Objectives (5 - 7 minutes)

1. Conceptual Understanding: Introduce the concept of negative sentences in English, explaining that they are used to express negation or contradiction.

2. Identification of Negative Sentences: Teach students how to identify negative sentences in English through the use of common negative terms, such as 'not' and 'don't/didn't + verb'.

3. Construction of Negative Sentences: Encourage students to construct their own negative sentences, using the appropriate grammatical structure and understanding the effect of negation on communication.

Introduction (10 - 12 minutes)

1. Review of Contents: The teacher starts the lesson by briefly reviewing vocabulary and sentence structure concepts in English. He can use flashcards with images and English words, asking students to identify the object in the picture and form a simple sentence with it. For example, 'This is a cat' or 'I have a ball'.

2. Problem-Solving Scenarios: The teacher proposes two problematic situations to engage students:

   • The teacher can say: 'Imagine I said 'I don't like ice cream'. What does that mean? Do I like or dislike ice cream?'.
   • Another situation could be: 'If I say 'She didn't go to school yesterday', what does that mean? Did she go to school yesterday or not?'.

3. Contextualization: To show the importance of the topic, the teacher can explain that negation is a fundamental part of communication. He can use examples from students' daily lives, such as when they ask their parents for permission and they deny it. The teacher can say: 'If your parents say 'You can't go to the park', does that mean you can or cannot go to the park?'.

4. Capturing Students' Attention: The teacher introduces the topic of negative sentences with a curiosity or an interesting fact, such as:

   • 'Did you know that in English, sometimes to make a negative sentence, we just need to add a small word? For example, 'I like dogs' becomes 'I don't like dogs' when we want to say we don't like dogs.'.
   • Another curiosity could be: 'Did you know that in some languages, like Russian, they use two negative words to make a negative sentence? For example, 'I don't see anything' in Russian would be 'I see nothing not'.'.

The teacher should ensure that all students are engaged in the discussion and that everyone has a basic understanding of the concept of negation before moving on to the next stage.

Development (20 - 25 minutes)

1. Theory Explanation: The teacher should explain the theory of negative sentences clearly and didactically, highlighting the main points:

   • Use of 'not': The teacher should explain that, in English, negation is usually expressed by the word 'not', which is placed after the verb.

   • Use of 'don't' and 'doesn't': The teacher should present the contracted forms of 'do not' and 'does not' - 'don't' and 'doesn't' - which are also used to negate an action.

   • Placement of 'not': The teacher should clarify that when we use 'don't' or 'doesn't', 'not' is placed after the auxiliary verb. For example, 'I don't like ice cream' and 'She doesn't go to school on Sundays'.

   • Exception with 'be': The teacher should mention that with the verb 'be', negation is done by placing 'not' after it. For example, 'I am not happy' and 'They are not at home'.

   • Use of 'did not': The teacher should teach that to negate an action in the past, we use 'did not' (negative form of the auxiliary verb 'do') + the verb in the infinitive. For example, 'She did not eat breakfast' and 'We did not go to the park'.

   • Importance of Context: The teacher should emphasize that sometimes negation can completely change the meaning of a sentence, so it is important to pay attention to the context.

2. Practical Activity: The teacher can follow up with a practical activity to consolidate learning. He can divide the class into groups and give each group cards with different sentences, some positive and some negative. Students must work together to identify if the sentences are positive or negative and justify their answers.

3. Charades Game: To make the practice more playful, the teacher can propose a charades game. Each group receives a card with a negative sentence. One student from each group must mime to represent the denied action in the sentence, and the other students must guess what the action is. The group that guesses correctly earns a point.

4. Creation of Negative Sentences: After the activities, the teacher can challenge students to create their own negative sentences. He can give themes for the sentences, such as 'things you don't like to do' or 'places you don't like to go'. Each group should create at least two negative sentences and share them with the class.

5. Feedback and Discussion: After completing the activities, the teacher should review the answers with the class and discuss the solutions. He should provide positive feedback, reinforcing students' correct answers and correcting any mistakes. The teacher can also ask students to explain why they chose the answer they gave, promoting reflection and critical thinking.

The teacher should ensure that all students are involved in the activities and that there is an atmosphere of respect and collaboration among group members. He should circulate

Return (8 - 10 minutes)

1. Group Discussion: The teacher should gather all students in a large circle and promote a group discussion. He can start by asking each group what negative sentences they created and why they chose those sentences. This allows students to share and learn from each other's ideas. Additionally, the teacher can review with the class the sentences from the charades game, discussing the actions represented and how they were negated.

2. Connection to Theory: Next, the teacher should connect the practical activities carried out with the theory presented. He can ask students how they applied the grammatical structure of negative sentences in their creations. For example, he can ask students to identify where they placed the 'not' in the sentence and how they used 'don't' or 'doesn't'.

3. Reflection on Learning: To conclude the lesson, the teacher should propose that students reflect on what they have learned. He can do this through two simple questions:

   • Question 1: 'What was the most challenging part of constructing a negative sentence in English? Why do you think it was difficult?'

   • Question 2: 'Now that you know how to construct a negative sentence, how do you think this will help you in English communication? Can you already think of a situation where you would use a negative sentence?'.

4. Subject Relevance: The teacher should end the lesson by reinforcing the importance of the subject studied. He can say: 'Today we learned how to make negative sentences in English. This is very important because it helps us express what we don't like, what we don't do, and what didn't happen. It's like when you ask your parents for something and they say no. They are using a negative sentence to deny what you asked for'.

5. Lesson Feedback: The teacher can take advantage of the reflection moment to ask students for feedback on the lesson. He can ask: 'What did you think of today's lesson? What did you like the most and what do you think could be improved?'. This allows the teacher to evaluate the effectiveness of the lesson and make adjustments for the future.

The teacher should encourage all students to participate in the discussion and reflection, creating a welcoming and respectful environment. He should value each student's contributions and use this opportunity to reinforce the concepts learned and stimulate critical thinking and oral expression in English.

Conclusion (5 - 7 minutes)

1. Lesson Summary: The teacher should start the conclusion by summarizing the main points of the lesson. He can review the concepts of negation in English, emphasizing the use of 'not', 'don't', 'doesn't', and 'did not' to express negation. The teacher can also review the importance of context in understanding negative sentences. He can do this by using simple examples and asking students to identify the negation in the sentence.

2. Connection between Theory and Practice: Next, the teacher should highlight how the lesson connected theory and practice. He can mention the various activities carried out, from identifying negative sentences to creating negative sentences, and how these activities helped students apply the theory in practice. For example, he can say: 'We started the lesson by learning what negative sentences are and how they are formed. Then, we practiced identifying negative sentences and even created our own negative sentences. This helped us better understand how to use negation in English communication'.

3. Additional Materials: The teacher can suggest some additional materials for students who want to deepen their knowledge on the subject. This may include educational websites with games and interactive activities on negative sentences, English learning apps that have lessons on negation, and English books for children that contain negation exercises. The teacher can also suggest that students practice making negative sentences at home, using everyday situations.

4. Subject Importance: Finally, the teacher should emphasize the importance of the subject studied for students' lives. He can say: 'Learning to make negative sentences in English is very useful because it allows us to express our opinions, likes and dislikes, and even refuse or deny something. This is important not only for English communication but also for communication in general. Understanding negative sentences also helps us better understand when someone is saying they don't like something or didn't do something'.

5. Lesson Closure: The teacher can end the lesson by thanking all students for their participation and effort, and encouraging them to continue practicing what they have learned. He can say: 'I would like to thank everyone for their participation and hard work. Remember that learning a new language can be challenging, but with practice and perseverance, you will succeed. Keep practicing and exploring the wonderful world of English. See you in the next lesson!'.

The teacher should ensure that students have understood the main points of the lesson and feel motivated to continue learning and practicing English. He should encourage active student participation in learning, both during the lesson and at home, and reinforce the relevance of what was learned for daily communication.