Objectives (5 - 7 minutes)

1. Understand what adverbs and adverbial phrases are: Students should be able to define, identify, and differentiate adverbs and adverbial phrases. They should understand that both are used to modify verbs, adjectives, or other adverbs, but while adverbs are invariable words, adverbial phrases are sets of words that perform this function.

2. Recognize different types of adverbs and adverbial phrases: Students should be able to identify different types of adverbs and adverbial phrases, such as those of place, time, manner, intensity, affirmation, negation, and doubt. They should understand how these categories modify the meaning of the sentence.

3. Correctly apply adverbs and adverbial phrases in sentences: Students should be able to use adverbs and adverbial phrases correctly in their writing. They should understand the importance of choosing the right word to express the idea they want to convey.

Secondary Objectives:

• Stimulate linguistic reasoning: By learning about adverbs and adverbial phrases, students are encouraged to think critically about how words affect the meaning of a sentence.

• Develop writing skills: By practicing the use of adverbs and adverbial phrases, students enhance their writing skills, making their sentences more precise and expressive.

• Promote overall understanding of the Portuguese language: By studying adverbs and adverbial phrases, students deepen their understanding of the structure and functioning of the Portuguese language.

Introduction (10 - 12 minutes)

1. Review of previous contents: The teacher should start the lesson by reviewing basic grammar concepts that are essential for understanding adverbs and adverbial phrases. This includes a brief review of what verbs, adjectives, and the function of modifying words in the sentence are. This review can be done through questions to the students, encouraging them to actively participate in the learning process. (3 - 5 minutes)

2. Problem situations: Next, the teacher should present two problem situations that illustrate the importance of adverbs and adverbial phrases. For example:

   • "Imagine you want to describe how a person walks. Does she walk... fast? Slow and gracefully? In what situations would you use each of these words?"
   • "Think of a story you are writing. How can you use adverbs and adverbial phrases to provide more details about what is happening?" (2 - 3 minutes)

3. Contextualization: The teacher should then explain how adverbs and adverbial phrases are used in real situations, highlighting examples from literary texts, news, advertisements, and even everyday conversations. This helps to show students that grammar is not just a series of abstract rules, but something that has a practical purpose in communication. (2 - 3 minutes)

4. Introduction to the topic: Finally, the teacher should introduce the topic of the lesson. This can be done by sharing a curiosity about the origin or use of adverbs and adverbial phrases, or by sharing a funny or interesting story that illustrates how these words can change the meaning of a sentence. For example:

   • "Did you know that the word 'ainda' is a time adverb and can also be used as an adversative conjunction? This means that it can indicate both a continuation of time and a contradiction or opposition!"
   • "I have a funny example for you. One day, a student asked the teacher if he could end an essay with 'finally.' The teacher replied: 'Yes, you can. Finally, I finished the class!' Do you understand the reason for this response?" (3 - 4 minutes)

Development (20 - 25 minutes)

1. Theory (10 - 12 minutes): The teacher should start explaining the theory of adverbs and adverbial phrases. This explanation should be clear and objective, using practical examples to facilitate students' understanding. The following steps are:

   1.1. Definition of Adverbs: The teacher should begin by explaining what adverbs are, that is, invariable words that serve to modify verbs, adjectives, and other adverbs. It should be emphasized that adverbs can modify the meaning of a sentence by adding information about place, time, manner, intensity, affirmation, negation, and doubt.

   1.2. Examples of Adverbs: The teacher should present a list of examples of adverbs for each of the mentioned categories: place (here, there, near, far, etc.), time (today, yesterday, tomorrow, always, never, etc.), manner (well, badly, so, quickly, slowly, etc.), intensity (very, little, quite, etc.), affirmation (yes, certainly, etc.), negation (no, never, etc.), and doubt (maybe, possibly, etc.). Each example should be accompanied by an example sentence to demonstrate its use.

   1.3. Definition of Adverbial Phrases: The teacher should then introduce the concept of adverbial phrases, explaining that they are sets of words that perform the same function as adverbs.

   1.4. Examples of Adverbial Phrases: The teacher should present a list of examples of adverbial phrases, again for each of the adverb categories. Here, the teacher should emphasize that adverbial phrases are longer and may include prepositions (for example, "sometimes," "suddenly," "from afar," etc.).

2. Practice (10 - 13 minutes): After the theory explanation, the teacher should move on to practice. Students should be invited to participate actively, identifying adverbs and adverbial phrases in example sentences and creating their own sentences with these words.

   2.1. Identification of Adverbs and Adverbial Phrases: The teacher should present several example sentences and ask students to identify the adverbs and adverbial phrases present. For each sentence, the teacher should ask students which word or set of words is modifying and what type of adverb or adverbial phrase it is.

   2.2. Creating Sentences with Adverbs and Adverbial Phrases: Next, students should be invited to create their own sentences, ensuring the correct use of adverbs and adverbial phrases. To make the activity more interesting, the teacher can propose a game where students must create sentences that include the highest possible number of adverbs and adverbial phrases.

3. Discussion (5 - 7 minutes): To conclude the Development of the lesson, the teacher should promote a discussion about the importance of adverbs and adverbial phrases in communication. Students should be encouraged to share their opinions and experiences, and the teacher should reinforce the idea that using these words correctly can make communication clearer, more precise, and expressive.

Return (8 - 10 minutes)

1. Lesson Summary (3 - 4 minutes): The teacher should start the Return by giving a brief summary of the main points covered during the lesson. This includes the definition of adverbs and adverbial phrases, the differentiation between them, the different types of adverbs and adverbial phrases, and how they are used to modify the meaning of a sentence. The teacher should highlight the main rules and patterns, as well as the points of attention that students should remember. Additionally, it is important to reinforce the importance of using adverbs and adverbial phrases correctly to make communication clearer and more expressive.

2. Connection with Theory (2 - 3 minutes): Next, the teacher should help students make the connection between the theory learned and the practice. For example, the teacher can present some example sentences used during the lesson and ask students to identify the adverbs and adverbial phrases present. This helps to reinforce the practical application of theoretical concepts. The teacher can also ask students to explain, in their own words, what adverbs and adverbial phrases are, and how they are used to modify the meaning of a sentence. This helps to verify if students understood the concepts and are able to apply them.

3. Final Reflection (2 - 3 minutes): Finally, the teacher should propose that students reflect on what they learned during the lesson. The teacher can ask questions such as:

   1. "What was the most important concept you learned today?"
   2. "What did you find most challenging in today's lesson?"
   3. "How do you intend to use what you learned today in your future writings?"

   Students should be encouraged to share their answers, promoting an open and respectful discussion. The teacher should value all contributions from students, reinforcing that the learning process is continuous and that everyone is there to learn together.

4. Teacher's Feedback (1 minute): To conclude, the teacher should provide general feedback on the students' participation and performance during the lesson. The teacher can highlight strengths and areas for improvement, and can offer suggestions for future studies. The goal is to motivate students to continue learning and improving their writing skills and understanding of the Portuguese language.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should start the Conclusion by summarizing the main contents covered during the lesson. This includes the definition of adverbs and adverbial phrases, the different types of adverbs and adverbial phrases, and how they are used to modify the meaning of a sentence. The teacher should recall the examples and practical exercises carried out during the lesson, highlighting the importance of using adverbs and adverbial phrases correctly to communicate clearly and expressively.

2. Connection between Theory and Practice (1 - 2 minutes): The teacher should then emphasize the connection between the theory presented and the practice carried out. The teacher can recall the activities in which students had the opportunity to identify and create sentences with adverbs and adverbial phrases, and how these activities helped solidify the theoretical understanding. The teacher should emphasize that practice is essential to internalize grammatical concepts and improve writing skills.

3. Additional Materials (1 - 2 minutes): The teacher should then suggest additional materials for students who wish to deepen their understanding of adverbs and adverbial phrases. These materials may include grammar books, educational websites, videos, and online exercises. For example, the teacher can recommend an online game that allows students to practice using adverbs and adverbial phrases in a playful and interactive way.

4. Importance of the Subject (1 minute): To conclude, the teacher should emphasize the importance of the subject for daily life. The teacher can explain how correctly using adverbs and adverbial phrases can improve the quality of written and oral communication, helping to convey ideas more clearly and effectively. It may also be interesting to mention how knowledge about adverbs and adverbial phrases can be useful in various situations, such as in writing academic texts, interpreting literary texts, writing professional emails, among others.

5. Closing (1 minute): The teacher should end the lesson by thanking the students for their participation and reinforcing the importance of continuing to practice using adverbs and adverbial phrases. The teacher can remind students that the study of the Portuguese language is a continuous process and that regular practice is essential to improve linguistic skills. Additionally, the teacher should encourage students to ask questions, either during the lesson or at other times, showing themselves available to help with whatever is needed.