Objectives (5 - 7 minutes)

1. Understand the use of the verb 'to be' in its affirmative, negative, and interrogative forms, both in singular and plural, in various contexts.
2. Develop listening and reading skills to recognize the use of the verb 'to be' in different situations.
3. Apply the acquired knowledge in oral and written production, using the verb 'to be' correctly in sentences.

Secondary Objectives:

• Stimulate the correct pronunciation practice of the verb 'to be' in English.
• Foster active student participation in the class through interactive activities and group discussions.
• Encourage student autonomy in the learning process through the use of digital resources and online learning tools.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher starts the lesson by reminding students about the basic structure of English sentences, highlighting the importance of verbs and their different forms. This review can be done through simple and contextualized examples, such as describing people, places, or things. (3 - 5 minutes)

2. Problem situations: The teacher presents two situations that require the use of the verb 'to be'. The first situation could be the description of a painting hanging on the classroom wall, for example: 'The picture is big. It is colorful.' The second situation could be the description of a person, like the teacher: 'I am tall. I am wearing a blue shirt.' (3 - 5 minutes)

3. Importance of the subject: The teacher explains that the verb 'to be' is one of the most common and important verbs in the English language, as it is used to express identity, characteristics, feelings, location, and other states. Additionally, it is an essential verb for the formation of tenses and for creating questions and negations. (2 - 3 minutes)

4. Contextualization: The teacher presents examples of how the verb 'to be' is widely used in real situations, such as in everyday conversations, reading texts, writing messages and emails, and even in songs and movies. These examples should emphasize the relevance of the subject for effective communication in English. (2 - 3 minutes)

5. Engaging students' attention: To spark students' interest, the teacher can share some curiosities about the verb 'to be'. For example, the fact that, unlike many other English verbs, 'to be' does not follow the normal conjugation rules. Or the fact that English is one of the few languages that uses the verb 'to be' to express age, while in many other languages a different verb, like 'have' or 'be of', is used. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity 'Guess Who?' (10 - 12 minutes)

   • Description: The teacher divides the class into groups of 4 to 5 students. Each group receives a sheet of paper and a set of cards with images of famous people, cartoon characters, or historical figures. The objective is for students to use the verb 'to be' to describe the characteristics of the people on the cards, without mentioning their names. The other group members must guess who it is. For example: 'He is a famous basketball player. He is tall. He is wearing a red jersey.' (LeBron James)
   • Step by step: The teacher instructs the students to start the activity, circulating around the room to clarify doubts and provide guidance. After all groups have completed the description of their cards, they exchange cards with another group. The process continues until all cards have been used and described by different groups.
   • Objective: This activity aims to reinforce the use of the verb 'to be' in describing people, as well as to stimulate cooperation and communication among group members.

2. Activity 'Where Am I?' (10 - 12 minutes)

   • Description: The teacher continues with the groups formed in the previous activity. Now, each group receives a fictional map of a city, with different locations marked (park, school, cinema, etc.). The teacher then instructs each group to describe the location of these places using the verb 'to be'. For example: 'The park is next to the school. The cinema is on the other side of the street.' The other group members must try to find the location on the map based on the description.
   • Step by step: The teacher explains the activity and provides the necessary materials. Students start the activity, with the teacher circulating around the room to assist and monitor progress. The activity ends when all locations on the map have been described and found by the groups.
   • Objective: This activity aims to reinforce the use of the verb 'to be' to describe the location of objects and people, as well as to develop map reading skills and teamwork.

3. Activity 'To Be or Not To Be?' (5 - 6 minutes)

   • Description: The teacher prepares a list of English sentences, some of which contain the verb 'to be' and others that do not. The students, still in their groups, must identify the sentences that contain the verb 'to be' and those that do not. For example: 'It is raining.' (contains 'to be') and 'They go to school by bus.' (does not contain 'to be').
   • Step by step: The teacher distributes the list of sentences to each group. Students, in their groups, work together to identify the sentences that contain the verb 'to be'. The teacher checks the answers and provides immediate feedback.
   • Objective: This activity aims to consolidate the use of the verb 'to be' in different forms and reinforce its recognition in various contexts.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • Description: Each group shares their solutions or conclusions about the activities carried out. The teacher facilitates the discussion, ensuring that all students have the opportunity to speak and that the answers are well understood.
   • Step by step: The teacher asks a representative from each group to briefly share how they approached the activities and what the results were. During the discussion, the teacher should ask questions to stimulate students' reflection and deepen their understanding of the subject.
   • Objective: This activity aims to promote students' reflection on what was learned and on the strategies used to solve the activities. Additionally, it allows the teacher to assess students' level of understanding and identify possible difficulties or learning gaps.

2. Connection with Theory (2 - 3 minutes)

   • Description: Based on the group discussions, the teacher summarizes the main points of connection with the theory. The teacher can highlight the rules of using the verb 'to be' that were applied in the activities, reinforcing the importance of understanding the context in which the verb is used.
   • Step by step: The teacher revisits the examples from the activities and explains how they fit into the theory. The teacher can use the board or a slide to visualize the rules and examples. Students are encouraged to ask questions and contribute their own observations.
   • Objective: This activity aims to consolidate the acquired knowledge and reinforce the practical application of the theory.

3. Individual Reflection (2 - 3 minutes)

   • Description: The teacher proposes that students reflect individually on what they learned in the lesson. To do this, the teacher asks some guiding questions, such as: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
   • Step by step: The teacher presents the questions and gives a minute for students to think about their answers. Then, students are invited to share their reflections, if they wish. The teacher should listen carefully to students' responses and provide constructive feedback.
   • Objective: This activity aims to encourage students to think critically about what they have learned and to identify any doubts or concepts that are still unclear. Additionally, it allows the teacher to assess students' level of understanding and to plan future lessons based on their needs and interests.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes)

   • Description: The teacher recaps the main points covered in the lesson, reinforcing the use of the verb 'to be' in its affirmative, negative, and interrogative forms, in singular and plural. Practical examples from the activities are recalled to reinforce theoretical application in practice.
   • Step by step: The teacher presents a concise summary of each topic, using the board or a slide to highlight the rules and examples. The teacher may also ask students to share what they consider to be the most important points of the lesson.
   • Objective: The objective of this stage is to consolidate the acquired knowledge and ensure that students have a clear and complete understanding of the use of the verb 'to be'.

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

   • Description: The teacher reinforces how the practical activities carried out during the lesson illustrated and reinforced the presented theory. The applications of the verb 'to be' in everyday situations are highlighted to reinforce the relevance of the content.
   • Step by step: The teacher refers to the activities carried out, explaining how they demonstrated the practical application of the theory. The teacher can also provide additional examples to clarify any points that may have been confusing for students.
   • Objective: This stage aims to reinforce the connection between theory and practice, helping students understand how what they learned in the lesson applies to real situations.

3. Extra Materials (1 - 2 minutes)

   • Description: The teacher suggests additional study materials so that students can deepen their knowledge of the verb 'to be'. This may include links to videos, language learning websites, online exercises, and grammar books.
   • Step by step: The teacher shares the resources with students, either by writing them on the board, sending them by email, or posting them on the school's online learning platform. The teacher may also recommend English movies, series, songs, or podcasts that frequently use the verb 'to be'.
   • Objective: This stage aims to promote continuous and independent student learning, encouraging them to explore the content beyond the classroom.

4. Subject Importance (1 minute)

   • Description: The teacher reinforces the importance of the verb 'to be' for effective communication in English, highlighting its wide range of uses and its constant presence in the English language.
   • Step by step: The teacher emphasizes that the verb 'to be' is essential for the formation of tenses, for creating questions and negations, and for expressing identity, characteristics, feelings, location, and other states. The teacher may also mention that mastering the correct use of 'to be' is a significant milestone in learning English.
   • Objective: The objective of this stage is to motivate students to continue practicing and deepening their knowledge of the verb 'to be', as they realize its relevance for communication in English.