Objectives (5 minutes)

1. Understanding Possessive Pronouns in English: Students should be able to identify and understand the use of possessive pronouns in English, both in singular and plural, and how they are used to indicate possession.

2. Identification and Use of Possessive Pronouns in Context: Students should be able to identify possessive pronouns in texts and correctly use these pronouns in communicative situations, both in writing and speaking.

3. Comparison of Possessive Pronouns in English and Portuguese: Students should be able to compare possessive pronouns in English with the equivalents in Portuguese, observing the similarities and differences between the two languages.

Secondary Objectives:

• Development of Research Skills and Autonomy: Through the inverted classroom methodology, students will be encouraged to research and learn about the lesson topic independently, promoting the development of research skills and autonomy.

• Development of Communication Skills in English: By using possessive pronouns in communicative activities, students will practice oral and written expression in English, developing their communication skills in the language.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher starts the lesson by reminding students about the basic concepts of possession in English, using concrete examples and students' everyday situations to facilitate understanding. For example, the teacher may ask students who owns a certain object in the classroom, encouraging them to respond using the structure 'It is [name]'s [object]'. The teacher may also review personal pronouns and their possessive forms.

2. Problem Situations: Next, the teacher proposes two problem situations that are relevant to students' daily lives and will introduce the lesson topic. For example, the teacher may say: 'Imagine you are at a birthday party. How would you say a toy belongs to you?' or 'Now, imagine you have a pet. How would you say the pet is yours?'

3. Contextualization: The teacher then explains that in English, we use possessive pronouns to express possession, just like we do in Portuguese. The teacher can explain that possessive pronouns in English are used similarly to personal pronouns, but with a different form. For example, 'my' is equivalent to 'meu/minha' and 'your' is equivalent to 'seu/sua'. The teacher can also mention that in English, possessive pronouns can be used without a noun, unlike in Portuguese. For example, in English we can say 'This is my book' or simply 'This is mine', while in Portuguese we would say 'Este é o meu livro' or 'Este é meu'.

4. Subject Importance: To motivate students to learn more about possessive pronouns, the teacher can explain that they are used all the time in English conversations and that by learning to use them correctly, students will be able to communicate more clearly and effectively in English. The teacher can also mention that understanding possessive pronouns in English will help students better understand written texts in English, such as stories, textbooks, and even songs and movies.

Development (20 - 25 minutes)

In this stage, the teacher suggests that students work together in groups of up to five members. The goal is for them to use the knowledge acquired in the previous stage to solve problem situations and create their own situations involving the use of possessive pronouns. The activities should be playful and engaging, in order to make learning more effective and enjoyable for students.

Activity 1: 'The Lost Object Game'

1. The teacher proposes that students play 'The Lost Object Game'. To do this, the teacher should prepare a series of cards with images of objects (book, ball, toy, lunchbox, etc.) and their respective descriptions in English (my book, your ball, his toy, her lunchbox, etc.)

2. Each group of students receives a set of cards. In each round, one of the students must choose a card and, without showing it to the others, read the description aloud. The other students must try to guess which object belongs to whom, using the possessive pronouns correctly.

3. The student who guesses correctly receives the card and the round continues until all cards have been used or the time allotted for the activity has run out.

Activity 2: 'Creating Sentences with Possessive Pronouns'

1. The teacher proposes that each group of students create a small book of sentences using possessive pronouns. To do this, the teacher should provide a series of images representing everyday situations (family, school, games, etc.) and cards with the corresponding possessive pronouns.

2. Each group must choose one image at a time and create a sentence that describes the situation in the image, using the appropriate possessive pronoun. For example, for an image of a child playing with a ball, the sentence could be 'This is my ball. I love to play with it.'

3. Students can write the sentences on a piece of paper and draw the corresponding image, or they can use a digital book creation app, if available.

Remember that the teacher should circulate among the groups, encouraging everyone's participation, correcting any possible errors gently, and providing guidance whenever necessary. Additionally, it is important that the activities are adapted to the students' reality and level of understanding.

Return (10 - 15 minutes)

1. Group Discussion: After the allotted time for group activities, the teacher gathers all students in a large circle and promotes a group discussion. Each group is invited to share the solutions or conclusions they found during the activities. Students are encouraged to explain the reasoning behind their answers, as well as the logic of using possessive pronouns in each situation. The teacher should ask additional questions to ensure that all students fully understand the concept of possessive pronouns.

2. Connection with Theory: After discussing the solutions, the teacher revisits the theoretical concepts presented in the lesson introduction and makes a connection with the solutions found by the students. For example, the teacher may ask: 'How did you use possessive pronouns in your sentences? Which possessive pronouns did you use and why?' This helps reinforce the connection between theory and practice, and consolidate the learning of possessive pronouns in English.

3. Reflection on Learning: Next, the teacher suggests that students reflect on what they learned in the lesson. The teacher can ask two simple questions to guide students' reflection:

   • 'What did you find easiest about possessive pronouns in English?'
   • 'What did you find most difficult about possessive pronouns in English?'

   Students are invited to share their answers with the class. The teacher should validate students' feelings and perceptions, reinforcing that learning a new language can be challenging, but with practice and effort, they will be able to master the use of possessive pronouns.

4. Teacher Feedback: Finally, the teacher provides overall feedback on the class's performance during the lesson. They can praise students' efforts and achievements, highlighting the positive points observed during group activities. The teacher can also identify areas that need more attention and reinforce the importance of continuous practice for learning possessive pronouns. The feedback should be constructive and encouraging, aiming to motivate students to continue learning and improving their English skills.

Conclusion (5 - 10 minutes)

1. Lesson Summary: The teacher begins the conclusion of the lesson by summarizing the main points covered during the session. They recap the concepts of possession introduced in the content review, and how these concepts are expressed in English through possessive pronouns. They reinforce the differences and similarities between possessive pronouns in English and Portuguese, and how these pronouns are used to indicate possession in different situations.

2. Connection between Theory and Practice: Next, the teacher highlights how the lesson connected theory and practice. They mention how the theory presented at the beginning of the lesson was applied in the group activities, and how students were able to use possessive pronouns correctly and contextually. They also reinforce the importance of understanding the theory in order to apply it effectively.

3. Extra Study Materials: The teacher suggests some extra materials for students who wish to deepen their knowledge of possessive pronouns. They can recommend educational websites with interactive games and practice exercises, educational videos available online, and even mobile apps that allow students to practice using possessive pronouns in a fun way.

4. Importance of the Subject for Everyday Life: Finally, the teacher emphasizes the importance of possessive pronouns for students' everyday lives. They explain that by learning to use possessive pronouns correctly, students will be able to communicate more effectively in English, both in speaking and writing. They also mention that knowledge of possessive pronouns is essential for understanding written texts in English, such as books, magazines, and even websites and social media. Additionally, they remind students that the ability to speak and understand English is an increasingly valued skill in the current world, and that knowledge of possessive pronouns is an important step towards becoming more fluent in the language.

5. Lesson Closure: The teacher concludes the lesson by thanking everyone for their participation and effort, and encouraging them to continue practicing the use of possessive pronouns. They reinforce that with regular practice, the use of possessive pronouns will become more natural over time, and that they are available to help with any questions or difficulties students may have. They also remind students that learning a new language is a continuous process that requires patience, dedication, and above all, fun.