Objectives (5 - 7 minutes)

1. Understand the difference between spoken language and written language: This objective aims for students to be able to identify and explain the main differences between spoken language and written language. The teacher should encourage critical analysis, highlighting that, although they are the same language, there are significant differences in how they are used.

2. Identify the characteristics of spoken and written language: Students should be able to identify the distinct characteristics of spoken and written language, such as the presence of slang, colloquialisms, and regionalisms in speech, and the formality, standardization, and grammatical rules in writing.

3. Apply the knowledge about spoken and written language in practical situations: Finally, students should be able to apply what they have learned about the difference between spoken and written language in practical situations, such as in the production of formal and informal texts, in the interpretation of speech and writing in different contexts, and in everyday oral and written communication.

Introduction (10 - 15 minutes)

1. Content Review: The teacher should start the lesson by briefly reviewing the concepts of language and linguistics, emphasizing that language is a system of symbols and rules used by a community to communicate, while linguistics is the ability that humans have to communicate through a system of signs. Additionally, the teacher can review the difference between oral and written language, emphasizing that both are modalities of language.

2. Problem Situation: Next, the teacher should present two problem situations to stimulate students' thinking:

   • First situation: 'Imagine that a friend sends you a text message using a lot of slang and abbreviations. How do you interpret this message? And if the same message were written formally, without the use of slang and abbreviations?'

   • Second situation: 'Imagine you are in a job interview. How do you speak in this situation? And if you were talking to your friends in an informal setting?'

3. Contextualization: The teacher should explain that spoken language and written language are used in different contexts and are situated at different levels of formality, and that the ability to adapt to these different contexts is fundamental for effective communication.

4. Engage Students' Attention: To spark students' interest, the teacher can share curiosities, such as:

   • Curiosity 1: 'Did you know that there are more than 6,000 languages spoken in the world, but only about 1% of them are used in literature and writing?'

   • Curiosity 2: 'Did you know that the Portuguese language spoken in Brazil and the Portuguese language written in Brazil are different in some aspects, such as the use of slang and the word order in a sentence?'

Development (20 - 25 minutes)

1. Activity 1 - Board Game 'Linguistic Adventure' (10 - 15 minutes): The teacher should divide the class into groups of up to 5 students and distribute the board game 'Linguistic Adventure.' The game should be designed to represent different situations of using spoken and written language.

   • Game rules: Each group must roll the dice and move their piece on the board. Each square on the board represents a situation of language use. Students must answer a question or solve a challenge related to the presented situation. The situations can range from an informal conversation among friends, to a job interview, to reading a book, etc.

   • Game objective: The goal of the game is to reach the end of the board, demonstrating skills of adaptation between spoken and written language in different contexts. The teacher should circulate around the room, monitoring the discussions and clarifying doubts.

2. Activity 2 - Role-Playing 'Linguistic Scenarios' (10 - 15 minutes): After the board game, the teacher should propose a role-playing activity with the students.

   • Preparation: The teacher should prepare cards in advance with different everyday scenarios, such as a conversation among friends, a work meeting, a job interview, etc.

   • Execution: Each group of students will receive a scenario and must represent it, using spoken and written language appropriately. The teacher can guide the students to pay attention to aspects such as the vocabulary used, the formality of speech, sentence structure, etc.

   • Discussion: After the role-plays presentation, the teacher should lead a classroom discussion, highlighting the differences observed between spoken and written language in each scenario, and how these differences affect communication.

3. Activity 3 - Story Creation (5 - 10 minutes): To conclude the Development stage, the teacher should propose that each group of students create a short story, which should be written and also presented orally.

   • Guidance: The teacher should instruct the students to use spoken and written language appropriately, according to the proposed situation in the story. For example, if the story takes place in a formal setting, the language used should be more formal, avoiding slang and colloquialisms.

   • Presentation: Each group should present their story to the class, who should pay attention to how the language was used.

   • Feedback: The teacher should provide feedback to the groups, highlighting the positive points and suggesting improvements.

These playful and interactive activities aim to provide students with the opportunity to practice adapting between spoken and written language in different contexts, in a fun and meaningful way. Additionally, they promote teamwork, effective communication, and students' creativity.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should gather all students for a group discussion. Each group will have up to 2 minutes to share their conclusions and solutions from the activities. The teacher should guide the discussion, ensuring that all groups have the opportunity to speak and that the main ideas are highlighted.

   • The teacher should encourage students to make connections between the activities and the theory discussed at the beginning of the lesson. For example, students can discuss how spoken and written language are used in different contexts, and the importance of adapting to these contexts for effective communication.

   • The teacher should also guide students to reflect on the skills they developed during the activities, such as adaptability, effective communication, teamwork, among others.

2. Learning Verification (2 - 3 minutes): The teacher should ask students questions to verify what they learned during the lesson. These questions can be open-ended or multiple-choice, and should address the main concepts and skills covered.

   • Example question: 'What are the main differences between spoken language and written language?'

   • Example question: 'How would you apply the knowledge about spoken and written language in practical everyday situations?'

3. Individual Reflection (2 - 3 minutes): Finally, the teacher should propose that students reflect individually on what they learned during the lesson. The teacher can ask guiding questions to prompt this reflection, such as:

   1. 'What was the most important concept you learned today?'

   2. 'What questions have not been answered yet?'

   3. 'How can you apply what you learned today in your daily life?'

   • Students should have a minute to think about each question. At the end of this time, the teacher can ask some students to share their answers with the class, if they are willing.

This Return moment is crucial to consolidate students' learning and for the teacher to assess the effectiveness of their lesson. The teacher should encourage students to reflect on what they learned and make connections with the real world, thus promoting meaningful learning.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes): The teacher should review the main points covered during the lesson, reinforcing the concepts of spoken language and written language, and the differences between them. The activities carried out and the discussions generated should be recalled, highlighting the main conclusions and learnings.

2. Theory-Practice-Applications Relationship (1 - 2 minutes): The teacher should clarify how the lesson connected theory, practice, and applications. It should be emphasized that theory was introduced at the beginning of the lesson, followed by practical activities and discussions that allowed students to apply and deepen their understanding of the topic. Additionally, the relevance of the topic for students' daily lives should be reinforced, highlighting how the acquired knowledge can be applied in real communication situations.

3. Extra Materials (1 minute): The teacher should suggest extra materials for students who wish to deepen their knowledge on the topic. These materials may include books, articles, videos, and websites related to spoken and written language. For example, the teacher may recommend reading books of different genres and styles so that students can observe the differences between spoken and written language.

4. Subject Relevance (1 - 2 minutes): Finally, the teacher should summarize the importance of the topic for students' daily lives. The teacher can emphasize that the ability to adapt to spoken and written language in different contexts is a fundamental skill for effective communication, whether in formal situations, such as in the workplace or in exams, or in informal situations, such as in conversations with friends and family. Additionally, it should be highlighted that knowledge about spoken and written language is essential for understanding and interpreting texts, whether literary, journalistic, or academic.