Objectives (5 - 7 minutes)

1. Introduce the concept of the verb to be: The teacher should explain that the verb to be is one of the main verbs in the English language and that it is used to express identity, state, and location.

2. Provide examples and apply the verb to be in everyday situations: The teacher should present simple examples of how the verb to be is used in questions and short answers. Students should be encouraged to apply the concept in situations that are relevant to them.

3. Encourage participation and interaction among students: The teacher should create activities that encourage students to work in groups, share ideas and solutions, and express themselves in English using the verb to be in a playful and enjoyable way.

Secondary Objectives:

• Develop the ability to listen and understand spoken English: The teacher should use simple audio and video materials in English to help students become familiar with the pronunciation and use of the verb to be.

• Stimulate creativity and imagination: The teacher should propose activities in which students can use the verb to be to describe people, objects, or places in a creative way.

Introduction (10 - 15 minutes)

1. Review of concepts: The teacher should start by reminding students about what verbs are. This can be done through games like 'Simon says', where the teacher gives commands and students should only obey if the verb is present. Students should be encouraged to say what a verb is, giving simple examples.

2. Problem situations: Next, the teacher should propose two small problem situations that can be related to the students. For example, 'How do you feel when you are hungry?' or 'Where are you now?'. The goal is to make students think about how they express feelings and locations in English, without necessarily knowing the verb to be.

3. Contextualization: The teacher should explain that the verb to be is like a 'magic word' in English, which we use to say who we are, how we are, and where we are. He can give simple examples like 'I am a teacher' or 'You are happy'.

4. Curiosity: The teacher can tell students that the verb to be is special because it changes according to the person speaking. For example, 'I am' (I am), 'You are' (You are), 'He is' (He is), 'She is' (She is), 'It is' (It is), 'We are' (We are), 'They are' (They are). This can be presented in a playful way, through cards with the different forms of the verb.

5. Capturing students' attention: The teacher can show a short video or cartoon that uses the verb to be in a simple and fun way. This can be easily found on the internet. Then, the teacher can suggest that students create short sentences using the verb to be to describe what they saw in the video.

6. Introduction to the topic: Finally, the teacher should introduce the topic of the lesson, explaining that they will learn more about the verb to be and how to use it to express themselves in English.

Development (20 - 25 minutes)

1. Activity: 'I am, you are, he is'

   • The teacher divides the class into groups of 4 to 5 students and provides each group with several cards with drawings of people, animals, objects, and places.
   • Each group receives a sheet of paper and a pen.
   • The teacher, out loud, reads a sentence in English containing the verb to be and the students must identify the card that corresponds to the sentence.
   • For example, the teacher can say 'I am a student' and the students must find the card representing a student.
   • The student who finds the card should stick it on the paper and write the corresponding sentence.
   • The teacher should continue reading sentences and the students continue to find the corresponding cards and write the sentences.
   • At the end of the activity, each group should have a sheet of paper full of drawings and sentences using the verb to be.

2. Activity: 'I am here, you are there'

   • The teacher gathers all students in a large circle.
   • The teacher, holding a globe or a map, asks each student 'Where are you?' in English.
   • Each student, in turn, must respond using the verb to be and pointing to the place on the globe/map that corresponds to their answer. For example, 'I am in Brazil'.
   • This activity helps students become familiar with the use of the verb to be to express location.

3. Activity: 'How are you feeling?'

   • The teacher asks the students to sit in a circle and tells each of them to give an adjective that describes how they feel.
   • The teacher then tells each student 'You are + adjective' in English. For example, 'You are happy'.
   • This activity helps students understand the use of the verb to be to express feelings.

Note: All activities should be supervised by the teacher to ensure that students are using the verb to be correctly and to correct any possible errors.

Feedback (10 - 15 minutes)

1. Group discussion:

   • The teacher gathers all students in a large circle for a group discussion.
   • Each group is called upon to present the sentences they created in the 'I am, you are, he is' activity.
   • Students should read aloud the sentences they wrote, practicing the correct pronunciation and intonation of the verb to be.
   • The teacher should encourage students to ask questions or make comments about the sentences presented by their peers, promoting interaction and reflection on the different ways the verb to be is used.
   • The teacher should also take this opportunity to make corrections or clarify any doubts that arose during the activity.

2. Connection to theory:

   • The teacher should then connect the activities carried out with the theory presented at the beginning of the lesson.
   • He can ask students how they used the verb to be in the activities and which forms of the verb to be they used.
   • The teacher should reinforce the concepts learned, highlighting that the verb to be is used to express identity, state, and location, and that its forms vary according to the person speaking.

3. Individual reflection:

   • To conclude the lesson, the teacher should propose a moment of individual reflection.
   • He can ask two simple questions, instructing students to think silently before responding.
   • The first question could be: 'What did you learn today about the verb to be that you didn't know before?'.
   • The second question could be: 'How can you use the verb to be in situations in your daily life?'.
   • After a minute of reflection, the teacher asks for some volunteers to share their answers with the class.

4. Final feedback from the teacher:

   • The teacher concludes the lesson by giving overall feedback on the students' performance in the activities and class participation.
   • He reinforces the main points of the lesson, highlighting the positive aspects and areas that still need more attention and practice.
   • The teacher should also encourage students to continue practicing the use of the verb to be at home and to ask their questions in the next lesson.

Conclusion (5 - 7 minutes)

1. Lesson summary:

   • The teacher should start the conclusion by recalling the main points of the lesson. This can be done interactively, asking students to repeat the different forms of the verb to be (I am, You are, He is, She is, It is, We are, They are) and briefly explain what each form represents (identity, state, location).
   • The teacher should emphasize that the verb to be is a 'magic word' in English that helps us express who we are, how we are, and where we are.

2. Connection between theory and practice:

   • The teacher should then explain again how the activities carried out during the lesson helped solidify the theoretical knowledge about the verb to be. He can remind that the activity 'I am, you are, he is' allowed students to apply the verb to be in a practical way, while the activities 'I am here, you are there' and 'How are you feeling?' helped contextualize the use of the verb to be to express location and feelings.
   • The teacher should emphasize that learning a new concept is more effective when it is applied in real and meaningful situations, like the activities carried out during the lesson.

3. Extra materials:

   • The teacher can suggest some extra materials for students who wish to deepen their knowledge about the verb to be. These may include educational videos, online games, English learning apps, simple storybooks in English, among others.
   • The teacher should emphasize that regular practice is essential for content retention and that these materials can be a fun and effective way to continue learning about the verb to be.

4. Importance of the verb to be:

   • Finally, the teacher should briefly explain the importance of the verb to be in the study of the English language. He can mention that the verb to be is one of the most used verbs in English and is fundamental for constructing simple sentences, questions, and answers.
   • The teacher can also highlight that the verb to be is the basis for the conjugation of other verbs in English, making it an essential starting point for the study of the language.

5. Closure:

   • The teacher concludes the lesson by encouraging students to continue exploring and practicing the verb to be in their daily lives. He can remind them that, although learning a new language may seem challenging, with dedication and practice, they will be able to master the use of the verb to be and other English concepts.
   • The teacher should also remind students that he is always available to answer any questions or doubts they may have and that the next lesson will be an opportunity to review and continue learning about the verb to be.

Objectives (5 - 7 minutes)

1. Introduce the concept of the verb to be: The teacher should explain that the verb to be is one of the main verbs in the English language and that it is used to express identity, state, and location.

2. Provide examples and apply the verb to be in everyday situations: The teacher should present simple examples of how the verb to be is used in questions and short answers. Students should be encouraged to apply the concept in situations that are relevant to them.

3. Encourage participation and interaction among students: The teacher should create activities that encourage students to work in groups, share ideas and solutions, and express themselves in English using the verb to be in a playful and enjoyable way.

Secondary Objectives:

• Develop the ability to listen and understand spoken English: The teacher should use simple audio and video materials in English to help students become familiar with the pronunciation and use of the verb to be.

• Stimulate creativity and imagination: The teacher should propose activities in which students can use the verb to be to describe people, objects, or places in a creative way.