Objectives (5 - 7 minutes)

1. Understanding Negative Sentences: Students should be able to understand the concept of negative sentences in English, recognizing the structure, differences, and similarities with Portuguese.

2. Formation of Negative Sentences: Students should learn how to form negative sentences in English, correctly using the auxiliaries 'do' and 'does' in the simple present, 'did' in the simple past, and 'will' in the simple future.

3. Practice of Negative Sentences: Students should practice constructing negative sentences in English, applying the acquired knowledge in contextualized usage situations.

   Secondary Objectives:

   • Vocabulary: Students should be exposed to a variety of vocabulary related to different topics, so they can apply it correctly in their negative sentences.

   • Text Comprehension: Students should be able to read and understand texts in English containing negative sentences, identifying the context and meaning of the sentences.

   • Text Production: Students should be able to produce texts in English containing negative sentences, demonstrating understanding of the content and the ability to apply it.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson with a brief review of the content that has already been learned and that is fundamental for understanding negative sentences. This may include reviewing regular and irregular verbs, the basic structure of sentences in English, and the use of the auxiliaries 'do', 'does', 'did', and 'will'. (3 - 5 minutes)

2. Problem-Situation: The teacher should propose two problem-situations for the students, involving negative sentences. The first one could be reading a negative sentence in English and requesting the students to translate it into Portuguese. The second one could be presenting an affirmative sentence in English and requesting the students to transform it into a negative sentence. These problem-situations will serve as a hook for the Introduction to the theoretical content. (3 - 5 minutes)

3. Contextualization: The teacher should explain the importance of studying negative sentences, highlighting that they are frequently used in everyday communication, both in formal and informal contexts. Additionally, the teacher can mention that knowledge about negative sentences is essential for reading and understanding texts in English, as they are very common. (2 - 3 minutes)

4. Introduction to the Topic: To spark the students' interest, the teacher can share some curiosities about negative sentences in English. For example, they can mention that, unlike Portuguese, in English it is possible to use more than one negative term in the same sentence without generating ambiguity or grammatical error. The teacher can also mention that although negative sentences are considered a basic topic in learning English, many non-native speakers still make common errors when using them. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory: Negative Sentences in English (10 - 12 minutes)

   • Introduction to Theory: The teacher should start the theoretical part by explaining that a negative sentence in English is one that expresses a negation. This can be done by explaining that, just like in Portuguese, in English we also use negative sentences to say that something is not true or did not happen.
   • Auxiliaries and Main Verbs: Next, the teacher should explain that to form a negative sentence in English, we use a negative auxiliary verb (do, does, did, will) + not + the main verb in the infinitive without 'to'. The teacher should emphasize that 'not' can be contracted with the auxiliary verb, forming contractions like don't, doesn't, didn't, and won't.
   • Examples: The teacher should provide examples of affirmative and negative sentences in English, showing the difference between them. For example, 'She plays the piano' (affirmative) and 'She does not play the piano' or 'She doesn't play the piano' (negative).
   • Guided Practice: The teacher should conduct guided practice exercises, where students must transform affirmative sentences into negative ones and vice versa. The teacher should correct the exercises on the board, explaining the mistakes and highlighting the correct answers.

2. Theory: Negative Sentences with Modal Verbs (5 - 7 minutes)

   • Introduction to Theory: The teacher should explain that when using modal verbs (can, could, may, might, must, shall, should, will, would, ought to) in a negative sentence, 'not' is placed after the modal verb. The auxiliary verb 'do' is not used to form the negative.
   • Examples: The teacher should provide examples of affirmative and negative sentences with modal verbs, showing the difference between them. For example, 'He can swim' (affirmative) and 'He cannot swim' or 'He can't swim' (negative).
   • Guided Practice: The teacher should conduct guided practice exercises, where students must transform affirmative sentences with modal verbs into negative ones and vice versa. The teacher should correct the exercises on the board, explaining the mistakes and highlighting the correct answers.

3. Practice: Conversation and Text Comprehension (5 - 6 minutes)

   • Conversation Activity: The teacher should propose that students practice forming negative sentences through a conversation activity. Students should pair up and each pair should create a short dialogue, where at least one of the sentences should be negative. The teacher should move around the room, listening to the conversations, correcting pronunciation, and clarifying doubts.
   • Text Comprehension: The teacher should present students with a short text in English, where some sentences are negative. Students should read the text aloud, paying attention to the pronunciation and intonation of the negative sentences. Then, the teacher should ask questions about the text to verify if students understood the meaning of the negative sentences. The teacher should encourage students to answer the questions in complete sentences, using negative sentences when appropriate.

This lesson structure allows students to understand the theory behind negative sentences in English and practice the formation and use of these sentences in a contextualized manner. Additionally, the conversation activity and text comprehension help develop students' fluency and oral comprehension.

Return (10 - 12 minutes)

1. Review and Reflection (4 - 5 minutes)

   • Review of Contents: The teacher should conduct a brief review of the topics covered in the lesson, recalling the structure of negative sentences in English, the use of the auxiliaries 'do', 'does', 'did', and 'will', and the formation of negative sentences with modal verbs. This can be done through direct questions to students, asking them to explain the concepts in their own words.
   • Reflection on Learning: Next, the teacher should ask students to reflect on what they have learned in the lesson. This can be done through questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'. The teacher should encourage students to think for a minute before responding and to share their answers with the class.

2. Connection to the Real World (3 - 4 minutes)

   • Group Discussion: The teacher should propose a group discussion on the importance of negative sentences in everyday life, both in formal and informal contexts. The teacher can start the discussion by asking questions like: 'Can you think of examples of negative sentences that you hear or use frequently?' and 'In which situations do you think negative sentences are most useful?'.
   • Practical Application: The teacher should ask students to apply what they have learned in the lesson to practical situations. For example, students can be invited to write a short dialogue in English, where at least one of the sentences should be negative. The teacher should move around the room, assisting students and providing feedback.

3. Feedback and Evaluation (3 - 4 minutes)

   • Teacher's Feedback: The teacher should provide feedback to students on their performance during the lesson. The teacher can praise strengths, such as active participation and improvement in pronunciation, and suggest areas for improvement, such as the need to practice more the formation of negative sentences with modal verbs.
   • Students' Self-assessment: The teacher should ask students to self-assess, answering questions like: 'Do you feel confident in forming negative sentences in English?' and 'In which areas do you think you need more practice?'. The teacher should encourage students to be honest in their answers and to seek help if they encounter difficulties.

This Return stage is essential to consolidate students' learning, allowing them to reflect on what they have learned, make connections to the real world, and receive feedback on their performance. Additionally, this stage helps the teacher identify any gaps in students' understanding that can be addressed in future lessons.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • Key Point 1: The teacher should recap the concept of negative sentences in English, reinforcing that they are used to express negation, similar to Portuguese.
   • Key Point 2: The teacher should reiterate the structure of negative sentences, reminding that we use a negative auxiliary verb (do, does, did, will) + not + the main verb in the infinitive without 'to'.
   • Key Point 3: The teacher should remind that when using modal verbs in negative sentences, 'not' is placed after the modal verb, without the need to use the auxiliary verb 'do'.

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

   • Theory and Practice: The teacher should emphasize how the lesson connected theory, practice, and applications. The theoretical content was presented clearly and concisely, and students had the opportunity to practice forming negative sentences in English through guided practice exercises and a conversation activity.
   • Practical Applications: The teacher should remind students that knowledge of negative sentences is essential for effective communication in English, both in speaking and writing. Additionally, the teacher should reinforce that the ability to understand and use negative sentences is crucial for reading and understanding texts in English.

3. Extra Materials (1 - 2 minutes)

   • Reading Recommendations: The teacher should suggest some reading materials for students who wish to deepen their knowledge of negative sentences in English. These materials may include grammar books, educational websites, and articles from magazines and newspapers in English.
   • Video Recommendations and Online Activities: The teacher can also recommend some YouTube videos and interactive online activities that students can use to practice forming negative sentences in English in a fun and engaging way.

4. Importance of the Topic for Everyday Life (1 minute)

   • Relevance of Negative Sentences: Finally, the teacher should emphasize the importance of the lesson topic for everyday life. Negative sentences are an essential part of communication in English and are used in a variety of contexts, from informal conversations to academic and professional texts. Mastering the formation and use of negative sentences in English will help students express themselves more accurately and confidently, both in speaking and writing.

This Conclusion allows students to review the main points of the lesson, reflect on their learning, and receive guidance on how to continue improving their skills. Additionally, this Conclusion reinforces the relevance of the lesson topic to students' lives, encouraging them to apply what they have learned in their daily interactions in English.