Objectives (5 - 7 minutes)

1. Understanding the Concept of Verbal and Nominal Regency: Students should be able to understand what verbal and nominal regency are and how they are used in the Portuguese language. This includes the ability to identify the different types of regency and how they influence sentence construction.

2. Identifying Verbal and Nominal Regency in Practical Examples: Students should be able to identify verbal and nominal regency in real sentences. This requires the skill to analyze the sentence structure and determine how the words relate to one another.

3. Correctly Applying Verbal and Nominal Regency in Practical Texts: Students should be able to correctly apply verbal and nominal regency in their own writing. This involves understanding how regency affects the meaning of the sentence and choosing the appropriate words accordingly.

Secondary Objectives:

• Developing Critical Thinking and Analysis Skills: Through the study of verbal and nominal regency, students will have the opportunity to enhance their critical thinking and analysis skills. They will be challenged to examine sentence structure and consider how words relate to one another.

• Improving Writing Skills: By understanding and correctly applying verbal and nominal regency, students will be able to improve their writing skills. They will have a clearer understanding of how words function in a sentence and how to choose the right words to effectively convey their meaning.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should begin the class by reviewing basic concepts of syntax and grammar, which are fundamental for understanding verbal and nominal regency. This can include a brief review of parts of speech, such as verbs and nouns, and how they relate to each other in sentence construction. The teacher can ask students to share examples of sentences they have encountered in their recent reading or writing to illustrate these concepts. (3 - 5 minutes)

2. Problem Situations: The teacher should then present two problem situations to spark the students' interest. The first could be a poorly constructed sentence that does not follow the rules of verbal and nominal regency. The second could be a well-written paragraph that demonstrates the proper use of regency. The teacher should ask the students to identify the errors in the first situation and explain why the second situation is correct. (3 - 5 minutes)

3. Contextualization: The teacher should explain the importance of verbal and nominal regency, highlighting how it affects clarity and comprehension in written communication. Examples can be given of everyday situations where understanding and properly applying regency is essential, such as in writing formal letters, work reports, and academic essays. (2 - 3 minutes)

4. Introduction to the Topic: To introduce the topic and gain the students' attention, the teacher can present some curiosities or interesting facts about verbal and nominal regency. For instance, it can be mentioned that verbal and nominal regency is one of the most complex and challenging areas of Portuguese grammar, and that even native speakers often struggle with it. The teacher can also share some funny stories or anecdotes about common regency mistakes that can lead to funny misunderstandings or embarrassing situations. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Presentation of the Theory (10 - 12 minutes)

   1.1. Concept of Verbal and Nominal Regency: The teacher should start by explaining that verbal regency is the relationship of dependency between verbs and their complements. Nominal regency is the relationship of dependency between a noun (noun, adjective, adverb) and its complements.

   1.2. Verbal Regency: The teacher should explain that verbal regency can be:

    1.2.1. **Direct Transitive:** When the verb is transitive direct, that is, it requires a complement without the need for a preposition. Example: "Ele viu o filme."
   
    1.2.2. **Indirect Transitive:** When the verb is indirect transitive, that is, it requires a complement with a preposition. Example: "Ela depende de você."
   
    1.2.3. **Intransitive:** When the verb is intransitive, that is, it does not require a complement. Example: "Ela chegou cedo."
   
    1.2.4. **Linking Verb:** When the verb is linking, that is, it connects the subject to a subject predicate. Example: "Ele está doente."
   

   1.3. Nominal Regency: The teacher should explain that nominal regency can be:

    1.3.1. **Nominal Complement:** When the noun is accompanied by a complement, which can be an adnominal adjunct, a noun subordinate clause, or a prepositional phrase. Example: "Ela tem medo de aranhas."
   
    1.3.2. **Adnominal Adjunct:** When the noun is accompanied by an adnominal adjunct, which is a term that characterizes or determines the noun. Example: "A casa grande."
   
    1.3.3. **Object Predicate:** When the noun is accompanied by an object predicate, which is a term that attributes a quality or state to the object. Example: "Ela acha o filme ótimo."
   

2. Practical Examples (5 - 7 minutes)

   2.1. Verbal Regency: The teacher should present several examples of sentences and ask the students to identify the verbal regency in each of them. This can be done through a classroom or small group discussion. The examples can be taken from texts that the students are studying or from everyday situations.

   2.2. Nominal Regency: The teacher should follow the same procedure for nominal regency, presenting examples of sentences and asking the students to identify the nominal regency in each of them.

3. Practical Activity (5 - 6 minutes)

   3.1. Text Analysis: The teacher should provide students with a short text and ask them to identify the verbal and nominal regency in each sentence. The text can be of any genre (narrative, descriptive, argumentative, etc.) and can be taken from a reliable source or created by the teacher.

   3.2. Group Discussion: After the students have analyzed the text individually, the teacher should organize a group discussion so that the students can share their answers and discuss the difficulties they encountered. The teacher should guide the discussion, clarifying doubts and reinforcing important concepts.

   3.3. Collective Correction: Finally, the teacher should correct the text collectively, highlighting the examples of verbal and nominal regency and explaining why they are correct or incorrect. The teacher should encourage the students to actively participate in the correction, asking questions and offering suggestions.

Feedback (10 - 12 minutes)

1. Group Discussion (5 - 6 minutes):

   1.1. Connection to Theory: The teacher should resume the group discussion on the text analysis, now with the focus on the connection between practice and theory. The teacher should ask the students to identify concrete examples of how the theory of verbal and nominal regency was applied in the text. The students can, for example, point out how the choice of the verb affected the regency of the complement, or how the presence of an adnominal adjunct altered the meaning of the noun

   1.2. Reflection on the Learning Process: The teacher should also ask the students to reflect on the learning process. What were the most difficult concepts to understand? Which strategies were most useful for overcoming these difficulties? What questions have not yet been answered? This reflection will help the students consolidate what they have learned and identify areas that need further study.

2. Learning Verification (3 - 4 minutes):

   2.1. Quick Quiz: The teacher can have a short quiz to check the students' understanding of verbal and nominal regency. The quiz can include multiple-choice questions, true or false questions, or questions that require a short answer. The teacher should ensure that the questions cover all the important aspects of verbal and nominal regency that were discussed in class.

   2.2. Immediate Feedback: The teacher should provide immediate feedback after the quiz, explaining the correct answers and correcting any misunderstandings. The feedback should be clear, specific, and constructive, and should help the students improve their understanding of verbal and nominal regency.

3. Lesson Summary (2 - 3 minutes):

   3.1. Summary of the Theory: The teacher should conclude the lesson with a brief summary of the main points of the theory of verbal and nominal regency. This can include the definition of verbal and nominal regency, the different types of regency, and the basic rules for the correct application of regency.

   3.2. Importance of Regency: The teacher should emphasize the importance of verbal and nominal regency, explaining how the correct understanding and application of regency can improve the clarity and effectiveness of written communication.

   3.3. Next Steps: Finally, the teacher should discuss the next steps in learning verbal and nominal regency. This can include the reading of additional texts, the practice of more regency exercises, or the review of the concepts in future classes. The teacher should encourage the students to continue studying verbal and nominal regency and to seek help if they have any further questions or difficulties.

Conclusion (3 - 5 minutes)

1. Summary of Content (1 - 2 minutes): The teacher should recap the main points covered in the class. This includes the concept of verbal and nominal regency, the different types of regency, and how they apply to the Portuguese language. The teacher should reinforce that verbal and nominal regency is essential for the clarity and effectiveness of written communication.

2. Connection Between Theory, Practice, and Applications (1 minute): The teacher should explain how the class connected the theory of verbal and nominal regency with the practice of identifying and applying these concepts in real examples. The teacher should also highlight the practical applications of verbal and nominal regency, showing how understanding and correctly using these concepts can improve the students' writing.

3. Extra Materials (1 minute): The teacher should suggest extra materials for students who wish to deepen their knowledge of verbal and nominal regency. This can include grammar books, educational websites, online exercises, and explanatory videos. The teacher should encourage the students to explore these resources on their own and to bring any questions or difficulties to the next class.

4. Importance of the Subject (1 minute): Finally, the teacher should emphasize the importance of verbal and nominal regency in everyday life, not only in formal writing but also in everyday communication. The teacher can cite examples of real situations where understanding and correctly using regency can make a difference, such as in writing professional emails, preparing work reports, or writing academic texts. The teacher should emphasize that with practice and study, students will be able to master this challenging but essential aspect of the Portuguese language.