Objectives (5 - 7 minutes)

1. Understanding the Concept of Transitive and Intransitive Verbs: The teacher must ensure that students understand the difference between the two types of verbs, where transitive verbs require a complement and intransitive verbs do not.

2. Identification of Transitive and Intransitive Verbs in Sentences: Students should be able to identify and classify verbs in a sentence as transitive or intransitive, applying the acquired knowledge about their characteristics.

3. Practice of Transitive and Intransitive Verbs in Real Contexts: Students should be able to apply the acquired knowledge in practical situations, such as reading texts or producing their own sentences, to enhance their language skills.

   Secondary Objectives:

   • Strengthening Grammar and Vocabulary: In addition to learning about transitive and intransitive verbs, students will also have the opportunity to reinforce their knowledge of grammar and vocabulary, as these concepts are directly related.

   • Development of Reading and Writing Skills: Through the practice of identifying and using transitive and intransitive verbs, students will have the opportunity to develop their reading and writing skills, thus improving their communicative competence.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by reviewing the basic concepts of verbs, including their definition and function in sentences. Questions can be asked to students to verify if they remember these concepts, encouraging active participation.

2. Problem Situation 1: Next, the teacher can present two sentences to the students:

   • "João ate an apple."
   • "João slept." The teacher can then ask: "What can we say about what João did in the two sentences?" Students may notice that in the first sentence João performed an action (ate), while in the second one he just existed (slept). This will serve as an introduction to the difference between transitive and intransitive verbs, which will be the focus of the lesson.

3. Contextualization: The teacher should emphasize the importance of understanding the difference between transitive and intransitive verbs, as this can affect the structure and meaning of sentences. Examples can be given of how the choice of the verb can change the meaning of a sentence or how the lack of a complement can result in a grammatically incorrect sentence.

4. Problem Situation 2: The teacher can then present a second scenario, perhaps with a bit of humor to engage the students:

   • "Maria jumped."
   • "Maria jumped the fence." The teacher can ask: "What did Maria do in the two sentences? Did she jump or did she jump something?" This will help consolidate the concept of transitive and intransitive verbs.

5. Introduction to the Topic: Finally, the teacher should introduce the topic of the lesson - transitive and intransitive verbs - explaining that these are different types of verbs that can affect the structure and meaning of sentences. Students can be intrigued with curiosities, such as the origin of the words "transitive" and "intransitive" (from Latin "trans" meaning "through" and "in" meaning "not").

6. Activation of Prior Knowledge: The teacher can then ask students if they can think of more examples of transitive and intransitive verbs, encouraging class participation.

Development (20 - 25 minutes)

1. Activity 1 - "Verb Hunt" (10 - 12 minutes)

   • Objective: Develop students' ability to identify transitive and intransitive verbs in a sentence.
   • Description: The teacher prepares cards with various sentences containing transitive and intransitive verbs. Students, in groups of up to 5 people, receive a set of cards. They must read each sentence aloud and then decide if the verb in the sentence is transitive or intransitive. If they classify correctly, they can keep the card. The group that collects the most cards correctly by the end of the activity will be the winner.
   • Materials: Cards with various sentences containing transitive and intransitive verbs.

2. Activity 2 - "Sentence Creation" (10 - 12 minutes)

   • Objective: Develop students' ability to use transitive and intransitive verbs in their own sentence productions.
   • Description: After the "Verb Hunt" activity, students, still in their groups, receive a new set of cards. This time, they must select one card at a time and then use the verb from the sentence to create a new sentence. They must ensure that the new sentence maintains the verb in the same classification (transitive or intransitive) as the original sentence. The teacher should circulate around the room, assisting the groups and clarifying doubts.
   • Materials: Cards with various sentences containing transitive and intransitive verbs.

3. Activity 3 - "Role-Play" (5 - 6 minutes)

   • Objective: Apply the acquired knowledge about transitive and intransitive verbs in a real communication situation.
   • Description: The teacher presents a communication situation, such as a dialogue between two people in a restaurant. Students, still in their groups, must rewrite the dialogue, replacing the verbs with transitive and intransitive synonyms. This will help give students an idea of how verbs can affect the structure and meaning of sentences in real contexts.
   • Materials: Communication situation (dialogue, text, etc.) for rewriting.

4. Activity 4 - "Verb Quiz" (5 - 6 minutes)

   • Objective: Review and assess students' knowledge acquired on the lesson topic.
   • Description: The teacher prepares a quick quiz with multiple-choice or true/false questions about transitive and intransitive verbs. Students, still in their groups, must discuss the answers and select the correct option. The teacher then checks the class answers and provides immediate feedback.
   • Materials: Quiz with multiple-choice or true/false questions about transitive and intransitive verbs.

The teacher should monitor the activities, provide feedback to students, and clarify any doubts that may arise. Additionally, it is important to encourage the participation of all students and promote collaboration within the groups.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should gather all students and ask each group to share the main discoveries or solutions found during the activities. Each group will have a maximum of 2 minutes to share.
   • The teacher should encourage students to explain the reasoning behind their answers and refer to the rules of transitive and intransitive verbs discussed in the lesson.
   • During the presentations, the teacher should ask questions to stimulate critical thinking and deepen students' understanding of the topic.

2. Connection to Theory (2 - 3 minutes)

   • After all presentations, the teacher should provide a general review, highlighting the connections between the activities and the theory of transitive and intransitive verbs discussed in the Introduction of the lesson.
   • The teacher should emphasize how the practical activities helped students apply and deepen their theoretical understanding of the topic.

3. Individual Reflection (2 - 3 minutes)

   • The teacher should then ask students to individually reflect for a minute on what they learned during the lesson.
   • The teacher can ask guiding questions, such as: "What was the most important concept you learned today?" and "What questions have not been answered yet?"
   • Students can write down their reflections on a piece of paper or in their notebooks, if they wish.

4. Sharing Reflections (1 minute)

   • The teacher can conclude the lesson by asking some volunteer students to briefly share their reflections with the class.
   • The goal of this activity is not only to allow students to express their opinions and doubts but also for the teacher to receive feedback on the effectiveness of the lesson and possible areas that need further clarification or practice.

5. Teacher's Feedback (1 minute)

   • Finally, the teacher should provide overall feedback on the class participation and performance during the lesson, encouraging efforts and pointing out areas for improvement.
   • The teacher should remind students to study the topic at home and be prepared for possible related exercises or activities in the next lesson.

By the end of this stage, students should have a clear understanding of transitive and intransitive verbs and be able to identify and use them correctly in sentences. Additionally, they will have had the opportunity to practice their reading, writing, and communication skills, as well as work in groups and develop critical thinking.

Conclusion (5 - 7 minutes)

1. Content Review (2 - 3 minutes)

   • The teacher should start the Conclusion of the lesson by reviewing the main concepts covered. This may include the definition of transitive and intransitive verbs, the difference between them, and how to identify them in a sentence.
   • The teacher can do this interactively, asking students to summarize what they learned or answer questions about the concepts.

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

   • The teacher should then explain how the lesson connected theory to practice. This may involve discussing how group activities and dialogue rewriting exercises allowed students to apply what they learned in real communication situations.
   • The teacher can also highlight how the "Verb Hunt" and "Sentence Creation" activities helped solidify students' understanding of the difference between the two types of verbs.

3. Additional Materials (1 minute)

   • The teacher can suggest additional reading or study materials for students who wish to deepen their knowledge of transitive and intransitive verbs. This may include online grammar websites, textbooks, practice exercises, among others.
   • The teacher can also recommend that students review their notes and revisit the examples of transitive and intransitive verbs discussed during the lesson.

4. Practical Applications (1 - 2 minutes)

   • Finally, the teacher should emphasize the importance of transitive and intransitive verbs in everyday life. It can be mentioned how understanding these concepts can improve students' written and oral communication skills.
   • The teacher can give examples of how the choice of verbs can alter the meaning of a sentence and how the lack of a complement can result in a grammatically incorrect structure.
   • The teacher should end the lesson by reinforcing that constant practice is essential for mastering these concepts. Students should be encouraged to continue practicing the identification and use of transitive and intransitive verbs in their reading and writing activities.

At the end of the lesson, students should have a clear understanding of transitive and intransitive verbs, as well as the ability to identify and use them correctly in sentences. They should also have an appreciation of the importance of these concepts for effective communication.