Objectives (5 - 7 minutes)

Main Objectives

1. Introduce students to the concept of imperative verbs in the English language, specifically in the context of commands and instructions.
2. Develop students' ability to identify and understand imperative verbs in various texts and contexts.
3. Encourage students to practice forming sentences and expressions using imperative verbs.

Secondary Objectives

1. Stimulate active student participation through discussions and practical activities.
2. Reinforce students' understanding of the structure of the English language, particularly regarding the formation of verbs in the imperative.
3. Promote the development of listening, speaking, reading, and writing skills in English.

The teacher should make clear to the students what the lesson Objectives are and how these Objectives relate to the general topic of study. Additionally, it is important for the teacher to be available to answer any questions or doubts that students may have about the lesson Objectives.

Introduction (10 - 12 minutes)

1. Review of Previous Content (3 - 4 minutes): The teacher should start the lesson by reminding students about the use of verbs in the English language, particularly action verbs. This can be done through a quick oral quiz, asking students to recall some examples of action verbs they have already learned. This will serve as a solid foundation for the introduction of the new topic: imperative verbs.

2. Problem-Solving Situations (3 - 4 minutes): The teacher can then present two situations to the students. The first situation could be: 'Imagine you are in a restaurant in the United States and want to order a coffee. How would you say that in English?'. The second situation could be: 'Now imagine you are in a classroom in the United Kingdom and the teacher asks you to open the book to page 10. How would you express that in English?'. These situations will help students understand the importance of using imperative verbs in everyday contexts.

3. Contextualization (2 - 3 minutes): The teacher should then explain to the students that imperative verbs are widely used in the English language, especially in everyday and formal situations, such as in instructions, commands, invitations, and suggestions. He can cite examples of common phrases that use imperative verbs, such as: 'Close the door, please', 'Bring me a glass of water' or 'Study for the test'.

4. Introduction to the Topic (2 - 3 minutes): To spark students' interest, the teacher can share some curiosities about imperative verbs in the English language. For example, he can explain that, unlike Portuguese, which usually uses the pronoun 'you' in imperative sentences ('Do this', 'Eat your food'), English does not use pronouns in imperative sentences unless the goal is to emphasize the person to whom the command is directed. The teacher can also mention that, unlike other verb tenses in English, the imperative does not have its own negative or interrogative forms, but uses the same words and structures as the simple present.

By the end of the Introduction, students should have a clear idea of what imperative verbs are and how they are used in the English language. They should also be prepared to deepen their knowledge on the subject during the lesson.

Development (20 - 25 minutes)

Activity 1: Imperative Commands Game (10 - 12 minutes)

1. Preparation (2 - 3 minutes): The teacher should divide the class into groups of 5 students. He should then provide each group with a list of simple instructions in English that use imperative verbs. The instructions should be written correctly but scrambled, so that students need to put them in order.
2. Execution (5 - 6 minutes): Each group should work together to organize the instructions in a logical order. They should discuss among themselves about the best order and then write the final order on a piece of paper. The instructions could be something like: 'Make a sandwich. First, take two slices of bread. Then, spread some peanut butter on one slice. Next, put some jelly on the other slice. Finally, put the two slices together and cut the sandwich in half.'
3. Discussion (3 - 4 minutes): After the designated time, the teacher should ask each group to share their order of instructions. The teacher should then correct any errors and explain the reasoning behind the correct order.

Activity 2: Role-Play Scenarios (10 - 12 minutes)

1. Preparation (2 - 3 minutes): The teacher should prepare some role-play scenarios for the students. Each scenario should involve a common everyday situation that requires the use of imperative verbs. For example: 'You are in a restaurant and want to order a pizza. How would you place the order in English?' or 'You are in a store and want to ask where the bathroom is. How would you ask the question in English?'.
2. Execution (5 - 6 minutes): Each group should choose a scenario and work together to create a short dialogue that represents the situation. The dialogue should include the appropriate use of imperative verbs. Students can use the dictionary or the internet to help them find the correct words and phrases.
3. Presentation (3 - 4 minutes): After the designated time, each group should present their dialogue to the class. The teacher should listen carefully and correct any errors, if necessary. The teacher can also ask other students to provide constructive feedback.

These activities are designed to be interactive and fun, while providing students with the opportunity to practice using imperative verbs in a meaningful context. Group work also promotes collaboration and communication among students.

Feedback (8 - 10 minutes)

Group Discussion (3 - 4 minutes)

1. Sharing Experiences (1 - 2 minutes): The teacher should ask each group to briefly share their solutions or conclusions from the activities carried out. Each group should have a maximum of 1 minute to speak. The teacher should ensure that all groups have the opportunity to share and that the time is respected.
2. Connection to Theory (1 - 2 minutes): After all groups have presented, the teacher should summarize the main ideas presented. He should highlight how the activities carried out connect with the theory of imperative verbs. For example, the teacher can mention how the imperative commands game activity helped reinforce the idea that imperative verbs are often used in sequential instructions.
3. Final Reflection (1 - 2 minutes): The teacher should then propose that students reflect for a minute on what they learned in the lesson. He can do this by asking questions like: 'What was the most important concept you learned today?' or 'What questions have not been answered yet?'. The teacher should encourage students to share their reflections if they feel comfortable.

Connecting Practice with Theory (2 - 3 minutes)

1. Teacher's Explanation (1 - 2 minutes): The teacher should then explain how the practical activities carried out connect with the theory of imperative verbs. He can do this using examples from the activities to illustrate the main points of the theory. For example, the teacher can show how the dialogue created by students in the role-play scenario reflects the correct use of imperative verbs.
2. Summary of Key Points (1 minute): To conclude, the teacher should summarize the key points covered in the lesson. He should reiterate the definition of imperative verbs, explain their importance in the English language, and provide more examples of their use in everyday and formal contexts.

Assessment of Understanding (1 minute)

1. Check In (1 minute): The teacher should do a quick 'check-in' with the students to assess their understanding of the topic. He can do this by asking a quick and direct question, such as: 'What are the main characteristics of imperative verbs?' or 'Give an example of a sentence in English that uses an imperative verb.'.
2. Feedback and Clarification (1 - 2 minutes): The teacher should then provide immediate feedback to the students based on their responses. If there are many incorrect answers, the teacher may choose to briefly review the topic before ending the lesson. He should also be available to clarify any doubts that students may have.

The purpose of this stage is to allow students to reflect on what they have learned and how the practical activities connect with the theory. By the end of the lesson, students should have a clear understanding of what imperative verbs are and how they are used in the English language.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should start the Conclusion of the lesson by giving a brief summary of the main points covered. He should reiterate the definition of imperative verbs, their characteristics, and how they are used in the English language. The teacher can also recall the practical activities carried out, highlighting how they helped deepen students' understanding of the topic.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): Next, the teacher should explain how the lesson connected theory, practice, and applications. He can mention how the initial discussion on problem-solving situations helped contextualize the use of imperative verbs, how the practical activities allowed students to apply this knowledge, and how the final reflection helped consolidate the connection between theory and practice.

3. Recommendation of Extra Materials (1 - 2 minutes): The teacher should then suggest some extra materials for students who wish to deepen their knowledge of imperative verbs. These materials may include textbooks, English learning websites, YouTube videos, podcasts, and language learning apps. The teacher can also recommend that students practice using imperative verbs in everyday situations, such as when ordering in restaurants or giving instructions to classmates.

4. Importance of the Subject in Everyday Life (1 minute): Finally, the teacher should emphasize the importance of imperative verbs in everyday life. He can reiterate that these verbs are widely used in everyday and formal contexts in the English language, and therefore are essential for effective communication in English. The teacher can also highlight that mastering imperative verbs not only helps students communicate better in English language environments, but can also increase their confidence and fluency in the language.

The Conclusion of the lesson is an opportunity for the teacher to reinforce key concepts, connect theory with practice and applications, and encourage continuous learning. By the end of the lesson, students should have a solid understanding of imperative verbs and how to use them in the English language.