Objectives (5 - 7 minutes)

1. Teach students the concept of negative sentences in English in a playful and interactive way, using examples from everyday life and teaching materials.
2. Develop students' listening and writing comprehension skills, allowing them to identify and understand negative sentences in English through practical activities and games.
3. Encourage students to use negative sentences in English in communicative situations, promoting language practice in a natural and contextualized way.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher will start the lesson by briefly reviewing the concepts of affirmation and negation in the Portuguese language, providing oral examples and asking students to participate by sharing their own ideas. (3 - 5 minutes)
2. Problem Situation: Next, the teacher will propose two problem situations involving the use of negative sentences in English. For example, "You want to go to the park, but it's raining. What would you say to your mother?" or "You are hungry, but you don't like vegetables. How would you say you don't want vegetables for dinner?" The goal is to spark students' interest and motivate them to learn more about the topic. (2 - 3 minutes)
3. Contextualization of the Subject's Importance: The teacher will briefly explain how the use of negative sentences is important in our daily lives, both in Portuguese and English. For instance, he may say, "When we want to express that we don't like something or that we don't want to do something, we use negative sentences." Additionally, the teacher may mention that the correct use of negative sentences is essential for effective communication. (2 - 3 minutes)
4. Introduction to the Topic: To introduce the topic of negative sentences in English in an interesting way, the teacher can share some curiosities. For example, he can mention that in English, unlike Portuguese, we use "do" and "does" in negations, not "não". He can also point out that in some situations, such as making invitations, negative sentences in English are used differently from what we are used to in Portuguese. (3 - 4 minutes)

Each of these steps is designed to engage students and prepare them for the active and meaningful learning that will take place during the main part of the lesson.

Development (20 - 25 minutes)

1. "Treasure Hunt" Activity (10 - 12 minutes):

   • The teacher will prepare a series of cards with English sentences, some affirmative and some negative, in advance. Each card will have a written and illustrated sentence to facilitate students' understanding.
   • The cards will be spread around the classroom or designated area, and students, divided into groups, will be invited to "hunt for treasure" - that is, find the cards.
   • Once all the cards have been found, each group will classify the sentences as affirmative or negative. The group that correctly classifies the highest number of sentences will receive the "treasure" reward - a sticker or candy, for example.
   • During the activity, the teacher will walk around the room, assisting students when necessary and providing support materials.

2. "Simon Says" Game (8 - 10 minutes):

   • The teacher will explain the rules of the game to the students. This is a traditional game, and the teacher can take the opportunity to reinforce vocabulary related to directions in English.
   • The teacher will act as "Simon" and give a series of commands for the students to follow. The trick is that students should only follow the commands that are negative, for example, "Simon says: don't touch your nose." or "Simon says: don't clap your hands."
   • The goal of the game is for students to practice listening to and understanding negative sentences in English in a playful and interactive way.
   • The game will continue until all students have had the chance to be "Simon," or until the designated time for this activity has run out.

3. "Puppet Theater" (8 - 10 minutes):

   • This activity fosters creativity, oral expression, and understanding of negative sentences in English. The teacher will divide the class into groups and provide each group with a set of puppets.
   • Each group will receive a "scenario" (for example, "João doesn't want to eat vegetables") and will have to create a short dialogue between the puppets, using negative sentences to express the situation.
   • Students will have the opportunity to practice pronunciation and the construction of negative sentences in a fun and relaxed manner.
   • At the end, the groups will present their dialogues to the class, reinforcing learning and promoting interaction and appreciation of teamwork.

Throughout all activities, the teacher will be active, circulating around the room, observing, guiding, and correcting students as necessary. It is important to remember that the main objective is the practice and consolidation of the concept of negative sentences in English, always in a playful and enjoyable manner.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • The teacher will gather all students in a large circle for a group discussion. Each group will have the opportunity to share their experiences and what they learned during the activities. This is an opportunity for students to learn from each other and for the teacher to assess each student's understanding of the concept of negative sentences in English.
   • The teacher will ask open-ended questions to stimulate discussion, such as "What were the most difficult sentences to classify? Why?" or "What did you find most interesting about the use of negative sentences in English?" He may also ask students to explain how they knew a sentence was negative, to check their understanding of the concept.

2. Connection to Theory (3 - 5 minutes):

   • After the discussion, the teacher will recap the main theoretical points covered in the lesson. For example, he may review the structure of negative sentences in English, highlight the importance of correctly using the words "do" and "does" in negations, and reinforce that the use of negative sentences is an important part of communication in English.
   • The teacher should do this in a simple and clear way, using examples from students' everyday lives whenever possible. For instance, he may say, "Remember, if you want to say you don't like something, you can say 'I don't like...'" or "If you don't want to do something, you can say 'I don't want to...'."

3. Final Reflection (2 - 3 minutes):

   • To conclude the lesson, the teacher will propose that students reflect on what they have learned. He will ask two simple questions to guide students' reflection: "What was the most challenging part of today's lesson?" and "What did you find most interesting about negative sentences in English?"
   • Students will have a minute to think about their answers, and then they will be invited to share their reflections with the class. The teacher should encourage all students to participate and respect each other's opinions.

This feedback is crucial for consolidating students' learning, allowing them to reflect on what they have learned and how they can apply that knowledge. Additionally, it provides the teacher with an opportunity to assess the effectiveness of the lesson and make adjustments, if necessary, for future classes.

Conclusion (5 - 7 minutes)

1. Summary of Key Points (2 - 3 minutes):

   • The teacher will start the conclusion by summarizing the key points covered in the lesson. He will review the structure of negative sentences in English, emphasizing the use of "do" and "does" in negations, and the importance of correctly using negative sentences for effective communication.
   • He will also reinforce the idea that negative sentences are used to express dislike or refusal towards something, and that they are an essential part of the English language.

2. Connecting Theory to Practice (1 - 2 minutes):

   • Next, the teacher will explain how the lesson connected classroom theory with practice. For example, he may say that the "Treasure Hunt" and "Puppet Theater" activities allowed students to apply what they learned about negative sentences in a fun and meaningful way.
   • Additionally, the teacher may mention how the "Simon Says" game helped students practice listening to and understanding negative sentences in English.

3. Extra Materials (1 minute):

   • To enrich students' learning, the teacher may suggest some extra materials. For instance, he may recommend interactive websites or apps that help students practice constructing negative sentences in English.
   • Additionally, the teacher may suggest that students look for negative sentences in English in English storybooks, cartoons, or songs they enjoy.

4. Importance of the Subject (1 - 2 minutes):

   • Finally, the teacher will explain the importance of the subject for students' daily lives. He may say that by learning to construct and understand negative sentences in English, students will be able to communicate better in everyday situations.
   • The teacher may give examples of common situations where the use of negative sentences is typical, such as when someone is invited to eat something they don't like, or when someone suggests an activity they don't want to do.
   • Furthermore, the teacher may explain that the correct use of negative sentences is important for effective communication in English, and that it is a skill students will use in many other English lessons and activities.

The conclusion is an essential part of the lesson plan, as it helps consolidate students' learning, connect theory to practice, and highlight the importance of the subject for students' daily lives. Additionally, it provides students with additional resources to continue learning and practicing outside the classroom.