Objectives (5 - 7 min)

1. Understand the concept of Imperative: The teacher should explain to the students what the imperative is in English, highlighting that it is used to express commands, requests, suggestions, advice, and instructions. Students should be able to identify and use the imperative correctly in simple sentences.

2. Identify and differentiate the affirmative and negative imperative: Students should be able to recognize the difference between the affirmative and negative imperative, both in written and spoken form. This includes understanding the variations in regular and irregular verbs in the imperative.

3. Practice using the imperative in various contexts: Students should be able to apply the use of the imperative in everyday situations, such as giving instructions, making requests, and expressing advice. They should be able to produce correct and coherent sentences in the imperative.

Secondary objectives:

• Develop English listening and speaking skills: The proposed activities should involve active use of the English language, allowing students to practice listening and speaking.
• Promote classroom interaction: Group activities should encourage collaboration among students, fostering interaction and communication in English.

Introduction (10 - 15 min)

1. Review of previous content: The teacher should start the class by reminding students about English verbs, the structure of English sentences, and different verb tenses. This review is crucial for students to fully understand the concept of the imperative. (2 - 3 min)

2. Problem situations: Next, the teacher can present two problem situations that involve the use of the imperative. For example, the teacher can ask students to imagine they are giving directions to get to a specific location in the school, or that they are asking a friend to do something for them. These problem situations will help contextualize the use of the imperative and prepare students for the practical activities. (3 - 4 min)

3. Contextualizing the importance of the imperative: The teacher should explain to the students that the imperative is a fundamental part of the English language and is used frequently in everyday situations, such as giving instructions, making requests, and expressing advice. Additionally, the teacher can highlight that using the imperative correctly can make a big difference in communication, making messages clearer and more direct. (2 - 3 min)

4. Introducing the topic with curiosities and practical applications: To spark students' interest, the teacher can share some curiosities about the imperative. For example, the imperative does not have a specific form for the third person singular, which makes it unique among English verb tenses. Also, the teacher can show how the imperative is commonly used in advertisements and instruction manuals. (2 - 3 min)

5. Capturing students' attention: To conclude the Introduction, the teacher can propose a quick "Fill in the Blank" game, where students have to fill in the gaps with the correct form of the verb in the imperative. This will not only serve as a quick review but will also help to engage students and prepare them for the lesson's content. (1 - 2 min)

Development (20 - 25 min)

1. Presentation of the theory (10 - 12 min):

   1.1. Definition of the Imperative: The teacher should start by explaining that the imperative is a verb form used to express commands, requests, suggestions, advice, and instructions. It should be emphasized that the imperative is a specific verb tense that does not refer to any particular person, but to everyone in general. (2 - 3 min)

   1.2. Formation of the Imperative: The teacher should explain that, in most cases, the imperative is formed using the base verb (infinitive without "to"), which is the same for all persons. Regular verbs follow the rule of adding "-s" to the third person singular in the present tense only. Irregular verbs, on the other hand, have a special form for the imperative. (3 - 4 min)

   1.3. Difference between Affirmative and Negative Imperatives: The teacher should present the difference between the affirmative and negative imperatives. In the affirmative imperative, the sentence is simple and direct. In the negative imperative, it is necessary to use the auxiliary "do" in the present tense before the "not". (2 - 3 min)

   1.4. Examples and Exercises: The teacher should give examples of sentences in the imperative, both affirmative and negative, and ask students to identify what has been taught. It is important to constantly review the examples to ensure that students understand the concept. (3 - 4 min)

2. Guided practice (5 - 7 min):

   2.1. Group activities: The teacher should divide the class into groups and provide each group with a list of everyday situations that can be used to practice the imperative. The situations can include giving instructions to prepare a recipe, asking someone to do a household chore, or expressing a piece of advice. Students should work together to create sentences in the imperative for each situation. (3 - 4 min)

   2.2. Presentation of the activities: Each group should present their sentences to the class. The teacher should correct any mistakes and reinforce the concepts learned. This activity not only reinforces the use of the imperative but also promotes the practice of speaking and listening skills. (2 - 3 min)

3. Individual practice (5 - 6 min):

   3.1. Written exercises: The teacher should provide students with a worksheet with a variety of sentences in the imperative to complete. The exercises should include both affirmative and negative imperatives and should cover a variety of verb tenses. Students should work individually to complete the exercises. (3 - 4 min)

   3.2. Correction of the exercises: The teacher should review the exercises with the class, correcting any mistakes and clarifying any doubts. This activity helps to consolidate the learning of the imperative and identify any areas that may need more practice.

Feedback (8 - 10 min)

1. Review and Reflection (3 - 4 min): 1.1. Review of concepts learned: The teacher should start this stage by recalling the main concepts covered in the class, such as the definition of the imperative, the formation of the imperative, the difference between affirmative and negative imperatives, and the practice of using the imperative in various contexts. The teacher should encourage students to ask questions or clarify any doubts that may have arisen during the class. (1 - 2 min) 1.2. Connection with the real world: Next, the teacher should promote a brief discussion on how the imperative is used in the real world. Examples of the use of the imperative in advertisements, instruction manuals, everyday conversations, among others, can be mentioned. The teacher should emphasize that using the imperative correctly can make a big difference in communication, making messages clearer and more direct. (1 - 2 min) 1.3. Reflection on learning: The teacher should propose that students reflect on what they have learned during the class. Questions such as: "What was the most important concept you learned today?" and "What questions have not yet been answered?" can be asked. This helps the teacher to assess the effectiveness of the class and to identify any areas that may need reinforcement in future classes. (1 - 2 min)

2. Application of the Content (2 - 3 min): 2.1. Connection activities: The teacher should propose that students apply what they have learned in real situations. For example, students can be asked to write a list of instructions to do a household chore, such as making a sandwich or tidying up their room, using the imperative. Another idea is to ask students to create a short dialogue between two people, using the imperative to express commands, requests, suggestions, advice, and instructions. (1 - 2 min) 2.2. Feedback and guidance: The teacher should review the activities proposed by the students, correcting any mistakes and providing constructive feedback. The teacher should guide students on how to improve the application of the imperative, reinforcing the concepts learned and identifying any areas that may need more practice. (1 - 2 min)

3. Complementary Materials (1 - 2 min): 3.1. Reading suggestions: The teacher should suggest additional reading materials for students who wish to deepen their knowledge of the imperative. This may include English learning websites, textbooks, or academic articles. The teacher should emphasize that reading is a great way to reinforce learning and to expand students' vocabulary and comprehension. (1 - 2 min)

This Feedback is an important stage to consolidate students' learning, reinforce the concepts learned and promote reflection on what was learned and how it can be applied in the real world. In addition, Feedback helps the teacher to assess the effectiveness of the class and to identify any areas that may need reinforcement in future classes.

Conclusion (5 - 7 min)

1. Content Summary (2 - 3 min): The teacher should recap the main points of the class, reinforcing the concepts of the imperative, the formation of the imperative, the difference between affirmative and negative imperatives, and the practice of using the imperative in various contexts. In addition, it should recall the problem situations presented at the beginning of the class and how they were solved with the use of the imperative. This is the moment for the teacher to clarify any remaining doubts and ensure that all students have understood the content.

2. Connection with Theory, Practice, and Applications (1 - 2 min): The teacher should explain how the class connected the theory, practice, and applications of the imperative. It should be emphasized that, through the theoretical explanation, practical examples, and group and individual activities, students had the opportunity to understand and apply the use of the imperative in various contexts. In addition, it should be highlighted how learning the imperative is relevant for everyday English communication, especially in situations that involve expressing commands, requests, suggestions, advice, and instructions.

3. Complementary Materials (1 - 2 min): The teacher should suggest additional study materials for students who wish to deepen their knowledge of the imperative. These may include grammar books, English learning websites, educational videos, and interactive online activities. The teacher should emphasize that regular practice and autonomous study are essential for consolidating learning.

4. Relevance of the Topic (1 min): To conclude, the teacher should emphasize the importance of the imperative for effective communication in English. It should be stressed that using the imperative correctly can make a big difference in the clarity and direction of a message. The teacher should remind students that, by mastering the use of the imperative, they will be able to express themselves more effectively in a variety of everyday situations, both in writing and speaking.

This Conclusion stage is vital for consolidating learning, reinforcing the connection between theory and practice, and motivating students to continue studying and practicing the use of the imperative in English.