Objectives (5 - 7 minutes)

1. Understanding the Verb 'to be' in its affirmative, negative, and interrogative forms: Students should be able to identify and use the verb 'to be' correctly, both in its affirmative, negative, and interrogative forms. This includes the appropriate use of personal pronouns (I, you, he, she, it, we, they) and contractions (isn't, aren't, am not, etc).

2. Use of 'to be' with adjectives to express states and characteristics: Students should be able to use the verb 'to be' together with adjectives to describe states and characteristics. For example, 'I am happy' or 'She is tall'.

3. Recognition of 'to be' in texts and dialogues: Students should be able to identify the use of the verb 'to be' in texts and dialogues, and understand its meaning in the context in which it is used.

Secondary Objectives:

• Development of listening skills: Through listening and repeating examples of sentences with the verb 'to be', students will improve their listening and pronunciation skills.

• Practice of writing skills: Students will have the opportunity to practice their writing skills by forming their own sentences with the verb 'to be'.

Introduction (10 - 15 minutes)

1. Content Review: The teacher will start the lesson by briefly reviewing what verbs are and their importance in the English language. They may also quickly review other verbs that have been studied, emphasizing the difference in the use and form of the verb 'to be'.

2. Problem-Solving Situations: The teacher can propose two situations involving the use of the verb 'to be', such as:

   • 'Imagine you are describing yourself to a new friend who doesn't know you. How would you use the verb 'to be' to express your current characteristics and states?'
   • 'Now imagine you are talking about your family. How would you use the verb 'to be' to express family relationships and characteristics of your relatives?'

3. Contextualization: The teacher can highlight the importance of the verb 'to be' as one of the first verbs that students should learn, as it is widely used in the English language to express states, characteristics, identity, and location. The teacher can also mention that this verb is often used in everyday conversations and in texts, such as in stories, news, and descriptions.

4. Introduction to the Topic: To engage students, the teacher can share some curiosities about the verb 'to be':

   • 'Did you know that the verb 'to be' is one of the most irregular verbs in the English language? This means that it has different forms for each person and tense.'
   • 'Another curiosity is that in some regions of the world, like Australia and England, people tend to use more the contracted form of the verb 'to be'. For example, instead of saying 'I am not', they say 'I'm not'.

5. Attention Gain: Finally, the teacher can introduce the lesson topic by showing a short video, a song, or an online game that explores the use of the verb 'to be'. This can help engage students and make the topic more interesting and fun.

Development (20 - 25 minutes)

1. Theory and Explanations (10 - 12 minutes):

   • Presentation of the verb 'to be' (3 - 4 minutes): The teacher will introduce the verb 'to be' in its affirmative, negative, and interrogative forms. They should highlight the different forms of the verb for each personal pronoun, including contractions. For example, 'I am', 'You are', 'He is', 'She is', 'It is', 'We are', 'They are'. The teacher can use a whiteboard or a presentation slide to visualize the verb forms for the students.
   • Use of 'to be' with adjectives (3 - 4 minutes): The teacher will explain how the verb 'to be' is used with adjectives to express states and characteristics. They can provide examples of sentences using different adjectives, such as 'I am happy', 'She is tall', 'They are tired', etc. The teacher should also emphasize that the verb 'to be' is used with adjectives, not with verbs. For example, it is not said 'I am running' with the verb 'to be', but 'I am tired' with the adjective 'tired'.
   • Use of 'to be' in texts and dialogues (3 - 4 minutes): The teacher will explain how to identify the use of the verb 'to be' in texts and dialogues. They can provide examples of short texts and dialogues and ask students to identify the verb 'to be' in each one. The teacher should also explain that the verb 'to be' can have different meanings depending on the context. For example, in 'She is a doctor', the verb 'to be' is used to express identity (she is a doctor), while in 'She is in the hospital', the verb 'to be' is used to express location (she is in the hospital).

2. Practical Activities (10 - 13 minutes):

   • Gap-fill exercises (4 - 5 minutes): The teacher will provide students with a series of sentences with gaps that they must fill in with the correct form of the verb 'to be'. The sentences should include affirmative, negative, and interrogative forms of the verb, as well as the use of the verb with adjectives. The teacher should monitor the activity, correct students' errors, and provide immediate feedback.
   • Card game (4 - 5 minutes): The teacher will divide the class into groups and provide each group with a set of cards. Each card will have a word or an image that students must use to form sentences with the verb 'to be'. The teacher can include words and images representing different states and characteristics (e.g., 'happy', 'sad', 'tall', 'short', 'old', 'young', etc). The game will help reinforce the use of the verb 'to be' with adjectives and promote oral practice.
   • Group discussion (2 - 3 minutes): The teacher can ask students to discuss in their groups how they would use the verb 'to be' to describe different situations, such as describing themselves, talking about their families, describing people in photos, talking about the weather, etc. This activity will help students apply what they have learned in a more meaningful and contextualized way.

3. Pause for Questions and Clarifications (3 - 5 minutes): The teacher should set aside time to answer any questions students may have and clarify any doubts that may still exist. This is an important moment to ensure that all students have understood the lesson content and are prepared for the next learning steps.

Feedback (8 - 10 minutes)

1. Lesson Review (3 - 5 minutes): The teacher should take time to review the main points covered in the lesson. They can start by asking students what the most important points they learned about the verb 'to be' were. The teacher can then reinforce these points by providing additional examples and clarifying any doubts that may have arisen during the discussion.

2. Connection between Theory and Practice (2 - 3 minutes): The teacher should highlight how the practical activities of the lesson helped students apply the theory of the verb 'to be' in a meaningful way. They can ask students to share their experiences and learnings during the activities and how this helped solidify their understanding of the content. The teacher can also point out any discrepancies that may have arisen between theory and practice, and discuss how these discrepancies can be resolved.

3. Reflection on Learning (2 - 3 minutes): The teacher should ask students to reflect on what they learned during the lesson. They can ask questions like:

   • 'What was the most important concept you learned today?'
   • 'What questions have not been answered yet?'
   • 'How can you apply what you learned about the verb 'to be' in your daily life?' The teacher should encourage students to express their opinions and share their doubts. They should also provide constructive feedback and encourage students to continue practicing and studying the verb 'to be' outside the classroom.

4. Feedback and Evaluation (1 minute): Finally, the teacher should ask students to evaluate the lesson. They can ask students what they liked most about the lesson, what they found most challenging, and what they would suggest to improve the lesson. These evaluations will help the teacher adjust their future lessons and ensure they meet the students' learning needs.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should summarize the main points covered during the lesson, reinforcing the importance of the verb 'to be' in the English language and its application in different contexts. They should highlight the verb forms for each personal pronoun, contractions, the use of 'to be' with adjectives, and how to identify the verb in texts and dialogues.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should reiterate how the lesson connected the theory of the verb 'to be' with practice through the proposed activities. They can mention how the gap-fill exercises and the card game allowed students to apply the use of the verb 'to be' with adjectives. The teacher should also emphasize how recognizing the verb 'to be' in texts and dialogues can help students better understand what they are reading or listening to in English.

3. Suggestion of Additional Materials (1 minute): The teacher can suggest some extra materials for students who wish to deepen their knowledge of the verb 'to be'. This may include websites with explanations and online exercises, educational videos, grammar books, among others. The teacher can also recommend that students practice using the verb 'to be' in their daily activities, such as in conversations, reading English texts, writing emails or messages, etc.

4. Relevance of the Subject (1 - 2 minutes): To conclude, the teacher should reinforce the importance of the verb 'to be' in everyday life, especially for students who want to communicate effectively in English. They can mention that the verb 'to be' is widely used in various situations, such as introducing oneself, describing people or things, talking about feelings and states, location, among others. The teacher can also emphasize that mastering this verb is essential for understanding texts and dialogues in English, as it frequently appears in different contexts and tenses.