Objectives (5 - 10 minutes)

1. Review the structure and usage of the verb to be: The main objective of this lesson is to review and consolidate the use of the verb 'to be' in its three forms (am, is, are), as well as its structure in affirmative, negative, and interrogative sentences. Students should be able to identify and correctly apply the verb 'to be' in different contexts.

2. Understand the importance of the verb to be: Students should understand why the verb 'to be' is fundamental in the English language, as it is widely used to express states, characteristics, and identities.

3. Practice the use of the verb to be: In addition to reviewing and understanding, it is essential for students to have the opportunity to practice using the verb 'to be' through exercises, games, and interactive activities. This will allow them to improve their writing, reading, listening, and speaking skills.

Secondary Objectives:

• Develop critical thinking and problem-solving skills: Through the proposed activities, students will be encouraged to think critically and solve problems related to the use of the verb 'to be', thus strengthening their cognitive skills.

• Foster active participation and collaboration: The inverted methodology promotes active participation and collaboration among students. They will be encouraged to discuss, share ideas, and work together during group activities.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher starts the lesson by reviewing the content that was previously learned and that will be fundamental for the understanding of the current lesson topic. In this case, the teacher will review the basic concepts of verbs in English, the difference between regular and irregular verbs, and their importance in the structure of English sentences.

2. Problem situation: Next, the teacher proposes two problem situations to stimulate the students' thinking. He may ask: 'How would you describe a person you don't know, but who is close to you?' and 'How would you talk about something that happened in the past?' The answers will likely involve the use of the verb 'to be' and will serve as a starting point for the theoretical Introduction.

3. Contextualization: The teacher then explains the importance of the verb 'to be' in the English language, emphasizing that it is often used to express states (such as feelings, emotions, and physical conditions), identities (such as nationality and profession), and characteristics (such as appearance and personality). Additionally, the teacher may mention that the verb 'to be' is widely used in everyday situations, both in speech and writing.

4. Introduction to the topic: To spark the students' interest, the teacher can share some curiosities about the verb 'to be'. For example, he may mention that, although it is one of the most common verbs in English, the verb 'to be' does not exist in some languages, such as Russian and Chinese. Furthermore, the teacher can explain that the verb 'to be' is one of the first verbs that children learn when they start learning English, due to its importance and frequency of use.

5. Gaining attention: Finally, the teacher can show a video or slide presentation that introduces the topic in a playful and visually appealing way. For example, a video that presents a song or a story about the verb 'to be', or a slide presentation showing images and phrases that exemplify the use of the verb 'to be'. This will help capture the students' attention and prepare them for a more in-depth exploration of the topic.

Development (20 - 25 minutes)

1. Shadow Theater Activity (10 - 15 minutes):

   • Preparation: The teacher divides the class into groups of five and gives each group a black cardboard, white pencils, and barbecue sticks. He explains that the activity consists of creating short skits using shadows projected on the cardboard.
   • Instructions: Each skit should involve the presentation of a situation where the use of the verb 'to be' is necessary. The teacher gives some examples of situations, such as describing a person from a photo, talking about a past accident, or describing a feeling.
   • Creation of the skit: The students then have to create a short story that involves the proposed situation. They must draw the characters and objects of the story on the cardboard, cut them out, and attach them to the barbecue sticks. Then, they must practice the presentation of the skit, using the language of the verb 'to be' appropriately.
   • Presentation of the skits: Each group presents their skit to the class. During the presentations, the other students should pay attention to the use of the verb 'to be' and, if necessary, correct their classmates.

2. Board Game (10 - 15 minutes):

   • Preparation: The teacher gives each group of students a 'snakes and ladders' type board game (traditional English board game) and a die. Each square on the board contains a question or a situation that requires the use of the verb 'to be'.
   • Instructions: The students then roll the die and move their marker on the board. When they land on a square, they must correctly answer the question or solve the situation according to the use of the verb 'to be'. If they answer correctly, they can stay on the square, if they answer incorrectly, they must go back to the previous square.
   • Discussion of answers: After all groups finish the game, the teacher leads a discussion about the answers. He may ask a representative from each group to explain the answer they gave, and may correct if necessary. The goal is to reinforce the understanding of the use of the verb 'to be' in a playful and interactive way.

3. Comic Strip Creation Activity (10 - 15 minutes):

   • Preparation: The teacher gives each group of students a blank sheet of paper and a variety of markers in different colors.
   • Instructions: The students must then create a comic strip that involves the use of the verb 'to be'. They can choose the theme of the story, but must ensure that the verb 'to be' is used correctly and appropriately. Additionally, they must use a different color marker for each occurrence of the verb 'to be', so that the teacher can easily check the correct use of the verb.
   • Sharing the stories: After completing the comic strips, each group must share their story with the class. During the presentations, the teacher can discuss the use of the verb 'to be' and correct errors if necessary.

These activities will allow students to review and practice the use of the verb 'to be' in a fun and engaging way, while also developing teamwork, critical thinking, and creativity skills.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • Gathering learnings: The teacher gathers all students and promotes a group discussion about the solutions found by each team in the activities carried out. He asks each group to share their conclusions, the challenges they faced, and how they managed to overcome them. This is an important moment for students to realize that there are different ways to approach a problem and that collaboration and idea exchange are essential.
   • Connection with theory: The teacher makes the connection between the practical activities and the theory reviewed at the beginning of the lesson. He reinforces how the verb 'to be' is used to express states, characteristics, and identities, and how this was applied in the activities. The teacher also clarifies any doubts that students may have after the discussion.

2. Individual Reflection (3 - 5 minutes):

   • Reflection moment: The teacher proposes that students reflect individually on what they learned in the lesson. He asks some questions to guide the reflection, such as: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'
   • Reflection recording: Students have a minute to think about the questions and then are encouraged to share their answers with the class. The teacher may ask some volunteer students to share their reflections, or may request that all students write their answers on a piece of paper that will be collected at the end of the lesson.

3. Feedback and Closure (2 - 3 minutes):

   • Students' feedback: The teacher asks students what they thought of the lesson and if they feel they have achieved the proposed Objectives. He also asks for suggestions for improvements for the next lessons.
   • Lesson closure: Finally, the teacher reinforces the main points covered in the lesson, reiterates the importance of the verb 'to be' in the English language, and encourages students to continue practicing at home. He also announces the theme of the next lesson and any homework assignments that students will need to complete.

This Return is essential for the teacher to assess students' progress, identify any gaps in understanding, and make necessary adjustments for the next lessons. Additionally, it allows students to reflect on what they have learned, reinforcing the learning process and helping them consolidate new knowledge.

Conclusion (5 - 10 minutes)

1. Summary of Contents (2 - 3 minutes):

   • The teacher recaps the main concepts and skills that were addressed during the lesson. He reinforces the structure of the verb 'to be' and its use in affirmative, negative, and interrogative sentences. Additionally, he reminds of the importance of the verb 'to be' in English communication, especially for expressing states, characteristics, and identities.
   • To ensure that students have assimilated the content, the teacher may ask them to repeat the structure of the verb 'to be' in chorus and explain, in their own words, why the verb 'to be' is essential in the English language.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes):

   • The teacher highlights how the practical activities, such as Shadow Theater, Board Game, and Comic Strip Creation, allowed students to put the reviewed theory into practice. He emphasizes that understanding and applying the verb 'to be' is not limited to grammar exercises, but is essential for effective communication in English.
   • Additionally, the teacher may mention how the use of the verb 'to be' was applied in different contexts during the activities, reflecting real-life situations where students may encounter and use the verb in their daily lives.

3. Additional Materials (1 - 2 minutes):

   • The teacher suggests additional study materials for students who wish to deepen their knowledge of the verb 'to be'. He may recommend grammar books, educational websites, instructional videos, and language learning apps that offer interactive exercises on the verb 'to be'.
   • Additionally, the teacher may indicate free online resources that students can use to practice the verb 'to be' autonomously, such as games, quizzes, and gap-fill exercises.

4. Importance of the Verb 'to Be' in Daily Life (1 - 2 minutes):

   • Finally, the teacher reiterates the relevance of the verb 'to be' in students' daily lives, both in oral and written communication. He can give concrete examples of situations where the verb 'to be' is frequently used, such as describing people, talking about feelings and emotions, providing personal information, and discussing past events.
   • The teacher encourages students to observe and practice the use of the verb 'to be' in their daily interactions in English, whether at school, at home, or in travel and leisure situations. He emphasizes that with constant practice, the use of the verb 'to be' will become increasingly natural and fluent for students, helping them communicate effectively in English.