Objectives (5 - 10 minutes)

1. Develop oral communication skills: Students will be able to express their ideas and feelings clearly and understandably. They will learn to listen and respond appropriately and respectfully during group discussions.

2. Familiarize with different communicative contexts: Students will be introduced to various communication scenarios, such as at home, at school, in the park, and in play situations. They will learn to adapt their language and behavior according to the context.

3. Enhance storytelling skills: Students will have the opportunity to tell their own stories, contributing to the development of their language and communication skills. They will learn to organize their thoughts, use appropriate vocabulary, and maintain their audience's attention.

Introduction (10 - 15 minutes)

1. Recalling previous content: The teacher will start the lesson by reminding students about the importance of communication and how it occurs. Examples of everyday situations where communication is necessary, such as talking to friends, asking for help from parents and teachers, or following the rules of a game, can be brought up. This will help establish the relevance of the topic and prepare students for what is to come.

2. Problem situations: The teacher will present two problem situations to the students, which will trigger the discussion and understanding of the lesson's topic. The situations may be: 'How do you talk to your parents at home? Is it the same way you talk to your friends at school?' and 'How do you behave when playing? And when studying? Why?'. These situations will encourage students to think about how communication varies according to the context.

3. Contextualization: The teacher will explain that, just like students, adults also behave and speak differently in different contexts. Examples can be given of how teachers behave in the classroom versus in the teachers' lounge, or how parents behave at home versus at a party. This will help students understand that communication is influenced by the context and the importance of adapting language and behavior according to the situation.

4. Introducing the topic: The teacher will introduce the lesson's topic, 'Communicative Contexts', explaining that they will learn more about how communication varies according to the context. Curiosities can be shared, such as the fact that there are different forms of communication besides speech, such as body language and facial expressions. To spark students' interest, the teacher can also tell a funny story about a situation where he or someone he knows had to adapt to communication in an unexpected context.

Development (20 - 25 minutes)

Suggestion 1: Game 'Communication in Context'

1. The teacher divides the class into small groups of 4 or 5 students, and each group receives a pack of cards with drawings representing different communication situations (e.g., at home, at school, in the park, at a birthday party).

2. The game starts with one student from each group drawing a card without showing it to their classmates. Each student must then represent the situation drawn on the card without using words.

3. The rest of the group must guess in which context the student is communicating. They can ask questions like 'Are you talking to a friend?' or 'Are you at home or at school?'. The student representing the situation can only respond with gestures and facial expressions.

4. The group that guesses correctly earns a point. The game continues with the other students until everyone has had the opportunity to represent a communication situation.

5. At the end of the game, the teacher facilitates a group discussion, asking students how they knew in which context their classmates were communicating. This helps reinforce the idea that communication is influenced by the context.

Suggestion 2: Activity 'Stories in Context'

1. The teacher proposes that students create short stories that take place in different contexts (e.g., at home, at school, in the park, at a birthday party).

2. Each group receives a blank sheet of paper and colored pencils to draw the characters and the setting of the story.

3. Based on the drawing, students begin to create the story, encouraged to think about how the characters communicate according to the context.

4. The teacher circulates around the room, assisting the groups and asking questions to stimulate reflection on the adaptation of communication to different environments.

5. At the end of the activity, the groups present their stories to the class, explaining how communication was adapted to the different contexts. This allows students to learn from each other and reinforce the concept of contextualized communication.

At the end of the activities, the teacher should set aside time to reinforce the learnings, reviewing the key points of the lesson and connecting them to the activities carried out. This can be done through simple questions like: 'What did you learn about how communication varies according to the context?' or 'How did you feel about having to communicate differently in the games and activities?'. This step is essential to consolidate students' learning.

Return (10 - 15 minutes)

1. Group discussion (5 - 7 minutes): The teacher gathers all students in a large circle and initiates a group discussion. He starts by asking each group to briefly share what they learned from the activity they performed. Students can talk about the strategies they used to identify the communication context in the 'Communication in Context' game, or about the stories they created in the 'Stories in Context' activity and how they adapted communication to different scenarios.

Next, the teacher asks open-ended questions to promote reflection and dialogue among students. Some possible questions are: 'Why is it important to adapt our communication to different contexts?' and 'What were the difficulties you encountered when trying to communicate differently in each situation?'. The teacher should ensure that all students have the opportunity to share their ideas and experiences, encouraging an environment of respect and active listening.

2. Connection with theory (3 - 5 minutes): After the discussion, the teacher makes the connection between the practical activities and the theory presented at the beginning of the lesson. He reinforces that, just as they did in the activities, it is important to adapt language and behavior according to the communication context. The teacher may recall some of the examples given in the introduction, such as the difference in behavior between teachers in the classroom and in the teachers' lounge, to illustrate this point.

3. Individual reflection (2 - 3 minutes): To conclude the lesson, the teacher proposes that students reflect individually on what they have learned. He asks two simple questions and requests students to silently think about them for a minute before sharing their answers. The questions are: 'What was the most interesting thing you learned today about communication in different contexts?' and 'What do you intend to do differently next time you are communicating in a different context?'.

The teacher can encourage students to write down their answers in a notebook or on a piece of paper if they wish. This individual reflection step allows students to internalize what they have learned and commit to applying this knowledge in their future communication interactions.

4. Conclusion (1 minute): To conclude the lesson, the teacher thanks everyone for their participation and effort, reinforcing that communication is an essential skill that they will continue to develop throughout their lives. He also encourages students to observe and reflect on the different communication methods they encounter in their daily lives, whether at home, at school, or elsewhere, reinforcing the relevance and applicability of what they have learned.

This conclusion is a crucial step to consolidate students' learning, allowing them to share their experiences, learn from each other, and reflect on how they can apply what they have learned in their daily lives.

Conclusion (5 - 10 minutes)

1. Summary of Learnings (2 - 3 minutes): The teacher begins the conclusion by recalling the main points covered during the lesson. He recaps the central idea that communication varies according to the context and the importance of adapting language and behavior according to the situation. He also emphasizes the different forms of communication besides speech, such as body language and facial expressions. To reinforce learning, the teacher may ask students to repeat aloud the main definitions or concepts, such as 'Communication varies according to the context' or 'We must adapt our communication to the environment we are in'.

2. Connection between Theory and Practice (2 - 3 minutes): The teacher then discusses how the lesson connected theory to practice. He highlights how the activities 'Communication in Context' and 'Stories in Context' allowed students to experience firsthand the variation of communication in different contexts. He also mentions how the group discussion and individual reflection helped students think critically about their experiences and connect those experiences to the theory. The teacher can ask students if they can identify examples of how the theory was applied in practice during the lesson.

3. Suggested Supplementary Materials (1 - 2 minutes): To encourage continued learning, the teacher suggests some additional materials that students can explore at home. He may suggest children's books that address communication in different contexts, such as 'Talk, Talk, Talk' by Beatrice Alemagna. He may also recommend online educational videos on the subject, such as those available on the 'Khan Academy Kids' or 'TV Escola' portals. Additionally, the teacher can encourage students to carefully observe the communications that occur around them, whether at home, at school, or elsewhere, and reflect on how these communications are adapted to different contexts.

4. Importance of the Subject for Daily Life (1 minute): Finally, the teacher concludes the lesson by emphasizing the relevance of the topic 'Communicative Contexts' to students' daily lives. He explains that understanding how communication varies according to the context can help them express themselves more effectively and adapt better to different environments and situations. He also highlights that this skill is important not only for interacting with peers and teachers at school but also for interacting with family, friends, and other people outside the school environment.

This conclusion allows students to reflect on what they have learned, recognize the importance of the topic, and feel motivated to continue learning about the subject. Furthermore, by connecting theory to practice and suggesting supplementary materials, the teacher reinforces the value and applicability of what was taught, encouraging continuous learning outside the classroom.