Objectives (5 - 7 minutes)

1. Identify adverbial clauses: The main objective of the lesson is for students to be able to identify and differentiate adverbial clauses in a text. They should be able to recognize the function of these clauses in the sentence structure.

2. Understand adverbial clauses: In addition to identification, students should be able to understand adverbial clauses. This includes understanding what these clauses modify in the main clause and how they contribute to the overall meaning of the text.

3. Practice using adverbial clauses: Finally, students should be able to apply the acquired knowledge by using adverbial clauses appropriately in their own text productions.

Secondary objectives:

• Promote interaction among students: Through group activities, the lesson also aims to encourage collaboration and the exchange of ideas among students, thus promoting a more dynamic and participative learning environment.

• Develop critical reading skills: By analyzing texts and identifying adverbial clauses, students will also be developing critical reading skills, which are essential for understanding and interpreting different types of texts.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should start the lesson by reviewing the concepts of clauses and their classifications (subordinate, coordinate, and main), as well as reviewing the types of clauses already studied, such as substantives, adjectives, and adverbials, so that students can establish the necessary connections.

2. Problem situations: Next, the teacher can present two problem situations to arouse students' interest and contextualize the subject:

   • First situation: 'Have you ever wondered why, sometimes, a sentence may seem a bit strange, but you can't understand the reason? For example, 'Although it was raining, we went to the beach' or 'We went to the beach, although it was raining.' What is different about these sentences and why?'
   • Second situation: 'Look at these two sentences: 'João ran very fast' and 'João ran to arrive on time.' What changed in the second sentence and how does it affect the overall meaning of the sentence? How can we classify this change?'

3. Contextualization: Then, the teacher should explain the importance of adverbial clauses in the Portuguese language, showing how they are used to express circumstances, causes, conditions, oppositions, purposes, among others. In addition, it can be mentioned that knowledge about adverbial clauses is essential for good reading and text production, as they contribute to textual cohesion and coherence.

4. Capture students' attention: To arouse students' interest, the teacher can share some curiosities about adverbial clauses:

   • Curiosity 1: 'Did you know that adverbial clauses can be formed by a single word? For example, 'Maybe it will rain' or 'Unfortunately, he is not coming anymore.''
   • Curiosity 2: 'And that some adverbial clauses are so common in our daily lives that we don't even realize they are clauses? For example, 'Certainly he will come' or 'No doubt, she is the best in the class.''

By the end of the Introduction, students should have a basic understanding of what adverbial clauses are and what their importance is in the Portuguese language.

Development (20 - 25 minutes)

1. Theory - What are Adverbial Clauses? (5 - 7 minutes)

   • The teacher should start by explaining that adverbial clauses are those that express circumstances of the main clause's verb, providing additional information to complete the statement's meaning.
   • Adverbial clauses can be classified into various types, depending on the circumstance they express: cause, consequence, concession, condition, conformity, purpose, place, means, time, etc.
   • The teacher should make it clear that adverbial clauses are always introduced by conjunctions or conjunctive phrases, which are words or expressions that establish a relationship of subordination between the adverbial clause and the main clause.
   • Examples of conjunctions and conjunctive phrases that introduce adverbial clauses: 'although,' 'despite,' 'if,' 'in order to,' 'where,' 'when,' 'because,' 'how,' 'if not,' etc.

2. Practice - Identifying Adverbial Clauses (7 - 10 minutes)

   • The teacher should propose an activity of text analysis, where students must identify the adverbial clauses present. For this, students should read the text and underline the adverbial clauses they find.
   • The teacher should move around the classroom, assisting students who have doubts and correcting the activities as they are completed.
   • After correction, the teacher should discuss with the class about the identified adverbial clauses, explaining why each of them is an adverbial clause and what its function is in the text.

3. Theory - Adverbial Clauses of Time, Place, and Manner (5 - 7 minutes)

   • The teacher should explain that adverbial clauses of time indicate when the fact of the main clause occurs or will occur, those of place, where it occurs or will occur, and those of manner, how it occurs or will occur.
   • Examples of each type of adverbial clause should be presented, and how they modify the meaning of the main clause should be explained.
   • The teacher should emphasize that, in general, adverbial clauses of time are introduced by temporal conjunctions or conjunctive phrases, those of place by locative conjunctions or conjunctive phrases, and those of manner by modal conjunctions or conjunctive phrases.

4. Practice - Creating Sentences with Adverbial Clauses (3 - 5 minutes)

   • Finally, the teacher should propose a text production activity, where students must create sentences containing adverbial clauses of time, place, and manner.
   • Students can do this activity individually or in pairs, and the teacher should encourage creativity in the elaboration of the sentences.
   • At the end of the activity, students should share their sentences with the class, and the teacher should correct and comment on the sentences, reinforcing the correct use of adverbial clauses.

By the end of the Development, students should be able to identify and use adverbial clauses appropriately in texts, understanding their function and the importance they have in the structure and meaning of sentences.

Return (8 - 10 minutes)

1. Review and clarification of doubts (3 - 4 minutes):

   • The teacher should briefly review the fundamental concepts covered during the lesson, reinforcing the definition of adverbial clauses, their classification, and the different types of conjunctions and conjunctive phrases that introduce them.
   • Then, the teacher should allow students to ask questions and clarify any doubts that may have arisen during the lesson. It is important that the teacher encourages everyone's participation and creates a welcoming and respectful environment for discussion.

2. Connection of theory with practice (3 - 4 minutes):

   • The teacher should ask students to reflect on how the theory presented in the lesson connects with the practical activities carried out. For example, how identifying adverbial clauses in texts contributed to understanding how they work and in what way they modify the meaning of the main clause.
   • The teacher can also ask students about the main difficulties encountered during the practical activities and how they managed to overcome them.

3. Application in daily life (2 - 3 minutes):

   • The teacher should suggest to students to think about everyday situations where knowledge about adverbial clauses can be useful. For example, when reading a book, a newspaper, or a magazine, when watching a movie or a TV show, when writing a text, etc.
   • The teacher can also suggest that students observe the use of adverbial clauses in different types of texts and try to identify the different types of adverbial clauses present.
   • In the end, the teacher should reinforce the importance of studying adverbial clauses for understanding and producing coherent texts, and how this skill can be useful in various everyday situations.

By the end of the Return, students should have consolidated the knowledge acquired during the lesson, understanding the importance of studying adverbial clauses for the Portuguese language and for their daily lives. In addition, the teacher will have the opportunity to assess the students' learning and plan the next lessons according to the class's needs.

Conclusion (5 - 7 minutes)

1. Summary and recapitulation (2 - 3 minutes):

   • The teacher should review the main points covered during the lesson, emphasizing the definition of adverbial clauses, their importance in the Portuguese language, and the variety of existing types.
   • A brief summary of the activities carried out should be made, highlighting the main conclusions obtained and the difficulties overcome.
   • The teacher should reinforce that the ability to identify and use adverbial clauses correctly is essential for understanding and producing coherent and cohesive texts.

2. Connection between theory and practice (1 - 2 minutes):

   • The teacher should explain how the lesson sought to integrate the theory, initially presented, with practice, through text analysis and sentence production activities.
   • It should be emphasized that practice is essential for the consolidation of theoretical knowledge, allowing students to apply what they have learned in a concrete and contextualized way.

3. Complementary materials (1 - 2 minutes):

   • The teacher should suggest complementary study materials for students who wish to deepen their knowledge of adverbial clauses. This may include textbooks, online grammar websites, explanatory videos, among others.
   • Students should be encouraged to explore these materials on their own, emphasizing that autonomous study is an important part of the learning process.

4. Importance of the subject for daily life (1 minute):

   • Finally, the teacher should highlight the relevance of adverbial clauses for students' daily lives. This can be done through examples of everyday situations where knowledge about adverbial clauses can be useful, such as when interpreting a text, writing an email or a message, or communicating effectively and clearly in general.
   • The teacher should reinforce that the ability to identify and use adverbial clauses correctly not only contributes to excellence in the Portuguese language but also to the development of critical reading, writing, and communication skills, which are essential in various areas of life.

By the end of the Conclusion, students should have consolidated the knowledge acquired during the lesson and understood the importance of adverbial clauses for the Portuguese language and for their daily lives. In addition, they should feel motivated to continue studying and deepening their knowledge on the subject.