Objectives (5 - 7 minutes)

1. Understanding the use of the verb 'can': The primary objective is for students to understand the use and application of the verb 'can' in the English language. This includes the ability to correctly identify the verb's structure in various forms, such as affirmative, negative, and interrogative.

2. Reading and listening skills: Students should be able to read and listen to sentences containing the verb 'can' and correctly identify its use and meaning. This contributes to the development of listening and reading comprehension, which are essential skills in learning a foreign language.

3. Production of sentences with 'can': In addition to understanding the use of the verb, students should be able to produce sentences correctly with the verb 'can'. This involves practicing writing and speaking, allowing students to apply what they have learned actively and effectively.

Secondary Objectives:

• Contextualized learning: Students should be able to use the verb 'can' in different contexts, such as in everyday situations, in the classroom, etc. This helps make learning more relevant and applicable to students' real-life.

• Building confidence and fluency: Through practice and application of the verb 'can', students should develop confidence in their English speaking and writing abilities. Furthermore, continuous practice contributes to the development of fluency in the language.

Introduction (10 - 12 minutes)

1. Review of necessary content: The teacher begins the lesson by briefly reviewing the concept of verbs in English, reinforcing that they are words that express action, state, existence, or occurrence. For this, the teacher may ask students to identify examples of verbs they already know. Next, the teacher should explain that in English, different verbs have different ways of usage, and that in today's class, they will focus on the verb 'can'.

2. Problem-solving situation 1: The teacher proposes the following situation: 'Imagine you are in a foreign country and want to order something to drink in English. How would you do that?' The teacher expects students to offer suggestions for sentences, some of which will likely include the use of the verb 'can'.

3. Problem-solving situation 2: Next, the teacher proposes another situation: 'Now imagine you want to tell someone that you are capable of doing something in English. How would you express that?' The teacher expects students to offer suggestions for sentences, again, some of which will likely include the use of the verb 'can'.

4. Contextualization: The teacher should then explain that the verb 'can' is very important in English, as it is used to express ability, capability, permission, and requests. Furthermore, it is a very common verb in everyday life and in various situations, such as at school, at home, at work, etc. Examples of everyday sentences using the verb 'can' can be given so that students realize its importance in daily life.

5. Curiosity: To spark students' interest, the teacher can share some curiosities about the verb 'can'. For example, that 'can' is one of the few verbs in English that does not change in the past, present, or future; or that in informal English, 'can' can also be used to express permission in a more direct way, such as in 'Can I go to the bathroom?' instead of 'May I go to the bathroom?'.

With the Introduction, the teacher establishes the context for learning the verb 'can', showing the importance and usefulness of this verb in daily life, as well as sparking students' curiosity about the subject.

Development (20 - 25 minutes)

1. Theory explanation (10 - 12 minutes):

   1.1. Introduction to the verb 'can': The teacher begins the topic explanation by introducing the verb 'can', which is one of the most common modals in English. It should be emphasized that 'can' is an irregular verb, meaning it does not follow the regular conjugation rules.

   1.2. Using 'can' to express ability/capability: The teacher should explain that 'can' is used to express the ability or capability to do something. For example, 'I can swim', 'She can play the piano'. It should be noted that 'can' is used in both affirmative and negative forms, with the addition of 'not' after the verb. For example, 'I cannot swim', 'She cannot play the piano'.

   1.3. Using 'can' to express permission: The teacher should explain that 'can' is also used to express permission to do something. For example, 'Can I go to the park?', 'You can use my pen'. It should be noted that when 'can' is used to express permission, it is followed by the personal pronoun and the verb in the infinitive without 'to'.

   1.4. Using 'can' in requests: The teacher should explain that 'can' can also be used to make requests in a polite way. For example, 'Can you pass me the salt?'. It should be noted that when 'can' is used in requests, it is followed by the personal pronoun and the verb in the infinitive without 'to'.

   1.5. Contracted forms of 'can': The teacher should explain that, in informal English, 'can' can be contracted to 'can't' in the negative and 'can' in the present tense. For example, 'I can't swim', 'She can play the piano'.

2. Guided practice (5 - 7 minutes):

   2.1. Examples of sentences with 'can': The teacher should provide several examples of sentences using the verb 'can' in different contexts (ability, permission, and requests), both in the affirmative and negative. The teacher should read the sentences aloud and ask students to repeat them to practice pronunciation.

   2.2. Analysis of sentence examples: The teacher should ask students to identify the use of 'can' in each sentence and explain why they chose it. This helps students better understand the use of the verb 'can' in different contexts.

3. Autonomous practice (5 - 6 minutes):

   3.1. Production of sentences with 'can': The teacher should ask students to produce their own sentences using the verb 'can' in different contexts. Students can do this individually or in pairs. The teacher should circulate around the room, offering support and feedback as needed.

   3.2. Review and feedback: After the practice, the teacher should review some of the sentences produced by the students and provide feedback on the correct use of the verb 'can'. The teacher should encourage students to correct their own mistakes, promoting autonomous learning.

With the Development of the lesson, students have the opportunity to learn the theory behind the use of the verb 'can' and practice it in different contexts. This helps to consolidate learning and develop English speaking and writing skills.

Feedback (8 - 10 minutes)

1. Lesson review (3 - 4 minutes):

   1.1. Review questions: The teacher should ask review questions to assess students' understanding of the use of the verb 'can'. This may include questions like: 'What is the negative form of the verb 'can'?', 'How do we use the verb 'can' to express permission?', 'How do we use the verb 'can' to express ability/capability?', 'How is the verb 'can' used in requests?'.

   1.2. Group discussion: The teacher should encourage students to discuss the answers in small groups before sharing them with the class. This helps promote collaborative learning and gives students the opportunity to explain what they have learned in their own words.

   1.3. Correction and feedback: The teacher should correct any errors and provide feedback on the students' answers, ensuring that everyone has a clear understanding of the use of the verb 'can'.

2. Connection to Practice (2 - 3 minutes):

   2.1. Review of examples: The teacher should review the examples of sentences that students produced during the lesson and explain how they demonstrate the correct use of the verb 'can'.

   2.2. Discussion on application: The teacher should start a discussion on how students can apply what they have learned in everyday situations. For example, 'How would you use the verb 'can' to ask if you can leave the classroom?' or 'How would you use the verb 'can' to say you are good at sports?'.

3. Final Reflection (2 - 3 minutes):

   3.1. Reflection question: The teacher should ask a reflection question for students to consider. This could be something like: 'What was the most important concept you learned today?' or 'What questions do you still have about the use of the verb 'can'?'.

   3.2. Student responses: Students should have a minute to think about the question and then will be invited to share their answers. The teacher should listen carefully to the students' responses and use this as feedback to plan future lessons or review activities.

With the Feedback, the teacher checks students' understanding of the use of the verb 'can' and helps consolidate learning. Additionally, it offers students the opportunity to reflect on what they have learned and how they can apply this knowledge in their daily lives.

Conclusion (5 - 7 minutes)

1. Summary and Recap (2 - 3 minutes): The teacher should recap the main points of the lesson, reminding of the use of the verb 'can' to express ability, permission, and requests. Furthermore, it should reinforce that 'can' is a modal verb and therefore does not follow the regular conjugation rules. The teacher can use a whiteboard or a slide to highlight these points, making them more visible to students.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should explain how the lesson connected theory with practice and application. For example, the theory was presented through a detailed explanation of the use of the verb 'can' in different contexts. Practice was done through students producing sentences, allowing them to apply what they learned. And applications were explored through the problem-solving situations presented at the beginning of the lesson, where students had to use the verb 'can' to express ability, permission, and requests.

3. Extra Materials (1 minute): The teacher should suggest extra materials for students who wish to deepen their understanding of the use of the verb 'can'. This may include links to educational videos, English learning websites, online exercises, among others. The teacher can share these resources through an email or online learning platform, so students can access them at any time.

4. Subject Relevance (1 - 2 minutes): Finally, the teacher should emphasize the importance of the verb 'can' in daily life, not only in learning English but also in communication in general. The teacher can give examples of everyday situations where the use of the verb 'can' is common, such as in a conversation with friends, in a job interview, etc. Furthermore, the teacher can emphasize that mastering the use of the verb 'can' helps express ideas and needs clearly and effectively.

The Conclusion of the lesson allows students to review what they have learned, make connections between theory and practice, and understand the relevance of the subject. Additionally, it provides students with extra resources to continue their learning autonomously and reinforces the use of the verb 'can' as an important tool in English communication.