Lesson Plan | Traditional Methodology | Verbs: Review of the Verb to Be

Objectives

Duration: (10 - 15 minutes)

This stage of the lesson plan aims to clearly present what students will learn and what skills they should develop by the end of the lesson. By defining the main objectives, the teacher ensures that students understand the relevance of the content and are aware of the learning expectations, which facilitates focus and motivation during the lesson.

Main Objectives

1. Recognize the importance of the verb 'to be' in constructing sentences in English.

2. Correctly apply the verb 'to be' in its affirmative, negative, and interrogative forms.

3. Identify and correct common errors in the use of the verb 'to be'.

Introduction

Duration: (10 - 15 minutes)

The purpose of this stage of the lesson plan is to contextualize students and capture their interest in the topic by showing the importance and practical applications of the verb to be. By establishing a clear context and sharing curiosities, the teacher prepares students for the content to be addressed, facilitating comprehension and the relevance of the learning. This introduction also serves to motivate students by connecting the lesson content to real-world examples and popular culture.

Context

The verb to be is one of the most fundamental and versatile verbs in the English language. It is used to express existence, characteristics, temporary and permanent states, among other functions. Understanding and properly using the verb to be is essential for building basic and complex sentences in English. In this lesson, we will review its forms (am, is, are), understand how to conjugate it in different tenses, and learn how to apply it in affirmative, negative, and interrogative sentences.

Curiosities

Did you know that the phrase 'to be or not to be' from the famous monologue in Hamlet by William Shakespeare is one of the most iconic examples of using the verb to be? This phrase not only highlights the importance of the verb in the English language but also how it can carry deep and philosophical meanings. Furthermore, the verb to be is one of the first things people learn when studying English, precisely because of its relevance in expressing identity and state of being.

Development

Duration: (40 - 50 minutes)

The purpose of this stage of the lesson plan is to provide a detailed and practical understanding of the verb to be. Through clear explanations and practical examples, students will be able to identify and correctly apply the verb to be in different contexts. The proposed questions aim to reinforce learning, allowing students to practice and consolidate their knowledge.

Covered Topics

1. Forms of the Verb to be: Explain the three forms of the verb to be in the present: am, is, and are. Detail that am is used with I, is is used with he, she, it, and are is used with you, we, they. 2. Present Tense Conjugation: Show how to conjugate the verb to be in the present. Use practical examples such as 'I am a student', 'She is happy', and 'They are friends'. 3. Affirmative, Negative and Interrogative Forms: Explain how the verb to be is used in affirmative, negative, and interrogative sentences. Use examples for each form, such as 'I am a teacher', 'I am not a teacher', and 'Am I a teacher?' 4. Usage of the Verb to be to Describe States and Characteristics: Detail how the verb to be is used to describe temporary and permanent states, such as 'He is tired' (temporary state) and 'She is intelligent' (permanent characteristic). 5. Common Errors: Identify common errors in the use of the verb to be and how to correct them. For example, explain the difference between 'You is' (wrong) and 'You are' (correct).

Classroom Questions

1. Complete the sentences with the correct form of the verb to be: 'She ___ my friend', 'They ___ at home', 'I ___ a student'. 2. Transform the following affirmative sentences into negative ones: 'He is a doctor', 'We are happy', 'It is cold'. 3. Create questions using the verb to be with the following words: 'you / a teacher?', 'they / from Brazil?', 'it / raining?'

Questions Discussion

Duration: (20 - 25 minutes)

The purpose of this stage of the lesson plan is to ensure that students correctly assimilate the concepts presented, clarifying doubts and reinforcing learning through discussion and reflection. By reviewing and discussing the answers, the teacher promotes a deep understanding of the content and encourages students to apply the knowledge in practical situations.

Discussion

• ✅ Complete the sentences with the correct form of the verb to be: 'She is my friend' 'They are at home' 'I am a student'. Explain to each student why the correct form of the verb to be is used in each case, detailing the agreement between subject and verb.

• ✅ Transform the following affirmative sentences into negatives: 'He is a doctor' → 'He is not a doctor' 'We are happy' → 'We are not happy' 'It is cold' → 'It is not cold'. Show how the addition of the word 'not' after the verb to be transforms the sentence into negative.

• ✅ Create questions using the verb to be with the following words: 'you / a teacher?' → 'Are you a teacher?' 'they / from Brazil?' → 'Are they from Brazil?' 'it / raining?' → 'Is it raining?'. Explain how the inversion of the verb to be with the subject transforms the sentence into a question.

Student Engagement

1. ❓ Engage the students with the following questions and reflections: 'Why is it important to use the correct form of the verb to be for each subject?' 'How can the change between the affirmative, negative, and interrogative forms of the verb to be alter the meaning of a sentence?' 'What are some everyday situations where you use the verb to be? Could you give examples in English?' 'Can you identify a sentence in English you heard recently that used the verb to be? How did you use it?'

Conclusion

Duration: (10 - 15 minutes)

The purpose of this stage of the lesson plan is to summarize the main content presented, reinforce the connection between theory and practice, and highlight the importance of the topic for the students' daily lives. By concluding the lesson with this recap, the teacher ensures that students leave with a clear and consolidated understanding of the topic, ready to apply it in their daily interactions.

Summary

• Explanation of the three forms of the verb to be in the present: am, is, are.
• Conjugation of the verb to be in the present with practical examples.
• Usage of the verb to be in affirmative, negative, and interrogative sentences.
• Application of the verb to be to describe temporary and permanent states.
• Identification and correction of common errors in the use of the verb to be.

The lesson connected theory with practice through detailed explanations and practical examples, allowing students to see how the verb to be is used in different contexts and forms. The application of knowledge was reinforced with fill-in-the-blank exercises, sentence transformation, and question creation, facilitating understanding and real practice of the content taught.

The verb to be is fundamental for communication in English, as it is used to express existence, identity, characteristics, and states. Understanding and correctly using this verb is essential for constructing basic and complex sentences, making knowledge of it crucial for everyday situations and future interactions in English. Curiosities such as the famous phrase from Shakespeare, 'To be or not to be', illustrate the depth and importance of this verb in culture and language.