Objectives (5 - 10 minutes)

1. Understanding the Concept of Referencing: Students must be able to recognize what referencing is and how it is used to establish relationships between the parts of the text. They need to be able to identify the pronouns and the terms to which they refer.

2. Identifying Pronouns and Terms: Students must be able to identify the pronouns and the terms they refer to in a text. This involves the ability to analyze the context of the text to determine the correct reference.

3. Referencing Practice: Students must be able to implement the referencing concept in practical exercises. They need to be able to write sentences that use referencing correctly and they also need to be able to identify referencing errors in sentences.

Secondary Objectives:

1. Analytical Reading Development: Since referencing involves analyzing the context of a text, students must develop analytical reading skills. This can help them not only in Portuguese, but also in other curriculum areas which require the understanding and interpretation of texts.

2. Improving Coherent and Cohesive Writing: By understanding and implementing the concept of referencing, students will also improve their writing skills. Referencing is one of the strategies that help make text more coherent and cohesive.

3. Development of Critical Thinking: By analyzing the context and determining the correct reference, students will also develop their critical thinking skills. This is an additional benefit in referencing practice.

Introduction (10 - 15 minutes)

1. Review of Previous Content: The teacher should start the class by reviewing the concepts of pronouns and terms, since these are fundamental for understanding referencing. This can be done through a brief theoretical review or a question and answer game. For example, the teacher may ask students to identify the pronouns and terms in a few sentences.

2. Problem Situations: The teacher must present two problem situations that involve referencing. For example, a text in which the pronouns are not clear may be presented, and students may be asked to identify what they refer to. Then, another text may be presented in which the pronouns are used correctly, and students may be asked to explain the referencing.

3. Contextualization of the Subject's Importance: The teacher should explain to the students the importance of referencing, showing how it contributes to text cohesion and coherence. It can also be highlighted that the ability to understand and correctly use referencing is fundamental in several professional areas, such as communication, writing, law, and others.

4. Topic Introduction: The teacher should introduce the lesson topic - referencing - in such a way as to arouse students' interest. For example, some curiosity about the origin or use of some pronouns may be presented, or a story that illustrates the importance of referencing may be told. Another strategy is to present a challenge, such as an ambiguous text that needs to be rewritten in such a way as to make the referencing clear.

Development (20 - 25 minutes)

1. Theory (10-15 minutes): The teacher should present the theory of referencing, explaining what it is, why it is important and how it is used. Some of the information that should be included is:

   • Definition of Referencing: Referencing is a linguistic process that establishes reference relationships between elements of a text. It is primarily done through the use of pronouns, which replace nouns or terms already mentioned in the text.

   • Function of Referencing: The main function of referencing is to avoid the repetition of nouns or terms that have already been mentioned in the text. This helps making the text more fluid, by avoiding unnecessary repetition of words.

   • Types of Referencing: There are two types of referencing: anaphoric and cataphoric. Anaphoric referencing occurs when the pronoun refers to a term that previously appeared in the text. Cataphoric referencing occurs when the pronoun refers to a term that will appear later in the text.

   • Referencing Examples: The teacher should present several referencing examples, highlighting the relationship between the pronouns and the terms they refer to. For example, sentences such as "John bought a book. He read it in one day." and "I'll give you a gift. You'll like it." may be presented.

   • Fixation Exercises: After presenting the theory, the teacher must propose some fixation exercises, in which students should identify the pronouns and the terms they refer to.

2. Practice (10-15 minutes): After presenting the theory, students should practice referencing. The teacher should propose the following exercises:

   • Text Rewriting: The teacher may present a short text and ask students to rewrite it, replacing the nouns with pronouns. Then, the students will need to identify the pronouns and the terms they refer to.

   • Referencing Identification in Texts: The teacher may present a text where the pronouns are underlined and ask the students to identify the terms they refer to.

   • Phrase Creation with Referencing: The teacher may ask students to create their own phrases, using pronouns correctly. Then, the students will need to identify the terms the pronouns refer to.

   • Peer Text Review: Students may exchange their rewritten texts and correct any referencing errors they find.

In all exercises, the teacher should circulate around the class, guiding students and clarifying any questions.

Closing (10 - 15 minutes)

1. Theory and Practice Review (5 - 7 minutes): The teacher should conduct a classroom discussion to review the theoretical and practical concepts presented throughout the class. This can be done through questions targeted at students, asking them to explain the concept of referencing, identify the pronouns and terms in a text and create phrases using referencing. This will not only help strengthen learning, but will also allow the teacher to assess the level of student understanding.

2. Connection Between Theory and Practice (3 - 5 minutes): The teacher should then connect the theory to practice, explaining how the concept of referencing applies in real situations. This can be done through the presentation of examples of texts or situations in which referencing is used effectively. For example, the teacher may show a newspaper article or a comic strip and ask students to identify the pronouns and terms to which they refer. The teacher may also ask students to bring examples of texts they found outside the classroom and discuss them with the class.

3. Learning Reflection (2 - 3 minutes): The teacher should then ask students to reflect on what they learned during the class. This can be done through questions such as:

   • What was the most important concept you learned today?
   • What questions are still unanswered?
   • How can you apply what you learned today in your daily life or in other subjects?

   Students should be given some time to think about these questions and then share their answers with the class. The teacher should encourage students to be honest in their answers and to express any difficulties or confusion they may have. This is an opportunity for the teacher to identify any areas that may need additional clarification or practice.

4. Student Feedback (1 - 2 minutes): Finally, the teacher should ask students to provide feedback on the class. This can be done through questions such as:

   • What part of the class did you enjoy most?
   • What could be improved next time?

   Student feedback is a valuable tool for the teacher since it can help improve future classes. Also, by asking for their feedback the teacher demonstrates that he/she values the students' opinions and is willing to make changes to suit their needs.

Conclusion (5 - 10 minutes)

1. Class Summary (2 - 3 minutes): The teacher should recap the main points addressed during the class. This includes the referencing concept, the function of pronouns in the process, the types of referencing (anaphoric and cataphoric) and the importance of referencing for a text's cohesion and coherence. The teacher can do this interactively, by asking students to share what they remember about each topic.

2. Theory, Practice and Applications Connection (2 - 3 minutes): The teacher should explain how the class connected theory, practice and applications. They can highlight how the referencing theory was applied in the practical exercises and how this skill may be useful in real situations, such as reading and understanding different texts, writing essays, interpreting laws, among others.

3. Extra Materials (1 - 2 minutes): The teacher may suggest extra materials for students who wish to learn more about referencing. This could include grammar books, educational websites, explanatory videos, online exercises, among others. For example, the teacher may suggest that students research more about textual cohesion, which is a related concept to referencing.

4. Subject Importance (1 - 2 minutes): Lastly, the teacher should emphasize the importance of the subject addressed for the students' daily lives. They can explain that the ability to understand and correctly use referencing is useful not only in Portuguese, but also in other curriculum areas and in many real-life situations. For example, the teacher could mention that referencing is a crucial tool for good communication, whether it is for writing an email, reading a contract or interpreting a journalistic text. Also, the teacher could emphasize that the development of analytical reading, coherent writing and critical thinking abilities, which are important skills in the practice of referencing, are valued skills in many professions and in the academic life.