Objectives (5 - 7 minutes)

1. Present the concepts of adjectives and adverbs in the English language, emphasizing their functions and differences compared to Portuguese.
2. Develop students' ability to identify and classify adjectives and adverbs in sentences and texts, enhancing their understanding of the English language.
3. Facilitate the practical application of acquired knowledge through interactive and contextualized activities.

Secondary Objectives:

• Encourage students to look for adjectives and adverbs in their own study materials, such as textbooks and English literature.
• Promote discussion and exchange of ideas among students, stimulating collaborative learning and practice of oral expression in English.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by reviewing the basic concepts of English grammar, such as the basic structure of a sentence, the function of nouns and verbs, and the difference between these classes of words. This review is essential to ensure that students have a solid foundation for the new content. Additionally, the teacher can quickly review the concept of words that modify verbs, adjectives, and other adverbs, as an introduction to the main topic.

2. Problem Situations: The teacher presents two situations that illustrate the importance of adjectives and adverbs in English communication.

   • The first example could be a sensationalist news piece that uses many adjectives to exaggerate the importance of an event.
   • The second example could be an assembly manual instruction that uses adverbs to describe how to do something efficiently or safely. The teacher should ask students what they notice in these situations and how they believe adjectives and adverbs are being used.

3. Contextualization: The teacher should explain that adjectives and adverbs are used in all forms of English communication, from everyday conversations to more formal texts such as newspaper articles and academic essays. Additionally, it should be emphasized that the correct use of adjectives and adverbs can make a significant difference in how the message is conveyed and understood.

4. Introduction to the Topic: To spark students' interest, the teacher can share some curiosities about adjectives and adverbs in English.

   • One curiosity could be that, unlike Portuguese, most adjectives in English do not change form to agree with the noun they modify.
   • Another curiosity could be that, although adverbs are generally formed by adding "-ly" to the end of an adjective, there are many adverbs that do not follow this rule. Additionally, the teacher can share that the creative use of adjectives and adverbs can make English writing more interesting and engaging.

Development (20 - 25 minutes)

1. Adjective and Adverb Guesser Activity: The teacher divides the class into groups of 4 to 5 students. Each group receives a set of cards, half with nouns and half with verbs. The goal is for students to combine the cards to form sentences, and then, using another set of cards, add adjectives and adverbs to the sentences they created. The teacher should circulate around the room, assisting the groups as needed and encouraging discussion among the students. At the end of the activity, each group should present one of their sentences to the class, who should try to identify the adjectives and adverbs used. (10 - 12 minutes)

2. Image Description Activity: The teacher shows each group a different image and asks them to describe it in English. Students should use as many adjectives and adverbs as possible in their descriptions. The teacher should emphasize that adjectives and adverbs help make the description richer and more detailed. After the descriptions, each group should present their image to the class, who should try to guess what the description was. (10 - 12 minutes)

3. Review Activity with Quiz: To solidify the acquired knowledge, the teacher organizes a quick quiz with questions about the use of adjectives and adverbs. This quiz can be done through an online quiz application, such as Kahoot, or simply with the teacher asking the questions orally. The teacher should ensure that the questions cover different aspects of the use of adjectives and adverbs, including the formation of adverbs, the use of adjectives to describe nouns, and the use of adverbs to modify verbs and other adverbs. (5 - 7 minutes)

In these activities, the teacher should encourage students to express themselves in English as much as possible, correcting errors constructively and encouraging everyone's participation. Through group work and discussion, students will have the opportunity to apply what they have learned in a practical and contextualized way.

Return (10 - 12 minutes)

1. Group Discussion (3 - 4 minutes): The teacher should gather all students and promote a discussion about the solutions or conclusions found by each group during the activities. The goal is for students to share their different approaches and understandings, allowing everyone to learn from each other's experiences. The teacher should guide the discussion, ensuring that all important points are addressed and correcting any misunderstandings that may arise.

2. Connection to Theory (3 - 4 minutes): After the discussion, the teacher should make the connection between the activities carried out and the theory presented at the beginning of the lesson. This can be done through direct questions, such as "How did you use adjectives and adverbs to describe the images in activity 2?" or "How did you identify the adjectives and adverbs in the sentences you created in activity 1?". The goal is for students to realize how theoretical knowledge can be applied in a practical and meaningful way.

3. Individual Reflection (2 - 3 minutes): The teacher should propose that students reflect individually on what they learned during the lesson. Some questions that can be asked include: "What was the most important concept you learned today?" and "What questions have not been answered yet?". The teacher should encourage students to think deeply and express their reflections honestly. The teacher can then ask some students to share their answers with the class, promoting a final discussion and ending the lesson in a meaningful way.

4. Feedback and Closure (2 - 3 minutes): Finally, the teacher should ask for feedback from students about the lesson. This can be done through questions like "What did you find most useful in today's lesson?" and "What could be improved for future lessons?". The teacher should take note of students' comments and use them to improve the planning and execution of future lessons. After receiving feedback, the teacher should end the lesson by reinforcing the main points learned and motivating students for the next lesson.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher should start the Conclusion by reaffirming the main points covered during the lesson. This includes the definition of adjectives and adverbs, their functions in the English language, the difference between them, and the basic rules for their formation. The teacher can do this interactively, asking students to help remember the key points. This is a crucial moment to consolidate knowledge and correct any misunderstandings.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): Next, the teacher should explain how the lesson connected the theory, practice, and applications of using adjectives and adverbs. This can be done by recalling the activities carried out and how they allowed students to apply what they learned in a practical and contextualized manner. The teacher can also highlight how the ability to identify and use adjectives and adverbs correctly is fundamental for effective communication in English, not only in the classroom but in various everyday situations.

3. Extra Materials (1 - 2 minutes): The teacher should suggest additional materials for students who wish to deepen their understanding of adjectives and adverbs. This may include grammar books, language learning websites, vocabulary study apps, among others. The teacher can also recommend English texts for students to read and analyze to identify the adjectives and adverbs used.

4. Subject Importance (1 minute): Finally, the teacher should reinforce the importance of the subject presented for students' lives. This can be done by explaining that, besides being fundamental for communication in English, the ability to identify and use adjectives and adverbs correctly can also improve students' reading skills, as adjectives and adverbs are often used to add details and nuances to the text. Additionally, the teacher can highlight that knowledge of adjectives and adverbs can help students express themselves more effectively and accurately, both in English and in their native language.