Objectives (5 - 7 minutes)

1. Main Objective: Develop students' ability to correctly pronounce words in English, focusing on sounds that are difficult to reproduce for speakers of other languages.

   • Secondary Objectives:
     • Identify specific sounds in the English language that are difficult for Portuguese speakers.
     • Practice the pronunciation of these sounds through interactive and playful activities.
     • Apply the acquired knowledge to improve word pronunciation in the general context of the English language.

2. Main Objective: Promote students' confidence in pronouncing words in English, encouraging practice and self-assessment.

   • Secondary Objectives:
     • Encourage students to listen to and repeat words and phrases in English.
     • Provide constructive feedback to students, highlighting strengths and pointing out areas that need improvement.
     • Provide resources and strategies for students to continue improving their pronunciation outside the school environment.

3. Main Objective: Spark students' interest in the importance of correct pronunciation in learning the English language, highlighting the relevance of this aspect in real communication situations.

   • Secondary Objectives:
     • Present examples of real-life situations where correct pronunciation is crucial for understanding and effective communication.
     • Discuss the influence of pronunciation on the speaker's perception by the listener.
     • Motivate students to become autonomous in seeking continuous improvement in the pronunciation of words in English.

Introduction (10 - 12 minutes)

1. Review of Previous Content (3 - 4 minutes): The teacher starts the lesson by reminding students of the main sounds of the English language that were studied in previous classes. This review is crucial for understanding the new content that will be covered in the current lesson. For example, the teacher may ask students to recall some sounds they find most difficult to pronounce and then correct and guide them as necessary.

2. Problem Situations (3 - 4 minutes): The teacher presents two situations that illustrate the importance of correct pronunciation in English. The first situation could be that of a tourist trying to ask for information in a foreign city, and the second situation could be that of an exchange student trying to communicate with classmates. In both cases, correct pronunciation is essential for understanding and effective communication.

3. Contextualization (2 - 3 minutes): The teacher explains that correct pronunciation is essential not only for travel or exchange situations but also for the professional world. Many companies value employees who have communication skills in English, and pronunciation is a crucial aspect of these skills. Additionally, correct pronunciation can also help students better understand English songs, movies, and series, making language learning more fun and effective.

4. Introduction to the Topic (2 - 3 minutes): The teacher introduces the topic of the lesson - Word Pronunciation - and makes it interesting. For example, they can share a curiosity about word pronunciation in English, such as the fact that the word 'colonel' is pronounced 'kernel'. Another approach could be to show how correct pronunciation can completely change the meaning of a word, as in the case of 'read' and 'red'. These curiosities and examples help spark students' interest and motivate them to learn more about the topic.

Development (20 - 25 minutes)

1. Activity 'Sounds Around Us' (10 - 12 minutes):

   • Description: The teacher divides students into groups of 3 or 4 and gives each group a list of English words that contain sounds difficult to pronounce for Portuguese speakers, such as 'th', 'r', and 'l'. The students must then look for sounds in their surroundings that resemble the difficult sounds and write them next to the corresponding words. For example, if the word is 'three', students can note the sound of a passing train. After the activity, each group should present their findings to the class, pronouncing the words and reproducing the sounds they found.
   • Step by step:
     1. The teacher divides the class into groups and gives each group the list of words.
     2. Students, in their respective groups, discuss and write down the sounds they find in their surroundings for each word on the list.
     3. Each group presents their findings to the class, pronouncing the words and reproducing the sounds they found.
     4. The teacher comments and provides feedback on the pronunciations and sounds produced by the groups.

2. Activity 'Pronunciation Karaoke' (10 - 12 minutes):

   • Description: Still in groups, students must choose an English song that contains words with difficult sounds to pronounce. Each group must then rehearse and present a section of the song to the class, focusing on the correct pronunciation of the difficult words. To make the activity more playful, students can use props and gestures to represent the words and difficult sounds. The teacher should encourage the participation of all students and provide constructive feedback after each presentation.
   • Step by step:
     1. Each group chooses an English song that contains words with difficult sounds to pronounce.
     2. Students, in their respective groups, rehearse and prepare a section of the song to present to the class, focusing on the correct pronunciation of the difficult words.
     3. Each group presents their section of the song to the class, using props and gestures to represent the words and difficult sounds.
     4. The teacher provides constructive feedback after each presentation, highlighting strengths and pointing out areas that need improvement.

In both activities, the teacher should move around the room, observing and listening attentively to the students' pronunciations, providing constructive feedback and correcting any errors. Additionally, it is important for the teacher to create an environment of respect and encouragement, valuing students' efforts and encouraging the participation of all.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • Description: After the presentations, the teacher organizes a group discussion where each team can share their experiences and challenges encountered during the activities. This is an opportunity for students to learn from each other, as well as for the teacher to clarify any doubts that may have arisen. The teacher should guide the discussion by asking questions to stimulate students' reflection and critical thinking.
   • Step by step:
     1. The teacher gathers the class and asks each group to briefly share their main discoveries and challenges faced during the activities.
     2. The teacher asks questions to stimulate reflection and critical thinking, such as: 'What were the most difficult words to pronounce? Why?', 'How did you overcome the pronunciation challenges?', 'What did you learn from the presentations of other groups?'.
     3. The teacher clarifies any doubts that may have arisen and comments on the strategies used by the groups to improve pronunciation.

2. Connection to Theory (2 - 3 minutes):

   • Description: Next, the teacher makes the connection between the practical activities carried out and the theory presented in the Introduction of the lesson. The teacher can, for example, highlight how the 'Sounds Around Us' activity helped students identify and reproduce difficult sounds to pronounce in English, and how the 'Pronunciation Karaoke' activity allowed them to apply this knowledge in a playful and contextualized way.
   • Step by step:
     1. The teacher briefly explains how the practical activities carried out are connected to the theory presented in the Introduction of the lesson.
     2. The teacher highlights the main learnings from the activities and how they contribute to the development of students' pronunciation skills.

3. Final Reflection (2 - 3 minutes):

   • Description: Finally, the teacher proposes that students reflect for a minute on what they learned in the lesson. The teacher can ask questions like: 'What was the most important concept you learned today?', 'What questions have not been answered yet?'. Students can write down their answers on a piece of paper or share their reflections orally. This step is important to consolidate learning and identify possible gaps in students' understanding.
   • Step by step:
     1. The teacher asks students to reflect for a minute on what they learned in the lesson.
     2. Students write down their reflections on a piece of paper or share them orally.
     3. The teacher collects the students' notes or records the shared reflections. These reflections can be used to plan future lessons or guide students' individual study.

Throughout the Return, the teacher should be attentive to clarify doubts, reinforce important concepts, and motivate students to continue practicing word pronunciation in English. Additionally, the teacher should value students' efforts and highlight the progress made, creating a positive and encouraging learning environment.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes):

   • Description: The teacher recaps the main points covered during the lesson, reinforcing the importance of correct pronunciation of words in English and the difficulty this may represent for Portuguese speakers. They recall the specific sounds of the English language that were worked on, such as 'th', 'r', and 'l', and the strategies discussed to improve pronunciation. The teacher can also revisit the activities carried out, highlighting the main learnings and the practical application of theoretical content.
   • Step by step:
     1. The teacher gives a brief summary of the main contents covered in the lesson.
     2. They reinforce the importance of correct pronunciation and recall the specific sounds of the English language that were worked on.
     3. The teacher summarizes the strategies discussed to improve pronunciation and recalls the activities carried out.

2. Theory-Practice Connection (1 - 2 minutes):

   • Description: The teacher explains how the lesson connected theory, practice, and applications of the subject. They emphasize how the activities carried out allowed students to apply theoretical concepts in a practical and contextualized way. Additionally, the teacher reinforces how improving pronunciation in English can positively impact various everyday situations, such as in travel, work, and consuming English media.
   • Step by step:
     1. The teacher describes how the lesson connected theory, practice, and applications of the subject.
     2. They emphasize how the activities carried out allowed students to apply theoretical concepts in a practical and contextualized way.
     3. The teacher highlights how improving pronunciation in English can positively impact various everyday situations.

3. Supplementary Materials (1 - 2 minutes):

   • Description: The teacher suggests supplementary materials for students to deepen their learning about word pronunciation in English. These materials may include websites, apps, videos, podcasts, among others, that offer interactive exercises, pronunciation tips, examples of use in real contexts, and instant feedback. The teacher can also encourage students to practice pronouncing words in English in their daily lives, whether by talking to classmates, watching movies and series in English, listening to music and podcasts, or reading English texts aloud.
   • Step by step:
     1. The teacher suggests supplementary materials to deepen learning about word pronunciation in English.
     2. They explain how these materials can be useful, offering examples of exercises and activities that can be done.
     3. The teacher encourages students to practice pronouncing words in English in their daily lives, using the suggested materials and other strategies they find effective.

4. Subject Importance (1 minute):

   • Description: To conclude, the teacher reinforces the importance of correct pronunciation of words in English, emphasizing how this can benefit students in their personal, academic, and professional lives. They emphasize that although pronunciation can be a challenge, constant practice and the use of appropriate resources can help students significantly improve this skill.
   • Step by step:
     1. The teacher describes the importance of correct pronunciation of words in English.
     2. They highlight how improving pronunciation can benefit students in their personal, academic, and professional lives.
     3. The teacher encourages students to persist in their efforts to improve pronunciation, reinforcing that constant practice and the use of appropriate resources can make a big difference.