Objectives (5 - 7 minutes)

1. Develop students' ability to identify and apply the verb 'can' correctly in different contexts and grammatical structures, both in affirmative and negative and interrogative forms.

2. Reinforce students' understanding of the use of 'can' to express abilities, capacities, and permissions in the present, as well as impossibility in the present (using 'can't').

3. Stimulate the correct pronunciation of the verb 'can' and its contraction ('can't'), through repetition exercises and reading aloud.

Secondary Objectives:

• Foster active student participation, promoting a collaborative and interactive learning environment.

• Encourage students' autonomy in the learning process, through the use of digital educational resources and playful activities.

Introduction (10 - 12 minutes)

1. Review of Previous Content: The teacher starts the lesson by reminding students of the concepts of verbs, their importance in sentence formation, and the basic structure of an English sentence. Additionally, it is important to reinforce the use of modal verbs and how they differ from regular verbs.

2. Problem Situations:

   • The teacher can propose the following situation: 'Imagine you are in a sports competition and want to express that you have the ability to run very fast. How would you say that in English?'
   • Another possibility is to present the following situation: 'If you were in a restaurant and wanted to ask if you could order a dish that is not on the menu, how would you do that in English?'

3. Contextualization: The teacher highlights the importance of the verb 'can' in everyday life, as it is frequently used to express abilities, permissions, and capacities. Furthermore, the teacher may mention that 'can' is one of the first modal words students learn, becoming an important foundation for constructing English sentences.

4. Capturing Students' Attention:

   • The teacher can start the lesson with a curiosity, for example: 'Did you know that the word 'can' in English can have meanings other than 'to be able to'? It can also be used to refer to a 'container' made of metal. For example, 'Can you pass me the can of soda, please?'
   • To capture students' attention, the teacher can also share a funny story involving the incorrect use of 'can'. For example: 'Once, a tourist visiting the United States entered a supermarket and asked the attendant: 'Can I buy some cans here?' The confused attendant replied: 'Sure, you can buy food cans here.' The tourist actually wanted to ask if he could buy beers, but used the wrong word!'

With these activities, students will be introduced to the topic in a playful and contextualized way, as well as have the opportunity to recall and connect the new content with what has already been learned.

Development (20 - 25 minutes)

1. Role Play Activity - 'Superpowers' (8 - 10 minutes)

   • The teacher divides the class into groups of 4 to 5 students and hands out cards with different superpowers, such as 'flying', 'being invisible', 'reading minds', etc.
   • Each group is tasked with creating a short scene in which each group member, one at a time, presents their superpower and asks a question to the other characters, using the verb 'can'. For example: 'I can fly. Can you fly too?', 'I can read minds. Can you read minds too?', etc.
   • The teacher circulates among the tables, assisting students in formulating sentences and correcting any errors. After all groups have presented their scenes, the teacher leads a brief discussion about the abilities presented, reinforcing the use of 'can' to express capacities.

2. Dialogue Creation Activity - 'At the Restaurant' (8 - 10 minutes)

   • The teacher continues the lesson with a dialogue creation activity. For this, he hands out a small dialogue script to each group set in a restaurant, where the characters need to order dishes not on the menu.
   • Students must fill in the speech bubbles of the characters, using the verb 'can' to express permission to order special dishes. For example: 'A: Can I have a pizza with pineapple, please? B: I'm sorry, we don't have pizza with pineapple. A: Oh, that's okay. Can I have a salad instead?'
   • After completing the activity, each group reads their dialogue to the class. The teacher makes necessary corrections and reinforces the use of 'can' to express permissions.

3. Writing Activity - 'My Abilities' (5 - 7 minutes)

   • The teacher suggests that students, individually, write a short text about their personal abilities, using the verb 'can'.
   • The goal is for students to practice writing complete and coherent sentences, as well as reinforce the use of 'can' to express abilities. After completing the activity, students can share their texts with the class, if they wish.
   • The teacher circulates around the room, assisting students and providing individual feedback. He can also take advantage of the activity to reinforce the correct pronunciation of 'can' and the contraction 'can't'.

With these activities, students will have the opportunity to practice using 'can' in a playful and contextualized manner, as well as develop oral and written communication skills and teamwork.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher gathers all groups and facilitates a collective discussion about the solutions found by each one. Each group will have up to 2 minutes to share their conclusions or present their scenes, dialogues, and texts, depending on the activity performed.
   • During the presentations, the teacher should encourage students to explain the reasoning behind their choices of dialogues or texts, allowing them to reflect on the use of 'can' in different situations.
   • The teacher should intervene, if necessary, to correct any errors or misunderstandings and to reinforce the main points of using 'can'.

2. Connection with Theory (2 - 3 minutes)

   • After the presentations, the teacher should briefly review the theory, highlighting how the activities performed connect with the content presented.
   • For example, the teacher can recall that 'can' is used to express abilities, capacities, and permissions, and how the dialogues and texts created by students reflected these uses.
   • The teacher can also take this opportunity to clarify any doubts that may have arisen during the activities and to reinforce the correct pronunciation of 'can' and the contraction 'can't'.

3. Final Reflection (3 - 4 minutes)

   • The teacher proposes that students reflect for a minute on the following questions: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
   • After a minute of reflection, the teacher asks some students to share their answers with the class.
   • The teacher should listen attentively to students' responses, as they can provide valuable insights into what was learned and what still needs to be clarified.
   • The teacher can also take this opportunity to give general feedback on the lesson and to encourage students to continue practicing the use of 'can' outside the classroom.

With this Return stage, the teacher ensures that students have the opportunity to reflect on what was learned, make connections between theory and practice, and express any doubts or difficulties that may have arisen. Additionally, the teacher can use this moment to assess students' progress and plan future lessons according to their needs and interests.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes)

   • The teacher begins the Conclusion by recalling the main points covered in the lesson. He emphasizes that the verb 'can' is used to express abilities, capacities, and permissions, and that the negative form is 'can't'.
   • The teacher reinforces the grammatical structure of 'can' and its contraction 'can't', reminding students that 'can' is a modal verb and, therefore, does not need an auxiliary to form the interrogative or negative.
   • He also reinforces the correct use of 'can' in affirmative, negative, and interrogative sentences, using practical and real examples.

2. Connecting Content with Practice (1 - 2 minutes)

   • The teacher explains how the activities carried out in the classroom helped reinforce the use of 'can' in a practical and contextualized manner.
   • He mentions, for example, how the Role Play activity 'Superpowers' allowed students to express abilities in a playful and fun way, and how the writing activity 'My Abilities' provided the opportunity to apply 'can' in a more personal context.

3. Supporting Materials (1 - 2 minutes)

   • The teacher suggests additional study materials for students to review and deepen the content learned. These materials may include videos, online exercises, interactive games, and language learning websites.
   • He may also recommend grammar books and English dictionaries that offer detailed explanations on the use of 'can' and other modal verbs.

4. Importance of the Subject in Daily Life (1 minute)

   • Finally, the teacher highlights the relevance of the verb 'can' in daily life, reminding students that it is widely used in everyday conversations and practical situations.
   • He can mention, for example, that 'can' is often used to ask for permissions, express abilities and capacities, make invitations, and offer help.
   • The teacher encourages students to observe and practice using 'can' in their daily English interactions, reinforcing that constant practice is essential for acquiring fluency and confidence in the language.

With this Conclusion, students will have a clear and concise recap of the content learned, be encouraged to continue studying the topic, and apply what they have learned in their daily lives. Additionally, the teacher will have the opportunity to assess students' progress and make adjustments in future lessons, if necessary.