Objectives (5 - 7 minutes)

1. Understand the concept of anaphora and cataphora, identifying them in different contexts of phrases and texts.
2. Develop skills to identify and analyze anaphoric and cataphoric relationships present in texts.
3. Practice applying the rules of textual cohesion and coherence through the correct use of anaphora and cataphora.

Secondary objectives:

• Stimulate careful and critical reading of diverse texts for the identification of anaphora and cataphora.
• Promote group discussion about perceptions and interpretations of different uses of anaphora and cataphora.

The teacher should present these Objectives at the beginning of the class, in a clear and objective manner, so that the students know what to expect and what will be required of them during the class.

Introduction (10 - 15 minutes)

1. Review of Related Content: Before beginning to discuss anaphoric and cataphoric relationships, the teacher should briefly review the concepts of textual cohesion and coherence, since they are fundamental for the understanding of these relationships. They can do this through a quick slide show presentation, or through a classroom discussion. (2 - 3 minutes)

2. Problem Situations: The teacher can propose two problem situations to initiate exploration of the topic. The first could be the presentation of a phrase that makes no sense due to the lack of anaphora, and the second could be the presentation of a phrase that makes no sense due to the presence of cataphora. The students will be encouraged to think about what could be added or removed to make the phrases more coherent. (3 - 5 minutes)

3. Contextualization: The teacher should explain to the students the importance of anaphora and cataphora in the construction of the meaning of a text. They can cite examples of real texts, such as news, articles and books, that make extensive use of these relationships. In addition, they can emphasize how the ability to correctly identify and use anaphora and cataphora can improve students' written communication. (2 - 3 minutes)

4. Gaining Students' Attention: In order to arouse students' interest, the teacher can provide two curiosities about anaphora and cataphora. The first is that these relationships are very common in the Portuguese language, and that, in fact, it is difficult to write a cohesive and coherent text without them. The second is that anaphora and cataphora can vary depending on the context and the textual genre, which makes their study even more interesting and challenging. (1 - 2 minutes)

Development (20 - 25 minutes)

1. Activity "Find the Link" (10 - 15 minutes)

   • Divide the class into groups of no more than 5 students. Each group will receive a list of disordered phrases that use anaphora and cataphora. The objective of the activity is to order the phrases in a way that creates a small cohesive and coherent paragraph.

   • The phrases should be chosen in a way that the anaphora and cataphora are essential for the understanding of the text. For example: "Maria bought a book. She read the whole book that same day". (Anaphora: "She", Cataphora: "a book").

   • The groups will have a limited time to complete the task and, at the end, should present their paragraphs to the class. The teacher should guide the groups, clarify doubts and correct possible errors.

2. Activity "Grammar Scavenger Hunt" (10 - 15 minutes)

   • Still in groups, the students will be challenged to find examples of anaphora and cataphora in real texts. For this, the teacher should provide a variety of short texts, such as news articles, short stories, poems, etc.

   • Each group will receive a different text and will have to identify and highlight the anaphora and cataphora present. They must also explain why these relationships were used in the text and how they contribute to its cohesion and coherence.

   • The teacher should circulate through the room, helping the groups to identify the relationships and to discuss their importance in the text.

3. Activity "Challenge of Coherent Writing" (5 - 10 minutes)

   • To conclude, each group will receive a set of words or phrases that should be used to create a small text. The challenge is to include anaphora and cataphora in a way that makes the text cohesive and coherent.

   • The teacher can propose a theme for the text, or let the students choose. The important thing is that they are capable of applying what they have learned about anaphora and cataphora in a creative and efficient manner.

   • At the end, the texts will be shared with the class and the groups will be invited to explain their choices of anaphora and cataphora. The teacher should praise the correct answers, correct the errors and promote a discussion about different possibilities of using these relationships.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • The teacher should bring all the students together and promote a group discussion about the solutions or conclusion reached by each team during the activities. Each team will have a maximum of 3 minutes to share their main discoveries or difficulties.

   • The objective of this stage is to allow the students to learn from each other, to be exposed to different ways of thinking and of applying the knowledge acquired. The teacher should encourage everyone's participation, guaranteeing that all the students have the opportunity to speak and to be heard.

2. Connection with Theory (3 - 5 minutes)

   • After the discussion, the teacher should return to the theoretical concepts presented at the beginning of the class and make connections with the practical activities completed. They should emphasize how anaphora and cataphora were applied by the students for the construction of cohesive and coherent texts and reinforce the importance of these relationships in writing.

   • The teacher should also revisit the examples of anaphora and cataphora present in real texts, showing how these relationships are frequently used and how they contribute to the clarity and fluidity of reading.

3. Individual Reflection (2 - 3 minutes)

   • To wrap up the class, the teacher should propose that the students individually reflect on what they have learned. They can do this through guiding questions, such as: "What was the most important concept learned today?" and "What questions have not yet been answered?".

   • The student should have a minute to think about the answers to these questions. The teacher can ask some students to share their reflections, or they can collect the answers in writing for later evaluation.

   • This stage is fundamental for the consolidation of learning, because it allows the students to internalize the concepts presented and to identify possible gaps in their understanding. In addition, it also provides the teacher with valuable feedback on the effectiveness of the class and on possible adjustments to be made in future classes.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes)

   • The teacher should begin the Conclusion stage by recapitulating the key points of the class, revisiting the concepts of anaphora and cataphora, and the importance of these relationships in the construction of textual cohesion and coherence.
   • They can do this through a brief review of the examples and practical activities completed, reinforcing the students' learning and clarifying any doubts that remain.

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

   • Next, the teacher should explain how the class connected theory, practice and application.
   • They can emphasize how the theory was presented initially, followed by practical activities that allowed the students to apply and experiment with the theoretical concepts in real writing contexts.
   • The teacher should emphasize that the ability to correctly and efficiently identify and use anaphora and cataphora is an essential competence for the production of cohesive and coherent texts, and that this ability was developed and improved during the class.

3. Complementary Materials (1 - 2 minutes)

   • The teacher should suggest some complementary study materials for students who want to go deeper into the subject.
   • These materials can include grammar books, educational websites, explanatory videos, online exercises, among others.
   • The teacher can make a list of these materials available on the school's virtual platform, or they can encourage students to seek these resources on their own.

4. Importance in Daily Life (1 minute)

   • Finally, the teacher should emphasize the importance of the theme for students' daily lives.
   • They can explain that the skills developed during the class, in addition to being fundamental for the production of written texts, are also very useful in other communication situations, such as in the interpretation of texts, in argumentation, in problem-solving, among others.
   • The teacher should encourage the students to apply what they have learned not only in Portuguese classes, but in all of their reading and writing activities.