Objectives (5 - 7 minutes)

1. Identifying adjectives in familiar contexts: Students will be able to identify adjectives in contexts that are familiar to them. The teacher can use simple examples from everyday life, such as colors, sizes, textures, and feelings, to help students understand the concept of adjectives.
2. Understanding the function of adjectives in the English language: Students will be introduced to the function of adjectives in the English language, which is to describe or modify nouns. The teacher should emphasize that adjectives provide more information about nouns.
3. Recognizing adjectives in a sentence: In addition to identifying adjectives, students should be able to recognize adjectives in a sentence. The teacher can use practical listening and reading activities to help students develop this skill.

These objectives were chosen because they are essential for the initial understanding of adjectives in the English language. They provide a solid foundation for the development of more advanced skills related to adjectives.

Introduction (10 - 12 minutes)

1. Vocabulary review: The teacher starts the lesson by reminding students of some words they have already learned in previous classes. These words should include nouns that are easily describable by adjectives, such as colors, sizes, and feelings. For example, the teacher may ask: 'Do you remember some colors we learned in English?' or 'Who remembers a word that describes something big?'.
2. Problem-solving situations: Next, the teacher proposes two problem-solving situations that will pique students' interest in the lesson topic. For example, the teacher may say: 'If I see a dog on the street, how can I say it's cute in English?' or 'If I want to say my shirt is blue, how can I express that in English?'.
3. Contextualization: The teacher explains to students that adjectives are words we use to describe or modify nouns. He gives examples of how adjectives are used in everyday situations, such as describing a person's appearance, the taste of food, or the sound of an animal. For example, the teacher may say: 'If I want to say the apple is red, I use the adjective 'red' in English. And if I want to say the apple is big, I use the adjective 'big'.'
4. Capturing students' attention: To capture students' interest, the teacher can share some curiosities about adjectives. For example, he may mention that there are adjectives to describe almost everything in the world, from people and places to feelings and flavors. Additionally, the teacher can tell students that in English, adjectives usually come before nouns, unlike in Portuguese. For example, in English we say 'a big house', while in Portuguese we say 'uma casa grande'.
5. Introduction of the topic: Finally, the teacher introduces the lesson topic - adjectives - and tells students that they will learn more about how to use adjectives to describe things in English. He may show some flashcards with images of everyday objects and ask students to say an adjective to describe each object. For example, the teacher shows a flashcard of a cat and asks: 'How can we describe this cat? Is it small or big? Is it black or white? Is it pretty or ugly?'. The teacher continues with other flashcards, encouraging students to think of different adjectives to describe each object.

Development (20 - 25 minutes)

1. Identifying adjectives in context: The teacher will present a series of images or objects related to students' daily lives. Each image will have an adjective associated with it. For example, a picture of an apple may have the adjective 'red' associated with it. Another picture of a cat may have the adjective 'cute' associated with it. The teacher will then ask students to identify the adjective that best describes each image. This activity will help students recognize and identify adjectives in a visual context, which is an important skill for overall language comprehension.
2. Adjective matching: In this activity, the teacher will give students a set of adjective cards and another set of cards with images or words. Students should match the appropriate adjective with the image or word that best describes it. For example, students may receive a card with the adjective 'yellow' and another with the image of a sun. They should then match the 'yellow' card with the image of the sun. This activity strengthens the connection between the English word and the concept it represents, as well as encourages students to think critically about what each adjective means.
3. Adjective memory game: The teacher will create a memory game of adjectives consisting of a series of cards, each with an adjective in English and its translation into Portuguese. The cards will be shuffled and laid out face down. Each student, in turn, must flip over two cards. If the two cards form a pair, the student can keep them and try again. If they do not form a pair, the student must turn them back over, trying to remember where each adjective is. This game will help students remember and recognize adjectives in English, while practicing memory and concentration skills.
4. Drawing adjectives: For this activity, the teacher will distribute a sheet of paper and a pencil to each student. The teacher will say an adjective in English (for example, 'big') and students will have to draw what comes to mind when they hear that adjective. This can lead to a classroom discussion where students share and compare their drawings, also practicing their oral expression skills.

These activities are designed to be interactive and engaging, allowing students to practice identifying and using adjectives in real and meaningful contexts. Additionally, they encourage collaboration and communication among students, which is essential for language development.

Feedback (8 - 10 minutes)

1. Group discussion: The teacher gathers all students in a large circle and initiates a group discussion. He starts by asking each student to share a word or phrase they learned or found interesting about the adjective lesson. This allows all students to have the opportunity to participate and express their ideas.
2. Connection between Theory and Practice: The teacher then asks how the activities carried out in the lesson connect with what they learned about adjectives. For example, the teacher may ask: 'How did the adjective matching activity help you better understand what adjectives are?' or 'How did the adjective drawing activity help you remember the adjectives we learned?'. The goal is for students to realize the practical application of what they learned and how the activities helped reinforce their knowledge.
3. Reflection on Learning: To conclude the lesson, the teacher proposes that students reflect on what they have learned. He asks two simple questions for students to think about before responding. The questions are:
   1. 'What was the most interesting thing you learned about adjectives today?'
   2. 'How can you use adjectives in your daily life?'
4. Teacher's feedback: The teacher listens to the students' answers and then provides positive feedback. He reinforces what each student shared as something valuable and useful. The teacher may also take the opportunity to correct any misunderstandings or provide further explanations, if necessary.

This feedback is a fundamental part of the learning process, as it allows students to consolidate what they have learned, reflect on the importance of the content, and receive feedback on their performance. Additionally, the group discussion promotes interaction among students and respect for each other's opinions and ideas.

Conclusion (5 - 7 minutes)

1. Summary of Concepts Learned: The teacher recaps the key points covered during the lesson. He reminds students that adjectives are words used to describe or modify nouns, and that they provide more information about nouns. The teacher also reinforces that in English, adjectives usually come before nouns. He can do this through review questions for the class, such as: 'Who can tell me what an adjective is?' or 'Who can give me an example of an adjective in English?'.
2. Connection between Theory, Practice, and Applications: The teacher explains how the lesson connected theory, practice, and applications. He highlights that through practical activities, students had the opportunity to apply the theory they learned. Additionally, the teacher mentions that the activities were designed to help students recognize and identify adjectives in real and meaningful contexts. The teacher also emphasizes that by learning about adjectives, students are acquiring an important skill for communicating in English.
3. Extra Materials: The teacher suggests some extra materials for students who wish to deepen their knowledge of adjectives. These materials may include English children's books that frequently use adjectives, educational websites with interactive adjective games, and short videos that explain the concept of adjectives in a fun way. The teacher may even provide some of these materials in the classroom for students to explore in their own time.
4. Importance of the Subject: In conclusion, the teacher highlights the importance of adjectives in everyday life. He explains that by learning to use adjectives, students will be able to better describe things around them, express their feelings and opinions, and communicate more effectively in English. The teacher also mentions that knowledge of adjectives is a useful skill in many areas, such as reading, writing, speaking, and listening.

This conclusion helps reinforce the concepts learned during the lesson, encourages students to continue learning about the subject, and understand the importance of adjectives in English and in their daily lives.