Objectives (5 - 7 minutes)

1. Introduce the concept of imperative verbs in English, clarifying that they are used to give orders, instructions, advice, and make requests directly.

2. Develop students' ability to identify and understand the use of the imperative in different contexts, both in speech and writing.

3. Promote active practice of using the imperative, through exercises and interactive activities that encourage students to construct sentences with imperative verbs.

   Secondary Objectives:

   • Reinforce the importance of verbal agreement in the use of the imperative.

   • Stimulate students' self-confidence in oral expression, providing them with the opportunity to create and share their own imperative sentences.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher starts the lesson with a brief review of verbs in English, emphasizing their importance in sentence formation and communication. This review may include examples of verbs in different tenses and a discussion about the function of verbs in sentences. (3 - 5 minutes)

2. Problem-solving situations: To contextualize the importance of the imperative, the teacher presents two problem-solving situations that involve the use of imperative verbs. For example:

   • Situation 1: 'You are in a restaurant in the USA and want to place an order directly and politely. How would you do this in English?'

   • Situation 2: 'You are instructing a friend to perform a specific task. How would you give the instructions in English?'

   The teacher asks students to think of possible solutions to these situations, encouraging them to use their prior knowledge and intuition. (5 - 7 minutes)

3. Contextualization: The teacher highlights the importance of using the imperative in everyday life, explaining that it is widely used in various situations, such as in instruction manuals, cooking recipes, direct orders, among others. To illustrate, the teacher can display examples of instruction manuals for household appliances, cooking recipes, professional emails, among others, that contain imperative verbs. (2 - 3 minutes)

4. Engaging students' attention: To arouse students' interest in the topic, the teacher can share some curiosities about the use of the imperative in English. For example:

   • Curiosity 1: 'Did you know that, unlike Portuguese, the subject is not explicit in the imperative sentence in English? For example, instead of saying 'You do this', we just say 'Do this'.

   • Curiosity 2: 'Another curiosity is that, in English, the imperative is not used to give friendly advice or suggestions. For that, we use 'should' or 'could', which are modal verbs.'

   The teacher can then ask students if they have any curiosity or doubt about the topic. (3 - 5 minutes)

Development (20 - 25 minutes)

1. Role-Playing Activity: 'No Restaurant' (10 - 12 minutes)

   • The teacher divides the class into groups of 4 to 5 students and assigns each group a role - a customer in a restaurant and a waiter.

   • The teacher provides each group with a set of cards, each containing a situation in the restaurant (for example, ordering a vegetarian dish, asking for more water, asking for the check, etc.).

   • Students must use the imperative appropriately to represent the situation in the restaurant, alternating between the roles of customer and waiter. The goal is for students to practice using the imperative in a realistic and meaningful context.

   • The teacher circulates around the room, providing guidance and feedback as needed.

2. Creative Writing Activity: 'A Day in the Life' (10 - 12 minutes)

   • The teacher asks students, in their groups, to create a short story about a day in the life of a fictional character (for example, a superhero, an astronaut, a detective, etc.).

   • Students should include several situations in which their character needs to give orders, make requests, or give instructions to other characters in the story.

   • The teacher provides students with a list of imperative verbs to help them get started, but encourages them to use their creativity to add more verbs to the list.

   • After completing their stories, each group should choose a member to share the story with the class, reading the parts where imperative verbs are used. The teacher and other students can ask questions or make comments about the use of the imperative in the story.

3. Vocabulary and Grammar Activity: 'Imperative Pictionary' (5 - 7 minutes)

   • The teacher divides the class into groups of 3 to 4 students and provides each group with a set of cards, each containing an English verb.

   • One student from each group must draw the verb on the card, while the other group members try to guess the verb. The challenge is that the drawing student can only give hints using the imperative.

   • The teacher can make the activity more challenging by including irregular verbs or complete sentences that use the imperative.

   • This activity helps reinforce vocabulary related to the imperative and practice forming sentences with imperative verbs.

These fun and interactive activities help students understand and practice the use of the imperative in a meaningful and engaging way. The teacher should circulate around the room, providing guidance, feedback, and correcting any errors students may make. At the end of the activities, the teacher should set aside time for discussion and recapitulation, where students can share their experiences and learnings.

Feedback (10 - 12 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher requests each group to briefly share their solutions or conclusions from the activities. It is important that each group has the opportunity to present their stories, drawings, and dialogues, allowing students to learn from each other and see different ways of using the imperative.

   • During the presentations, the teacher should encourage other students to ask questions and offer constructive feedback, promoting a collaborative learning environment. The teacher can guide the discussion by asking questions like: 'Why did you choose to use this specific verb here?' or 'How did you decide to organize the sentences to make the instructions clear and direct?'.

2. Connection to Theory (3 - 4 minutes)

   • After the presentations, the teacher should briefly review the theoretical concepts presented at the beginning of the lesson, reinforcing the definition and uses of the imperative in English.

   • The teacher can then make connections between the practical activities and the theory, highlighting how students applied theoretical knowledge to create their stories, dialogues, and drawings.

   • The teacher can also draw attention to common errors observed during the activities and explain how to correct them, reinforcing the importance of continuous practice for mastering the use of the imperative.

3. Individual Reflection (3 - 4 minutes)

   • To conclude the lesson, the teacher proposes that students reflect individually on what they have learned. The teacher can ask questions like:

     1. 'What was the most important concept you learned today?'
     2. 'What questions have not been answered yet?'

   • The teacher gives students a minute to think about the questions and then asks some volunteers to share their answers with the class. This reflection helps students consolidate their learning and identify any areas that may need more practice or clarification.

4. Teacher's Feedback (1 minute)

   • Finally, the teacher thanks the students for their participation and effort during the lesson. The teacher can provide general feedback on the class performance, highlighting strengths and areas that may need more attention in the future.

   • The teacher can also reinforce the importance of using the imperative in different contexts, reminding students that they will encounter this type of structure frequently in their English readings, conversations, and writings.

This Feedback is an essential step in the lesson plan, as it allows the teacher and students to assess learning progress, identify strengths and areas that need reinforcement, and establish the groundwork for future lessons and practices.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   • The teacher starts the Conclusion by summarizing the main points covered during the lesson. He reinforces the definition of imperative verbs, their function of giving orders, instructions, advice, and making requests directly.

   • The teacher recalls the practical activities carried out, highlighting how they helped students understand and practice the use of the imperative in various contexts. He may mention specific examples of imperative sentences created by students during the activities.

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

   • Next, the teacher emphasizes the importance of connecting theory to practice. He highlights how the proposed activities allowed students to apply theoretical knowledge in a meaningful and engaging way.

   • The teacher can also mention how the activities helped clarify theoretical concepts, such as the absence of the subject in the imperative sentence in English, which was addressed during the group discussion.

3. Additional Materials (1 minute)

   • The teacher suggests additional study materials for students who wish to deepen their understanding of the use of the imperative in English. These materials may include links to explanatory videos, language learning websites, textbooks, and online exercises.

   • The teacher may also recommend regular practice with imperative verbs, whether in everyday situations or through writing and speaking exercises.

4. Relevance of the Subject (1 - 2 minutes)

   • Finally, the teacher reiterates the importance of using the imperative in everyday life and in different contexts. He may mention examples of situations where students may encounter the imperative, such as following a cooking recipe, reading an instruction manual, giving instructions to someone, or placing an order in a restaurant.

   • The teacher concludes by encouraging students to practice using the imperative and to be attentive to it in their daily interactions with the English language. He reinforces that with regular practice, the use of the imperative will become more natural and intuitive for students.