Objectives (5 minutes)

1. Introduction to the topic: Students should be able to understand the definition of transitive and intransitive verbs, identifying the differences between them. The teacher should explain that transitive verbs are those that need a complement to have a complete meaning in the sentence, while intransitive verbs do not need a complement, as they have a complete meaning even without it.

2. Practical identification: Students should be able to identify transitive and intransitive verbs in sentences, highlighting the importance of the complement for transitive verbs. This can be done through practical exercises, where students will have to identify and classify the verbs.

3. Application in context: The teacher should explain that the ability to identify and classify verbs is essential for the understanding and production of texts. Students should be able to apply this knowledge to improve their writing and text interpretation.

Secondary Objectives

• Encourage active participation: The teacher should encourage active participation from students, promoting discussions and clarifying doubts throughout the lesson.

• Promote critical thinking: The teacher should encourage students to think critically about the use of transitive and intransitive verbs, highlighting how the choice of the verb can affect the meaning and structure of the sentence.

• Develop autonomous study skills: The teacher should guide students to practice the identification and classification of verbs at home as part of their autonomous study activities.

Introduction (10 - 15 minutes)

1. Review of previous knowledge: The teacher should start the lesson by quickly reviewing what verbs are and how they are classified according to the action they express (action verbs, linking verbs, and state verbs), as well as the difference between subject and object in the sentence structure. This is crucial for students to understand the difference between transitive and intransitive verbs.

2. Presentation of problem situations: The teacher can present two problem situations to stimulate students' thinking and introduce the lesson topic. For example:

   • "Why do some sentences need a complement after the verb, while others do not seem to need it?"
   • "How can we identify if a verb needs a complement or not in a sentence?"

3. Contextualization: The teacher should contextualize the importance of the subject, explaining that the ability to identify and classify verbs is crucial for the understanding and production of texts, whether written or spoken. Additionally, the teacher can emphasize that the correct use of transitive and intransitive verbs contributes to the clarity and coherence of expressed ideas.

4. Introduction to the topic: The teacher should introduce the topic in a way that sparks the students' interest. For example:

   • Share a curiosity: "Did you know that there are verbs that can be both transitive and intransitive, depending on the context? For example, the verb 'run.' In 'John ran,' it is intransitive. But in 'John ran the marathon,' it is transitive."
   • Relate the theme to everyday life: "Have you ever stopped to think why we say 'I watch a movie' and not 'I watch a movie'? Or 'I read a book' and not 'I read to a book'? This has to do with the transitivity of the verb."

Development (20 - 25 minutes)

1. Theory: The teacher should present the theory about transitive and intransitive verbs, explaining the definition of each, their characteristics, and how they can be identified in a sentence. To make the explanation clearer and more interesting, the teacher can:

   • Use examples: "In 'Mary ate the apple,' the verb 'ate' is transitive because it needs the complement 'the apple' to have a complete meaning. Whereas in 'Mary slept,' the verb 'slept' is intransitive because it does not need a complement."
   • Make comparisons: "We can think of transitive verbs as 'greedy,' needing something to 'eat.' Intransitive verbs, on the other hand, are 'satisfied,' as they do not need anything besides themselves to make sense."

2. Practice: After the theoretical explanation, the teacher should propose a series of practical exercises for students to apply what they have learned. The exercises may include:

   • Identifying transitive and intransitive verbs in sentences.
   • Transforming sentences from transitive to intransitive and vice versa, maintaining the sentence's meaning. For example, transforming 'John ate the apple' into 'John ate' (transitive to intransitive) and 'John slept' into 'John slept all night' (intransitive to transitive).

3. Discussion and clarification of doubts: During the exercises, the teacher should circulate around the classroom, observing students' progress and clarifying any doubts that may arise. Additionally, the teacher should promote brief discussions about the correct answers, highlighting the importance of the complement for transitive verbs and how the choice of the verb affects the meaning and structure of the sentence.

4. Feedback: After the exercises, the teacher should provide feedback to the students, highlighting the correct answers and pointing out possible improvements. This is important so that students can correct their mistakes and consolidate what they have learned.

5. Final reflection: The teacher should conclude the Development of the lesson by asking students to reflect for a minute on what they have learned. Some questions that can be asked include:

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

This reflection helps students consolidate the acquired knowledge and identify any doubts or difficulties they may still have.

Return (10 - 15 minutes)

1. Group discussion (5 - 7 minutes): The teacher should organize a group discussion so that students can share the answers and solutions found during the exercises. This not only allows students to learn from each other but also helps the teacher identify any concepts that may still be confusing for the class. During the discussion, the teacher should:

   • Encourage all students to participate, promoting an environment of respect and active listening.
   • Ask students why they classified the verb in a certain way, stimulating critical thinking.
   • Provide feedback and correct any misconceptions or errors made by the class, always in a constructive and respectful manner.

2. Connection with theory (3 - 5 minutes): After the discussion, the teacher should make the connection between the practice carried out and the theory presented at the beginning of the lesson. This may include:

   • Reviewing the main concepts, highlighting how they were applied in the exercises.
   • Pointing out any common difficulties encountered by the class and explaining the corresponding concept again.
   • Reinforcing the importance of correctly identifying and classifying transitive and intransitive verbs for the understanding and production of texts.

3. Individual reflection (2 - 3 minutes): The teacher should propose that students make a brief individual reflection on what they learned in the lesson. This can be done through questions like:

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

This reflection helps students consolidate the acquired knowledge and identify any doubts or difficulties they may still have.

4. Teacher's feedback (2 - 3 minutes): Finally, the teacher should provide feedback to the class, highlighting the correct answers and pointing out possible improvements. This may include:

   • Praise the effort and participation of the students.
   • Point out the main concepts that were well understood by the class.
   • Identify any common difficulties and suggest strategies to overcome them.
   • Encourage students to continue practicing the identification and classification of verbs at home as part of their autonomous study activities.

This Return process is essential for the teacher to assess the effectiveness of the lesson and make the necessary adjustments for future lessons. Additionally, it helps students consolidate what they have learned and prepare for autonomous study.

Conclusion (5 - 7 minutes)

1. Summary of contents (2 - 3 minutes): The teacher should recap the main points covered during the lesson, emphasizing the definition of transitive and intransitive verbs, their characteristics, and how they can be identified in a sentence. This should be done clearly and concisely to reinforce students' understanding. The teacher can use the board or a slide to list the main concepts and examples used during the lesson.

2. Connection between theory, practice, and applications (1 - 2 minutes): The teacher should explain how the lesson connected theory, practice, and the application of the contents. For example, highlighting how the theory was used to explain the concepts of transitive and intransitive verbs, how practice allowed students to apply these concepts in exercises, and how the application of these concepts is essential for the understanding and production of texts. This helps students realize the relevance of what they have learned and how they can apply this knowledge in different contexts.

3. Extra materials (1 - 2 minutes): The teacher should suggest extra materials for students who wish to deepen their knowledge on the subject. These materials may include textbooks, online grammar websites, educational videos, among others. For example, the teacher can recommend reading specific chapters of a grammar book, consulting an online grammar website to clarify doubts, or watching an educational video that explains the difference between transitive and intransitive verbs in a playful and didactic way.

4. Importance of the topic (1 minute): Finally, the teacher should reinforce the importance of the topic studied, explaining how the ability to identify and classify transitive and intransitive verbs can contribute to the improvement of writing and text interpretation. For instance, highlighting how the choice of the verb affects the meaning and structure of the sentence, and how the correct identification and classification of verbs contribute to the clarity and coherence of expressed ideas. This helps students appreciate what they have learned and realize the relevance of this knowledge for their academic and personal life.