Objectives (5 - 7 minutes)

In the first stage, the teacher should present the lesson Objectives. This stage is crucial for students to understand what will be covered and what the learning expectations are. The main Objectives should be:

1. Understand the concept of adjectives in the English language: Students should understand that adjectives are words that modify or describe nouns, giving them specific characteristics.

2. Learn the main adjectives in English: The teacher should present a list of common adjectives, such as "good", "bad", "big", "small", "happy", "sad", among others, and explain the meaning of each one. The goal is for students to become familiar with these words and be able to use them correctly in sentences.

3. Practice using adjectives in context: Students should be able to apply the adjectives learned in sentences and texts, in order to develop the ability to express opinions, describe people, places, and objects, and express emotions.

Secondary Objectives may include:

• Review general vocabulary: During the presentation of adjectives, the teacher can take the opportunity to review other terms and expressions that have already been covered in previous classes, reinforcing learning and deepening students' vocabulary.

• Stimulate active student participation: The teacher should encourage students to ask questions, participate in discussions, and practice using adjectives orally and in writing. Active participation is essential for the learning process and for fluency development.

• Promote teamwork: The teacher can organize group activities, in which students will have the opportunity to practice using adjectives collaboratively, promoting cooperation and the exchange of ideas among students.

Introduction (10 - 15 minutes)

In the second stage, the teacher should introduce the lesson topic, making connections with prior knowledge, presenting problem situations or curiosities to arouse students' interest. The Introduction should be interactive and engaging, aiming to prepare students for the content that will be presented.

1. Concept review: The teacher should start by reviewing the concept of nouns, which are the words that adjectives modify. For example, the teacher can write a list of nouns on the board and ask students to describe them with adjectives they already know. This serves to remind students of the practical use of adjectives in the English language.

2. Problem situation: The teacher can propose a situation in which students must describe an object or a person using only adjectives. For example, the teacher can show an image of an object or a person and ask students to describe it in English. This activity serves to show students the importance and usefulness of adjectives in communication.

3. Connection to the real world: The teacher can exemplify the importance of adjectives in everyday communication. For example, the teacher can show how a simple change of adjective can completely alter the meaning of a sentence. For instance, the sentence "She is a good friend" has a completely different meaning from "She is a bad friend". This demonstration serves to show students that the correct use of adjectives is essential for effective communication in English.

4. Curiosity: The teacher can tell students that there are more than 10,000 adjectives in the English language. The teacher can show students that, although not all of these adjectives are used frequently, it is important to learn a variety of adjectives to enrich vocabulary and make communication more expressive.

By the end of the Introduction, students should be engaged and motivated to learn more about adjectives in the English language.

Development (20 - 25 minutes)

The third stage is the core of the lesson, where the teacher presents the content in a structured and detailed manner. In this stage, the teacher should provide a clear and concise explanation of the main adjectives in English, their usage rules, and some examples of application.

1. Explanation of the main adjectives in English (10 - 12 minutes): The teacher should start by presenting the most common adjectives in English, such as "good", "bad", "big", "small", "happy", "sad", "beautiful", "ugly", "hot", "cold", "rich", "poor", etc. For each adjective, the teacher should explain its meaning, pronunciation, and comparative and superlative forms. For example, for the adjective "good", the teacher can explain that its meaning is "good", its pronunciation is /ɡʊd/, and its comparative and superlative forms are "better" and "best", respectively. The teacher should then provide several examples of sentences using this adjective, so that students can see how it is used in context.

2. Adjective usage rules (5 - 7 minutes): The teacher should explain that, in English, adjectives come before the nouns they modify. For example, in English, we say "a good book", while in Portuguese we say "um livro bom". The teacher should also explain that, in English, adjectives do not agree in gender and number with the nouns they modify. That is, we use the same adjective to describe a noun in singular and plural, and to describe feminine and masculine nouns. For example, we say "good books" and "good girls". The teacher should then provide several examples of sentences that illustrate these rules.

3. Examples of application (5 - 6 minutes): The teacher should present several examples of sentences or texts that use adjectives correctly. The examples can be taken from textbooks, magazines, newspapers, websites, etc. The teacher should then ask students to read the examples aloud and explain the meaning of the adjectives. The teacher should correct any pronunciation or comprehension errors, and should encourage students to ask questions and express their doubts and opinions.

By the end of this stage, students should have acquired a good knowledge of the main adjectives in English, and should be able to use them correctly in sentences and texts. Additionally, students should have developed the ability to understand and express themselves in English more precisely and effectively.

Feedback (8 - 10 minutes)

In the fourth stage, the teacher should promote a discussion about the content presented, allowing students to reflect on what they have learned and how it can be applied in everyday situations. The teacher should encourage the participation of all students, valuing their contributions and clarifying any doubts that may arise.

1. Content review (3 - 4 minutes): The teacher should start this stage by briefly reviewing the content presented, highlighting the main points and reinforcing the rules of adjective usage. The goal is to ensure that all students have understood the material and are prepared for the next stage.

2. Reflection on learning (3 - 4 minutes): The teacher should then ask students to reflect on what they have learned. He can ask questions like: "What was the most important concept you learned today?" and "What questions have not been answered yet?". The teacher should give students enough time to think about their answers and then should select some students to share their reflections with the class. The teacher should listen carefully to the students' responses, valuing their opinions and clarifying any doubts that may arise.

3. Application of content (2 - 3 minutes): The teacher should then ask students to think about how they can apply what they have learned in their daily lives. For example, he can ask students to describe an object, a person, or a situation using the adjectives they have learned. The teacher should give students enough time to think about their answers and then should select some students to share their descriptions with the class. The teacher should listen carefully to the students' responses, providing positive feedback and correcting any errors that may arise.

4. Student feedback (1 - 2 minutes): Finally, the teacher should ask students to give feedback on the lesson. For example, he can ask: "What did you like most about today's lesson?" and "What could be improved?". The teacher should take note of the students' feedback and use this information to improve his future lessons.

By the end of this stage, students should have a clear understanding of the lesson content and how they can apply what they have learned in their daily lives. Additionally, students should feel comfortable expressing their doubts and opinions, and should be motivated to continue studying the English language.

Conclusion (5 - 7 minutes)

In the fifth and final stage, the teacher should consolidate the content presented, highlighting the main points and summarizing what was learned. Additionally, the teacher should provide guidelines for students to continue studying the subject and suggest extra activities to reinforce learning. The Conclusion should be clear and concise, leaving students with a sense of accomplishment and motivation to continue learning.

1. Content review (2 - 3 minutes): The teacher should start the Conclusion by recalling the main points of the lesson. For example, he can review the adjectives that were presented, the usage rules, and the main difficulties faced by students. The goal is to consolidate learning and ensure that students have understood the concepts presented.

2. Theory and practice connection (1 - 2 minutes): The teacher should then explain how the lesson connected theory and practice. For example, he can refer to the activities carried out and demonstrate how they helped students understand and apply the adjectives. The teacher should also emphasize the importance of continuing to practice using adjectives in real contexts to enhance fluency and accuracy.

3. Suggestion of additional materials (1 - 2 minutes): The teacher should suggest some additional study materials for students who wish to deepen their knowledge of adjectives. These materials may include textbooks, language learning websites, online lesson videos, educational games, among others. The teacher should briefly explain what each material offers and how it can be useful for learning adjectives.

4. Homework activities (1 minute): Finally, the teacher should propose some activities for students to do at home. These activities should be designed to reinforce learning and motivate students to continue studying. For example, the teacher can ask students to write an essay describing a place they like, using the adjectives they have learned. The teacher can also propose a memory game, where students must find pairs of cards containing the same adjective, but in different forms (comparative and superlative). The teacher should clearly explain what students need to do, and should set a deadline for the activities to be completed.

By the end of the Conclusion, students should have a clear view of what they have learned, what they still need to learn, and how they can continue studying. Additionally, students should be motivated and prepared to carry out the proposed activities and to face new challenges in the study of the English language.