Objectives (5 - 7 minutes)

1. Understand the concept of personal pronouns in English: Students should be able to understand what personal pronouns are, how they are used, and why they are important in the English language. This includes identifying pronouns for different persons (I, you, he, she, we, they, etc.) and learning about the difference between subject and object pronouns.

2. Identify personal pronouns in various contexts: After understanding the concept, students should be able to identify and differentiate personal pronouns in various sentences and texts. This involves the ability to recognize pronouns in different forms, such as subject, direct object, indirect object, among others.

3. Correctly apply personal pronouns in sentences: In addition to identifying, students should practice the proper use of personal pronouns in their own sentences. They should be able to choose the correct pronoun to replace a name or person in a sentence, ensuring that agreement and coherence are maintained.

Secondary Objectives:

• Develop listening and speaking skills in English: During the group activity, students will have the opportunity to practice their listening and speaking skills in English while interacting with their peers.

• Promote autonomy in learning: Inverted classroom is a model that encourages students to take responsibility for their own learning. Through prior study of the content, they will be prepared to actively participate in discussions and activities in the classroom.

Introduction (10 - 12 minutes)

1. Review of previous content (3 - 4 minutes): The teacher should start the lesson by reminding students about the basic structure of a sentence in English, focusing on the difference between subject and object. This includes identifying the subject as the person or thing performing the action of the sentence and the object as the person or thing receiving the action. Additionally, students should be reminded about pronouns in general, as words used to replace names or people.

2. Presentation of problem situations (3 - 4 minutes): The teacher can propose two situations to introduce the topic:

   • Situation 1: 'Imagine you are writing a letter to a friend. How would you refer to yourself in the letter? And how would you refer to your friend?' This will help students understand the need for personal pronouns in written communication.
   • Situation 2: 'Now, imagine you are telling a friend about something your teacher said. How would you tell that story, using the correct personal pronouns?' This can help students realize the importance of using the correct personal pronouns to avoid confusion in communication.

3. Contextualization (2 - 3 minutes): The teacher should explain that personal pronouns are essential for communication in English, whether in writing, reading, speaking, or listening. They are used to avoid unnecessary repetitions of names and to ensure that the message is clear and understandable.

4. Engage students' attention (2 - 3 minutes): To spark students' interest, the teacher can share curiosities about personal pronouns in English. For example, they can mention that English is one of the few languages that has different personal pronouns for the second person singular (you) and plural (you all). Another curiosity is that Old English had a form of personal pronoun for the first person plural (we) that was used to refer to oneself in a majestic way, but this form fell out of use and is now considered archaic.

Development (20 - 25 minutes)

1. Activity 1 - 'Magic Pronoun' (10 - 12 minutes): Students will be divided into groups of 3 to 4 people. Each group will receive a set of cards with words written on them (for example: 'John', 'Maria', 'ball', 'book', 'run', 'laugh', etc.). The students will then be invited to form English sentences using the cards and replacing the names with personal pronouns.

   • Step 1: The teacher should explain the activity and distribute the cards to each group.
   • Step 2: Students, in their groups, should start forming sentences, replacing the names with personal pronouns. The teacher should circulate around the room, assisting the groups as needed and correcting any errors.
   • Step 3: After a set time, each group should present one of their sentences to the class. The teacher should correct any errors and provide feedback.

2. Activity 2 - 'Pronoun in Action' (10 - 12 minutes): Still in their groups, students will receive a series of everyday situations (for example: 'João and Maria went to the park. João wants to play ball, but Maria wants to read a book.' or 'John is fast. He can run faster than Maria.'). The students should then rewrite the situations, replacing the names with personal pronouns.

   • Step 1: The teacher should present the activity and hand out the situations to each group.
   • Step 2: Students, in their groups, should rewrite the situations, replacing the names with personal pronouns. The teacher should circulate around the room, assisting the groups as needed and correcting any errors.
   • Step 3: After a set time, each group should present one of their rewritten situations to the class. The teacher should correct any errors and provide feedback.

3. Activity 3 - 'Pronoun Challenge' (5 - 7 minutes): To conclude the practical part of the lesson, the teacher can propose a challenge. The teacher will say a sentence in English and the students, individually, must write the same sentence, but replacing a name with a personal pronoun. The teacher should circulate around the room, checking the answers and providing immediate feedback.

   • Step 1: The teacher should explain the challenge and give an example.
   • Step 2: Students, individually, should write their answers.
   • Step 3: The teacher should review the answers, correct any errors, and provide feedback.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should invite each group to share their solutions or conclusions from the activities carried out. Each group will have a maximum of 2 minutes to present. During the presentations, it is important for the teacher to be attentive to correct any errors and clarify doubts that may arise. Additionally, the teacher should encourage students to ask questions and make comments about the presentations of other groups.

2. Connection to Theory (2 - 3 minutes): After all presentations, the teacher should give a brief summary of the activities, highlighting how they connect to the theory of personal pronouns. For example, the teacher can remind students how personal pronouns are used to replace names and avoid unnecessary repetitions in a sentence. Furthermore, the teacher can reinforce the importance of using the correct personal pronouns to ensure clarity and coherence in communication.

3. Final Reflection (3 - 4 minutes): To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. The teacher can ask questions like:

   1. 'What was the most important concept you learned today?'
   2. 'What questions have not been answered yet?'
   3. 'How can you apply what you learned about personal pronouns in English in your daily life or in other study contexts?'

   Students will have a minute to think about these questions. Then, the teacher can ask for some volunteers to share their answers with the class. The teacher should encourage students to be honest and open in their responses, as this can help identify areas that need further reinforcement and improve students' understanding of the topic.

4. Teacher's Feedback (1 minute): Finally, the teacher should provide overall feedback on the lesson, praising the students' efforts, highlighting the positives, and pointing out areas that can be improved. Additionally, the teacher should reinforce the key concepts of the lesson and remind students of any homework or additional readings that may be necessary to consolidate learning.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher should summarize the main points covered during the lesson, reinforcing the concept of personal pronouns in English, the difference between subject and object pronouns, and the importance of identifying and correctly applying these pronouns in different contexts. This can be done through a brief recap quiz, where the teacher asks questions about the most important topics and students respond orally.

2. Connection of Theory, Practice, and Applications (1 - 2 minutes): The teacher should explain how the lesson connected theory, practice, and applications. For example, the teacher can emphasize how group activities allowed students to apply the theory of personal pronouns in practical and realistic situations. Additionally, the teacher can mention how the ability to identify and use personal pronouns correctly in English is a valuable skill that students can apply in their daily lives, whether at school, work, or in their social interactions.

3. Extra Materials (1 - 2 minutes): The teacher should suggest additional study materials for students who wish to deepen their understanding of personal pronouns in English. This may include grammar books, educational websites, explanatory videos, online interactive exercises, among others. The teacher can also recommend that students practice identifying and using personal pronouns in English in their own readings and writings.

4. Subject Importance (1 minute): To conclude, the teacher should emphasize the importance of the subject presented in the lesson. The teacher can explain that personal pronouns are an essential part of the English language and are used daily in a variety of contexts. Furthermore, the teacher can emphasize that the ability to use personal pronouns correctly is fundamental for effective communication in English, whether in speaking, writing, reading, or listening. The teacher should encourage students to continue practicing and improving their skills with personal pronouns, as this will help strengthen their overall competence in the English language.