Objectives (5 - 7 minutes)

1. Understanding the concept of adverb and adverbial phrase: The teacher must ensure that the students clearly understand what an adverb is and how it differs from other parts of speech. Additionally, the students should be able to identify and define what an adverbial phrase is.

2. Identifying adverbs and adverbial phrases in various contexts: Students should be able to identify adverbs and adverbial phrases in texts and sentences, and understand how these words and expressions modify verbs, adjectives, and other adverbs.

3. Applying the knowledge of adverbs and adverbial phrases in text production: Students should be able to use adverbs and adverbial phrases appropriately in their written productions, in order to enhance the expression and clarity of the text.

   Secondary Objectives:

   • Developing reading and text interpretation skills: By identifying adverbs and adverbial phrases, students will also improve their reading and text interpretation skills.

   • Encouraging creativity and written expression: By using adverbs and adverbial phrases in their written productions, students will be encouraged to explore different forms of written expression and enhance their creativity.

   • Reinforcing grammar learning: The study of adverbs and adverbial phrases will also serve to reinforce the learning of other grammatical concepts, such as verbs, adjectives, and parts of speech.

Introduction (10 - 12 minutes)

1. Review of previous concepts: The teacher should start the lesson by briefly reviewing grammatical concepts that are prerequisites for understanding adverbs and adverbial phrases, such as verbs, adjectives, and nouns. This can be done through a quick round of questions and answers or a crossword puzzle game, for example. (3 - 4 minutes)

2. Problem situation 1: The teacher can present the following situation to the students: "Imagine you need to describe how a character in a book is acting, but you can only use one word. What kind of word would you use?" The teacher can then guide the students to realize that, in many cases, the best option would be an adverb. For example, if the character is acting quickly, we could use the adverb "quickly". (2 - 3 minutes)

3. Contextualization 1: The teacher can then show the students how the choice of adverb can alter the meaning of a sentence. For example, if we say that the character is acting "slowly", this may imply that he is being careful, while if we say that he is acting "impulsively", this may indicate that he is not thinking before acting. This demonstrates the importance of adverbs in expressing nuances and enriching writing. (2 - 3 minutes)

4. Problem situation 2: The teacher can then present another situation: "Imagine you are describing a place to a friend, but you want them to understand that you didn't like the place very much. How could you do that?" The teacher can then show that, in addition to adjectives describing the place (such as "ugly" or "dirty"), we could use adverbial phrases to express our opinion about the place (such as "not very well" or "not very pleasantly"). (2 - 3 minutes)

5. Contextualization 2: The teacher can then emphasize that the ability to use adverbs and adverbial phrases effectively is not only useful in creative writing, but also in everyday communication. For example, when we tell a friend about our day, we use adverbs and adverbial phrases to describe how things happened (like "quickly", "slowly", "happily", "unhappily", etc.). (1 - 2 minutes)

Development (20 - 25 minutes)

1. Activity 1: Adverb Olympics (10 - 12 minutes)

   • Description: The teacher will divide the class into groups of up to 6 students. Each group will receive a list of sentences that do not contain adverbs or adverbial phrases, and the task will be to find the best adverb or adverbial phrase to complete each sentence.
   • Step by Step:
     1. The teacher hands out the lists of sentences to each group.
     2. The students, in their groups, discuss and decide on the best adverb or adverbial phrase for each sentence.
     3. After a set time, the groups share their answers with the class.
     4. The teacher discusses the answers with the class, explaining the reasoning behind each choice and correcting any misconceptions.
     5. The process is repeated for the next round of sentences until all sentences have been completed.

2. Activity 2: Writing Challenge (10 - 12 minutes)

   • Description: Still in their groups, students will receive a list of words that must be used in a short story. The task will be to create a story using the provided words and, of course, include a variety of adverbs and adverbial phrases to enrich the text.
   • Step by Step:
     1. The teacher hands out the lists of words to each group.
     2. The students, in their groups, discuss and plan the story they will write, considering how and where they will use the adverbs and adverbial phrases.
     3. After a set time, the students begin writing their stories.
     4. When they finish, each group reads their story to the class.
     5. The teacher and the class provide feedback on the stories, praising the effective use of adverbs and adverbial phrases and offering suggestions for improvement, if necessary.

3. Activity 3: Adverbs and Adverbial Phrases Quiz (5 - 7 minutes)

   • Description: To conclude the Development part of the lesson, the teacher will administer a quick multiple-choice quiz to assess the students' understanding of adverbs and adverbial phrases.
   • Step by Step:
     1. The teacher hands out the quiz to the class.
     2. The students individually answer the quiz questions.
     3. After a set time, the teacher collects the quizzes and grades them.
     4. The teacher discusses the answers with the class, explaining the reasoning behind each correct answer.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should facilitate a group discussion, where each team will share their solutions or conclusions from the activities carried out. Each group will have a maximum of 3 minutes to present their ideas or stories.
   • During the presentations, the teacher should encourage other groups to ask questions or make comments, in order to promote interaction and exchange of ideas among the students.

2. Connection to Theory (2 - 3 minutes)

   • After the presentations, the teacher should connect the activities carried out with the theory presented at the beginning of the lesson.
   • For example, the teacher can highlight how adverbs and adverbial phrases were used in the stories written by the students to enrich the narrative and express the nuances of the actions and feelings of the characters.
   • The teacher can also reinforce the importance of correctly identifying adverbs and adverbial phrases in texts, as this helps to better understand what is being said and enhances reading and interpretation skills.

3. Final Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher should propose that the students reflect for a minute on the following questions:
     1. What was the most important concept learned today?
     2. What questions have not been answered yet?
   • After the minute of reflection, the teacher can ask some students to share their answers with the class. This will allow the teacher to assess the effectiveness of the lesson and identify any areas that may need review or clarification in future classes.
   • The teacher should encourage students to express their doubts and opinions, creating an open and welcoming learning environment.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes)

   • The teacher should recap the main points covered during the lesson, reinforcing the definition of adverbs and adverbial phrases, their function in modifying verbs, adjectives, and other adverbs, and the importance of their use in text production.
   • It is also important to revisit the activities carried out, highlighting the main insights gained by the students and the difficulties faced, and how these experiences contributed to the understanding of the topic.
   • The teacher can use visual aids, such as a whiteboard or slides, to help visualize and reinforce the concepts presented.

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

   • The teacher should explain how the lesson connected the theory, practice, and applications of knowledge of adverbs and adverbial phrases.
   • For example, the lesson started with a review of fundamental grammatical concepts, moved on to the discussion of how adverbs and adverbial phrases can alter the meaning of a sentence, and ended with the practical application of these concepts in text production.
   • The teacher should emphasize that the ultimate goal is for students to be able to identify and use adverbs and adverbial phrases appropriately in their written productions, thus improving their writing and communication skills.

3. Extra Materials (1 - 2 minutes)

   • To complement learning, the teacher can suggest extra materials for study at home, such as review exercises, explanatory videos, online grammar games, or reading texts that exemplify the use of adverbs and adverbial phrases.
   • The teacher can also recommend websites or grammar correction apps that students can use to check if they are using adverbs and adverbial phrases correctly in their written productions.
   • It is important for the teacher to be available to clarify any doubts that students may have when studying these materials at home.

4. Subject Importance (1 minute)

   • Finally, the teacher should emphasize the importance of adverbs and adverbial phrases in everyday life, not only in writing but also in speaking and reading.
   • The teacher can cite examples of everyday situations where the correct use of these words and expressions can make a difference in communication, such as in a work email, a conversation with friends, or reading a book.
   • The teacher should emphasize that mastering these concepts not only helps to express ideas more clearly and precisely, but also enriches language and demonstrates a good command of grammar.