Contextualization

Theoretical Introduction

The English language, with its global presence, opens doors to the world by connecting different cultures and enabling communication in a variety of international contexts. At the heart of the English structure lies the verb 'to be,' one of the most fundamental and widely used verbs in the language. It serves as an essential building block for forming sentences and expressions, and is crucial for constructing the English language both in speech and writing.

The verb 'to be' has different forms, which vary according to the subject and the tense: 'am,' 'is,' and 'are' for the present; 'was' and 'were' for the past; and 'be,' 'being,' and 'been' for compound and continuous tenses. Besides indicating existence or state, 'to be' acts as an auxiliary in progressive tenses and passive voice, expanding its importance in English grammar.

Mastering the use of the verb 'to be' is not just a matter of memorization; it is understanding how it adapts to different functions in a sentence, whether as a main or auxiliary verb. To study English effectively, it is essential to understand the conjugation and the various uses of 'to be,' as this forms the basis for learning other aspects of the language, from forming questions to describing the world around us.

Contextualization and Importance

We live in an increasingly connected world, where knowledge of the English language is a valuable tool for both personal and professional development. In our globalized society, English is the language of many international organizations, entertainment, and the internet. Therefore, understanding and correctly applying the verb 'to be' is the first step to communicating efficiently in this scenario.

Students who master the verb 'to be' will be able to describe people, places, and emotions, as well as formulate basic questions. This is essential not only to perform well in everyday situations, such as informal conversations and travels, but also in more formal environments, like job interviews and academic settings. Familiarity with this verb increases confidence to learn other topics of the English language, making the learning process more accessible and rewarding.

To delve deeper into the subject and ensure reliable sources, we recommend consulting materials such as the British Council Brazil website and the Cambridge Dictionary. They offer interactive and informative resources like articles, videos, and practical exercises that are suitable for the comprehension level of 6th-grade students. Additionally, teachers can rely on the didactic material from the Oxford University Press, which provides well-structured books and guides for teaching English as a second language.

Practical Activity

Activity Title

'Exploring 'to Be': A Journey through the English Language'

Project Objective

Develop the understanding and ability to apply the various forms of the verb 'to be' in English from everyday situations and meaningful contexts for the student, promoting collaboration and teamwork.

Detailed Project Description

Each group, consisting of 3 to 5 students, will create a 'Virtual Travel Album' that presents the use of the verb 'to be' in various situations, demonstrating their comprehension and ability to apply the verb in different contexts.

Required Materials

• Internet access and a computer or tablet with presentation software (e.g., Google Slides, Microsoft PowerPoint).
• Research materials, such as textbooks, educational websites, and dictionaries.
• Cell phone camera or digital camera (optional for capturing images).

Detailed Step-by-Step

Week 1: Research and Planning

1. Group formation and task division.
2. Review of the verb 'to be' using the materials recommended in the introduction.
3. Planning of the 'Virtual Travel Album': choosing themes and situations that each page of the album will cover (e.g., family, school, outings, etc.).

Week 2: Content Creation

1. Each student writes five sentences with the verb 'to be,' covering the forms 'am,' 'is,' 'are,' 'was,' and 'were.'
2. Selection or creation of visual images that represent the situations described in the sentences.
3. Start assembling the album pages in the chosen presentation software.

Week 3: Assembly and Review

1. Finalize the assembly of the album pages with the inclusion of texts and images.
2. Peer review within the group to correct errors and make improvements.
3. Practice the oral presentation of the 'Virtual Travel Album.'

Week 4: Presentation and Finalization

1. Presentation of the 'Virtual Travel Album' to the class.
2. Final adjustments based on the feedback received.
3. Preparation of the written report.

Project Deliverables

Students will be evaluated based on two main deliverables:

1. Virtual Travel Album: A digital presentation that demonstrates the use of the verb 'to be' in multiple contexts, accompanied by an oral presentation by the group.

2. Written Document: A report that contextualizes the project, describes the development process, outlines the learnings and conclusions drawn, and cites the sources used.

Writing the Written Document

1. Introduction: Provide context on the theme by explaining the importance of the verb 'to be' in the English language, its practical application, and the objective of this specific project.

2. Development: Describe in detail the process of creating the 'Virtual Travel Album,' including task division within the group, research strategies used, and the album assembly stages. Also, discuss how the sentences were constructed and the situations chosen to illustrate the use of the verb 'to be.'

3. Conclusions: Reflect on the experience of working in a group, the learning process, and how the activity helped better understand the verb 'to be.' Identify challenges faced and how they were overcome, and highlight the most significant aspects of the learning.

4. Bibliography: List all sources consulted during the project, such as textbooks, educational websites (including internet page addresses), and audiovisual materials, following a consistent reference format, such as APA style.

Project Duration

• The project should be developed over a month, with an estimated dedication of 5 to 10 hours per student.
• The group size will be 3 to 5 students.