Objectives (5 - 7 minutes)

1. Understand the concept of anaphora and cataphora: Students should be able to distinguish between anaphora and cataphora and understand the concept behind these anaphoric and cataphoric relationships in the Portuguese language. They should understand that anaphora refers to a word or expression that refers to another word that has already been mentioned or will be mentioned later in the text. On the other hand, they should distinguish cataphora as the opposite of anaphora, where a word or expression refers to another word that will appear later in the text.

2. Identify anaphoras and cataphoras in texts: Students should be able to identify anaphoras and cataphoras in provided texts. This involves the ability to recognize words or expressions that reference something mentioned earlier or that will be mentioned later in the text.

3. Apply anaphoras and cataphoras in text production: Finally, students should be able to effectively apply the concept of anaphora and cataphora in writing their own compositions. They should be able to use these anaphoric and cataphoric relationships to make their texts more cohesive and fluid.

Secondary Objectives:

• Stimulate critical thinking and students' textual analysis skills.
• Promote discussion and group collaboration through classroom activities.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by briefly reviewing the concept of textual cohesion and the importance of maintaining coherence and clarity in writing. This can be done through targeted questions to ensure that students are familiar with the topic. For example, the teacher may ask: "What is textual cohesion and why is it important in our writing?" or "What are some of the strategies we can use to ensure that our text is cohesive?" (3 - 5 minutes)

2. Problem Situations: The teacher can then present two problem situations to arouse students' interest and prepare them for the new content. For example, the teacher can give a short story in which some words or phrases are used to refer to something that has already been mentioned or will be mentioned later. Another situation may be the presentation of a text in which the order of words or phrases is inverted, so that the meaning only becomes clear later. The teacher can ask students to discuss in small groups what they noticed in these situations and how they could explain them. (5 - 7 minutes)

3. Contextualization of the Subject: The teacher should then explain the importance of anaphoric and cataphoric relationships in writing and communication in general. This can be done by presenting examples of how these relationships are used in different contexts, such as literature, advertising, and media. The teacher can emphasize that the effective use of anaphoras and cataphoras can make our texts more interesting, engaging, and easy to understand. (2 - 3 minutes)

4. Capturing Students' Attention: To arouse students' curiosity, the teacher can share some curiosities about anaphoras and cataphoras. For example, the teacher can mention that the word "he" is one of the most common anaphoras in the Portuguese language, as we often refer to a previously mentioned person in this way. Another curiosity may be that cataphoras are generally considered less common than anaphoras, as they require the reader to anticipate what will be mentioned later in the text. (3 - 5 minutes)

Development (20 - 25 minutes)

1. Theory Explanation (10 - 12 minutes):

   1.1. Anaphora Definition: The teacher should start by explaining that anaphora is a figure of speech that consists of the repetition of a term previously mentioned, avoiding its repetition. For this, we can use pronouns, adverbs, or pronominal expressions. Examples of anaphoras are: "John likes soccer. He watches all the games." or "Mary woke up early. Then, she had breakfast." The teacher can emphasize that anaphora is an important tool to avoid excessive word repetition and make the text more fluent.

   1.2. Cataphora Definition: Next, the teacher should explain that cataphora is the opposite of anaphora, that is, it is the anticipation of a term that will be mentioned later in the text. An example of cataphora is: "He was a mysterious man. What no one knew is that he was a superhero." The teacher should emphasize that cataphora is a strategy that can be used to create suspense or expectation in the text.

   1.3. Differences Between Anaphora and Cataphora: The teacher should then explain the differences between anaphora and cataphora. He should emphasize that anaphora refers to something that has already been mentioned earlier, while cataphora refers to something that will be mentioned later. In addition, the teacher should remind that anaphora avoids word repetition, while cataphora anticipates what will be said next.

2. Practical Examples (5 - 7 minutes):

   2.1. Text Analysis with Anaphoras and Cataphoras: The teacher should provide students with a series of short texts and ask them to identify the anaphoras and cataphoras present. This will help students better understand how these relationships are used in practice.

   2.2. Creating Texts with Anaphoras and Cataphoras: Next, the teacher should propose that students create their own texts, using anaphoras and cataphoras effectively. This will allow students to apply what they have learned and develop their writing skills.

3. Group Discussion (5 - 6 minutes):

   3.1. Sharing Experiences: The teacher should promote a group discussion, where students can share their experiences in identifying and using anaphoras and cataphoras. This will allow students to learn from each other and improve their analysis and writing skills.

   3.2. Clarifying Doubts: The teacher should take this opportunity to clarify any doubts students may have about the concept of anaphora and cataphora. He should encourage students to ask questions and express their difficulties, in order to ensure that everyone is understanding the content.

This lesson development will allow students to effectively understand the concept of anaphora and cataphora, identify them in texts, and apply them in their own textual productions.

Return (10 - 12 minutes)

1. Content Review (3 - 4 minutes):

   • The teacher should review the main points discussed during the lesson, reinforcing the concept of anaphora and cataphora. He can do this by asking students targeted questions, such as: "What is an anaphora and how does it differ from a cataphora?" or "What were some examples of anaphoras and cataphoras that we found in our texts?".
   • The teacher should also review the importance of anaphoras and cataphoras in textual cohesion and how they can make our texts more interesting and easy to understand.

2. Connection with Theory and Practice (3 - 4 minutes):

   • The teacher should help students connect the theory learned with practice. He can do this by reviewing the texts that students created during the lesson and identifying the anaphoras and cataphoras present in them. This will allow students to see how theory can be applied in practice.
   • The teacher can also show students how the ability to identify and use anaphoras and cataphoras can improve their reading and writing skills. For example, he can show how the effective use of anaphoras and cataphoras can make a text more cohesive and easy to understand.

3. Individual Reflection (3 - 4 minutes):

   • The teacher should propose that students reflect individually on what they learned during the lesson. He can do this by formulating questions such as: "What was the most important concept you learned today?" and "What questions have not been answered yet?".
   • The teacher should give a minute for students to think about these questions and then ask some students to share their answers with the class. This will allow the teacher to assess students' understanding of the content and identify areas that may need reinforcement in future lessons.

4. Feedback and Closure (1 minute):

   • Finally, the teacher should thank the students for their participation and effort during the lesson. He should encourage them to continue practicing the identification and use of anaphoras and cataphoras in their reading and writing activities.
   • The teacher should also ask for feedback from students on what they found most useful in the lesson and what they would like to see in future lessons. This will help the teacher tailor his lesson plan to meet the specific needs of his students.

Conclusion (3 - 5 minutes)

1. Summary of Contents (1 - 2 minutes): The teacher should recap the main points discussed during the lesson, reinforcing the concept of anaphora and cataphora. He should highlight the difference between the two and the importance of their use in cohesive and fluent writing. Additionally, he should recall the practical activities carried out, highlighting how they helped students understand and apply these anaphoric and cataphoric relationships.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should explain how the lesson connected theory, practice, and applications. He should show how the theoretical knowledge about anaphoras and cataphoras was applied in practice, through the analysis and creation of texts. Additionally, he should reinforce the importance of these relationships in producing cohesive texts and in understanding texts.

3. Extra Materials (1 minute): To deepen students' understanding of the subject, the teacher can suggest extra materials, such as websites, videos, and books that deal with anaphoras and cataphoras. For example, he can recommend an explanatory video on YouTube, a website with interactive exercises for identifying anaphoras and cataphoras, and a Portuguese language textbook that delves into the topic. The teacher should emphasize that the use of these materials is optional but can be useful for those who wish to deepen their knowledge.

4. Relevance of the Subject (1 minute): Finally, the teacher should emphasize the importance of the subject for students' daily lives. He can explain that, in addition to being a fundamental concept in the Portuguese language, understanding and effectively using anaphoras and cataphoras can improve the quality of their textual productions, making them more cohesive and fluent. Additionally, he can mention that the ability to identify anaphoras and cataphoras in texts can facilitate the understanding and interpretation of these texts, both in school and in other everyday life situations.