Objectives (5 - 7 minutes)

1. Understanding of Simple Future: Students should be able to identify and understand the concept of simple future in the English language. This includes the ability to recognize the grammatical structure and the correct usage of this verb tense.

2. Identification of Verbs in Simple Future: Students should be able to identify verbs in the form of simple future in texts and sentences, as well as to construct sentences in this verb tense.

3. Conversation Practice: Students should be able to use the simple future to express future actions in simple and everyday conversations, thus demonstrating the practical application of what has been learned.

Secondary Objectives:

• Sentence Construction: In addition to identifying and using the simple future, students should be able to construct sentences in English coherently and correctly, applying the rules of agreement and word order in the sentence.
• Development of Autonomy: As an inverted class, students will be encouraged to actively seek knowledge, thus developing their skills in autonomous learning.

Introduction (10 - 15 minutes)

1. Review of Previous Contents: The teacher starts the class by quickly reviewing the verb tenses already studied, focusing especially on the simple present and simple past. This is essential for students to understand the formation and usage of the simple future. (3 - 5 minutes)

2. Problem-Situation 1: The teacher proposes a scenario to the students: 'You received a letter from a friend who is studying abroad and he described some things he plans to do when he returns home. However, all the sentences are in English and in the future tense. How could you understand what he means?' This situation challenges students to apply what they have learned about the simple future to interpret the text. (3 - 5 minutes)

3. Contextualization: The teacher explains that the simple future is widely used in written texts and in conversations to talk about actions that will happen in the future. Therefore, it is an essential skill for effective communication in English. (2 - 3 minutes)

4. Curiosity 1: The teacher shares with the students that, in English, there are several different ways to express the future, but the simple future is the most common and the easiest to use. Additionally, often the simple future is used to express promises, threats, and predictions. (2 - 3 minutes)

5. Curiosity 2: The teacher explains that, unlike Portuguese, English does not have a specific verb tense to express the near future, such as 'vou fazer' (going to do). In English, the simple future is used, like 'I will do'. This can be a challenge for students, but regular practice will help overcome this difficulty. (1 - 2 minutes)

Development (20 - 25 minutes)

1. Activity 1: 'Future Diary' (10 - 12 minutes)

   • Preparation: The teacher divides the class into groups of 3 to 4 students. Each group receives a large sheet of paper and colored pens.

   • Activity Description: The teacher proposes that students create a 'Future Diary', where each day is a page and each page contains a list of things the group plans to do on that day. For example, 'On January 1st, we will go to an amusement park'.

   • Execution: Students, in their respective groups, should think of a list of activities for the next 7 days. However, they must write the sentences in English, using the simple future. The teacher circulates around the room, assisting and correcting if necessary.

   • Presentation: After completing the 'Future Diary', each group must present one of their pages to the class. While presenting, students should explain the planned activities in English, using the simple future.

2. Activity 2: 'Future Hunt' (10 - 13 minutes)

   • Preparation: The teacher prepares a list of sentences in advance, some in the simple present and others in the simple past, describing daily actions.

   • Activity Description: The teacher proposes that students, in their respective groups, identify the sentences on the paper and rewrite them in the simple future.

   • Execution: Students, in their respective groups, receive the list of sentences and must identify those in the simple present or simple past. Then, they should rewrite the sentences in the simple future. The teacher circulates around the room, assisting and correcting if necessary.

   • Presentation: After completing the activity, each group must present some of the sentences they rewrote to the class. While presenting, students should explain what the original sentence means and how it was transformed into the simple future.

3. Activity 3: 'Future Situations' (5 - 7 minutes)

   • Preparation: The teacher prepares a list of everyday situations involving future actions, such as 'What will you do if you win the lottery?' or 'What will you do on your summer vacation?'.

   • Activity Description: The teacher proposes that students, in their respective groups, create short dialogues for each situation, using the simple future.

   • Execution: Students, in their respective groups, choose one of the situations from the list and create a short dialogue that represents it. They must ensure that the dialogue includes the correct usage of the simple future. The teacher circulates around the room, assisting and correcting if necessary.

   • Presentation: After completing the activity, each group must present their dialogue to the class. While presenting, students should explain the situation and what each character is saying. The other students should pay attention to the use of the simple future.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher proposes that each group shares with the class the solutions or conclusions found in their activities. Each presentation should last a maximum of 2 minutes, and the teacher should ensure that all groups have the opportunity to speak. During the presentations, the teacher should intervene to ask questions, clarify doubts, and reinforce important concepts.

2. Connection with Theory (2 - 3 minutes): After all presentations, the teacher should briefly review the theoretical concepts covered in the class, highlighting how they were applied in the practical activities. For example, the teacher can ask students how they identified the verbs in the simple future in the sentences, or how they decided which verb to use in each dialogue situation. The goal is to make students realize the relevance of theoretical content to practice.

3. Individual Reflection (2 - 3 minutes): To conclude the class, the teacher proposes that students reflect individually on what they have learned. The teacher can ask the following questions:

   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 today in real situations?

   The teacher should give a minute for students to think about each question. After the reflection time, the teacher can ask some students to share their answers with the class.

4. Teacher's Feedback (1 minute): The teacher concludes the class by giving overall feedback on the performance of the class, highlighting strengths and areas that need more practice. The teacher can also suggest additional study materials, such as websites, apps, or books, for students to review the content at home.

5. Final Encouragement (1 minute): To motivate students to continue studying, the teacher can share some curiosities about the simple future in English, or tell a fun story that illustrates the importance of this verb tense. The teacher can also reinforce the importance of regular practice for acquiring new skills, and how the inverted class can help students become more autonomous learners.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes): The teacher recaps the main points covered during the class, reinforcing the concept of simple future, its grammatical structure, and usage rules. The teacher highlights the skills developed by students, such as identifying verbs in the simple future, constructing sentences in this verb tense, and conversation practice.

2. Theory to Practice Connection (1 - 2 minutes): The teacher emphasizes how the class connected theory to practice through the activities 'Future Diary', 'Future Hunt', and 'Future Situations'. The teacher highlights how these activities allowed students to apply what they learned in a meaningful and contextualized way, thus strengthening their understanding and retention of the content.

3. Additional Materials (1 minute): The teacher suggests some additional study materials for students to deepen their understanding of the simple future. This may include links to explanatory videos, online interactive exercises, supplementary readings, and relevant vocabulary lists. The teacher can also recommend regular practice of English conversation, whether with classmates, teachers, or native speakers.

4. Relevance of Simple Future (1 minute): Finally, the teacher emphasizes the importance of the simple future for effective communication in English. The teacher highlights that, although it may seem like a simple concept, the ability to express future actions clearly and accurately is fundamental in many contexts, such as making plans, predictions, and promises. The teacher encourages students to continue practicing the use of the simple future in their daily study and communication activities in English, so they can become more fluent and confident in the language.

5. Closure (1 minute): The teacher thanks everyone for their participation and effort, reinforcing that learning English is a continuous process that requires practice and dedication. The teacher reminds students about the importance of reviewing the content learned and being prepared for the next class. The teacher also remains available for any questions that may arise after class, either during office hours or via email.