Objectives (5 minutes)

1. Understand the concept of adverbial clauses and their function in the construction of the meaning of the text.
2. Identify the different classes of adverbial clauses (causal, conditional, concessive, comparative, consecutive, final and temporal) and their particularities.
3. Analyze and interpret texts, recognizing and classifying the present adverbial clauses.

Secondary objectives:

• Develop reading and text interpretation skills.
• Promote writing practice, encouraging the appropriate use of adverbial clauses in different contexts.
• Stimulate discussion and critical thinking through group activities.

Introduction (10 - 15 minutes)

1. Review of previous content (5 minutes):

   • The teacher begins the class by recalling the basic concepts of clauses, subordinate and coordinated, which were studied in previous classes.
   • Students are encouraged to participate, remembering and explaining the concepts in their own words.

2. Problem situations (5 minutes):

   • The teacher proposes two situations for students to think about and discuss in small groups:
     • Which elements in a sentence can indicate time, cause, condition, purpose, comparison, concession or consequence?
     • How to identify and differentiate between an adverbial subordinate clause and an adjective or noun subordinate clause?

3. Contextualization (3 minutes):

   • The teacher explains the importance of adverbial clauses in the comprehension and production of texts, showing examples of their use in different contexts, such as news, literary texts, e-mails, among others.
   • Students are encouraged to share their own reading and writing experiences, identifying situations in which adverbial clauses were important for understanding the text.

4. Getting students' attention (2 minutes):

   • The teacher introduces the topic of the class by telling a short story about how adverbial clauses emerged in the Portuguese language and how they evolved over time. For example, how the use of specific words to indicate time, cause, condition, purpose, comparison, concession or consequence became a common practice in writing.
   • The teacher can also share curiosities about the use of adverbial clauses in other languages, highlighting the differences and similarities with Portuguese. For example, how in some languages, such as English, adverbial clauses are generally formed differently, which can cause confusion for Portuguese learners.

Development (20 - 25 minutes)

1. Context Mapping Activity (10 - 12 minutes):

   • The teacher distributes short texts, such as news excerpts, poems, short stories, emails, among others, to each group of students.
   • Each group is tasked with identifying the adverbial clauses present in the text and classifying them according to the function they perform (causal, conditional, concessive, comparative, consecutive, final or temporal).
   • The teacher circulates around the room, guiding the groups as needed and clarifying doubts.
   • At the end of the activity, each group shares its findings with the class, promoting discussion and exchange of ideas.

2. Story Creation Activity (10 - 12 minutes):

   • Still in groups, students are challenged to create short but complete stories that include at least one adverbial clause of each type (causal, conditional, concessive, comparative, consecutive, final and temporal).
   • The teacher provides a guide for the structure of the story, including the number of characters, settings and events that should be included.
   • Students are encouraged to use their creativity and imagination to create interesting and fun stories, while applying the knowledge acquired about adverbial clauses.
   • At the end of the activity, each group reads their story to the class, and the other students are challenged to identify and classify the adverbial clauses used.

3. Board Game Activity (5 minutes):

   • To close the Development phase, the teacher presents a themed board game about adverbial clauses.
   • The game is designed to reinforce the acquired knowledge in a fun and interactive way. Students advance on the board by answering questions about adverbial clauses and earning points.
   • The teacher divides the class into small groups and each group plays a round of the game.
   • At the end of the game, the winning group is announced and the students are encouraged to share what they learned from the activity.

These activities are designed to engage students in an active way and promote the understanding and practical application of the concept of adverbial clauses. In addition, by working in groups, students have the opportunity to develop collaboration and communication skills.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes):

   • The teacher gathers all students and promotes a group discussion about the solutions or conclusions found by the different groups during the activities.
   • Each group is invited to share their stories briefly, highlighting the adverbial clauses used and how they contributed to the structure and meaning of the story.
   • The teacher reinforces the main points, clarifies any remaining doubts and provides feedback on the students' performance.

2. Connection with Theory (3 - 5 minutes):

   • The teacher takes advantage of the group discussion to make the connection between practice and theory. He reviews the types of adverbial clauses and their functions, highlighting how they were applied in the stories created by the students.
   • The teacher can also suggest that students identify adverbial clauses in other texts, such as excerpts from textbooks, news, songs, among others, to further strengthen the connection between theory and practice.

3. Individual Reflection (2 - 3 minutes):

   • The teacher then proposes a moment of individual reflection, where students silently think about what they learned during the class.
   • The teacher provides guiding questions, such as:
     1. What was the most important concept you learned today?
     2. Which questions have not yet been answered?
     3. How can you apply what you have learned about adverbial clauses in your daily life or in other disciplines?
   • The teacher will encourage students to write down their reflections in a notebook, so that they can review them later and monitor their own learning progress.

4. Feedback and Closure (1 minute):

   • To close the class, the teacher asks for quick feedback from the students about what they thought of the class and the activities carried out.
   • The teacher thanks everyone for their participation, reinforces the importance of the subject matter and how it applies to everyday life, and makes a brief summary of the main points covered during the class.
   • The teacher also informs the students about what will be covered in the next class, so that they can properly prepare themselves.

The Return is an essential step for consolidating students' learning and for the teacher to assess the effectiveness of their teaching strategies. Through group discussion, connection to theory, individual reflection and feedback, students have the opportunity to reflect on what they learned, clarify any remaining doubts and provide valuable feedback to the teacher.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes):

   • The teacher begins the Conclusion by recapping the main points covered during the class. He reaffirms the concept of adverbial clauses, their function in the construction of the meaning of the text and the different existing classes (causal, conditional, concessive, comparative, consecutive, final and temporal).
   • He recalls the examples and practical activities carried out to facilitate students' understanding.

2. Connection Between Theory and Practice (1 minute):

   • The teacher emphasizes how practical activities, such as text analysis and story creation, allowed students to apply theoretical knowledge in a meaningful way.
   • He highlights how the identification and classification of adverbial clauses in texts contributes to the interpretation of content and to the production of more coherent and cohesive texts.

3. Indication of Extra Materials (1 - 2 minutes):

   • To complement students' understanding of the subject matter, the teacher suggests extra materials for study, such as explanatory videos, online exercises and reading texts with a focus on adverbial clauses.
   • He also recommends continuous reading and writing practice, paying special attention to the use of adverbial clauses in different contexts.

4. Importance of the Subject in Everyday Life (1 minute):

   • Finally, the teacher emphasizes the relevance of adverbial clauses in everyday life.
   • He highlights how the ability to identify and use adverbial clauses correctly is essential for understanding texts and for producing coherent and expressive texts in different situations (school, work, leisure, among others).
   • The teacher can also mention how knowledge of adverbial clauses can facilitate communication in other languages, since many languages use similar structures to express time, cause, condition, purpose, comparison, concession and consequence.

The Conclusion of the class is a crucial moment to consolidate students' learning, establish connections between theory and practice, and reinforce the relevance of the subject in everyday life. In addition, by indicating extra materials for study, the teacher encourages students' continuous and autonomous learning.