Objectives (5 - 7 minutes)

1. Understand the definition and difference between homonyms, homographs, homophones and paronyms:

   • Students should be able to explain and identify the difference between these four terms, understanding that they refer to words that, although they may have similar pronunciations or spellings, have distinct meanings.

2. Identify examples of homonyms, homographs, homophones and paronyms in everyday life:

   • Students should be able to recognize these types of words in texts they read daily, such as news, books, magazines, etc. This will help to consolidate knowledge and practical application of the subject.

3. Use homonym, homograph, homophone and paronym words appropriately in various contexts:

   • Students should learn to use these terms correctly in their own text productions, whether written or oral. This includes the ability to choose the correct word based on context and understanding how choosing one word over another can change the meaning of the sentence or text.

Secondary objectives:

• Develop text reading and comprehension skills:

  • By working with homonyms, homographs, homophones and paronyms, students will be encouraged to pay more attention to the details of the words they read, which can improve their reading and comprehension skills.

• Promote critical thinking and problem solving:

  • When dealing with words that have similar pronunciations or spellings but different meanings, students will be challenged to think critically and apply their problem-solving skills to determine the correct meaning in context.

Introduction (10 - 12 minutes)

1. Review of previous content:

   • The teacher should begin the class by reminding students about the importance of studying the Portuguese language and the main concepts already covered, such as the definition of words, the importance of context in understanding a text, and the difference between synonyms and antonyms. (3 - 5 minutes)

2. Problem situations:

   • The teacher can propose two initial situations to arouse students' interest in the topic:
     • The first situation could be the presentation of an excerpt from a text in which a homonym, homograph, homophone or paronym word was used inappropriately, resulting in a different meaning than intended. The challenge for students would be to identify the error and correct it.
     • The second situation could be the presentation of a word game, such as a crossword puzzle or a riddle, that involves the correct use of homonym, homograph, homophone or paronym words. The goal would be to solve the game, which would require students to understand the difference between these types of words. (3 - 4 minutes)

3. Contextualization of the theme:

   • The teacher should explain to students the importance of understanding the difference between homonyms, homographs, homophones and paronyms, emphasizing that these terms are widely used in the Portuguese language and that knowledge about them can help to avoid misunderstandings in written and oral communication. The teacher can give examples of real situations in which confusion between these types of words can lead to misinterpretations. (3 - 4 minutes)

4. Introduction of the topic:

   • The teacher should then introduce the topic of the class, explaining that they will learn about the differences between homonyms, homographs, homophones and paronyms. To arouse students' interest, the teacher can share some curiosities about these words, such as the origin of their different prefixes (for example, "homo-", which means "same", and "par-", which means "next to"). The teacher can also mention that students often have difficulty understanding these concepts because they are not taught in a clear and didactic way. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Theory - Explanation of Concepts (10 - 12 minutes):

   • The teacher should begin the theoretical part by explaining what homonyms, homographs, homophones and paronyms are. Each concept should be introduced clearly and simply, with practical examples to facilitate students' understanding. (3 - 4 minutes)

     • Homonyms: Words that have the same pronunciation or sound but different meanings. Examples: "more" and "but"; "serious" and "ceres".
     • Homographs: Words that have the same spelling but can have different pronunciations and meanings. Examples: "sleeve" (fruit) and "sleeve" (part of a garment); "set" (verb) and "for" (preposition).
     • Homophones: Words that have the same pronunciation but different spellings and meanings. Examples: "serious" and "cereal"; "feel" (verb feel) and "belt" (accessory).
     • Paronyms: Words that have similar spellings and pronunciations but different meanings. Examples: "accept" (agree) and "excite" (excite); "description" (act of describing) and "discretion" (act of being discreet).

   • Then, the teacher should explain that confusion between these types of words is common, but that with study and practice it is possible to differentiate them correctly. (2 - 3 minutes)

   • The teacher can then present a comparative table, showing the differences and similarities between the four types of words. This can help students to visualize and better understand the explanations. (2 - 3 minutes)

   • Finally, the teacher should reinforce the importance of understanding and using these types of words correctly, emphasizing that this is essential for effective communication and to avoid misunderstandings. (1 - 2 minutes)

2. Practice - Consolidation Exercises (10 - 13 minutes):

   • After explaining the theory, the teacher should propose a series of practical exercises so that students can apply and consolidate what they have learned. The exercises should vary in difficulty, starting with simpler questions and progressing to more complex questions. (5 - 7 minutes)

   • The exercises could include activities such as:

     1. Identifying whether the words presented are homonyms, homographs, homophones or paronyms.
     2. Completing sentences with the correct word, choosing between pairs of homonym, homograph, homophone or paronym words.
     3. Creating their own sentences using homonym, homograph, homophone or paronym words.

   • The teacher should circulate around the room while the exercises are being done, observing students' progress and clarifying any doubts. (3 - 4 minutes)

   • After correcting the exercises, the teacher should do a quick review of the concepts, reinforcing the main differences between the four types of words. (2 - 3 minutes)

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher should propose a group discussion, where students will have the opportunity to share their answers and solutions to the proposed exercises. This is a way to promote interaction between students, encouraging them to learn from each other. The teacher should guide the discussion, asking questions to stimulate students' critical thinking and reflection on what has been learned. For example:
     1. "Why did you choose this word here and not the other one?"
     2. "How did you decide that this word was a homonym and not a homograph, for example?"

2. Connection with Theory (2 - 3 minutes):

   • After the discussion, the teacher should make the connection between the practice performed and the theory presented. The teacher should highlight how the understanding of the concepts of homonyms, homographs, homophones and paronyms helped students to solve the exercises. For example, the teacher could point to a specific exercise and explain how knowledge about homonyms, homographs, homophones and paronyms was used to choose the correct word. This step is important for students to realize the relevance of what they are learning and how it can be applied in real situations.

3. Individual Reflection (2 - 3 minutes):

   • To conclude the class, the teacher should propose that students do an individual reflection on what they have learned. The teacher can ask questions to guide this reflection, such as:
     1. "What was the most important concept you learned today?"
     2. "What questions do you still have about homonyms, homographs, homophones and paronyms?"
   • Students should have a minute to think about these questions and then will be invited to share their answers with the class. The teacher should listen carefully to students' answers, as this can provide valuable information about how the content was understood and which points need to be reinforced in future classes.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes):

   • The teacher should begin the Conclusion by recapping the key points of the class. This should include a brief review of the definitions of homonyms, homographs, homophones and paronyms, as well as practical examples of each of these types of words. The teacher should emphasize how understanding these concepts can help students to avoid misunderstandings and to communicate more effectively, both in writing and speaking.
   • In addition, the teacher should reiterate the importance of paying attention to context when using these types of words, emphasizing that choosing one word over another can significantly change the meaning of a sentence or text.

2. Connection between Theory, Practice and Applications (1 - 2 minutes):

   • Next, the teacher should explain how the class connected theory, practice and applications. The teacher should highlight how the explanation of the concepts was followed by practical exercises that allowed students to apply and reinforce what they had learned. The teacher should also mention the various applications of these concepts in real life, such as in reading and interpreting texts, writing essays and everyday communication.

3. Extra Materials (1 - 2 minutes):

   • The teacher should then suggest extra materials for students who wish to deepen their understanding of homonyms, homographs, homophones and paronyms. These materials could include books, websites, videos and interactive games that address the subject in a playful and didactic way. For example, the teacher could suggest that students watch an explanatory video on YouTube, read a chapter from a textbook on the Portuguese language, or play an online word game that involves the correct use of these types of words.

4. Importance of the Subject (1 - 2 minutes):

   • Finally, the teacher should summarize the importance of the subject presented for students' daily lives. The teacher should reinforce that the ability to differentiate and use homonyms, homographs, homophones and paronyms correctly is essential for effective communication, not only in school but in all spheres of life. The teacher can give examples of real situations in which this ability can be useful, such as in reading and understanding texts, writing essays and emails, and in oral communication.