. The teacher can also suggest that students practice using the verb 'to be' at home by talking to their family members or writing small sentences in English.

The conclusion is an important part of the lesson plan as it helps consolidate learning, highlight the relevance of the topic, and motivate students to continue learning. The teacher should ensure that the conclusion is clear, concise, and accessible in order to reinforce students' understanding and continue their learning progress.