Objectives (5 - 7 minutes)

1. Understanding the concept of verbs and their function in the English language: The teacher should introduce the concept of verbs and their importance in constructing sentences in the English language. Students should understand that verbs are action words that describe what a person, animal, object, or place does or is.

2. Identification of verbs in the simple present: Students should be able to identify verbs in the simple present in a sentence. The teacher should explain that, in English, the simple present is used to describe actions that happen regularly, general facts, or universal truths.

3. Use of verbs in the simple present in affirmative sentences: Students should learn to use verbs correctly in the simple present in affirmative sentences. The teacher should provide examples and explain the basic structure of affirmative sentences in the simple present.

Introduction (10 - 12 minutes)

1. Review of previous contents: The teacher starts the lesson by reminding students of what they have learned in previous classes, such as basic greetings, colors, numbers, and some nouns in English. This helps establish a solid foundation for the new content that will be presented. (2 - 3 minutes)

2. Problem Situations: The teacher proposes two situations to engage students:

   • The teacher can ask: 'What do you do every day before going to school?' (What do you do every day before going to school?) Students can respond in English, identifying the verbs in the sentence.
   • The teacher can show pictures of actions and ask: 'What is he/she doing?' (What is he/she doing?) Students must identify the action in the picture and respond using the simple present structure. (3 - 4 minutes)

3. Contextualization: The teacher explains that verbs are the basis of all the actions we do and that, to communicate in English, it is important to understand and use verbs correctly. The teacher may mention that verbs are like the stars of a movie or a book - they tell us what is happening. (2 - 3 minutes)

4. Capturing students' attention: To capture students' attention, the teacher can share some curiosities about verbs in English, for example:

   • The fact that the verb 'to be' (ser or estar) is one of the most important in the English language and has three different forms in the simple present: 'am', 'is', and 'are'.
   • Another curiosity is that some verbs in English do not change, regardless of the person or number. For example, the verb 'sleep' is the same in all persons and numbers, in the sentence 'I sleep' or 'They sleep'. (3 - 4 minutes)

Development (25 - 30 minutes)

1. 'Building Sentences' Activity (10 - 12 minutes)

   • The teacher distributes cards of different colors to each group of students. Each card has an image representing an action (for example, a person reading a book, another playing with a ball, etc.) and the name of that action in English (the verb).
   • Students, in their groups, must organize the cards to create a complete sentence in the simple present in English, placing the verb card in the center. For example, if the verb card says 'play', the group can create the sentence 'She plays with a ball'.
   • The teacher circulates around the room, assisting students and asking questions to ensure understanding of the concept. For example, 'Why did you put the 'play' card in the center?' or 'Who can tell me what this sentence means in Portuguese?'.

2. 'Verb Hunt' Activity (10 - 12 minutes)

   • Before the lesson, the teacher spreads English cards around the classroom. Each card contains an image and the name of the action (verb) represented in the image.
   • Divided into groups, students must 'hunt' for the cards and, when they find one, they must say the action (verb) in English and use it in an affirmative sentence in the simple present. For example, if the card shows a person jumping, the student can say 'jump' and form the sentence 'I jump'.
   • The teacher can provide help when needed and encourage students to use as many verbs as possible in their sentences.
   • After the activity, the teacher can invite some groups to share their sentences with the class, providing a moment of oral practice and highlighting the variety of verbs that can be used in the simple present.

3. 'Verbs in Memory Game' Activity (10 - 12 minutes)

   • The teacher prepares memory cards in advance, where each pair of cards contains an image representing an action and the name of that action in English (the verb).
   • Students, divided into groups, must play the classic 'Memory Game', turning over two cards at a time. If they make a match, they must use the verb in an affirmative sentence in the simple present.
   • The teacher circulates around the room, assisting students and encouraging conversation in English. For example, if a student turns over a card with the image of a person dancing and the card with the verb 'dance', the teacher can ask: 'Who can make a sentence with the verb 'dance'?'.
   • At the end of the game, the teacher can ask students which verbs they used the most and if they feel more comfortable using them in the simple present.

These playful and interactive activities provide students with the opportunity to learn and practice the use of verbs in the simple present in a fun way. The teacher should be attentive to correct any possible errors and reinforce the concepts learned.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher gathers all students and asks each group to share the sentences they built during the 'Building Sentences' and 'Verb Hunt' activities.
   • During the presentation, the teacher can correct any errors and provide positive feedback on the correct use of verbs in the simple present.
   • The teacher can also ask students about the challenges they encountered when using verbs in the simple present and how they overcame them. This discussion helps consolidate learning and identify which points need to be reinforced in the next lesson.

2. Connection with Theory (2 - 3 minutes)

   • The teacher revisits the activities and makes the connection with the theoretical content. He can ask: 'What were we looking for when we were playing 'Verb Hunt'?' The answer is 'verbs'.
   • Next, the teacher can ask: 'What did we put in the center when we were building sentences?' The answer is 'the verb'. This quick review helps solidify students' understanding of the importance and use of verbs in the simple present.

3. Reflection on Learning (2 - 3 minutes)

   • The teacher concludes the lesson by asking students to reflect on what they have learned.
   • He can ask two simple questions: 'What did you enjoy learning the most about verbs today?' and 'Which verb did you find easiest to use in the simple present?'.
   • Students can share their answers out loud or write them on a piece of paper to hand to the teacher. This reflection helps students internalize what they have learned and appreciate their own progress.

This feedback stage is crucial to consolidate learning, allow students to apply what they have learned meaningfully, and reflect on the learning process. The teacher should ensure that all students have the opportunity to participate in the discussion and feel comfortable sharing their opinions and doubts.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes)

   • The teacher recaps the main points covered during the lesson. He reviews the concept of verbs and their function in a sentence in the English language.
   • The teacher recalls the structure of the simple present and how verbs are used to describe actions that happen regularly, general facts, or universal truths.
   • He also reviews the activities carried out during the lesson, highlighting how they helped students understand and apply the concept of verbs in the simple present.

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

   • The teacher emphasizes how the lesson connected theory, practice, and the application of the concept of verbs in the simple present. He explains how the practical activities allowed students to apply what they learned meaningfully and fun.
   • The teacher also mentions how group discussions and individual reflections helped consolidate learning and identify which points need to be reinforced in the next lesson.

3. Extra Materials (1 minute)

   • The teacher suggests extra materials for students to deepen their knowledge of the simple present and the use of verbs. He may recommend English storybooks that extensively use the simple present, or educational websites and apps that offer games and interactive activities to practice using verbs.
   • Additionally, the teacher can encourage students to watch cartoons, movies, or videos in English, paying special attention to the verbs used in the simple present.

4. Importance of the Subject in Daily Life (1 minute)

   • Finally, the teacher explains how knowledge of verbs in the simple present is important for daily communication in English. He emphasizes that by understanding and using verbs correctly, students will be able to describe their actions, emotions, and thoughts more accurately and effectively.
   • Additionally, the teacher may mention that the ability to use verbs in the simple present is an important step in building more complex sentences and understanding English texts.

This conclusion stage allows students to review and consolidate what they have learned during the lesson, as well as providing extra resources to deepen their understanding of the topic. Furthermore, it helps connect the lesson content with practice and application in students' daily lives.