Objectives (5 - 10 minutes)

1. Understand the definition and importance of connectors in the context of the English language.

2. Identify and differentiate the types of connectors used in English texts and speeches.

3. Practice the correct use of connectors in their own texts, to improve fluency and coherence in English communication.

Secondary Objectives:

• Develop reading and comprehension skills of English texts, with a focus on identifying connectors.
• Promote English writing practice, through exercises applying the learned connectors.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the class by briefly reviewing the concepts of grammar and sentence structure in English that were previously learned, such as word order, use of prepositions, conjunctions and other elements that connect ideas and sentences. (3 - 5 minutes)

2. Problem situations: The teacher could present two problem situations where the correct use of connectors is crucial for the comprehension of the text.

   • First situation: An email from a foreign friend that contains several interconnected ideas and events, but which becomes difficult to understand due to the lack of adequate connectors.

   • Second situation: An English news article that seems disconnected and disorganized due to the improper use of connectors. (5 - 7 minutes)

3. Contextualization: The teacher should then explain the importance of connectors in English, emphasizing how they help give fluency to the speech, connect ideas, express relationships of cause and effect, contrast, addition, time sequence and others. He should also emphasize how the correct use of connectors can improve comprehension and fluency in reading and writing in English. (2 - 3 minutes)

4. Introduction to the topic with curiosities: The teacher can then introduce the topic of connectors with some interesting facts and curiosities, such as:

   • Curiosity 1: Some words in English can function as different types of connectors, depending on the context. For example, "since" can indicate both cause ("Since it was raining, we stayed home") and time ("I haven't seen her since Monday").

   • Curiosity 2: Some connectors in English do not have an exact equivalent in other languages, which can cause confusion for learners of English as a second language. For example, "nevertheless" and "however" are contrasting connectors that do not have a single equivalent in some languages. (5 - 7 minutes)

Development (20 - 25 minutes)

1. Theory about connectors (10 - 15 minutes)

   • The teacher begins by explaining that connectors are words or expressions that connect sentences, paragraphs or parts of a text, giving it coherence and cohesion. They can indicate a sequence of ideas, a contrast, a cause, an effect, a conclusion, etc.

   • Then, the teacher will present a list of the main connectors in English, divided by function. For example, connectors of addition (and, in addition, furthermore, etc.), contrast (but, however, although, etc.), cause and effect (because, due to, as a result, etc.), time sequence (then, after, before, etc.), etc.

   • For each type of connector, the teacher will give examples of sentences in English where they are used. He can also show how changing a connector can alter the meaning of a sentence or make it clearer or more confusing.

   • The teacher should also highlight the common mistakes that English learners make when using connectors, such as the overuse of certain connectors (for example, "and" and "but") and the confusion between similar connectors (for example, "however" and "nevertheless").

2. Practice identifying connectors in texts (5 - 7 minutes)

   • The teacher will present the students with a text in English containing several connectors. This could be an excerpt from a book, a news article, an email, etc.

   • Students will be asked to identify all the connectors in the text and classify them according to the function they perform in the text.

   • Then, the teacher will correct the exercise with the class, discussing the use and function of each connector in the text.

3. Practice using connectors in writing (5 - 7 minutes)

   • Students will be asked to write a short paragraph in English, using as many connectors as they can. They can be asked to write about a specific topic or to describe a situation, an event or an experience they have had.

   • The teacher will circulate around the room as the students are writing, offering help and giving feedback on the use of connectors.

   • The teacher may request some students to read their paragraphs to the class and discuss the use of connectors in their texts.

Note:

• The teacher should encourage students to use connectors in their daily English communication, both written and oral, so that they can become familiar with them and improve their communication skills.
• The teacher should also remind students that although connectors are important for giving fluency and coherence to the speech, they should be used in moderation and accurately to avoid repetition and redundancy.

Feedback (10 - 15 minutes)

1. Review of concepts (5 - 7 minutes)

   • The teacher should review the main points covered in the class, making sure that the students understood the definition and importance of connectors in the English language.
   • He can ask direct questions to the class, asking students to define what a connector is and explain how they are used in English.
   • The teacher can also ask for examples of connectors of each type (additive, contrasting, cause and effect, sequential), encouraging student participation.

2. Connection to practice (3 - 5 minutes)

   • The teacher may ask students to give examples of how connectors can be used in everyday situations, such as writing an email, giving a presentation or telling a story.
   • The teacher can also discuss with the class how the correct use of connectors can improve their communication skills in English, making their speeches and texts clearer, more coherent and more persuasive.
   • To reinforce the connection with practice, the teacher can propose an activity where students must rewrite a short text, replacing some connectors with synonyms or with other connectors with similar functions.

3. Individual reflection (2 - 3 minutes)

   • At the end of the class, the teacher can ask students to stop for a minute to reflect on what they have learned.
   • He can ask questions such as: "What was the most important concept you learned today?" and "What questions do you still have about connectors?"
   • Students can write their answers on a piece of paper or share them orally with the class.

4. Teacher feedback (5 - 7 minutes)

   • The teacher can conclude the class by giving feedback on the students' performance, highlighting the strengths and areas that need to be improved.
   • He can praise the students who used connectors correctly in their writing and speeches and offer suggestions for improvement for those who had difficulty.
   • The teacher should also encourage the students to continue practicing the use of connectors in their daily English communications and to seek more examples of connectors in English texts and speeches.

Conclusion (5 - 10 minutes)

1. Summary of the content (2 - 3 minutes)

   • The teacher should summarize the main points of the class, reminding students of the definition of connectors and their variety in English.
   • He can review again the main types of connectors (addition, contrast, cause and effect, time sequence), and reinforce how the appropriate use of these words and expressions helps to give fluency and cohesion to speech and text in English.
   • The teacher should emphasize the importance of the correct use of connectors in effective communication, both in writing and in speaking.

2. Connection of theory to practice (2 - 3 minutes)

   • In this part, the teacher should draw a parallel between the theory presented and the practice carried out during the class, reinforcing how the exercises of identification and use of connectors helped the students to better understand the concept and importance of the connectors.
   • He can also mention how the practical activities carried out in the classroom relate to real situations, such as writing emails, preparing reports, making presentations, among other situations in which connectors are used to improve communication in English.

3. Supplementary materials (1 - 2 minutes)

   • The teacher can suggest additional resources for students who wish to deepen their knowledge of connectors in English.
   • This can include grammar books, educational websites, language learning apps, online lesson videos, among other resources.
   • The teacher should encourage them to use these materials to review the content of the class and to practice identifying and using connectors in different contexts and text types.

4. Importance of the topic for everyday life (1 - 2 minutes)

   • The teacher should conclude the class by reinforcing the relevance of connectors for effective communication in English in the students' daily lives.
   • He can give examples of how the ability to use connectors appropriately can help them communicate more clearly and efficiently in a variety of situations, from casual conversations to academic or professional presentations.
   • The teacher can encourage the students to be attentive to the use of connectors in all the English texts they read and to try to use connectors consciously in their own written and oral communications in English.