Contextualization

The English language today stands as one of the most important languages in the world, being an essential tool for global communication. At the heart of learning English lies the mastery of verbs, with the verb to be being one of the most fundamental. This verb not only plays a role as a main verb, expressing state or existence, but also serves as an auxiliary in many grammatical structures. Understanding and using the verb to be correctly is therefore essential for any student of the English language.

Mastering the verb to be involves knowing its different forms (am, is, are) and how they apply according to the subject of the sentence. Furthermore, it allows students to take their first steps in constructing sentences in English, enabling them to introduce themselves and describe people, places, and feelings clearly and accurately. This basic knowledge serves as a foundation for the study of more complex verb tenses and advanced grammatical structures.

The relevance of the verb to be goes beyond grammar; it is often used in everyday life. Expressions like "It's cold today" or "They are students" are practical examples of its utility. Therefore, mastering this verb is a practical skill directly linked to the ability to communicate efficiently in English, whether in travel, the workplace, or academic contexts.

Moreover, English is often required in various proficiency exams, selection processes for schools and universities, and is a differentiator in the job market. In an increasingly connected world, being able to express oneself in English becomes a competitive advantage and an almost mandatory skill for those who wish to expand their personal and professional horizons.

To delve deeper into the subject and ensure the necessary theoretical foundation for this project, we suggest the following reliable resources for consultation and in-depth study:

1. BBC Learning English - A vast resource with lessons, videos, and exercises on English grammar, including the verb to be.
2. British Council - Offers a series of interactive activities and games to practice English, suitable for different skill levels.
3. Textbooks: English textbooks for Elementary School, available in the school library or for consultation in the classroom, containing specific chapters on the use and rules of the verb to be.

These resources are excellent starting points for this project, but we also encourage discussion among students and research in other reliable materials found by them, always verifying the source and quality of the information.

Practical Activity

Activity Title

Mystery in the Classroom: A "To Be" Adventure

Project Objective

Explore the use of the verb "to be" through the creation of an interactive mystery in English, which requires communication, collaboration, and practical application of grammar in a fictional scenario.

Detailed Project Description

Each group of 3 to 5 students will be responsible for developing a mystery story set in a scenario chosen by them. This story should present characters, clues, and a solution, all described using the verb "to be" in its various forms. The mystery should be presented to the other classmates, who will try to solve it using the information provided.

Necessary Materials

• Paper and pens for the script and clues.
• Access to educational resources for research (books, internet).
• Creativity and collaboration among group members.
• Optional: cell phone or tablet camera to record the final presentation.

Detailed Step-by-Step for Activity Execution

1. Group Formation: Organize students into groups of 3 to 5 members.
2. Scenario Selection: Each group chooses a scenario for the story (school, haunted house, park, etc.).
3. Character Creation and Script: Develop characters and a script that involves the mystery, using the verb "to be" correctly and creatively. All dialogues should frequently employ the verb "to be".
4. Clue Production: Write clues that will help solve the mystery, using "am", "is", or "are".
5. Rehearsal: Practice the presentation, ensuring that all lines and clues are correct and clear.
6. Presentation: Present the story to the class. It can be live or through a recorded video.
7. Interpretation by Classmates: Other students will try to solve the mystery with the given clues.
8. Resolution: Reveal the solution to the mystery and explain how the clues led to it.

Project Deliverables and Connection with Suggested Activities

Each group must submit the following:

1. Story Script: Including character descriptions, dialogues, and clues.
2. Presentation Record: Whether a recorded video or a written summary of the live presentation.
3. Written Document: A report detailing the creation process and learning.

Writing the Written Document

The document should be organized into four main parts:

1. Introduction: Contextualize the verb "to be" and the activity's relevance, in addition to the project's objective.
2. Development: Detail the theory of the verb "to be", the group's creative process in developing the story and clues, and the methodology used to ensure the correct use of the verb in dialogues.
3. Conclusions: Summarize the main aspects of the work, the learnings about the verb "to be", the communication skills and teamwork developed, and conclusions about the mystery resolution.
4. Bibliography: List the resources used, such as websites, textbooks, and other research materials.

The written document should reflect teamwork and how collaboration contributed to learning the verb "to be". Clarity, creativity, and reflection on the process and results are essential for a good evaluation.

The project will last one week, and each student should dedicate between two to four hours of work to the project. The evaluation will consider both the content delivered and the collaboration among students and the development of socio-emotional skills.