Objectives (5 - 7 minutes)

1. Understand the concept and function of the adverb in the Portuguese language, focusing specifically on denotative words and prepositions.
2. Identify and classify adverbs according to their use within a sentence, enhancing the ability of syntactic analysis.
3. Practice the application of acquired knowledge in exercises, promoting the consolidation of learning and familiarity with the topic.

Secondary objectives:

• Stimulate active participation of students in the class, either through questions, discussions, or problem-solving.
• Develop the ability for research and autonomous study, encouraging students to seek more information about the topic outside the classroom environment.
• Promote the integration of content with everyday situations, demonstrating the relevance of learning for effective communication.

Introduction (10 - 15 minutes)

1. Review of previous contents - The teacher starts the class by quickly reviewing the concepts of noun, adjective, verb, and preposition, emphasizing the importance of these grammatical classes in sentence structuring. He may ask students to provide examples of each of these classes to ensure that prior knowledge has been effectively retained. (3 - 5 minutes)

2. Problem situations - Next, the teacher proposes two problem situations to arouse students' interest and contextualize the lesson's theme.

   • First situation: "Imagine you are writing a text for a newspaper and need to describe how an event occurred. What kind of words would you use to provide details about time, manner, place, intensity, doubt, affirmation, negation, manner, cause, purpose, among others?"
   • Second situation: "Now, think about a conversation you had recently. Do you remember using any word or expression to modify the meaning of a verb, adjective, or another adverb? What were those words?" (3 - 5 minutes)

3. Contextualization - The teacher explains the importance of the adverb in the Portuguese language, emphasizing that it is essential to express circumstances of time, manner, place, intensity, doubt, affirmation, negation, manner, cause, purpose, among others. He may cite examples of real situations where the correct use of adverbs is essential, such as in writing an argumentative text, interpreting a literary text, or in oral communication during a job interview. (2 - 3 minutes)

4. Introduction to the topic - The teacher introduces the lesson's topic, explaining that today, students will learn about denotative adverbs (indicating certainty, doubt, negation, affirmation, intensity) and prepositions (words that establish a subordination relationship between two terms in a sentence). He may provide examples of each type of adverb and preposition so that students have a preliminary idea of what they will learn. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory (10 - 12 minutes)

   • Denotative adverbs - The teacher starts the theory by explaining that denotative adverbs are those that express feelings, opinions, certainty, doubt, intensity, affirmation, and negation. He may provide examples of each type of adverb and ask students to identify them in different sentences. To facilitate understanding, the teacher can present a table with the main denotative adverbs and their respective functions.
   • Prepositions - The teacher continues the theory by explaining that prepositions are words that establish a subordination relationship between two terms in a sentence. He may provide examples of prepositions and ask students to identify the subordination relationship they establish. Additionally, the teacher should emphasize that prepositions can be simple (a, com, de, em, por) or compound (ao lado de, por cima de, através de, em cima de) and that choosing the correct preposition is essential for understanding and expressing the idea correctly in the sentence.

2. Practice (10 - 12 minutes)

   • Group activity - The teacher divides the class into groups of up to five students and gives each group a list of sentences. The sentences should contain denotative adverbs and prepositions mixed. The challenge for students is to identify and classify the adverbs and prepositions in each sentence. The teacher should move around the room, assisting groups that have difficulties and asking questions to stimulate reflection and debate.
   • Correction together - After the designated time for solving the activity, the teacher draws everyone's attention to the correction. He should ask a representative from each group to read the sentences and explain why they classified the adverbs and prepositions in that way. The teacher should take this opportunity to clarify doubts, correct errors, and reinforce the concepts learned.

3. Return to theory (5 - 7 minutes)

   • Classroom discussion - The teacher concludes the Development stage by promoting a classroom discussion about the difficulties encountered by students in the activity and the practical applications of denotative adverbs and prepositions. He should emphasize that, besides being important for grammar, these linguistic elements are fundamental for effective communication and the clear and coherent expression of ideas and feelings. Additionally, the teacher should encourage students to ask questions and actively participate in the discussion, thus promoting engagement and interest in the topic.

Return (10 - 12 minutes)

1. Concepts review (4 - 5 minutes)

   • The teacher should start this stage by recalling the main concepts presented in the lesson. For example, he can recap what denotative adverbs are, give some examples, and ask students to provide others. Similarly, he can review the concept of prepositions, explain the difference between simple and compound prepositions, and ask students to give examples of each.
   • To assist in this review, the teacher can use visual aids, such as a whiteboard or a slide presentation, to highlight the main concepts and their definitions. Furthermore, he can reinforce the importance of these concepts in the construction and interpretation of sentences, texts, and speeches.

2. Connection with the real world (3 - 4 minutes)

   • The teacher should then make the connection between the presented theory and its practical application in daily life. For instance, he can mention everyday situations where the correct use of denotative adverbs and prepositions is essential, such as in writing a formal email, interpreting a news article, or in oral communication during a job interview.
   • Additionally, the teacher can ask students to think of examples of sentences from their daily lives in which they used or could have used denotative adverbs and prepositions. This will allow them to perceive the practical relevance of these linguistic elements and improve their expression and interpretation skills.

3. Individual reflection (3 - 4 minutes)

   • The teacher suggests that students reflect individually on what they learned in the lesson. He can ask questions like: "What was the most important concept you learned today?" and "What questions have not been answered yet?".
   • The teacher should give a minute for students to think about these questions and then ask some volunteers to share their answers with the class. This will allow the teacher to assess the level of understanding among students and identify possible gaps in content comprehension.

4. Feedback and clarification of doubts (1 - 2 minutes)

   • Finally, the teacher should open a space for students to ask questions and clarify doubts. He should encourage everyone's participation, ensuring a welcoming and respectful environment. The teacher should answer questions to the best of his ability, using practical examples and analogies if necessary to facilitate understanding. Additionally, he should thank students for their effort and engagement during the lesson, reinforcing the importance of study and practice for effective learning.

Conclusion (5 - 7 minutes)

1. Summary of contents (2 - 3 minutes)

   • The teacher should start the Conclusion by summarizing the main points covered during the lesson. He can recap the definition of denotative adverbs and prepositions, review the given examples and exercises, and highlight the importance of these elements in the construction and interpretation of sentences and texts.
   • To ensure that the concepts were properly understood, the teacher can ask targeted questions to students and request them to answer together. He should correct possible errors and reinforce the more challenging concepts, using practical examples and clear explanations.

2. Connection between theory, practice, and applications (1 - 2 minutes)

   • Next, the teacher should reinforce the connection between the presented theory, the performed practice, and the real-world applications. He can cite examples of how denotative adverbs and prepositions are used in different contexts, such as academic writing, business communication, journalistic text production, among others.
   • Furthermore, the teacher can emphasize that although the study of grammar may seem abstract, it is essential for effective communication and the development of language skills.

3. Extra materials (1 - 2 minutes)

   • The teacher should then suggest extra materials for further exploration of the topic. These materials may include books, websites, videos, educational games, among others. For example, he can recommend reading a chapter from a grammar book, visiting a Portuguese language website, watching an explanatory video on YouTube, or engaging in an educational online game.
   • The teacher should highlight that autonomous study is an important part of the learning process and that the use of different resources can help make studying more interesting and effective.

4. Importance of the subject (1 minute)

   • Finally, the teacher should reinforce the importance of the subject presented for students' daily lives. He can remind them that the ability to use denotative adverbs and prepositions correctly is essential not only for formal text writing but also for oral communication, text interpretation, understanding of grammar rules, among others.
   • Additionally, the teacher can encourage students to observe the use of adverbs and prepositions in different contexts, such as conversations, TV programs, books, newspapers, magazines, websites, among others, so they can enhance their expression and interpretation skills.