Objectives (5 - 7 minutes)

1. Familiarize students with the concept of verbs, explaining that they are words used to describe actions, states, feelings, and desires.

2. Introduce the idea that the 'Verb to Be' is one of the most basic and important verbs in the English language.

3. Teach students the three basic forms of the 'Verb to Be': am, is, are, and how to use them correctly in different situations.

4. Provide students with the opportunity to practice using the 'Verb to Be' through interactive and playful activities, promoting the consolidation of the content in a fun and engaging way.

Introduction (10 - 12 minutes)

1. Review of Previous Content: The teacher starts the lesson by reminding students about what words are and how they are used to form sentences. He may ask some students to share examples of sentences they know. Then, the teacher should explain that not all words are used in the same way and that some words, called 'verbs', are used to describe actions, states, feelings, and desires.

2. Problem Situations: The teacher then presents two problem situations that will introduce the need for the 'Verb to Be'. He can ask the students:

   • 'How would you say 'I am a student' in English?'
   • 'How would you say 'We are friends' in English?'

3. Contextualization: The teacher explains that the 'Verb to Be' is how English speakers express the verb 'to be'. He can give some examples of how the 'Verb to Be' is used in everyday life, for example:

   • 'I am a teacher'
   • 'You are my friend'
   • 'He is tall'

4. Capturing Students' Attention: To spark students' interest, the teacher can share two fun facts about the 'Verb to Be':

   • 'Did you know that the 'Verb to Be' is one of the most important verbs in the English language? It is used in almost every sentence, so it is very important for us to learn how to use it correctly!'
   • 'And did you know that the 'Verb to Be' has three forms? In English, we say 'am' for 'I', 'is' for 'he/she/you', and 'are' for 'we/you/they'!'

This playful and interactive introduction will help spark students' curiosity and prepare them for the lesson content in an interesting and engaging way.

Development (20 - 25 minutes)

1. Theoretical Explanation of the Verb to Be (10 - 12 minutes)

   1.1. The teacher begins the explanation of the 'Verb to Be' by reinforcing that it is one of the most important verbs in the English language and is used to express the verb 'to be'.

   1.2. The teacher then presents the three forms of the 'Verb to Be': am, is, are. He should explain that 'am' is used to refer to the first person singular (I), 'is' is used for the third person singular (he/she/you), and 'are' is used for the first and second person plural (we/you) and third person plural (they/them).

   1.3. To facilitate understanding, the teacher can create posters with the forms of the 'Verb to Be' and stick them on the board, pointing to each one while explaining.

   1.4. The teacher provides several examples, explaining each form of the 'Verb to Be' and how they are used in different situations. For example: - 'I am a student' - 'He is my friend' - 'We are happy'

2. Memory Game of the Verb to Be (10 - 13 minutes)

   2.1. The teacher divides the class into groups of 3 or 4 students and distributes cards with words and images representing the different forms of the 'Verb to Be' (am, is, are) and some examples of sentences with the correct use of the verb.

   2.2. Each group, in turn, flips two cards. If the two cards show the same form of the 'Verb to Be' (for example, 'is'), the group must form a sentence using that form of the verb. Otherwise, they must return the cards to the table with the images facing down again.

   2.3. The group that manages to form the most correct sentences by the end of the game will be the winner.

3. Role-Playing Game Activity (5 minutes)

   3.1. The teacher proposes a situation where students must use the 'Verb to Be' in a simulated conversation. For example: 'You are a teacher and I am a student. Let's have a conversation!'.

   3.2. The teacher chooses one student to be the teacher and another to be the student. They must use the 'Verb to Be' to ask questions and give answers in the simulated conversation.

   3.3. The teacher can walk around the room and observe the conversations, correcting mistakes and praising correct answers.

These practical and engaging activities will help consolidate the content in a playful and interesting way for the students.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   1.1. The teacher gathers all students in a large circle and starts a discussion about the solutions and conclusions found by each group during the Memory Game of the 'Verb to Be'.

   1.2. The teacher should encourage students to share the sentences they formed and explain why they chose the specific form of the 'Verb to Be' for each sentence.

   1.3. During the discussion, the teacher should correct any misconceptions and reinforce the rules and uses of the 'Verb to Be'.

2. Connection with Theory (2 - 3 minutes)

   2.1. The teacher asks students how the practical activities connect with the theory they learned.

   2.2. He should remind students of the three forms of the 'Verb to Be' and how they are correctly used in different situations.

   2.3. The teacher should highlight how the activities helped them better understand the theory and apply it in practice.

3. Reflection on Learning (3 minutes)

   3.1. The teacher suggests that students reflect on what they learned in the lesson. He can ask two simple questions to guide the reflection:

   - 'Which form of the 'Verb to Be' do you find easier to use? Why?'
   - 'Can you think of an English sentence that uses the 'Verb to Be'? Please share with the class.'
   

   3.2. The teacher gives a minute for students to think about the answers. Then, he asks some students to share their answers with the class.

   3.3. The teacher concludes the lesson by reinforcing the importance of the 'Verb to Be' and encouraging students to practice what they learned at home.

This feedback is a crucial part of the lesson plan, as it allows the teacher to assess students' understanding of the content and reinforce key learning points. Additionally, group discussion and individual reflection promote critical thinking and oral expression skills, essential for language learning.

Conclusion (5 - 6 minutes)

1. Lesson Summary (2 - 3 minutes)

   1.1. The teacher starts the conclusion by giving a brief summary of the main points covered in the lesson. He recalls the definition of verbs and explains again that the 'Verb to Be' is used to express the verb 'to be' in English.

   1.2. The teacher recalls the three forms of the 'Verb to Be' (am, is, are) and how they are used in different situations. He can do this through a quick questioning for the students: 'Who remembers the form of the 'Verb to Be' we use to talk about ourselves? And to talk about more than one person?'.

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

   2.1. The teacher explains that today's lesson aimed to connect theory (the explanation of the 'Verb to Be') with practice (the games and activities carried out). He emphasizes that these practical activities helped students better understand the theory and apply it in practice.

   2.2. The teacher can give an example to illustrate this connection: 'When we played the Memory Game, we had to remember the forms of the 'Verb to Be' and how they are used. This helped us practice and consolidate what we learned!'.

3. Extra Materials (1 minute)

   3.1. The teacher suggests some extra materials for students who wish to deepen their knowledge of the 'Verb to Be'. He can suggest websites, apps, videos, or books that have interactive and explanatory activities on the topic.

   3.2. The teacher can also suggest that students practice the 'Verb to Be' at home by making sentences about people, animals, objects, or situations they see around them.

4. Importance of the Verb to Be (1 minute)

   4.1. Finally, the teacher concludes the lesson by reinforcing the importance of the 'Verb to Be' for communication in English. He explains that the 'Verb to Be' is used in almost every sentence, so it is very important to learn to use it correctly.

   4.2. The teacher can tell students that with the 'Verb to Be', they will be able to express who they are, how they are feeling, what they have, and what they like to do, among many other things.

This conclusion allows the teacher to recap the lesson content, reinforce the importance of what was learned, and provide suggestions to deepen knowledge. Additionally, the connection between theory and practice and the valorization of the 'Verb to Be' help motivate students to continue learning and practicing.