Objectives (5 - 7 minutes)

1. Understanding the Phoneme X and CH: The student must be able to understand and identify the presence of the phoneme X and CH in different words and contexts. This includes the ability to distinguish when and why each of these phonemes is used.

2. Identification of Words with X and CH: The student must be able to identify words in which the phoneme X and CH are used, and must be able to discern if the sound is represented by X or CH. This includes the practice of writing these words and pronouncing them correctly.

3. Correct Use of X and CH in Writing: Students must be able to use X and CH correctly in their own writings. This involves applying the rules learned in identifying words and understanding when each phoneme is used.

Secondary objectives:

• Development of Active Listening: Students should be encouraged to listen carefully to the words presented and to distinguish the different sounds produced. This will help in the correct identification of words with X or CH.
• Improvement of Spelling: By understanding the rules for using X and CH, students should also improve their overall spelling, as these phonemes are often used in common words.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should begin by reviewing with students what phonemes are, how they are represented in writing, and some examples of other phonemes. This can be done through a quick oral quiz or a short written exercise.

2. Problem Situations: To arouse students' interest, the teacher can present two problem situations. The first may be the difficulty of a foreigner in pronouncing Portuguese words containing the phoneme X or CH correctly. The second situation may be the confusion that occurs in words that, when written with X, have a different sound than expected, as in "enxame" or "enxugar".

3. Contextualization: The teacher should explain the importance of studying the phoneme X and CH, emphasizing that these sounds are very common in the Portuguese language and that their correct identification and use is essential for good written and oral communication.

4. Introduction to the Topic: To introduce the topic in an engaging way, the teacher can:

   • Curiosity 1: Mention that the word "enxofre" is one of the few examples in Portuguese where the X at the beginning of the word has the sound of "z".
   • Curiosity 2: Comment that, in some regions of Brazil, the sound "ch" is pronounced as "x", as in the word "peixe" (pronounced "peixe" and not "peiche").

5. Gaining Attention: Finally, the teacher should emphasize that at the end of the lesson, students will be able to correctly identify and use the phoneme X and CH, which will help them improve the pronunciation and spelling of many words in Portuguese.

Development (20 - 25 minutes)

1. Theory: Phoneme X (7 - 10 minutes)

   • The teacher should start by explaining that the phoneme X, most of the time, has the sound "ks", as in "exemplo", "extenso" and "exército". (3 - 4 minutes)
   • Next, it should be explained that in some words, X can have the sound of "s", as in "enxada", "enxame" and "enxuto". This explanation should be accompanied by visual and sound examples. (3 - 4 minutes)
   • The teacher should then emphasize that, in words of foreign origin, X can have the sound of "ch", as in "xícara", "xampu" and "xale". This explanation should also be accompanied by visual and sound examples. (1 - 2 minutes)

2. Theory: Phoneme CH (7 - 10 minutes)

   • The teacher should begin by explaining that the phoneme CH, most of the time, has the sound of "ch" itself, as in "chave", "churrasco" and "chocolate". (3 - 4 minutes)
   • Next, it should be explained that, in some words, CH can have the sound of "k", as in "machado" and "cocho". This explanation should be accompanied by visual and sound examples. (3 - 4 minutes)
   • The teacher should then emphasize that in some regional variations of Portuguese, CH can have the sound of "sh", as in "chiclete" and "chiqueiro". This explanation should also be accompanied by visual and sound examples. (1 - 2 minutes)

3. Practice: Identifying and Classifying Words (6 - 7 minutes)

   • The teacher should present students with a list of words that contain the phonemes X and CH. The words should be varied and should include examples of the different sounds that can be produced by these phonemes.
   • Students, then in pairs or groups, should identify the sound produced by each word and classify it as a sound produced by X or CH.
   • The teacher should circulate around the room, assisting students, clarifying doubts, and correcting errors.

4. Practice: Correct Use in Writing (6 - 7 minutes)

   • The teacher should then present students with some incomplete sentences that must be filled in with words that contain the phonemes X and CH.
   • Students, again in pairs or groups, should complete the sentences, paying attention to the sound produced by each word and using the correct phoneme.
   • The teacher should circulate around the room, assisting students, clarifying doubts, and correcting errors.

Return (8 - 10 minutes)

1. Review and Reflection (3 - 4 minutes)

   • The teacher should begin by briefly reviewing the main points covered in the lesson, recalling the difference between the phonemes X and CH and the different sounds that each can produce.
   • Next, students should be encouraged to reflect on what they have learned by answering questions such as:
     1. What was the most important concept learned today?
     2. What questions have not yet been answered?
     3. What you learned today that can be useful in everyday situations?
   • The teacher should encourage students to share their reflections, allowing them to express their doubts and comments.

2. Connection with Practice (2 - 3 minutes)

   • The teacher should then explain how what was learned in the lesson connects with practice. For example, you could mention how the ability to correctly identify words with the phonemes X and CH can help improve spelling and pronunciation of words in Portuguese.
   • The teacher could also mention how the practice of listening carefully to the sounds of words can be useful in other learning situations, such as when learning a new language or improving overall pronunciation.

3. Application of Knowledge (3 - 4 minutes)

   • Finally, the teacher should propose that students apply the knowledge acquired, either in the next class or at home. This can be done through tasks, such as writing a short text that contains a minimum number of words with the phonemes X and CH, or identifying and writing down words with these phonemes in a book or magazine.
   • The teacher should encourage students to continue practicing what they have learned, emphasizing that repetition and application of knowledge are essential for consolidating learning.
   • The teacher should also make himself available to clarify doubts that may arise during the performance of the tasks, either in the next class or through online communication means, such as email or virtual learning platform.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   • The teacher should begin the Conclusion of the lesson by summarizing the main points that were covered, reinforcing the difference between the phoneme X and CH and the different sounds that each can produce.
   • He should also review the rules for using these phonemes, reminding students that X usually has the sound "ks", but can have the sound of "s" in some words and the sound of "ch" in words of foreign origin. CH has the sound of "ch", but can have the sound of "k" in some words and the sound of "sh" in some regional variations of Portuguese.

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

   • Next, the teacher should explain how the lesson connected theory, practice, and applications. He should emphasize that the theory was presented through visual and sound examples, which facilitated student understanding. Practice, in turn, allowed students to apply what they learned and develop their skills in identifying and classifying words. Finally, the applications were discussed, showing students how the knowledge acquired can be useful in everyday life, both in writing and in pronouncing words in Portuguese.

3. Extra Materials (1 - 2 minutes)

   • The teacher should then suggest some extra materials for students who wish to deepen their knowledge on the subject. These materials may include grammar books, dictionaries, educational websites, and online videos that show the correct pronunciation of words with the phonemes X and CH.
   • He should also encourage students to continue practicing what they learned, either through the proposed tasks or through other writing and reading activities.

4. Importance of the Subject (1 - 2 minutes)

   • Finally, the teacher should emphasize the importance of the subject presented for the students' daily lives. He should explain that the ability to correctly identify and use the phonemes X and CH is essential for good written and oral communication in Portuguese. In addition, he should remember that improving spelling and pronunciation can open doors for students, both in the educational and professional fields.