Lesson Plan | Traditional Methodology | Negative Sentences

Objectives

Duration: 10 - 15 minutes

The purpose of this stage is to introduce the topic of negative sentences in English, establishing a solid foundation for students to identify and create negative sentences. By clearly defining the objectives, it ensures that students understand the focus of the lesson and know what is expected of them to learn and be capable of doing by the end of the session.

Main Objectives

1. Recognize negative sentences in English.

2. Transform affirmative sentences into negative ones.

Introduction

Duration: 10 - 15 minutes

The purpose of this stage is to introduce the topic of negative sentences in English, establishing a solid foundation for students to identify and create negative sentences. By clearly defining the objectives, it ensures that students understand the focus of the lesson and know what is expected of them to learn and be capable of doing by the end of the session.

Context

To begin the lesson on negative sentences in English, explain to students that effective communication in any language requires the ability to affirm and negate information. Start by asking students about everyday situations where they need to deny something, such as declining an invitation or correcting incorrect information. Then, show simple examples of affirmative and negative sentences in Portuguese, such as 'I like soccer' and 'I do not like soccer', so they can realize the importance of negation in communication.

Curiosities

An interesting curiosity is that English has various forms of negation that can change the meaning of the sentence. For example, the sentence 'I don’t like pizza' is a direct negation, but forms like 'hardly' and 'barely' also convey negative meanings, as in 'I hardly know her'. Moreover, in modern English, double negatives are generally considered incorrect, unlike Old English, where they were common and acceptable.

Development

Duration: 50 - 60 minutes

The purpose of this stage is to detail and exemplify how to form negative sentences in English, ensuring that students understand the different uses and forms of negation. This way, students will have a solid foundation to recognize and create negative sentences, as well as develop the practical skill of transforming affirmative sentences into negatives.

Covered Topics

1. Introduction to Negative Sentences: Explain that in English, negation is generally made with the word 'not' after the auxiliary verb (do, does, did, am, is, are, was, were, have, has, had, will, would, etc.). Give simple examples like 'I do not like apples' and 'She is not going to the party'. 2. Auxiliary Verbs: Detail how auxiliary verbs help in forming negative sentences. Explain that the verb 'do' assists in the present, 'did' in the past, and 'will' in the future. Examples: 'He does not play soccer', 'They did not go to the park', 'We will not attend the meeting'. 3. Contractions: Explain the importance of contractions in everyday speech. Show how 'do not' becomes 'don't', 'does not' becomes 'doesn't', 'did not' becomes 'didn't', 'will not' becomes 'won't', etc. Use examples to illustrate: 'I don't like broccoli', 'She doesn't understand the lesson'. 4. Negative Sentences with Modal Verbs: Discuss how modal verbs (can, could, may, might, must, shall, should, will, would) form negative sentences. Examples: 'She cannot (can't) come to the party', 'You should not (shouldn't) smoke', 'They might not (mightn't) arrive on time'. 5. Negative Sentences in Present, Past, and Future: Provide examples of negative sentences in different tenses. In the present: 'I am not hungry'. In the past: 'He was not (wasn't) at home'. In the future: 'They will not (won't) travel next week'. 6. Guided Practice: Conduct practical exercises with students, transforming affirmative sentences into negative ones. Examples: 'She likes ice cream' -> 'She does not (doesn't) like ice cream'. 'They went to the cinema' -> 'They did not (didn't) go to the cinema'.

Classroom Questions

1. Transform the affirmative sentence 'He is playing soccer' into a negative sentence. 2. Form a negative sentence in the past with the affirmative sentence 'They visited the museum'. 3. Use the appropriate contraction to transform 'She does not like cats' into a more common form in everyday speech.

Questions Discussion

Duration: 15 - 20 minutes

The purpose of this stage is to review and consolidate the content learned about negative sentences in English, providing a space for students to ask questions, discuss their answers, and reflect on the practical application of the knowledge acquired. This feedback session is crucial to reinforce understanding and ensure that all students are confident in recognizing and forming negative sentences.

Discussion

• ⭐ Transform the affirmative sentence 'He is playing soccer' into a negative sentence:

Explain that to transform the affirmative sentence 'He is playing soccer' into a negative, we must add 'not' after the auxiliary verb 'is'. The negative sentence will be: 'He is not playing soccer'. The use of the contraction is also valid, making the sentence: 'He isn't playing soccer'.

• ⭐ Form a negative sentence in the past with the affirmative sentence 'They visited the museum':

To form a negative sentence in the past, use the auxiliary 'did' followed by 'not' and the main verb in base form. The sentence 'They visited the museum' becomes 'They did not visit the museum' or 'They didn't visit the museum'.

• ⭐ Use the appropriate contraction to transform 'She does not like cats' into a more common form in everyday speech:

In everyday speech, it is common to use contractions to make communication more natural. 'She does not like cats' can be contracted to 'She doesn't like cats'.

Student Engagement

1. ❓ Ask students: 'Why is it important to know how to form negative sentences in English?' 2. ❓ Ask students to give examples of negative sentences they have used recently in everyday situations. 3. ❓ Request students to form negative sentences using modal verbs, such as 'can' and 'should'. 4. ❓ Ask: 'What is the difference between using 'do not' and 'does not'? In which contexts is each one used?' 5. ❓ Encourage students to create negative sentences in the present, past, and future and share them with the class.

Conclusion

Duration: 10 - 15 minutes

The purpose of this stage is to review and consolidate the main points covered in the lesson, ensuring that students have a clear and complete understanding of the topic. By recapping the content, connecting theory and practice, and highlighting the relevance of the subject, this stage ensures that students leave the lesson confident in their ability to recognize and form negative sentences in English.

Summary

• Negation in English is generally done with the word 'not' after the auxiliary verb.
• Auxiliary verbs (do, does, did, etc.) are essential in forming negative sentences.
• Contractions are common in everyday speech, such as 'don't' for 'do not'.
• Modal verbs (can, could, may, etc.) also form negative sentences.
• Negative sentences can be formed in the present, past, and future.
• Practical exercises help to transform affirmative sentences into negatives.

The lesson connected theory with practice by providing detailed explanations on how to form negative sentences, followed by practical examples and guided exercises. This allowed students to immediately apply what they learned, reinforcing their understanding and ability to transform affirmative sentences into negatives effectively.

Understanding and forming negative sentences in English is crucial for effective communication in daily life, whether in informal conversations or academic and professional contexts. The ability to correctly deny information allows students to clearly express their opinions, feelings, and facts. Furthermore, practicing contractions and modal verbs makes communication more natural and fluid.