Objectives (5 - 10 minutes)

1. Review the use of the verb 'to be' in simple present and simple past: The teacher must ensure that the students recall the correct conjugation of the verb 'to be' for personal pronouns in both verb tenses. This is essential for the understanding and deepening of the use of this verb.

2. Reinforce the difference between the use of 'to be' as a main verb and as an auxiliary verb: Students should be able to identify when the verb 'to be' is being used as a main verb, expressing state or identity, and when it is being used as an auxiliary verb, forming compound verb tenses.

3. Practice the application of 'to be' in affirmative, negative, and interrogative sentences: Students should be able to correctly construct affirmative, negative, and interrogative sentences in both verb tenses using the verb 'to be'.

Secondary Objectives

• Promote the practice of correct pronunciation of 'to be': The teacher should encourage students to practice the correct pronunciation of the verb 'to be', emphasizing the sound difference between 'am', 'is', and 'are' in the simple present and 'was' and 'were' in the simple past.

• Encourage active participation of students in the learning process: The teacher should create an interactive classroom environment, encouraging students to actively participate in the proposed activities, clarifying doubts, and sharing their own experiences and examples of the use of 'to be'.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher should start by reminding students about verbs in English, their importance, and the different types of verbs that exist. This can be done through a quick oral or written review, using examples of sentences that students must identify the verb in.

2. Problem situations: Next, the teacher can present two problem situations to instigate the curiosity of the students and introduce the topic of the lesson. For example:

   • 'Imagine you are at an airport and need to tell the immigration officer who you are and where you come from. How would you say that in English?'
   • 'And if you wanted to ask someone on the street if they are from a certain city, how would you do that?'

3. Contextualization: The teacher should then explain that the verb 'to be' is one of the most important verbs in English, as it is used to express identity, nationality, profession, physical and personality traits, among other things. Examples of common phrases using 'to be' can be given, such as 'I am a student' or 'She is tall'.

4. Capturing students' attention: To make the topic more interesting, the teacher can share curiosities about the verb 'to be'. For example:

   • 'Did you know that in some languages, like Spanish and French, the verb 'to be' is used differently from English? Instead of saying 'I am a student', in Spanish we would say 'Soy estudiante' and in French we would say 'Je suis étudiant'.
   • 'Another curiosity is that Old English had two different forms of the verb 'to be' in the past: 'was' for the first and third person singular (I, he, she, it) and 'were' for all other persons (you, we, they). Nowadays, we use 'were' for all persons in the past in hypothetical sentences and expressions of desire, like 'If I were you...' and 'I wish I were taller'.

After the Introduction, students should have a basic understanding of the lesson topic, be motivated to learn, and be ready to participate in the proposed activities.

Development (20 - 25 minutes)

1. Dramatization Activity (10 - 15 minutes): The teacher should divide the class into groups of 3 to 4 students. Each group will receive a different situation to dramatize, where they will have to use the verb 'to be' in English. The situations can be:

   • Situation 1: At the airport, the immigration officer is asking questions about who the students are and where they come from.
   • Situation 2: At school, a new student is being introduced to the class. Students have to say who they are and where they come from.
   • Situation 3: On a date, a friend asks the students how they are feeling and what they have been doing recently.

   To prepare for the dramatization, students should write a short dialogue script in English, using the verb 'to be' in affirmative, negative, and interrogative sentences. They should practice correct pronunciation and intonation, and pay attention to the proper use of 'am', 'is', and 'are' in the simple present and 'was' and 'were' in the simple past. Then, each group should present their dramatization to the class.

2. Board Game Activity (10 - 15 minutes): The teacher should prepare a board game with questions and answers about the use of the verb 'to be' in English. Each group of students should choose a marker and roll the dice. They advance on the board according to the number rolled on the dice and, when they land on a square, they must answer the question correctly to continue in the game.

   The questions can be about the conjugation of the verb 'to be' in the simple present and simple past, the use of 'to be' as a main and auxiliary verb, and the formation of affirmative, negative, and interrogative sentences. The teacher should monitor the game and help students with doubts. The game is a fun and interactive way to practice the use of the verb 'to be' and motivate students to actively participate in the lesson.

3. Poster Creation Activity (5 - 10 minutes): To conclude the lesson, the teacher can ask students to create posters illustrating the use of the verb 'to be' in different contexts. The posters should include examples of sentences in English with 'to be' and drawings or images representing the meaning of the sentences.

   For example, in a poster about identity, students can write sentences like 'I am a student' and 'She is tall', and draw a book and a tall person. In a poster about physical and personality traits, they can write sentences like 'He is funny' and 'They are from Brazil', and draw a smiling person and a Brazilian flag. The posters can be used to review the lesson content and decorate the classroom.

These practical and playful activities allow students to practice the use of the verb 'to be' in a meaningful and fun way, promoting understanding, retention, and application of the learned content. Additionally, they encourage collaboration, communication, creativity, and critical thinking among students.

Return (5 - 10 minutes)

1. Group Discussion (2 - 3 minutes per group): The teacher should gather all students for a group discussion about the solutions or conclusions found by each group during the activities. Each group should have the opportunity to share their dramatizations, the strategies used to answer the board game questions, and the creation of the posters. This allows students to learn from each other, realize different ways to approach the use of the verb 'to be', and reflect on their own difficulties and achievements.

2. Connection with Theory (1 - 2 minutes): After the discussion, the teacher should briefly review the use of the verb 'to be' in the simple present and simple past, reinforcing the difference between the use of 'to be' as a main and auxiliary verb, and the construction of affirmative, negative, and interrogative sentences. Then, the teacher should connect the theory with the practical activities, highlighting how the learned concepts were applied in the dramatizations, the board game, and the poster creation.

3. Individual Reflection (2 - 3 minutes): The teacher should propose that students reflect individually on what they learned in the lesson. He can ask questions like:

   • 'What was the most important concept you learned today?'
   • 'What questions have not been answered yet?'
   • 'How can you apply what you learned about the verb 'to be' in your daily life or in real English communication situations?'

4. Feedback and Closure (1 - 2 minutes): Finally, the teacher should allow students to share their answers and doubts. He should provide positive feedback, praising the effort and participation of the students, and offer support for any unanswered questions. The teacher should end the lesson by reinforcing the importance of the verb 'to be' in English and encouraging students to continue practicing and deepening their knowledge of this verb.

The Return is a crucial stage to consolidate learning, evaluate the effectiveness of the lesson, and plan for future lessons. It allows the teacher to verify if the lesson Objectives were achieved, identify any gaps in students' understanding, and adjust their planning and methodology as needed.

Conclusion (5 - 10 minutes)

1. Content Summary (2 - 3 minutes): The teacher should summarize the main points covered in the lesson, reminding students about the importance of the verb 'to be' in English, its conjugation in the simple present and simple past, and the difference between its use as a main verb and auxiliary verb. He can briefly review the affirmative, negative, and interrogative sentences that were practiced and highlight the most common errors students made, to help them avoid these errors in the future.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should explain how the lesson connected the theory, practice, and applications of the verb 'to be'. He can mention the dramatization activities, board game, and poster creation, and how these activities allowed students to practice the use of 'to be' in a meaningful and playful way. He can also talk about the problem situations presented in the Introduction and how understanding the use of 'to be' can help students communicate in English in real situations.

3. Extra Materials (1 - 2 minutes): The teacher should suggest extra materials for students who wish to deepen their knowledge of the verb 'to be'. These materials can include videos on YouTube, such as the channel 'English with Lucy' or 'Rachel's English', which offer clear explanations and examples of the use of 'to be'; language learning websites, like Duolingo or Babbel, which offer interactive grammar activities; and English grammar books, like 'English Grammar in Use' by Raymond Murphy.

4. Relevance of the Subject (1 - 2 minutes): Finally, the teacher should emphasize the importance of the verb 'to be' in students' daily lives. He can mention that 'to be' is one of the first verbs students learn in English and one of the most frequent, used in a variety of contexts to express identity, state, traits, location, and time. He can also emphasize that by mastering the use of 'to be', students will be better prepared to communicate in English, whether in academic, professional, or personal situations.

The Conclusion is a crucial part of the lesson, as it synthesizes what was learned, makes the necessary connections, and motivates students to continue learning. By the end of the lesson, students should have a clear understanding of the use of the verb 'to be' and feel confident to use it in their own conversations and writings in English.