Objectives (5 minutes)

1. Present the concept of "Past Continuous" in the English language, explaining that it is used to describe an action that was happening at a specific moment in the past.
2. Develop students' ability to identify and form sentences in the "Past Continuous", both in affirmative and negative forms, as well as interrogative.
3. Provide students with the opportunity to practice the use of the "Past Continuous" in real contexts, through interactive activities and classroom discussions.

Secondary Objectives:

• Reinforce English grammar through practical and playful activities.
• Stimulate active student participation, promoting confidence and fluency in the English language.
• Foster teamwork and oral communication in English, through group activities.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by reminding students of the concept of regular and irregular verbs in the simple past, since the past continuous uses the verb "to be" in the past and the main verb in the gerund. This review can be done through a quick gap-fill activity or a memory game with cards of irregular and regular verbs.

2. Problem Situations: Next, the teacher should present two situations that will serve as the basis for the Introduction of the topic. For example:

   • The story of a character who was performing an action in the past but was interrupted by another action.
   • The description of a scene from a movie or book in which several actions were happening simultaneously.

3. Contextualization: The teacher should then explain to the students that the past continuous is used in English to describe actions that were happening at a specific moment in the past. This can be illustrated with examples of real-life usage, such as describing what you were doing on a certain day and time.

4. Introduction to the Topic: To capture students' attention, the teacher can share curiosities about the past continuous. For example:

   • The past continuous is often used to describe scenes in books and movies, as it gives a sense of continuous and realistic action.
   • In some languages, like Portuguese, there is no specific form for the past continuous, so it can be a challenge for native speakers of these languages to learn this verb tense.

The teacher should encourage students to ask questions during the Introduction and to share their own experiences or difficulties with the topic. This will help create a collaborative learning environment and ensure that all students are engaged with the material.

Development (20 - 25 minutes)

1. Theory and Explanation (10 - 12 minutes):

   • The teacher should start this stage by explaining that the past continuous is formed by using the verb "to be" in the past (was/were) and the main verb in the gerund (-ing).

   • To facilitate students' understanding, the teacher can use visual or concrete examples. For example:

     • Write on the board the sentence "I was playing soccer" and draw a small soccer player next to it.
     • Bring objects to the classroom and describe what was happening with them in the past, like "The TV was playing a movie" or "The clock was ticking".

   • The teacher should explain that, like other verb tenses in English, the past continuous also has negative and interrogative forms. To do this, simply add "not" after the verb "to be" to form the negative, and invert the order of the verb "to be" with the subject to form the interrogative.

   • After the theoretical explanation, the teacher should move on to practice, asking students to form their own sentences in the past continuous. The teacher should immediately correct any errors and encourage students to ask questions if they have doubts.

2. Guided Practice (5 - 7 minutes):

   • The teacher should provide students with a list of verbs in the simple past and ask them to transform them into the past continuous. For example, if the verb in the simple past is "play", students should transform it into "was playing" or "were playing" (depending on the subject).

   • Next, the teacher should provide students with a list of sentences in the past continuous and ask them to transform them into negative and interrogative sentences. For example, if the sentence is "I was playing soccer", students should transform it into "I was not playing soccer" (negative) and "Was I playing soccer?" (interrogative).

3. Free Practice (5 - 6 minutes):

   • To consolidate learning, the teacher should propose an activity in which students must create short stories or situations using the past continuous. For example, "Describe what you were doing yesterday at 8 p.m." or "Imagine you were a character in a book. Describe what was happening in your scene".

   • Students should write their stories individually and then share them with the class. The teacher should correct any errors and provide constructive feedback.

The teacher should ensure that all students are involved in the practice and that they feel comfortable asking for help or clarifying their doubts. Additionally, the teacher should reinforce the importance of the past continuous in English communication, especially when describing past events or narrating stories.

Feedback (10 - 15 minutes)

1. Review of Main Topics (5 - 7 minutes): The teacher should start this stage by briefly reviewing the main topics covered in the lesson. This can be done through a question-and-answer game, where the teacher asks questions about the past continuous and students respond. The teacher should reinforce key concepts, such as the formation of the past continuous, the difference between regular and irregular verbs, and the formation of negative and interrogative sentences.

2. Connection to Theory (3 - 5 minutes): The teacher should then connect theory to practice, explaining how the concepts learned in the lesson apply to real situations. For example:

   • The teacher can ask students to describe what they were doing at a specific time of the previous day, using the past continuous.
   • The teacher can also suggest that students describe a scene from a movie or book, using the past continuous to describe the actions of the characters.

3. Individual Reflection (2 - 3 minutes): The teacher should then propose that students reflect individually on what they learned in the lesson. To do this, the teacher can ask the following questions:

   • What was the most important concept you learned today?
   • What questions have not been answered yet?

4. Group Sharing (3 - 5 minutes): After individual reflection, the teacher should ask students to share their answers in small groups. The teacher should move around the classroom, listening to the discussions and helping to clarify any doubts that may arise.

5. Teacher's Feedback (2 - 3 minutes): Finally, the teacher should gather the class and provide general feedback. The teacher should praise students' efforts and highlight the strengths of the lesson. Additionally, the teacher should answer any questions that have not been addressed and explain how the topics of the lesson connect with the topics that will be covered in the upcoming lessons.

The teacher should emphasize the importance of the past continuous in English communication and encourage students to continue practicing outside the classroom. Furthermore, the teacher should reinforce that practice is essential for learning, and that students should feel comfortable making mistakes and learning from them.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should start the Conclusion by recapping the main points covered during the lesson. This includes the definition of past continuous, the formation of affirmative, negative, and interrogative sentences, and the difference between regular and irregular verbs in the past continuous. The teacher can do this interactively by asking students to share what they remember about these topics.

2. Connection of Theory to Practice (1 - 2 minutes): Next, the teacher should reinforce how theory was applied in practice during the lesson. This can be done by highlighting the activities of sentence transformation and story creation, where students were able to experience the use of the past continuous in real contexts. The teacher should emphasize that practice is essential for mastering this verb tense.

3. Additional Materials (1 minute): The teacher should then suggest some extra materials for students who wish to deepen their knowledge of the past continuous. This may include English learning websites, such as the British Council and Duolingo, which offer interactive exercises and detailed explanations of this and other verb tenses. Additionally, the teacher can recommend English books, movies, or series that extensively use the past continuous.

4. Relevance of the Topic (1 minute): Finally, the teacher should emphasize the importance of the past continuous in everyday life. They can explain that, in everyday situations, the past continuous is often used to describe what we were doing at a specific moment in the past. For example, when telling a story, describing a workday, or talking about our hobbies. The teacher should encourage students to observe the use of the past continuous in their daily English interactions, so they can understand and use this verb tense more easily.

5. Closure (1 minute): The teacher should end the lesson by reiterating the importance of the past continuous and encouraging students to continue practicing at home. They should remind students about the next lesson and which topics will be covered. The teacher should also reinforce that they are available to clarify doubts and that students should feel free to reach out at any time.