Objectives (5 - 7 minutes)

1. Understanding the Alphabet: The teacher must ensure that the students understand the concept of the alphabet and how it functions in the Portuguese language. This includes understanding that the alphabet is composed of 26 letters, with 5 vowels and 21 consonants. Students should also be able to recite the alphabet from memory.

2. Recognition of Letters and Sounds: Students should be able to recognize each letter of the alphabet and the sound it represents. This involves reading, writing, and pronunciation activities.

3. Introduction to the Phonetic Alphabet: The teacher should introduce the concept of the phonetic alphabet, which differs from the conventional alphabet by representing the sounds of a language more accurately. Students should be able to understand that the phonetic alphabet is a tool used to assist in the correct pronunciation of words.

Secondary Objectives

• Develop Reading Skills: By familiarizing themselves with the alphabet and the phonetic alphabet, students will also be enhancing their reading skills.

• Encourage Writing and Pronunciation Practice: Through practical activities, students will have the opportunity to practice writing and pronouncing the letters and sounds, which will contribute to the development of their language skills.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the lesson by reviewing the content that was previously taught. He can ask questions about what was learned in previous classes, such as the difference between vowels and consonants, and ask students to recite the alphabet. This review is essential to ensure that students have a solid foundation before moving on to new material. (2 - 3 minutes)

2. Problem-Solving Scenarios: The teacher can present two problem-solving scenarios to engage students' interest and curiosity in the lesson. The first scenario could be: 'Imagine you are writing a letter to a friend who speaks another language, but you do not know how to pronounce the words correctly. How could the phonetic alphabet help you?' The second problem-solving scenario could be: 'Have you heard of people who have different accents when speaking the same language? How could the phonetic alphabet be used to represent these different sounds?' (3 - 5 minutes)

3. Contextualization: The teacher should emphasize the importance of the alphabet and the phonetic alphabet in everyday life. He may mention that these tools are used in various situations, such as when writing emails, texts, or even when learning a new language. The teacher may also mention that the phonetic alphabet is widely used in dictionaries and pronunciation guides to help people speak words correctly. (2 - 3 minutes)

4. Capturing Students' Attention: To captivate students' attention, the teacher can share some curiosities about the alphabet. For example, he can say that our alphabet is based on the Latin alphabet, which in turn was based on the Greek alphabet. Another curiosity is that the word 'alphabet' comes from the first two letters of the Greek alphabet, alpha and beta. The teacher can also mention that there are several languages in the world that use different alphabets, such as Russian, which uses the Cyrillic alphabet. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Activity 1 - Building the Alphabet (10 - 12 minutes):

   • The teacher should divide the class into groups of 4 to 5 students. Each group will receive a set of blank cards and colored pens.
   • The challenge is for each group to write the alphabet, each letter on a separate card, and decorate it. They should also associate a word that starts with each letter. For example, 'A' can be associated with 'love', 'B' with 'ball', and so on.
   • The group that finishes first should recite the alphabet and the associated words out loud to the rest of the class. This will help reinforce the memorization of the alphabet.
   • The teacher should move around the room, assisting the groups as needed and correcting any errors.
   • This activity promotes teamwork, memorization, and recognition of the alphabet letters.

2. Activity 2 - The Phonetic Alphabet Game (10 - 12 minutes):

   • Still in groups, students will receive a set of cards with the phonetic alphabet.
   • The teacher will explain that the game consists of choosing a card from the deck and then the group must find a word that starts with the phonetic alphabet letter corresponding to the card letter.
   • For example, if the chosen card is 'A', the group must choose a word that starts with the letter 'a' in the phonetic alphabet (for example, 'alpha').
   • The group that can find the word first wins the round. The game continues until all cards have been used.
   • This activity helps students become familiar with the phonetic alphabet and associate it with the sounds of the letters.

3. Activity 3 - The Pronunciation Challenge (5 - 6 minutes):

   • Each group chooses a Portuguese word that they find difficult to pronounce correctly.
   • Using the phonetic alphabet, they must try to represent the correct pronunciation of the word.
   • Then, each group presents the word and the pronunciation they created to the rest of the class.
   • The teacher can use this activity as an opportunity to discuss the importance of the phonetic alphabet in learning new languages and improving pronunciation.
   • This activity promotes writing and pronunciation practice, creative thinking, and problem-solving.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher should initiate a group discussion about the solutions or conclusions found by each group during the activities.
   • Each group will have up to 2 minutes to share their findings or difficulties.
   • The teacher should encourage students to explain the reasoning behind their choices and express their opinions respectfully.
   • This discussion is an opportunity for students to learn from each other and for the teacher to clarify any misunderstandings.

2. Connection to Theory (2 - 3 minutes):

   • After the discussion, the teacher should make the connection between the activities carried out and the theory presented at the beginning of the lesson.
   • He should highlight how each activity helped reinforce the understanding of the alphabet and the phonetic alphabet, and the importance of these tools in reading, writing, and correctly pronouncing words.
   • The teacher can also take this opportunity to address any remaining doubts and reinforce the key concepts of the lesson.

3. Individual Reflection (2 - 3 minutes):

   • The teacher should propose that students reflect individually on what they learned in today's lesson.
   • He can ask questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
   • Students will have a minute to think about these questions.
   • This reflection helps students consolidate what they have learned and identify any areas that may still need more practice or study.

4. Teacher Feedback (1 minute):

   • Finally, the teacher should provide general feedback on the class's participation and performance during the lesson.
   • He should praise the students' effort and collaboration, and encourage them to continue practicing and studying the alphabet and the phonetic alphabet.
   • The teacher should also mention any areas where he noticed the class may need more attention or practice, and offer suggestions for future studies.

This Feedback is a crucial step to ensure that students have understood the lesson content and to identify any areas that may need reinforcement in future classes.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes):

   • The teacher should summarize the main points covered during the lesson, reminding students about the concept of the alphabet, the distinction between vowels and consonants, the importance of the phonetic alphabet for the correct pronunciation of words, and the practice of writing and pronouncing letters and sounds.
   • He can ask quick questions to check students' retention and reinforce these concepts.

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

   • The teacher should emphasize how the lesson connected theory, practice, and the application of knowledge.
   • He can highlight how practical activities, such as building the alphabet and playing the phonetic alphabet game, helped students apply and deepen their theoretical understanding.
   • The teacher can also mention the various applications of the alphabet and the phonetic alphabet in everyday life, reinforcing the relevance of what was learned.

3. Extra Materials and Study Recommendations (1 - 2 minutes):

   • The teacher should suggest additional study materials for students who wish to deepen their knowledge of the alphabet and the phonetic alphabet.
   • He can recommend books, websites, educational videos, online games, and language learning apps.
   • The teacher should encourage students to practice writing and pronouncing letters and sounds at home, using what they learned in class.

4. Importance of the Subject for Daily Life (1 minute):

   • Finally, the teacher should emphasize the importance of the alphabet and the phonetic alphabet for students' daily lives.
   • He can mention that knowledge of these tools is essential for reading, writing, and correctly pronouncing words, not only in Portuguese but in any language.
   • The teacher should emphasize that mastering the alphabet and the phonetic alphabet is a fundamental skill for effective communication and for learning new languages.

The Conclusion is a crucial part of the lesson, as it helps consolidate what was learned, establish the connection between theory and practice, and motivate students to continue learning. The teacher must ensure that students leave the lesson with a clear understanding of the topic and the necessary tools to continue their learning autonomously.