Objectives (5 - 7 minutes)

1. Understanding Cardinal Numerals: Students should be able to identify and understand cardinal numerals in English. They should understand that cardinal numerals are used for counting and expressing quantity, and that they are written differently from what they are used to in Portuguese.

2. Understanding Ordinal Numerals: Students should be able to identify and understand ordinal numerals in English. They should understand that ordinal numerals are used to indicate the order of something in a series, and that they are written differently from cardinal numerals.

3. Application of Numerals in Practical Contexts: Students should be able to apply the knowledge acquired about numerals in practical situations. This includes the ability to count and order objects using numerals in English, as well as the ability to describe the position of something in a series.

   Secondary Objectives:

   • Development of Listening Skills: During the lesson, students will have the opportunity to practice their listening skills, as they will be exposed to different examples of numerals in English. This will help improve their listening comprehension in the English language.

   • Development of Speaking Skills: Through oral practice activities, students will have the opportunity to practice the correct pronunciation of numerals in English. This will help improve their speaking skills in the English language.

Introduction (10 - 15 minutes)

1. Review of Related Content: The teacher should start the lesson by reminding students of the content already covered and relevant to the topic of the day. This may include vocabulary related to colors, everyday objects, and the basic structure of sentences in English. This review will help students make connections with the new content and understand how numerals fit into the overall structure of the English language.

2. Presentation of Problem-Solving Situations: The teacher can then present two problem-solving situations to engage students:

   • Situation 1: "Imagine you are in a store in the United States and want to buy three shirts. The salesperson asks: 'How many shirts do you want?' How would you respond?"

   • Situation 2: "Now imagine you are in a hotel and want to ask the maid to change the towels. You say: 'I would like the third towel, please.' How would you express this in English?"

   These problem-solving situations serve to show students the practical importance of numerals in English and to contextualize their learning.

3. Contextualization of the Subject's Importance: The teacher should then explain the importance of numerals in English, emphasizing that they are used not only in everyday situations, as in the presented problem-solving situations, but also in more formal contexts, such as in documents, reports, and in many professional areas.

4. Curiosities and Contextualization of the Subject: To further engage students, the teacher can share some curiosities about numerals in English. For example:

   • Curiosity 1: "Did you know that in English, unlike Portuguese, ordinal numerals are not written with an 'o' at the end? For example, instead of 'primeiro' we say 'first'."

   • Curiosity 2: "Another curiosity is that in English, we use cardinal numerals more frequently than ordinal numerals. For example, when counting objects, we usually use cardinal numerals like 'one, two, three', and not ordinals like 'first, second, third'."

   These curiosities will help make the subject more interesting and engaging for students.

Development (20 - 25 minutes)

1. Treasure Hunt Activity with Numerals (10 - 12 minutes): The teacher should divide the class into groups of 4 or 5 students. Each group will receive a list of tasks to be completed in different locations around the school. Tasks will include counting and ordering objects (e.g., books in the library, desks in the classroom, etc.), and describing the position of something in a series (e.g., 'the second door on the right', 'the third hallway on the left', etc.).

   Students will have to complete the tasks using numerals in English. For example, if the task is to count the books in the library, the group will have to say 'one, two, three...' instead of 'um, dois, três...'. Groups will have to use a tablet or smartphone to take photos of the completed tasks as proof. The group that completes the most tasks correctly within the specified time will be the winner.

   This activity will allow students to apply what they have learned about numerals in English in a fun and practical way. Additionally, the competition between groups will help keep students engaged and motivated.

2. Numeral Board Game (10 - 12 minutes): The teacher should provide each group with a board game of numerals in English. The board will be divided into squares, each with an English numeral.

   Students will roll a die and move their game piece on the board. When they land on a square, they will have to say the English numeral that represents the quantity of objects or the position of something in the series indicated by the teacher.

   For example, if the teacher shows a group of five balls and asks 'How many balls are there?', the group will have to answer 'five'. If the teacher says 'This is the third ball. Which number is it?', the group will have to answer 'three'.

   The game will continue until one of the groups reaches the end of the board. The group that reaches first will be the winner.

   This game will allow students to practice the correct pronunciation of numerals in English, as well as the correct application in different contexts. Additionally, the competition between groups will help keep students engaged and motivated.

3. Creating Sentences with Numerals Activity (5 - 7 minutes): To conclude the Development stage, students will have to create sentences in English that include numerals.

   Each group will receive a set of cards, each with an English numeral. Students will have to use these cards to create as many sentences as possible.

   For example, if one of the cards is 'two', students could create the following sentences: 'There are two cars in the parking lot.' 'It's the second book on the shelf.' 'We have to be there by two o'clock.'

   This activity will help students consolidate what they have learned about numerals in English and develop their ability to create sentences in English. Additionally, the playful and creative activity will make learning more fun and engaging.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should gather all students and promote a group discussion about the solutions or conclusions found by each team during the activities. This will allow students to share their experiences and learn from each other. The teacher can ask provocative questions to stimulate the discussion, such as: 'What was the most challenging task? Why?' or 'What strategies did you use to complete the tasks? Were they effective? Why?'

2. Connection to Theory (2 - 3 minutes): The teacher should then make the connection between the practical activities and the theory presented at the beginning of the lesson. For example, highlighting how the treasure hunt activity allowed students to apply numerals in real situations, or how the board game helped reinforce knowledge of numerals in different contexts. The goal is to show students that theory is not something abstract and disconnected from reality, but something that can be applied and experienced.

3. Individual Reflection (2 - 3 minutes): The teacher should then ask students to reflect individually on what they learned in the lesson. He can ask guiding questions, such as: 'What was the most important concept you learned today?' or 'What questions have not been answered yet?' Students should write down their answers in a notebook or on a piece of paper. This reflection will help students consolidate what they have learned and identify any gaps in understanding that may still exist.

4. Sharing Reflections (1 - 2 minutes): Finally, the teacher should ask some students to share their reflections with the class. This will allow the teacher to assess the students' progress and identify any areas that may need review or reinforcement. Additionally, sharing reflections will help create a collaborative learning environment where students feel comfortable expressing their opinions and doubts.

This Return process will help students consolidate what they have learned, make connections with theory, and reflect on their own learning process. Additionally, it will allow the teacher to assess the effectiveness of the lesson and make necessary adjustments for future classes.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should start the Conclusion of the lesson by giving a brief summary of the topics covered. He should remind students of the difference between cardinal and ordinal numerals, and their importance in the English language. For example, he could ask students to repeat the numerals in English to check if they remember correctly.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should then explain how the lesson connected theory, practice, and applications of numerals in English. For example, he could mention how the practical activities (such as the treasure hunt and the board game) allowed students to apply theory in a fun and interactive way. Additionally, the teacher should reinforce the importance of numerals in everyday and professional situations, as demonstrated in the problem-solving situations presented at the beginning of the lesson.

3. Extra Materials (1 - 2 minutes): The teacher should suggest some extra materials for students who wish to deepen their knowledge of numerals in English. This may include language learning websites, textbooks, educational videos, and online games. For example, the teacher could recommend the use of language learning apps that include interactive activities focused on numerals, or reading children's books in English that use numerals in a playful and contextualized way.

4. Relevance of the Subject (1 minute): Finally, the teacher should reinforce the importance of numerals in English for students' lives. For example, he could mention that the ability to count and order objects, and to describe the position of something in a series, is essential not only in everyday situations, but also in many professional areas. Additionally, the teacher should remind students that mastering numerals in English is an important step towards fluency in the English language.

This Conclusion will help students solidify what they have learned in the lesson, understand the connection between theory and practice, and realize the relevance of the subject to their lives. Additionally, it will provide students with additional resources to continue their learning outside the classroom.