Objectives (5 - 10 minutes)

1. Understand the concept of polysemy: The teacher must ensure that students understand what polysemy is and how it applies to the study of the English language. Students should be able to distinguish between homonymous words and polysemous words.

2. Identify polysemous words in context: Students should be able to recognize polysemous words when they encounter them in a text or speech. They will be encouraged to observe the context in which the word is used to determine its meaning.

3. Apply the use of polysemous words in sentences: Students should be able to use polysemous words correctly in sentences. They must understand that the meaning of a word can change depending on the context in which it is used, and they should be able to demonstrate this understanding through examples.

Secondary objectives:

• Improve reading and comprehension skills in English: By learning to identify and understand polysemous words, students will enhance their reading and comprehension skills in English. They will be able to infer the meaning of words based on the context in which they are used.

• Develop effective communication skills in English: By learning to use polysemous words in sentences, students will develop their oral and written expression skills in English. They will better understand how to use language effectively and accurately.

Introduction (10 - 15 minutes)

1. Review of previous contents: The teacher should start the lesson by reviewing the concepts of synonyms and homonyms, as they are fundamental to understanding the topic of polysemy. A brief questioning or activity can be done to verify if students have correctly remembered these concepts.

2. Problem situations: The teacher should present two situations that illustrate the importance of polysemy. For example:

   • Situation 1: "You are reading a book in English and come across the word 'bank'. You know that this word can mean 'bank' or 'river bank'. How do you determine the correct meaning based on the context of the story?"

   • Situation 2: "You are watching a movie in English and one of the characters says: 'I need to get out of here'. You realize that the word 'here' can mean 'here' or 'this situation'. How do you understand what the character means?"

3. Contextualization: The teacher should explain how polysemy is a fundamental part of the English language (and any language), and how the ability to understand and use polysemous words can improve students' communication in English. Real-life examples, such as interpreting songs, movies, news, and literary texts, can also be mentioned.

4. Engage students' attention: The teacher can introduce the topic of polysemy with two curiosities:

   • Curiosity 1: "Did you know that the word 'set' is considered the word with the highest number of meanings in English? It can be used as a verb, a noun, an adjective, and an adverb, and has over 400 definitions in the Oxford dictionary!"

   • Curiosity 2: "Have you seen the movie 'Hot Fuzz'? There's a hilarious scene where the characters play with the fact that the word 'shit' can be used in various ways in English, such as an expression of surprise ('Oh, shit!'), a reference to feces ('Don't step in the shit'), or a general term for things ('This shit is bananas')."

These curiosities should help spark students' interest in the topic and prepare them for the lesson content.

Development (20 - 25 minutes)

1. Activity 'Define the Context': (10 - 15 minutes)

   • The teacher will divide the class into groups of 4 or 5 students and will distribute a set of cards to each group. Each card will have a polysemous word in English.
   • The challenge is for students, without consulting dictionaries or online resources, to create a sentence or short text using the word on the card in a context that reveals its specific meaning.
   • After all groups have completed the task, each will present their sentences or texts to the class. The teacher will provide feedback and clarify any doubts.
   • Examples of words for the cards: 'run', 'set', 'light', 'play', 'right', 'watch', 'jam', 'point', 'paper', 'charge', 'rock', 'down', 'up', 'back', 'over', 'call', 'keep'.

2. Activity 'Guess the Meaning': (10 - 15 minutes)

   • The teacher will present to the class a list of polysemous words in English, along with their various meanings. The words can be taken from a text that will be worked on later in the lesson or from a dictionary.
   • Students, still in their groups, will choose a word from the list and create a hypothetical situation where the word could be used, but without saying the word itself.
   • The other groups will then have to guess the word being represented in the situation, based on the different meanings presented.
   • This activity not only reinforces the understanding of polysemy but also encourages students' creativity and critical thinking.

3. Activity 'Story Creation': (5 - 10 minutes)

   • Concluding the Development stage, the teacher proposes that each group creates a short story in English, using as many polysemous words as possible.
   • The story should be coherent and make sense, thus demonstrating the students' understanding of the use of polysemous words in a larger context.
   • At the end, each group will present their story to the class. The teacher will assess the understanding and application of the concepts of polysemy in the activity.

The proposed activities promote interaction among students, teamwork, creativity, and the practical application of polysemy concepts. In addition, students will have the opportunity to practice oral and written expression in English, reinforcing the secondary objective of developing effective communication skills in the language.

Return (10 - 15 minutes)

1. Group Discussion: (5 - 7 minutes)

   • The teacher should initiate a group discussion with all students, where each group shares their solutions or conclusions from the activities carried out. This will allow students to learn from each other and see different approaches to the same task.
   • During the discussion, the teacher should ensure that all groups have the opportunity to speak and that all contributions are valued. This helps promote a collaborative and respectful learning environment.

2. Connection with Theory: (3 - 5 minutes)

   • After the discussion, the teacher should make the connection between the activities carried out and the theory of polysemy, reinforcing key concepts and clarifying any misunderstandings.
   • For example, the teacher can highlight the most challenging polysemous words used by students in their activities and explain how they were correctly used based on the context.
   • This step is crucial to ensure that students understand the practical application of polysemy and how it affects communication in English.

3. Individual Reflection: (2 - 3 minutes)

   • To conclude the lesson, the teacher should propose that students reflect individually on what they have learned. They should think of answers to questions such as:
     1. What was the most important concept learned today?
     2. What questions have not been answered yet?
   • Students can write down their answers in a notebook or share them orally with the class. This will help the teacher assess the effectiveness of the lesson and plan future lessons based on students' learning needs.

4. Teacher's Feedback: (1 - 2 minutes)

   • Finally, the teacher should provide general feedback on the lesson, praising students' strengths and identifying areas that may need more practice or study. The teacher should encourage students to continue practicing the identification and use of polysemous words in their free time, as this will help reinforce what they have learned in the lesson.

By the end of this stage, students should have a solid understanding of the concept of polysemy, as well as the ability to identify and use polysemous words in appropriate contexts. They should also feel confident in their ability to communicate in English, which is essential for the continuous development of their language skills.

Conclusion (5 - 10 minutes)

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

   • The teacher should summarize the main points of the lesson, reaffirming the concept of polysemy and the difference between homonymous and polysemous words.
   • The activities carried out can also be revisited, recalling the polysemous words that were worked on and highlighting the most creative sentences or texts created by students.

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

   • The teacher should explain how the lesson connected the theory of polysemy with the practice of the English language.
   • It should be emphasized how the activities allowed students not only to understand the concept of polysemy but also to apply it in real communication contexts, strengthening reading and expression skills in English.

3. Additional Materials: (1 - 2 minutes)

   • The teacher should suggest additional materials for students to deepen their knowledge of polysemy.
   • Online dictionary websites can be recommended, as they usually provide a list of meanings for each word, or English books and texts that present a varied use of polysemous words.

4. Importance of the Subject: (1 - 2 minutes)

   • Finally, the teacher should emphasize the importance of studying polysemy for students' daily lives and careers.
   • It should be explained how the ability to understand and use polysemous words can improve communication in English, whether in formal situations (such as job interviews, academic presentations, etc.) or informal ones (such as conversations with native speakers, reading books, watching movies, etc.).

This Conclusion stage is essential to consolidate the lesson's learnings, reinforce the relevance of the topic, and motivate students to continue studying the subject. By the end of this stage, students should feel confident in their understanding of polysemy and motivated to apply this knowledge in their future interactions in English.