Objectives (5-10 minutes)

1. Understand the verbal and nominal Transitivity and the function of linking verbs: Students must be able to identify and differentiate the three main forms of transitivity in a sentence. They also need to understand the function of linking verbs in a sentence.

2. Identify transitive and intransitive verbs: Students must learn to recognize the difference between transitive and intransitive verbs, as well as identify the verbs that fit into each category.

3. Practice sentence analysis: Through practical exercises, students must be able to analyze sentences and identify the verbal and nominal transitivity, as well as the linking verbs present.

   Secondary objectives:

   • Develop text analysis and interpretation skills.
   • Encourage active student participation through group discussions and activities.
   • Foster critical thinking and solve linguistic problems.

Introduction (10-15 minutes)

1. Review of previous content: The teacher should start the class by briefly reviewing the concepts of verb, subject, and predicate, which are fundamental to understanding the topic of the class. The teacher can ask students questions to check if they remember these concepts, such as: "What is a verb?" "What is the subject of a sentence?" "What is the predicate?" This review can be done orally, in order to keep students engaged.

2. Problem situation: The teacher can present students with two situations that involve the use of verbs and the need to understand transitivity. The first situation may be the analysis of a news item in which verbs convey action (transitive) and the second may be the reading of a literary text in which verbs do not convey action (intransitive). The teacher can then ask: "How can we identify if a verb is transitive or intransitive?"

3. Contextualization of the importance of the subject: The teacher should explain the importance of understanding verbal and nominal transitivity in the construction of sentences and texts. It can be mentioned that, when writing or speaking, it is essential to use verbs correctly to convey the desired message. Furthermore, the ability to identify verbal and nominal transitivity helps in the interpretation of texts, as it allows for a better understanding of the structure of sentences.

4. Introduction to the topic: To arouse students' interest, the teacher can share some curiosities related to the topic of the class. For example, it can be mentioned that, in some languages, such as Latin, the verbal transitivity is indicated by the form of the verb, while in other languages, such as English, the transitivity is indicated by the use of prepositions. Another curiosity is that some verbs in Portuguese can be transitive in one situation and intransitive in another, depending on the context.

   Resources used:

   • Whiteboard or flipchart
   • Colored markers
   • Sample texts (news, stories, poems)
   • Projector or TV to show sentence examples

Development (20-25 minutes)

1. Ludic activity - The Transitivity Game: The teacher should divide the class into groups of 4 to 5 students. Each group will receive cards with different verbs. The cards will be divided into three categories: transitive, intransitive, and linking. The goal of the game is for students to place the verbs in correct categories. To do this, they will have to analyze the meaning of the verb and the structure of the sentence in which it is inserted. The teacher should circulate around the classroom, assisting the groups when necessary. At the end of the game, the teacher should correct the categories and explain why each verb belongs to a certain category. (10-15 minutes)

   Materials needed:

   • Cards with verbs (transitive, intransitive, and linking)
   • Whiteboard or flipchart to correct the activity

2. Practical activity - Sentence Analysis: The teacher should provide each group with a series of sentences containing verbs. Students must analyze the sentences, identify the type of verb (transitive, intransitive, or linking) and the transitivity (verbal or nominal). Then, they must rewrite the sentences, replacing the verb with another of the same type. For example, if the sentence contains a transitive verb, they should replace it with another transitive verb. This activity will help students practice identifying transitivity and understand how it affects the structure of the sentence. (10-15 minutes)

   Materials needed:

   • Sample sentences containing verbs
   • Pieces of paper to rewrite the sentences

3. Group discussion - Practical applications: After the activities are completed, the teacher should conduct a group discussion on the practical applications of what was learned. The teacher can present examples of texts and ask students to identify the verbs and their transitivity. The teacher can also ask students to create their own sentences, using the different types of verbs. This step will allow students to see how what they learned applies in practice. (5-10 minutes)

   Materials needed:

   • Sample texts
   • Whiteboard or flipchart to write down the sentences created by the students

   Resources used:

   • Whiteboard or flipchart
   • Colored markers
   • Cards with verbs
   • Sample sentences
   • Pieces of paper
   • Sample texts
   • Projector or TV to show sentence examples

Feedback (10-15 minutes)

1. Group discussion - Reflection on activities: The teacher should gather all the students and promote a group discussion on the solutions found by each team in the activities. Students should be encouraged to share their analysis strategies and how they came to the Conclusion about the transitivity of verbs. This exchange of ideas allows students to learn from each other and improve their linguistic analysis skills. (5-7 minutes)

   Materials needed:

   • Whiteboard or flipchart to write down the main conclusions of the discussion

2. Connection with theory - Teacher's explanation: After the group discussion, the teacher should clarify any remaining doubts and provide a more detailed explanation about verbal and nominal transitivity and the function of linking verbs. The teacher can use the examples from the activities to illustrate the concepts and demonstrate how they apply in different contexts. The teacher should ensure that all students understand the theory behind the practical activities. (3-5 minutes)

   Materials needed:

   • Whiteboard or flipchart for the teacher's explanation
   • Projector or TV to show sentence examples

3. Individual reflection - Questions for thought: To close the class, the teacher should suggest that students reflect individually on what they have learned. To do so, the teacher can present some questions for students to think about for a minute and then share their answers. The questions may include: "What was the most important concept you learned today?" and "What questions have not yet been answered?". After individual reflection, students should have the opportunity to share their answers with the class, if they wish. (2-3 minutes)

   Materials needed:

   • Reflection questions for students

   Resources used:

   • Whiteboard or flipchart
   • Colored markers
   • Projector or TV to show sentence examples

Conclusion (5-10 minutes)

1. Content Summary: The teacher should start the Conclusion of the class by summarizing the main points covered, reinforcing the definition and the difference between verbal and nominal transitivity and linking verbs. He can also review the classification of transitive and intransitive verbs, and how to identify them in a sentence. This summary serves to consolidate the knowledge acquired by the students and to ensure that they understood the fundamental concepts. (2-3 minutes)

   Materials needed:

   • Whiteboard or flipchart to write down the summary

2. Connection between Theory, Practice, and Applications: The teacher should then explain how the class connected the theory, practice, and applications of the concepts. He can highlight how the practical exercises, such as the Transitivity Game and Sentence Analysis, allowed students to apply the theory in a fun and meaningful way. Furthermore, the teacher can mention how the ability to identify verbal and nominal transitivity is useful not only for linguistic analysis, but also for the production and interpretation of texts. (2-3 minutes)

   Materials needed:

   • Whiteboard or flipchart for the explanation

3. Suggestion of Extra Materials: To complement the learning, the teacher can suggest some extra materials for students to explore at home. These materials may include websites with explanations and interactive exercises on verbal and nominal transitivity, explanatory videos, textbooks, among others. The teacher should emphasize that continuous practice is fundamental for the consolidation of knowledge. (1-2 minutes)

   Suggested materials:

   • Educational websites
   • Explanatory videos
   • Textbooks

4. Importance of the Subject in Daily Life: Finally, the teacher should emphasize the importance of the subject in daily life. He can explain that, by understanding verbal and nominal transitivity, students will be able to express their ideas more clearly and effectively, both in writing and speaking. Furthermore, the ability to analyze the structure of sentences and identify the verbs and their transitivity is fundamental for the understanding and interpretation of texts, whether literary, journalistic, academic, among others. (1-2 minutes)

   Materials needed:

   • Whiteboard or flipchart for the explanation

   Resources used:

   • Whiteboard or flipchart
   • Colored markers