Objectives (5 - 7 minutes)

1. Introduce the concept of adjectives in English in a clear and simple way to elementary school students.

2. Provide practical and everyday examples for students to understand and identify the use of adjectives in real contexts.

3. Develop students' ability to identify and use adjectives in English through playful activities that stimulate learning and active participation of all.

Introduction (10 - 15 minutes)

1. Content Review: The teacher should start the lesson by reminding students about the basic concepts of nouns and verbs, which were explored in previous classes. Students can be asked to give examples of nouns and verbs, emphasizing that nouns name people, places, things, and ideas, while verbs express actions and states.

2. Problem Situation 1: The teacher can bring an object from the classroom and ask students to describe it. For example, a pencil. The teacher can ask: 'What is the pencil like? Is it big or small? Is it sharp or dull? Is it made of wood or plastic?' This will help introduce the concept of adjectives in a contextualized and meaningful way for students.

3. Problem Situation 2: Next, the teacher can show images of different animals and ask students to describe them. For example, the teacher can show a picture of an elephant and ask: 'What is the elephant like? Is it big or small? Does it have big or small ears? Does it have a trunk or not?' This activity will allow students to practice identifying adjectives in an interactive and fun way.

4. Contextualization: The teacher can explain that in English, we use words called 'adjectives' to describe people, places, things, and animals. Simple examples like 'big', 'small', 'tall', 'short', 'old', 'new', 'happy', 'sad', among others, can be given. The teacher should emphasize that, just like in Portuguese, adjectives in English also agree with the noun they modify. For example, when describing a cat, we can say 'The cat is small', but if we are describing several cats, we will say 'The cats are small'.

5. Attention Gain: To capture students' attention, the teacher can present a short and animated video that introduces the concept of adjectives. There are many educational videos available online that can help make learning fun and engaging for students. After the video, the teacher can ask questions related to the video content to check students' understanding and initiate discussion.

Development (15 - 20 minutes)

Activity 1: 'Adjective Detective' (10 - 12 minutes)

1. The teacher should divide students into small groups of 3 to 4 people. Each group will receive a sheet of paper and a set of images of objects, animals, and people.

2. Each group will be designated as an 'Adjective Detective'. Their goal will be to find and identify adjectives in the provided images. They should write the adjective next to the corresponding noun. For example, if the image is of a cat, the adjective 'small' should be written next to the cat.

3. To make the activity more interactive, the teacher can include a rule that once a group identifies an adjective, they must raise their hand and explain why they chose that adjective to describe the noun in the image.

4. At the end of the activity, the teacher should facilitate a group discussion, allowing each group to share their adjectives and justifications. The teacher can reinforce the concept of agreement, highlighting that the adjective must agree with the noun in number. For example, 'small' for a cat and 'small' for several cats.

Activity 2: 'Adjective Relay' (5 - 7 minutes)

1. The teacher should draw two lines on the floor, about 5 meters apart. Students will be divided into two teams and stand behind each line.

2. The teacher will show a card with a noun (for example, 'dog') to the first student of each team. The goal is for the first student to run to the other side, pick up an adjective card (for example, 'big'), and return to the starting line.

3. The student must then place the adjective before the noun to form a sentence. For example, 'big dog'.

4. The next student in the team repeats the process but must pick a new pair of cards. The team that forms the most correct sentences within the established time wins.

5. At the end of the game, the teacher should review the formed sentences and discuss the agreement of adjectives with nouns.

Both activities are designed to be fun and engaging, allowing students to actively practice identifying and using adjectives. The teacher should monitor the teams' progress, provide guidance when necessary, and give positive feedback to promote an encouraging learning environment.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should gather all students in a large circle for a group discussion about the activities carried out. Each group will have the opportunity to share their answers and conclusions. The teacher should encourage students to explain why they chose certain adjectives and how they used them to describe the nouns. During the discussion, the teacher should reinforce the concepts learned, correct any misunderstandings, and praise students' efforts and achievements.

2. Connection to Theory (2 - 3 minutes): After the discussion, the teacher should revisit the theory of adjectives and make connections with the practical activities. The teacher can ask: 'How do the adjectives you found and used in the activities relate to what we learned about adjectives?' This will help consolidate students' understanding of the concept of adjectives and their application in real contexts.

3. Individual Reflection (3 - 5 minutes): To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. The teacher can ask two simple questions to guide students' reflection:

• 'Which adjective did you learn today that you think you will use more in the future to describe things, people, or animals in English?'
• 'What did you find most enjoyable in today's lesson: finding adjectives in the 'Adjective Detective' activity or forming sentences in the 'Adjective Relay' game? Why?'

Students should be encouraged to share their answers with the class if they feel comfortable. The teacher should use this reflection moment to assess students' learning and to plan future lessons, adapting the content and activities according to students' needs and interests.

4. Closure (1 - 2 minutes): The teacher should end the lesson by thanking everyone for their participation and effort. A collective applause and a moment of relaxation, such as a brief stretching session or a quick game, can be proposed to mark the end of the lesson and prepare students for the next activity.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher should start the conclusion by summarizing the main points covered during the lesson. The definition of adjectives, their function of describing people, places, things, and animals, and the agreement between adjectives and nouns can be highlighted. The teacher can recall the examples given during the activities and discussions to reinforce students' understanding.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher should explain how the lesson connected the theory, practice, and applications of the concept of adjectives. It can be said that through playful activities and discussions, students were able to apply the theoretical concepts of adjectives in a practical and meaningful way. The teacher should emphasize that practice is essential for learning consolidation and that the ability to use adjectives correctly is fundamental for communication in English.

3. Extra Materials (1 - 2 minutes): To complement students' learning, the teacher can suggest some extra materials. This may include English children's books focusing on adjectives, such as 'Brown Bear, Brown Bear, What Do You See?' by Bill Martin Jr. and Eric Carle, and 'The Mixed-Up Chameleon' also by Eric Carle. Additionally, the teacher can recommend interactive websites and online games that allow students to practice identifying and using adjectives in a fun way, such as the 'Adjective Adventure' from BBC Learning English and 'Adjective Games' from Turtle Diary.

4. Subject Importance (1 minute): Finally, the teacher should explain the importance of knowing adjectives in English. It can be said that the correct use of adjectives is crucial for effective communication in English, as it allows us to express our opinions, feelings, and descriptions accurately and in detail. Furthermore, knowledge of adjectives can enrich students' language, enabling them to express themselves in more creative and varied ways.

5. Closure (1 minute): The teacher should conclude the lesson by reinforcing students' learning and thanking them for their participation and effort. It can be said: 'Remember, adjectives help us describe the world around us. Congratulations to everyone for learning about adjectives in such a fun and engaging way today!'.

This conclusion allows students to consolidate their understanding of adjectives and their importance, and motivates them to continue learning and practicing the use of adjectives in English. Additionally, it provides additional resources for students to explore the topic of adjectives autonomously and independently.